Fiction

English Year 1 Spring Repeating Patterns

African Settings

Enjoy We’re Going on a Lion Hunt, Bringing the Rain to Kapiti Plain, and Handa’s Hen. Sequence, retell and then write own repeating pattern story.

We recommend that you start with the core unit, the heart of this English block of study. This introduces key textual material and sets the tone for any further units you wish to teach. These can be selected on the basis of the needs of your class – look at the green icons to identify the unit’s particular focus: SPAG, Composition or Comprehension. Whichever units you choose, we suggest teaching them in order, as there is a built-in progression indicated by the numbering.

‘UNIT PLAN’ gives you a text version of all parts of the unit to use in your school planning documentation. ‘DOWNLOAD ALL FILES’ gives you that unit plan plus all of the associated documents.

Core
Unit 1 Core: Sequence and retell a repeating pattern story
(suggested as 4 days)

Objectives

Spoken language
-- Listen and respond appropriately to adults and their peers.

Word reading
-- Re-read books to build fluency and confidence in word reading.

Comprehension
-- Become very familiar with key stories and retelling them.
-- Explain their understanding of what is read to them.
-- Join in with predictable phrases.
-- Participate in discussion, taking turns and listening to what others say.

 

Transcription
None for this unit

Composition
-- Say out loud what they are going to write about.
-- Sequence sentences to form short narratives.
-- Compose a sentence orally before writing it.
-- Discuss what they have written with the teacher or other pupils.

Grammar
-- Leave spaces between words.
-- Punctuate sentences using a capital letter and a full stop.

You Will Need

Texts
We’re Going on a Lion Hunt by David Axtell

Optional Texts
We’re Going on a Bear Hunt by Michael Rosen

Teaching and Activities

Day 1 Teaching
Introduce We’re Going on a Lion Hunt. Compare and contrast the story to We’re Going on a Bear Hunt. Orally sequence the story and demonstrate drawing a story-map. Use the story-map to rehearse retelling the story.
Activity
Children work in mixed ability teams to draw a story-map of We’re Going on a Lion Hunt. Together the children use the story-map to rehearse retelling the story, ensure it is correctly sequenced.

Day 2 Teaching
Reread We’re Going on a Lion Hunt. Identify the main repeated refrains. Model how to use strategies to read unfamiliar words and to read with expression. Consider appropriate actions for each refrain.
Activity
Children work in small mixed ability teams. Together they read a passage of text aloud, with fluency and expression. They rehearse actions appropriate to the text and prepare to share their learning with their peers.

Day 3 Teaching
Display a story-map for We’re Going on a Lion Hunt. Use the story-map to retell the story. Write a selection of sequencing words on the whiteboard. Use the words to orally sequence the story. Write ideas as correctly punctuated sentences.
Activity
Children work in ability pairs. They select part of the story and use sequencing words to retell it orally. Children then work independently to write their ideas as correctly punctuated sentences.

Day 4 Teaching
Read We’re Going on a Lion Hunt. Identify and list the different African animals in the illustrations. Compose short descriptive phrases about them. Write a sentence, in the past tense, to describe an animal seen on an imaginary hunt.
Activity
Children work independently to write a correctly punctuated descriptive sentence, in the past tense. Children read their sentence aloud to check it makes sense and edit it if necessary.

SPAG
Unit 2 SPAG: Sentence punctuation, including
(suggested as 3 days)

Objectives

Spoken Language
None for this unit

Word Reading
None for this unit

Comprehension
-- Make inferences on the basis of what is said and done.
-- Participate in discussion about what is read to them, taking turns and listening to what others say.

Transcription
None for this unit


 

Composition
-- Say out loud what they are going to write about.
-- Compose a sentence orally before writing it.
-- Read aloud their writing clearly enough to be heard by their peers and the teacher.

Grammar
-- Leave spaces between words.
-- Punctuate sentences using a capital letter and a full stop, question mark or exclamation mark.

You Will Need

Texts
Handa’s Hen by Eileen Browne

Optional Texts
Handa’s Surprise by Eileen Browne

Teaching and Activities

Day 1 Teaching
Introduce and discuss Handa’s Hen. Display questions about the story and read them aloud using a suitable cadence. Orally compose a reply to each question, as a statement. Demonstrate writing the reply using correct punctuation.
Activity
Children work in mixed ability pairs to reply to a range of questions about Handa’s Hen. They prepare each reply as a statement before writing their idea using correct punctuation.

Day 2 Teaching
Read Handa’s Hen. Identify the different locations where Handa searched for the lost hen and the animals she found there. Orally compose a question sentence, suitable for each location. Demonstrate writing a correctly punctuated question sentence.
Activity
Children work independently to compose a question orally. They write their idea using correct punctuation. Extension: children write a statement to reply to the question.

Day 3 Teaching
Read Handa’s Hen. Explain that there are lots of lost chicks around the school! Discuss different locations in the school/outdoor environment where the chicks may be hiding. Model writing a question suitable for each location and a statement in reply.
Activity
Children work independently to compose orally and then write a question sentence and a statement in reply. They use correct punctuation to write each sentence.

Comprehension
Unit 3 Comprehension: Read, listen to and discuss repeating stories
(suggested as 4 days)

Objectives

Spoken Language
None for this unit

Word Reading
-- Read common exception words.
-- Read aloud accurately texts that are consistent with a developing phonic knowledge.
-- Re-read books to build up their fluency and confidence in word reading.

Comprehension
-- Participate in discussion about what is read to them, taking turns and listening to what others say.
-- Draw on what they already know or on background information and vocabulary provided by the teacher.

 


-- Explain clearly their understanding of what is read to them.

Transcription
None for this unit

Composition
None for this unit

Grammar
-- Leave spaces between words.
-- Punctuate sentences using a capital letter and a full stop.

You Will Need

Texts
Bringing the Rain to Kapiti Plain by Verna Aardema

Resources
Illustrations for Bringing the Rain to Kapiti Plain (see resources)

Group Reader
No Thank You Hamilton Group Reader

Teaching and Activities

Day 1 Teaching
Introduce and discuss Bringing the Rain to Kapiti Plain. Randomly display pictures from the story (image resource) and sequence them correctly. Use the pictures to retell the story.
Activity
Children work in mixed ability pairs to read a section of the text and to sequence Bringing the Rain to Kapiti Plain. Children share their sequence with their peers, justify their choices and edit their ideas, if necessary.

Day 2 Teaching
Reread Bringing the Rain to Kapiti Plain. Display pictures from the story. Speculate with children what characters might be saying. Write a sentence in the speech bubble, in the first person, using correct punctuation.
Activity
Children work independently to prepare a sentence orally, in the first person, and write in a speech bubble. They write the sentence using correct punctuation. Children re-read their writing aloud and edit it if necessary.

Day 3 Teaching
Display No Thank You. Demonstrate using different strategies to read unfamiliar words. Compare and contrast No Thank You and Bringing the Rain to Kapiti Plain. Identify one of the stories as your favourite and use because to justify the opinion.
Activity
Children work in small mixed ability teams to re-read their favourite story. They confidently, yet sensitively, share their thoughts, opinions and ideas with their peers.

Group Readers

No Thank You
Children will enjoy the humour of this bright and engaging book. Bobo and Muna want to feed the animals but they get a little muddled up, luckily the animals solve the problem and get their dinner in the end.

You can purchase printed copies of this Group Reader from Hamilton Education.

SPAG
Unit 4 SPAG: Build descriptive sentences
(suggested as 3 days)

Objectives

Spoken Language
None for this unit

Word Reading
None for this unit

Comprehension
None for this unit

Transcription
None for this unit

Composition
-- Compose a sentence orally before writing it.

 


-- Sequence sentences to form short narratives.
-- Discuss what they have written with the teacher or other pupils.
-- Say out loud what they are going to write about; Discuss what they have written with the teacher or other pupils.

Grammar
-- Leave spaces between words.
-- Punctuate sentences using a capital letter and a full stop.

You Will Need

Texts
Bringing the Rain to Kapiti Plain by Verna Aardema

Group Readers
No Thank You Hamilton Group Reader

Teaching and Activities

Day 1 Teaching
Introduce Bringing the Rain to Kapiti Plain. Identify the descriptive vocabulary from the text, and generate descriptive words or phrases inspired by the illustrations. Display pictures from the text and write a caption appropriate for each picture.
Activity
Children work in ability pairs. They select a picture from the story and orally build a descriptive caption, suitable for the illustration. Together, the children write the caption using correct punctuation.

Day 2 Teaching
Read Bringing the Rain to Kapiti Plain. Discuss the plot. Compare and contrast the effects of the rain on Kapiti Plain. Write a statement to describe Kapiti Plain before the rain and after the rain.
Activity
Children work independently to build and rehearse two descriptive statements orally that compare and contrast the effects of the rain on Kapiti Plain. Children write their ideas using correct punctuation.

Day 3 Teaching
Read and enjoy No Thank You. Identify the different animal characters and the food they usually eat. Identify and describe children’s most and least favourite foods. Model writing their ideas as complete sentences, which are correctly punctuated.
Activity
Children work independently to write a sentence describing their most and least favourite foods. Children write their ideas using correct punctuation. Afterwards, children read their writing aloud to their peers.

Group Readers

No Thank You
Children will enjoy the humour of this bright and engaging book. Bobo and Muna want to feed the animals but they get a little muddled up, luckily the animals solve the problem and get their dinner in the end.

You can purchase printed copies of this Group Reader from Hamilton Education.

Composition
Unit 5 Composition: Write a counting story
(suggested as 4 days)

Objectives

Spoken language
-- Listen and respond to adults and their peers.
-- Maintain attention and participate actively in collaborative conversations.
-- Select and use appropriate registers for effective communication.

Word reading
-- Read common exception words.
-- Comprehension.
-- Become very familiar with key stories, fairy stories and traditional tales, retelling them and considering their particular characteristics.
-- Participate in discussion about what is read to them.
-- Draw on what they already know or on background information and vocabulary provided by the teacher.

Comprehension
None for this unit

 

Transcription
-- Begin to form lower-case and capital letters correctly.

Composition
-- Compose a sentence orally before writing it.
-- Sequence sentences to form short narratives.
-- Discuss what they have written with the teacher of other pupils.
-- Say out loud what they are going to write about.
-- Read aloud their writing.

Grammar
-- Leave spaces between words.
-- Punctuate sentences using a capital letter and a full stop.

You Will Need

Texts
Handa’s Hen by Eileen Browne

Teaching and Activities

Day 1 Teaching
Introduce and enjoy Handa’s Hen. Notice it is a counting story from 1 – 10. Display counting words, read and sequence them. Identify how many of each animal Handa saw, while searching for the lost hen. Retell the story.
Activity
Children work in ability pairs to identify how many of each animal Handa saw on her search for the lost hen. Children then sequence and retell the story correctly.

Day 2 Teaching
Read Handa’s Hen. Display a story-planning template. Identify each section of the story-plan and model using descriptive vocabulary to complete each section. Demonstrate using the story-plan to prepare an alternative version of Handa’s Hen orally. Edit and improve ideas, as appropriate.
Activity
Children work in mixed ability pairs to complete a story-planning frame using words/phrases or pictures. The children use the story-plan to rehearse and prepare their own counting story orally.

Day 3 Teaching
Display the story-plan completed in Day 2. Demonstrate using the story-plan to prepare an alternative version of Handa’s Hen orally. Write the beginning and middle of the story, using a neat and fluent style of handwriting. Re-read the writing to check that it makes sense and edit it if necessary.
Activity
Children work independently to prepare and rehearse the story orally. They use a neat and fluent style of handwriting to write the beginning and middle of their story. Children re-read their writing to check that it makes sense and edit it, if this is appropriate.

Day 4 Teaching
Display the beginning and middle of the story, from Day 3. Re-read it and check it makes sense. Model writing the rest of the story. Read the whole story and edit it if necessary. Read the whole of the story again in an expressive tone, to make it engaging for listeners.
Activity
Children work independently to finish writing their counting story. Once finished they re-read it to check it makes sense, is correctly punctuated and includes a range of descriptive vocabulary. Children rehearse reading their story out loud using an exciting and expressive tone.