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Foundation, Year 1 and 2 poetry - Mixed age planning - See, hear, feel, smell and taste (2 weeks)

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. English as an additional language 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.


Strands 2, 5, 6 & 7 reading poetry

Strands 1 & 6 performing poetry

Strands 8, 12 creating poetry

 
  • subject matter and theme
  • language use; style
  • pattern
  • use of voice
  • presentation
  • original playfulness with language and ideas
  • detailed recreation of closely observed experience
  • using different patterns

FS

  • listen to poems being read and talk about likes and dislikes - including ideas or puzzles, words, and patterns
  • join in with class rhymes and poems
  • copy actions
  • enjoy making up funny sentences and playing with words look carefully at experiences and choose words to describe
  • make word collections or use simple repeating patterns

Year 1

  • discuss own response and what the poem is about
  • talk about favourite words or parts of a poem
  • notice the poem's pattern
  • perform in unison, following the rhythm and keeping time
  • imitate and invent actions
  • invent impossible ideas, e.g. magical wishes
  • observe details of first-hand experiences using the senses and describe
  • list words and phrases or use a repeating pattern or line

Year 2

  • talk about own views, the subject matter and possible meanings
  • comment on which words have most effect, noticing alliteration
  • discuss simple poetry patterns
  • perform individually or together; speak clearly and audibly
  • use actions and sound effects to add to the poem's meaning
  • experiment with alliteration to create humorous and surprising combinations
  • make adventurous word choices to describe closely observed experiences
  • create a pattern or shape on the page; use simple repeating phrases or lines as models

The organisation of literacy in a Foundation Stage and Key Stage 1 classroom

Ensure children have appropriate specific phonic input during this teaching sequence as a discrete daily entitlement (see guidance in Letters and sounds).

By using different poems each year this unit can be repeated as part of a rolling programme. This unit will link to work on 'ourselves' in science and PSHE.

Guided reading will need to run in parallel to this teaching sequence. However, where opportunities to specifically develop reading objectives appear in the unit, a guided reading session has been identified.

The extent of inclusion of the Foundation Stage in this teaching sequence will depend on the age and maturity of the pupils and also the time of year. By the end of the summer term it would be expected that the majority of the Foundation Stage pupils would participate in the full teaching sequence. Earlier in the year, the Foundation Stage pupils will participate as appropriate and then be offered a range of opportunities to extend and develop these experiences.

Ongoing Foundation Stage: Adult-led activities

  • Model listening attentively, asking questions and making comments, encouraging children to listen to the speaker.
  • Provide opportunities to share and enjoy a wide range of rhymes, music, songs, poetry, stories and non-fiction books. Encourage active listening by involving children through questions, feedback, etc.
  • Play games that require turn-taking and active participation.
  • Use puppets to model active listening at circle and group times.
  • Link language with physical movement in action songs and rhymes.
  • Provide time and opportunities to develop listening through conversations between children and adults, both one-to-one and in small groups, with particular awareness of, and sensitivity to, the needs of children learning English as an additional language, using their home language when appropriate.
  • Scaffold children's communications, supporting children's speaking and listening to each other.
  • Use visual supports, for example visual timetables or picture/photographic prompts, to support following instructions.

Ongoing Foundation Stage: Opportunities for children to explore and apply

  • Encourage children's listening: ask them to listen to each other when talking, play music to signal times - for example tidying-up time - play 'guess the sound' from a tape of sounds, and record sounds together - for example cars, building sites and birds - either by mark making what they hear or capturing on tape.
  • Use circle, group or story times to introduce topics, recall events or share discussion around a story. Encourage children to initiate the topics. Demonstrate how we listen to each other and can find out more through asking questions and adding our own comments.
  • Share music making using call and response to encourage children to listen carefully for particular beats or order of instruments.
  • Support children's listening to instructions, by providing props where necessary, for example visual timetables or tick lists.