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S1 Care Bears Term 1 2017 Overview These outcomes are developmental and children will be starting at different entry levels. Curriculum Area Strands Speaking, Listening and Communicating English Reading and Comprehension Writing Content To experiment with and practise spoken and non-verbal language to communicate with a range of audiences. To read, view and interpret texts using the text “Rose meets Mr Wintergarten”, the take home readers, and other relevant fictional and non fictional texts. To compose a range of written texts with increasing independence through scaffolding and explicit teaching. Desired Outcomes for Children. To hear and say words and sounds clearly and correctly. To listen, understand and respond appropriately to others and to instructions. To be able to ask and answer questions appropriately and justify an opinion. To listen, understand and respond appropriately to the thoughts and comments of others. To participate in singing, rhymes, choral reading and games, listening activities, conversations. To hear different vowel sounds in words, e.g. bit and bet, blends ( w-e-nt) and digraphs (sh-ar-k) and word endings (jump – ing) To hear syllables, rhyming words, beginning, middle and end sounds. Reading: To use effective reading strategies – talking about their books before reading, sounding out words, finger pointing, picture clues, reading for meaning (Does it make sense?), asking and answering questions. To develop sight word knowledge using the Oxford Sight Word List. To identify nouns, verbs and adjectives in texts. Comprehension: To talk about the books read or that are read to them and understand the content. To use and discuss illustrations to help understanding of texts, and why authors make word choices. To identify similarities and differences between fiction and non-fiction texts. To understand the vocabulary of synonyms and antonyms. ( same and opposite meaning) To understand the use of conjunctions to add meaning and complexity to texts. ( e.g. and, so, but, because) To identify features of the text eg orientation (who, what, where, when), complication (problem) and the resolution (ending); grammar (fullstops, capitals, speech, question and exclamation marks, commas, ellipsis). To understand and use new vocabulary in all learning areas e.g. fraction, natural and built, digital. Handwriting: To hold pencil correctly, to size and form letters and numbers correctly and to write on lines. Spelling: To know and reproduce the blends(cl in clack) , digraphs(ar in car), and simple spelling patterns To decode words (break apart) and encode words (put together) to make a word. (eg ch-ug), To manipulate letter chunks to write words e.g. fish can change to dish/wish, joyful = joy + ful. To use prefixes ( un-happy) and suffixes (jump-ing). To spell sight words and use them correctly in sentences To study the ‘4 spelling knowledges’ of some words( Etymological, Phonological, Visual, Morphemic). Writing: To develop skills to write narrative texts using our study text and other supporting texts. To reread writing and edit for spelling, grammar and meaning. Number and Algebra Number Pattern and Algebra Maths Measurement and Geometry Statistics and Probability To recognise and sequence numbers correctly forwards and backwards. To understand place value e.g. 42 is 4 tens and 2 ones; 234 is 2 hundreds 3 tens and 4 ones. To use effective counting strategies, focussing on the connection between addition and subtraction e.g. 4+2, 2+4, 6-2, 6-4 To use the number strategies to solve problems. To increase understanding of skip counting. Describe patterns with numbers and identify missing elements. Solve problems using number sentences. Time To increase knowledge of days, months and seasons using a daily calendar. Length To measure and compare lengths. Data Chance To discuss, gather responses and record data about the daily temperature, birthdays, favourites, personal data. To identify activities and events that involve chance. Knowledge and Understanding To compare how changing technology affected people’s lives eg working, travelling, communicating and playing. Digital Technologies To explore how to use the school digital systems to create, organise and share. Design and Technologies To explore how people design a familiar product to meet needs, e.g. homes and gardens Personal, Social and Community Health Health To develop a positive mindset for relationship and friendship building through acts of kindness (bucket filling). To learn about character strengths, mindfulness, sharing feelings and ideas and living and working together successfully as part of the Care Bear team and School Community. To develop awareness of keeping themselves safe. Arts To develop skills and techniques. Eg drawing, painting, cutting, folding in Visual Arts, cut and paste, capture and edit in Media Arts. To analyse and respond to the arts eg details and feelings about an artists work, dance or performance. History Technologies