day	Whole class - shared reading or writing	Whole class - word level work	Guided Group - reading or writing	Guided Group - reading or writing	Independent Group tasks *			Plenary
M	Introduce the big book. Discuss differences between a real book and a computer book. Identify the title, author and ask how we move from page to page? Read book together. Discuss questions but do not look at answers.	Use print out of the story text enlarged to look for high frequency words. Use different coloured markers to underline the words. Which is used most? Least?	A - Guided reading. Either use smaller copies of the swan story or reading scheme material	B - Guided reading. Either use smaller copies of the swan story or reading scheme material.	C- Cloze procedure exercise cut and stick.	D- Draw pictures to tell the story in the right sequence.	E -Underlining frequently occurring words from story text, as modelled in whole class work.(Adult help if available.)	Group D to explain what is happening in the pictures they have drawn.
Tu	Re-read big book. Look at page 1. Use pointer to get children to point to the beginning and endings of sentences. What do we find here? Who can point to a question on the page? Discuss question in more detail, click on question mark to read answer. If time try on other pages.	Use the high frequency words from the text.** Give each child a word card from a "word bag". (Depending on class size more than one child may have the same word.) Re-read the story and ask children to hold up their cards when their word is read. After, read each card as it is put back in the bag.	C - Guided reading. Either use smaller copies of the swan story or reading scheme material.	D - Guided reading. Either use smaller copies of the swan story or reading scheme material.	E - as above	A - as above and add own sentences.	B - as above	Group A Read own sentences.
W	Introduce the author of the book "Sebastian Swan." Look on Sebastian's page and read together. Discuss and model answer to the letter on board.	Use the words in the topic word bank.** Following the format above, give out these words, re-read the story and ask children to hold up their words when they are read.	E Guided writing. Write to Sebastian Swan and send as an e-mail.	A - Guided writing. Write to Sebastian Swan and send as an e-mail.	B- as above	C - as above	D - as above	Group C to explain what is happening in the pictures they have drawn.
Th	Re-tell the swan story with the children using the pictures as prompts - note what is remembered, the order and the key words used. Compare the oral version to the text.	Use the topic words from yesterday. Sit in a circle and take it in turns to orally make a sentence with that word in it.	B - as above.	C -as above	D - as above	E - as above	A - as above	Group E to explain what is happening in the pictures they have drawn.
F	Use individual pictures to sequence the story. Once ordered ask children to help you write a sentence for each picture on the board. Compare this with the actual story.	Play a game in two teams. Teams take it in turns to think of describing words for a swan. Write these inside the outline of a swan to make a class word bank.	D - as above.	E Guided reading. Either use smaller copies of the swan story or reading scheme material.	A - as above	B - as above and add own sentences.	C - as above	Group B Read own sentences.

* = During the independent group tasks, pairs of children, not involved in the guided tasks, to explore the big book on the computer. ** = These high fequency words and topic words can be found from the Literacy Links page.

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