Area and Objectives from Development Matters

Introduction

Adult Focused Challenges

Speaking 22-36 Months Uses simple sentences (e.g.’ Mummy gonna work.’)

30-50 months Beginning to use more complex sentences to link thoughts (e.g. using and, because).

40-60 months Extends vocabulary, especially by grouping and naming, exploring the meaning and sounds of new words. Uses language to imagine and recreate roles and experiences in play situations.Links statements and sticks to a main theme or intention.

ELG Children express themselves effectively, showing awareness of listeners’ needs.

Reading

30-50 monthsI can listen to and join in with stories and poems, one-to-one and also in small groups.I can join in with repeated refrains and anticipates key events and phrases in rhymes and stories.I can listen to stories with increasing attention and recall.I can describe main story settings, events and principal characters.I can show interest in illustrations and print in books and print in the environment.I can look at books independently.I can handle books carefully.I know information can be relayed in the form of print.I can hold a book the correct way up and turn the pages.I know that print carries meaning and, in English, is read from left to right and top to bottom.

Input 1 To become familiar with a wide range of books. To Listen Monday Trail of glitter in the book corner, Beegu. T-P-S Who could have been? What could they have been doing? Adults to model TPS and speaking in full sentences. Phonics Fairy to arrive to tinkley music, introduce herself and ask if they have found her book of the week. T-P-S: Who is the story about? What is Beegu? Model full sentences and giving a reason…’ I think ….because…’

Introduce the story (title, author, how to hold a book gently, right way up). Read story and discuss.

Explain that we are going to read the story again but with musical instruments! Have a range of instruments for the children to see. Explore the sound that they make. T-P-S: Are they loud or quiet sounds? Describe the sound: crash, bang, tinkle, wallop (make up action with describer, expressing the word).

Read the story and stop in various places (spaceship crashing, telephone box, children’s playground, teacher’s footsteps). T-P-S: Which instrument should I use? Why? Model ‘I think…because…sentences’. Children to play the instrument to accompany the story.

Model challenge explicitly before exploring.Plenary Celebrate learning, share independent learning challenges. Input 2 To hear the 1st sounds in words. Tuesday Introduce Beegu puppet. Beegu would like to make a special space cake, called crazy cake! She thinks it is delicious! Beegu is going to whisper some of the ingredients but she can only say the 1st sound of the ingredient. Have a mixing bowl, spoon and ingredients in a circle. Children to have a picture of an ingredient. Beegu to whisper a sound into AC’s ear. T-P-S: What starts with a ssssss sound? What ingredient do we need? If children are unsure, give them 2 options, modelling explicitly. Children who have the matching ingredient to come and put it in the cake. Stretch and bounce the first word of the ingredient together, mimicking SFA, doing the action. ‘We are making crazy cake, the cake is really crazy, we are going to put it in the pan and sprinkle it with daisies’.Plenary Celebrate learning. Model writing a list of ingredients for the crazy cake so we can go shopping and buy more ingredients.Input 3 To give bossy instructions. WednesdayBeegu doesn’t know how anything works on Earth! He has seen lots of objects and he doesn’t know what they are for. Have a picture of a light switch. T-P-S What does a light switch do? How do you use it? Model using full sentences and giving reasons. Children to give AC instructions on how it works to help Beegu. Explain that we are using bossy language which tells us what to do – doing words/verbs (press the…, go to the…) and bossy fingers. T-P-S: Do our instructions work? (Pretend to turn the light on with your nose , elbow etc- children to help me correct and refine the instructions so

Job: LI: To listen and describeToday we are going to help Beegu understand the different sounds on our planet. On our walk what can we hear? Is it a loud or a quiet sound? What does it sound like? Can they describe the sound? Is the sound near or far away? Children to describe to Beegu puppet. Draw a picture of what they heard. Describe what they heard – adult to scribe.Draw a picture of what they heard. Describe what they heard – adult to scribe. EXT: Can they write the initial sound?Draw a picture of what they heard and write initial sound. Describe what they heard – adult to scribe. Adult floating inside and outside activities. Support children with decorating themselves in the creative area. Ensure all children complete

Two challenges introduced a day during 1st weeks, building up to multiple indoor and outdoor challenges set for the week as children become more settled and less modelling of environment required.

Make an alien spaceship for Beegu. Design on paper, build and then

label.

Design and paint an alien on tin foil to create a space picture.

Two hoops with sounds learnt in SFA and objects. Children to sort objects by initial sound into correct hoop.

Make crazy alien mud cake in the mud kitchen. Have paper to make a list with some sound mats. Can they write a list of ingredients using the initial sounds? Scribe what children have written.

Vocabulary: Listening ears, sound, loud, quiet, describe, explain, my turn, your turn, eyes looking, lips closed, ears listening, bossy finger, bossy instruction, verb, blend, segment, alien, Beegu.

40-60 monthsI can hear and say the initial sound in words.I can link sounds to letters, naming and sounding the letters of the alphabet.Early Learning GoalI can demonstrate understanding when talking with others about what they have read.Writing 40-60 monthsI give meaning to the marks I draw, write and paint.I can break the flow of speech into words. I can continus a rhyming string. I can hear and say the initial sound in words. I can segment the sounds in simple words and blend them together. Links sounds to letters, naming and sounding the letters of the alphabet. Uses some clearly identifiable letters to communicate meaning, representing some sounds correctly and in sequence. Writes own name and other things such as labels,captions. Attempts to write short sentences in meaningful contexts. Early Learning Goal I can use my phonic knowledge to write words in ways which match their spoken sounds. I can write some irregular common words. I can write simple sentences which I can be read by myself .

they are precise and detailed by modelling their exact instruction.Talk task: Have pictures of a tap and phone, with some picture clues about what to do on the IWB. They make up instructions on how to use them. JG, ZC and AC to go around and listen to the instructions. They may need some modelling. Extend more able children by modelling some time words : first, next, after.Share some of our instructions. Instruct JG on how to use the tap and phone.Plenary Celebrate learning, share independent learning challenges. Receive phone call fromBeegy. He got our instructions and can now use the phone! He has found something else he doesn’t know how to use- can we help him quickly? Describe a paint brush. He thinks its for cleaning his ears! Get a paint brush – children to think of an instruction on how to use it and what it is. Input 4 To blends sounds together. Thursday AM Beegu has been trying to learn our language but she can only talk like a robot! She has some instructions to make special alien sandwiches and we need to help her! Beegu is going to whisper a list of ingredients to me, he needs lots of ingredients! Have a sandwich on the IWB and some ingredients: Cheese, goo, slime, ham, jam, meat, choc, butter.

AC to sound talk the word. Children look on the board and try to find the matching ingredient to make the sandwich. Give children 2 options to model segmenting and blending each word with robot arms, then squashing the word together by clapping. Children to discuss in tps. Model using full sentences ‘ I think it is…’Plenary Celebrate learning. Share independent learning challenges. Are Beegu’s mum and dad here yet? Look under something that begins with…. Children to search around the classroom looking under things with the matching initial sound.Input 4 To blends sounds together. Thursday PM The phone is ringing but you can’t understand what the person is saying! Beegu can understand and thinks it is her mummy! Beegu has a challenge! She wants to teach you her language! Beegu whispers a word to the teacher. Model sound talking, then children sound talk. T-P-S: What is the word? Give them 2 options, modelling segmenting with arms to emphasise and blending by clapping together. Model full sentences : ‘I think it is…’. Share ideas. Explain what each word is in alien language e.g. og = hi, pim= bye etc with action. Can they say it to their partner? Use action too. Repeat with each word. (og, pim, ab, nud, ket, meck, liss, him, chee, doit) Plenary Celebrate learning. Share independent learning challenges. Input 5 Friday 1st SessionDough Disco! (All children to have playdough. Warm up writing muscles using different (actions roll, pinch, squeeze, ball, finger gym). Music playing).

Every child to have a wb. Use letter join. Children to watch video of patterns with their binoculars, write with magic finger (like a giant, on carpet, on their hair etc), then write on their wb. Progress to long letters: i, l, t. Adults to circulate and support children using formation rhymes.Plenary

activity.

Design a spaceship using design paper. Encourage mark making. Then build using your design and large materials.

Create an obstacle course. Children to wear a blindfold. Partner to hold hand and describe what to do/ give instructions.

Celebrate learning. Share independent learning challenges.

Input 5 Friday 2nd SessionOutdoor Learning: (Three groups carousel)

Make an alien spaceship out of natural materials for Beegu puppet. Encourage children to explain what they are doing and why, encourage interaction, model full sentences, extend ideas and thinking – how could they improve? What could they add to make it comfy? Etc Test it with Beegu!

Listening walk with Beegu around the school. What can we hear? Encourage children to describe what we can hear using full sentences. Can they tell Beegu what it is?.

Tree climbing. Discuss risk, 1m maximum climb.

Plenary Celebrate learning. Share independent learning challenges.