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 and responding to texts (3 days)

Teaching content:

• Read and allow children to respond in various ways to a range of poems and other simple, patterned texts that capture sensory experience in words.
• Practise and read the texts in unison, following rhythm and keeping time.
• Provide a practical activity that allows children to explore what we mean by the five senses. Identify and discuss what the senses are.
• Identify and discuss words in the poems that describe what we can see, hear feel (touch) small and taste. Classify the words and phrases used according to the sense to which they relate. Explore through paired discussion and activity.
• Model and invent actions to be performed when reading or reciting the poems that will emphasise the sensory descriptions. Children perform a chosen poem to others in the class. Children listen to or watch others in the class and discuss the performance.

Learning outcome:

• Children can listen to poems and identify words and phrases that describe what we see, hear, feel (touch), small and taste.