The CAL Literacy Hour in Key Stage 2 - WEEKLY PLANNING SHEET.

Class: SHARED TEXT: Arthur by Amanda Graham

Week Beginning: GENRE: Modern fiction
Shared Reading Discussion Point Skill Focus Objective Group Activities
Text Level Objective Sentence/Word Level objective A B C D E
(Comprehension, composition) (Phonics, spelling, vocabulary, grammar
and punctuation)
Book introduction: What can the children tell you about Identify nouns and adjectives on first
Monday discuss genre, features Arthur? Ensure answers are supported by page and highlight. How do they 1 2 3 4 1
of fiction blurb etc. evidence from the text/illustrations. support the text? Demonstrate that
“Time Out” children to consider why Arthur an adjective tells us something about
Read pages 1-6 was not chosen as a pet. a noun. Using individual white boards
Share ideas. children to write appropriate
adjectives to describe chosen nouns.
Re-cap on previous Look at page 7: There are three Look at the time connectives on page
Tuesday reading paragraphs on this page. Why did the 11 (next morning, By the end of the 2 3 4 1 3
author decide to break up the writing like day, so that night) Discuss how they
Read pages 7-14 this? Paragraphs help to organise our help the story to move on. Cover the
ideas. It helps us to make sense of the beginnings of each paragraph. Ask
reading. children to write other time
connectives on individual white
boards to use in their place.
Re-cap on previous Where might Arthur like to go for a walk? Use ideas generated in the
reading (Encourage use of adjectives-tall trees discussion focus to complete a 3 4 1 2 4

Wednesday etc.) What would Arthur do there? Relate planning frame.

Read pages 15-21 to Arthur’s character (Chasing squirrels, Emphasise the fact that ideas are
playing in the leaves etc.) only written in note form not complete
“Time Out” sentences.
Discuss how the ideas they write
down will help them to write their
story on Friday.
 Shared Reading Discussion Point Skill Focus Objective Group Activities
Text Level Objective Sentence/Word Level objective A B C D E
(Comprehension, composition) ( Phonics, spelling, vocabulary, grammar
and punctuation)
Re-cap on previous Was he a special dog now? How did the Identify the verbs on page 9
Thursday reading events of the story lead to Melanie wanting (swimming, blowing, breathing) How 4 1 2 3 2
Arthur for a pet? do they all end? What is the core
Read pages 22-to end. Would the children like to own Arthur? word of each? What happened to the
“Time Out” to discuss which pet they would final consonant in swim?
choose from the pet shop. Look at the words ending with –ed on
page 21 (collapsed, exhausted,
decided)
Why do we change the ending to –
ed?
Writing objective: Extended writing
Friday To use a range of connectives to organise and sequence the narrative. activity

Re-reading of parts of model
text:
Re-read end of story, where Arthur
finds a home.
Sentence/ word level work:
Brainstorm list of time
connectives and encourage
children to use them in their
independent writing.
Modelled/ shared writing:
Collaboratively write the next part of
the story where Arthur goes for a
walk in the forest. Refer back to
planning frame completed earlier in
week.
Demonstrate how ideas are changed
into narrative.
Children to complete their story using
same structure but different setting
and events.

SCHEME OF WORK: ENGLISH

SHARED TEXT: Arthur by Amanda Graham
GENRE/KEY FEATURE: Modern fiction
SPECIFIC LEARNING OBJECTIVES CONTENT/ACTIVITIES AND THEIR
ORGANISATION
What key skills in reading, writing,
speaking and listening will children
develop (based on the genre/key feature
of the Shared Text)?
Reading Objective:
To develop use of settings and character by
making use of descriptive vocabulary.
Speaking and Listening Objective:
To listen to and respond appropriately to the
contributions of others.
Writing Objective:
To use a range of connectives to organise
and sequence the narrative.
Group Activities (suggested):
YEAR GROUP:
RESOURCES/DIFFERENTIATION
Detail the discussion points and group
activities, which reflect the genre/key
feature of the Shared Text.
Discuss what type of dog Arthur is. Why was Copy of big book Arthur
he described as ordinary? What might have Individual white boards and pens
been special about the other dogs in the pet
shop? Brainstorm and list adjectives that
describe Arthur.
Activity: Complete Poster describing Arthur.
How does the author move the story on-
identify connectives?
If they bought Arthur where would they like to Pictures of places to take Arthur for a walk.
take him? Why? E.G. forest, beach, countryside
Activity: Group discussion about their choice
of walk and some of the things Arthur might
get up to on the walk. E.G. Chasing seagulls
on the beach
Report back during the plenary session
Children complete a planning sheet to
describe a favourite walk and the things he Writing frame
gets up to. E.G. A visit to the park chasing the Story board.
ducks, playing ball or to the beach swimming
in the sea.
Teacher models a visit to the forest: describe
setting, use connectives to begin describing
the things Arthur gets up to.
Children complete activity using same
structure but different setting based on
previously completed planning sheet.
T : Teacher OA : Other Adult I : Independent
 1. Text Level 2: Word Level 3. Sentence Level 4. GGR/Text Level Extended writing
(reading, writing or Sp (phonics/spelling) (grammar/punctuation) (reading, writing or Sp activity:
& L related to text) & L related to text)
Taking Arthur for a –ing and –ed Time connectives Write the next part of
walk. Create sentences to demonstrate how Describe Arthur on a the story.
Complete planning based on story using they can be used to poster style Using a basic planning
sheet based on new words. move the story forward framework. sheet to record ideas
discussed ideas (use adjectives)
Using ICT? Using ICT? Using ICT? ------------------------------
Differentiation/ Support ------------------------------ ----------------------------- ------------------------------ Differentiation/ Support
Differentiation/ Support Differentiation/ Support Differentiation/ Support

Extension Extension Extension Extension

T OA I T OA I T OA I T OA I T OA I

Weekly Evaluation
What went well? What did not go well? Points for development.