| Objectives | Students will be able to: (1) speak in complete sentences about a personal experience; (2) listen and ask a partner one question; (3) recall alphabet letter names and sounds. |
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| Materials | Alphabet chart, talking stick or shell, sentence starter strip: During the holiday I... |
| Key vocabulary | sentence, question, speaker, listener |
| Engage (starter) | (10 min) Teacher shares two holiday moments, one true and one made up; class guesses which is true. Introduces the sentence starter. |
| Develop (main) | (35 min) 1. Alphabet warm-up: class chants letters and sounds, teacher points randomly to check. 2. Model a full sentence: During the holiday I visited my grandmother in the country. 3. Think-pair-share: each child tells a partner one holiday sentence; the partner asks one question (Who? Where? What?). 4. Six volunteers share with the class using the talking stick; audience practises listening rules. 5. Children draw their holiday moment and write one sentence below it (teacher supports spelling with sound stretching). |
| Plenary (close) | (10 min) Two children read their sentence aloud. Class claps a rhythm for good speaking: loud, clear, complete. |
| Assessment | Oral: complete sentence with the starter. Written: one sentence attempted with beginning capital, even with invented spelling. |
| Teacher notes | Keep drawings for the Week 1 display board. |
| Objectives | Students will be able to: (1) blend and read -at and -an words; (2) build new words by changing the first letter; (3) write three family words correctly. |
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| Materials | Letter cards, word family sliders or flip strips, mini whiteboards, picture cards (cat, hat, bat, rat, man, pan, fan, van). |
| Key vocabulary | word family, rhyme, blend, vowel |
| Engage (starter) | (10 min) Rhyme riddles: I rhyme with hat and I say meow. I rhyme with man and I keep you cool. Children shout answers. |
| Develop (main) | (35 min) 1. Build -at on the board; blend a-t slowly then quickly. 2. Slide letters in front: c-at, h-at, b-at, s-at, r-at. Class reads each. 3. Repeat with -an: m-an, p-an, f-an, v-an, c-an. 4. Whiteboard dictation: teacher says a word, children write it and hold boards up. 5. Pairs match picture cards to word cards on the mat. 6. Challenge: write one silly sentence using two family words (The cat sat on the van). |
| Plenary (close) | (10 min) Word family chant with clapping: at, at, c-at cat! Collect two star words from each family on the class chart. |
| Assessment | Whiteboard dictation accuracy (aim 4 of 5); sentence attempt for early finishers. |
| Teacher notes | The -at and -an chart stays up all week for reference. |
| Objectives | Students will be able to: (1) blend and read -en and -et words; (2) distinguish short a from short e sounds; (3) write four family words from dictation. |
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| Materials | Word family strips, mini whiteboards, picture cards (hen, pen, ten, net, wet, jet, vet), yesterday’s -at/-an chart. |
| Key vocabulary | short vowel, listen, middle sound |
| Engage (starter) | (10 min) Sound detective: teacher says pairs of words (pat/pet, man/men); children touch their head for a and their ears for e. Discuss how the middle sound changes the word. |
| Develop (main) | (35 min) 1. Build -en: h-en, p-en, t-en, d-en, m-en. Blend and read together. 2. Build -et: n-et, w-et, j-et, v-et, p-et. 3. Mixed reading race in pairs with word strips from both days. 4. Whiteboard dictation of five words mixing families (hen, net, cat, pen, van). 5. Picture-word match, then each child writes two sentences choosing from a word bank (The hen is in the pen. The net is wet.). |
| Plenary (close) | (10 min) Vowel sound game: teacher shows a picture, class says the word and identifies the middle vowel sound, a or e. |
| Assessment | Dictation score out of five; sentence sample checked for correct family spelling. |
| Teacher notes | Children still confusing a and e sounds get the small-group table tomorrow during independent work. |
| Objectives | Students will be able to: (1) state that a sentence begins with a capital letter and ends with a full stop; (2) fix sentences missing both; (3) write three correct simple sentences. |
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| Materials | Sentence strips with errors, red and green crayons, mini whiteboards, word bank from the week. |
| Key vocabulary | sentence, capital letter, full stop, begin, end |
| Engage (starter) | (10 min) Show a strip: the cat sat on the mat. Ask what feels wrong. Guide children to spot the missing capital and full stop. Introduce the rule: capital to start, full stop to end. |
| Develop (main) | (35 min) 1. Sentence doctor: five broken strips on the board; volunteers fix them with green (capital) and red (full stop) marks. 2. Whiteboards: teacher dictates two short sentences using family words; children write with correct capitals and stops. 3. Independent writing: three sentences of their own using the word bank; illustrate one. 4. Partner check: swap books, hunt for capitals and full stops, give a tick or help fix. 5. Teacher pulls a support group for guided sentence building with cards. |
| Plenary (close) | (10 min) Class rule chant: Every sentence starts up TALL and ends with a DOT, that is all! Two children share a sentence they fixed. |
| Assessment | Three independent sentences: both conventions present in at least two. |
| Teacher notes | Sentence doctor becomes a daily two-minute warm-up going forward. |
| Objectives | Students will be able to: (1) listen to and read along with a short story; (2) answer who, what and where questions; (3) retell the story in order using first, next, last. |
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| Materials | Short decodable story featuring familiar island life (e.g., a hen at the market), story sequence pictures, comprehension sheet. |
| Key vocabulary | character, first, next, last, retell |
| Engage (starter) | (10 min) Picture walk through the story: children predict what will happen from the pictures alone. |
| Develop (main) | (35 min) 1. Teacher reads the story aloud with expression; children follow the words. 2. Choral re-read: class reads together, teacher tracking. 3. Comprehension talk: Who is in the story? Where does it happen? What happened at the end? Children answer in full sentences. 4. Sequence activity: pairs order three story pictures and retell using first, next, last. 5. Written response: answer two questions on the sheet and draw a favourite part. 6. Review corner: teacher hears individual children read family words from the week. |
| Plenary (close) | (10 min) One pair performs their retell for the class. Week 1 cheer for new words learned. |
| Assessment | Comprehension sheet (2 questions) and oral retell with sequence words. |
| Teacher notes | Record individual word-reading checks in the tracker; flag children below 6 of 10 family words. |