Shared Language Plan

Monday
Critical
Thinking

Prediction,
meaning.

Tuesday
Exploring
Language

Terminology:

Week: 6

Term: 3 2015

Poetry: The butter Betty bought.

Shared Book: Lost

Look at the poem title, and illustrations. What do you think this poem could be about? What do you
know about butter? How does it taste? Have you ever used butter? What do you use it for? What
might Betty use it for?

Think pair share: what do you think this book is about and why?
Question: what do you think will happen in this story?

Think of one thing

Share it with a partner

Tell you partner why it might happen

Share tricky words:
Creature, dusty, furry, hiding, feelers, promised
Talk about how we read these words and what they mean.
Read the story to the children; notice the tricky words as you come to them.
Page 9: prediction what do you think will happen If Finn finds her?
Page 11: what do you think might happen next?
Sentence starter:
I predict that....... Because.....
Think, pair, share: what do we do if we come to a tricky word?
Talk about the three strategies we use to read tricky words (eyes, ears and brain does it
look right? Does it sound right? Does it make sense?)
Cover 2 words on pages 2 and 5 with post its (choose words that the children could get stuck
on: e.g creature and furry)
Read up to these words and ask the children what word would sound right and make sense?
List the words check they sound right and make sense.

Read the poem.

Vocabulary
Development:

Alliteration Betty, botta, butter, bitter, batter

What other B words can you see?

Interest
Words:
Contractions:
Compound
Words:
Singular /
Plural:

Wednesday
Print
Conventions

Thursday
Phonological
Patterns

Antonyms:
Synonyms:
Simile
Capital
Letters,
Commas,
Apostrophes,
Full Stops

Word Family:

Then re-read the sentence to check.

Finish reading the book.
Recap on how we read tricky words (ask the children to explain it to their partner)
Other skills to focus on: word endings; blends; HFWs, refer to LLP)

Read the poem.

Point to specific punctuation, ask what it is called (tell if needed)

Close your eyes when you listen to this poem what do you see? What words create the picture?
What do you hear? Can you tell when Betty is talking? How?

Ask or tell depending on responses what it is used for.

On one page ask the children to clap when they hear the full stop check they are correct.
On another page, ask the children to make a capital A above their heads

Reread the poem together:

Word family butter, nutter, shutter, flutter, what does frightful mean?

Suffix:

Point out a suffix and change it and get children to tell if sounds right.

Rhyming
Words:
Processing
Information

Visual
Information:
Discussion /
Response:

Pick a word, get children to tell the word families from that word-put in teaching book.

Ask if any words that rhyme-if there are not pick a word and get children to think of all the
words that rhyme with it.
Reread the Poem
Visual Language
What are the features of visual language?
Discuss ways that we can make our poems look interesting. What pictures can we draw? Do
pictures match the poem? How can we make the best use of the page when we decorate our poem?

Start with a question let children guide the conversation- look at purpose, message, retell
etc. Make the book relatable
Discuss the illustrations and what they do. Look at the colour or the way they are drawn.