The teacher & DLT reads the text to the class. Modeling fluency & intonation an comprehension. Use strategies for a few children to read aloud but avoiid coold reading that might make children uncomfortable.

Use questioning and discussion to help children get to grips with new vocabulary and develop their understanding of the text.

Activities to develop comprehension of the text. Mixed ability group, pairs or alone depending on the activity.

Front-load vocab

Synonyms

Working wall (journal)

Environment

Show and Tell

Share a book with a similar theme/ language with families

Teaching real vocab- not cocoon e.g. Expose to vocab.

Show images of real-life images of objects to contextualise e.g. lifecycle.

Home learning project.

Mystery box with items that helps the children learn the vocab.

Link own experience- images from the book or real-life images linked to the book. Give time to talk about that and share their ideas. Record on Seesaw, record videos, floorbook, pictures and scribe captions, display.

add pictures children have brought from home.

add vocab.

pictures from books/real-life examples.

made by children, more likely to use if they have made the labels and added words themselves.

Give context- when to use different words. Get children to think of scenarios, apply new vocab to the scenario.

Display showing thermometer of 'hot' 'cold' words which show which words are relevant.

Questioning cards of scenarios in provision- when would you be happy? when would you feel...?

Transitions- give a question then asking for a new answer each time, check for understanding and that they can use it.

Indirectly modelling, find opportunities in daily routines- using it in day to day life, expose as much as possible.

(TF example) look through the book, a week before, think of words that children may know but may rely on (sad/ happy/ bad etc). How will we uplevel these adjectives and give them new, more challenging vocabulary? Put the word on the door of classroom, tell parents and children, challenge to go home and think of alternative word. Families create a small poster and stick around the door. Even if 3 children do it, other families will see and be encouraged to do it too.

Staff know what vocab to focus on, model using the language through provision (role play/ small world), children will be more likely to use it themselves.

Organisation- DLT to write down ideas, comments, and words to be kept.

Teach the features- LT goes through the features, AT/ DLT to write down, then hide.

• Children write down what they can remember on whiteboards/ or different colour Post Its for them to write down ideas (write down names).

• Write them down in order.

• Write down the purpose of the feature.

Show them the front cover with the title covered, with question words (Who? Where? How? What? Which? When? to support-

• can they make a prediction? LT/ DLT model talking through and writing down ideas using questions as a prompt, e.g.

• Who? The weather duck.

• Where are they going? to the park.

• Think, pair, share.

• What time of day? Why is it raining? Why is the frog on top of the umbrella? Why is the duck wearing a raincoat? What is their relationship? What is the duck looking at? What is the season?

• Notes, sketches, mind map- children come out to help.

Flip it- say the answer, then children guess the question, e.g. Answer- because the car wasn't working, Question- Why is he walking in the rain?

Attention (delve deeper, question or statement)

• Always/ never- Why doesn't Frog wear any clothes? Frog never wears clothes. Frog is always smiling because he is catching a ride on the umbrella.

• A small detail- what do you notice about the duck's hat? Duck has the smallest head but still manages to wear the biggest hat. Frog is smiling because Duck doesn't know he is there.

• Like/ dislike

• Similar/ different- how is your raincoat similar/ different?

Get children to make a prediction for the title-

• capital letters

• alliteration (remind them what it means)

• adjective

• Bold text, all in capitals or interesting font

• Show me your board if you have a capital letter/ show me your board if you have mentioned the rain...

• Compare with partner and checklist

• AT, DLT and LT make a deliberate mistake in title

• Address misconceptions

• Children are given the title, then draw the picture- do they include the keywords?

What could the L.I. and Steps be for this lesson?

• Concepts of print- I know the parts of the book (title)/ To assign meaning to pictures.

• To talk about stories- I can make predictions about unfamiliar stories.

• If we include standards from Reading and C&L, can highlight them on the plan so that we can keep track.

Steps in plan (be succinct, have a bank of agreed terms/ ideas to refer to, then on plan -

• Book features (memory).

• Display the front cover (no title) with qu words to support predictions (model) then think, pair and share.

• Go deeper (infer by reversing the qu and a)/ Modelling thinking and writing the title.

• Assessing against criteria and steps e.g. peer assessment.

Ideas for the following day/ week-

• I can read aloud.

• I can make inferences.

• Recap- write 3 features on your boards.

  • First 3 children stand up and take over pen, write 3 features on board.

• A blurb is.... finish the sentence.

• True or false about the title/ front cover etc.

• Know/ remember about the title/ front cover.

• Scanning text for words that they don't know or struggle to read, write on whiteboard, share with partner, add to diagram/ working wall.

• Scan, circle, underline.

• Read aloud- LT reads first and models getting stuck on a word/ decoding, intonation etc, then children read- read a sentence remind children where full stops are, ask children to volunteer, read in partners first.

  • Rules for reading aloud-

• everyone joins in with repeated phrases or Duck's name, every time you see a ssss make the sss sound. Not too much, don't want to take over and slow down the pace of reading.

• Two questions and an answer-

• Rapid response- skim through the text and find some nouns. True or false- Duck always likes to go to parties, and find evidence. Second paragraph, why has the author changed the font? What does Duck like to do? What's the weather? Why has he got a hot drink? I think Duck is really boring, why do I think that? Do you agree?

• REFER TO LI AND STEPS.

Once past telling of story, knowing, changing, adapting children should understand the characters and the setting.

Oral retelling is a skill in itself.

Innovation might be changing the setting- first week focus on learning adjectives to describe the setting, innovation don't need to write whole story, ch can 'rewrite' story with the setting.

Don't always have to write the whole story. Sometimes it doesn't make sense, focus on one section and teach that.

Staff meeting plan- not necessarily to be used in one lesson or to use the planning format. Non-negotiables will be clearly stated e.g. don't have to have sub-headings (modelling, questioning etc) but these are strategies which are quality teaching and help children to learn so we want to see these somewhere in planning.

Read the text.

Decide which LI and Steps will be used for this text (consider the logic and sequence). The grammar steps have already been broken down in the spine.

What is the T4W process- hook, imitation, innovation, independent application (used to be called invention).

There are T4W ideas on the structure of teaching diagram (in Teams).

1. drama

2. draw and retell

3. vocab