- Review vocabulary and make links between ‘past’ and ‘old’, ‘present’ and ‘new’ and ‘future’ being unheard of and not designed yet.
- Revisit the completed sorting activity from yesterday’s lesson. Discuss what the children can see and why the toys are in each section.
- Explain that today we need to think of some sentences about some of the old toys from the past. Recap what a good sentence looks like. Highlight the need for using:
- finger spaces
- a full stop
- a capital letter
- independent segmentation and blending (sounding out in the same way as our Phonics sessions NOT necessarily the correct spelling – use the ‘Jolly Phonics Sounds Mat’).
- REMEMBER correct spelling of tricky words (I, the, to, no, go, is, he, she, we, me, be, was, my).
- Re-read to check that it makes sense.
- Write a ‘toolkit’ for children to refer to when writing sentences so that they remember what is needed. Think of your own symbols to represent each point e.g. a finger for finger spaces. A large dot for a full stop. An ear for listening to the sounds. An eye for rereading to check etc…
- Show the children the ‘WABOLL’ (what a bad one looks like) examples and correct together using the toolkit as a reminder of what is needed:
the hus ismade from wud = (The horse is made from wood.)
It is fun 2play wiv = (It is fun to pay with.)
- Adult to model writing a WAGOLL (what a good one looks like) sentence example talking the child through all of the above processes.
Examples of sentences could be:
The rocking horse is made from wood.
It is from the past.
I think that it looks fun.
- Encourage children to think of their own sentences. Use the ‘Old Toys Writing Sheets’. Children to write their own WAGOLL sentences.
Completed written sentence ideas (on the ‘Old Toys Writing Sheets’).