Note: This sequence is designed to be repeated twice during the unit.

Note: Children working significantly above or below age-related expectations will need differentiated support, which may include tracking forward or back in terms of learning objectives. EAL learners should be expected to work within the overall expectations for their year group. For further advice see the progression strands and hyperlinks to useful sources of practical support.

Phase 1: Reading; analysis; response (3 days)

Teaching content:

• Read a selection of stories with predictable and patterned language. Include examples from or about different cultures.
• Read each story aloud more than once and discuss what makes a particular story distinctive. Look for patterns, for example repetition, rhythm, rhyme. Demonstrate how to use these features to support reading: for example, identify a pattern where the final word rhymes in each pair of lines and use this to check for accuracy and meaning as you read. Involve children in trying this themselves.
• Talk about the effect of patterns of language and repeated words and phrases, for example changing the pace of the story, making it memorable, giving a character a catch phrase, signalling the next part of the story. Encourage children to express their response, for example which words, phrases or patterns they liked and why.
• Once children are familiar with a story, encourage them to join in and then recite parts of the text.

Learning outcome:

• Children can recognise language patterns and repeated words and phrases in a text and discuss their effect on a reader.