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The plan sets reading, writing, and spelling learning outcomes, including Dolch word recognition, letter formation, sentence writing for a party invitation, and CVC spelling with word-ending accuracy. It outlines differentiation via withdrawal/in-class support, multimodal learning activities (flashcards, modelling, ICT), and assessment methods such as teacher observation and running records across Monday to Friday.",{"@graph":63,"@context":119},[64,80,102],{"@type":65,"itemListElement":66},"BreadcrumbList",[67,71,74,77],{"item":68,"name":69,"@type":70,"position":9},"https://docshare.wps.com","Home","ListItem",{"item":72,"name":10,"@type":70,"position":73},"https://docshare.wps.com/template/",2,{"item":75,"name":46,"@type":70,"position":76},"https://docshare.wps.com/template/paper-templates/",3,{"item":78,"name":59,"@type":70,"position":79},"https://docshare.wps.com/template/set-short-term-weekly-planning-sample-primary-english-class-level-3rd/381599/",4,{"url":78,"name":59,"@type":81,"image":82,"author":87,"headline":59,"publisher":90,"fileFormat":93,"inLanguage":57,"description":61,"dateModified":94,"datePublished":95,"encodingFormat":93,"isAccessibleForFree":96,"interactionStatistic":97},"DigitalDocument",{"url":83,"@type":84,"width":85,"height":86},"https://docshare.wps.com/thumbnails/set-short-term-weekly-planning-sample-primary-english-class-level-3rd/381599.png","ImageObject",442,249,{"name":88,"@type":89},"Nguyễn Văn Học","Person",{"url":68,"name":91,"@type":92},"DocShare","Organization","application/pdf","2026-10-14","2026-09-24",true,{"@type":98,"interactionType":99,"userInteractionCount":101},"InteractionCounter",{"@type":100},"ViewAction",8,{"@type":103,"mainEntity":104},"FAQPage",[105,111,115],{"name":106,"@type":107,"acceptedAnswer":108},"What learning outcomes are targeted in this planning sample?","Question",{"text":109,"@type":110},"The plan targets reading high-frequency and simple CVC words, writing legibly with correct word order and sentence conventions, and spelling/writing CVC words with correct endings, alongside letter formation and sentence writing for an invitation.","Answer",{"name":112,"@type":107,"acceptedAnswer":113},"How does the plan handle differentiation and support?",{"text":114,"@type":110},"It specifies withdrawal and in-class support and emphasizes meeting individual needs by differentiating learning objectives, activities, materials/resources, or the level of support provided.",{"name":116,"@type":107,"acceptedAnswer":117},"What key activities occur during the week?",{"text":118,"@type":110},"Across the week, pupils trace and type words, draft and type party invitations, practice spelling with a slow-speak strategy, use flashcards and modelling for letter formation, and complete reading and writing tasks culminating in dictation and envelope addressing.","https://schema.org",{"og:url":78,"og:type":121,"og:title":59,"og:site_name":91,"og:description":61},"article",{"robots":123,"canonical":78},"index,follow",{"doc_id":125,"site_id":56},381599,1791373786,{"code":4,"msg":5,"data":128},{"doc_id":125,"user_id":129,"nickname":88,"user_avatar":130,"doc_module":9,"category_id":45,"category_name":46,"doc_title":59,"doc_description":61,"doc_content":131,"file_id":132,"file_url":133,"file_type":134,"file_size":135,"view_count":101,"is_deleted":4,"is_public":9,"is_downloadable":9,"audit_status":9,"page_count":76,"language":136,"language_code":57,"site_id":56,"html_lang":57,"table_of_contents":137,"faqs":138,"seo_title":139,"seo_description":61,"update_tm":140,"read_time":9},1374402739827,"https://ap-avatar.wpscdn.com/avatar/14000c97e7351f1a627?x-image-process=image/resize,m_fixed,w_180,h_180&k=1787885694763230660","SET Short-Term/Weekly Planning Sample (to include the PLC)  \nPupil(s)/Group: EF Date: 05.10.2020-09.10.2020 Curriculum Area(S): English  \nClass Level: 3rd Class Teacher(s): Ms. Byrne SET: Ms. Reilly  \n\n| Strand\u003Cbr>Strand Unit/Elements Skills (where appropriate) | Reading\u003Cbr>Understanding:\u003Cbr>Demonstrating understanding | Writing\u003Cbr>Understanding:\u003Cbr>Conventions of print and sentence structure | Writing\u003Cbr>Understanding:\u003Cbr>Spelling & Word Study |  |  | Type of Support\u003Cbr>􀀻 withdrawal support only\u003Cbr>􀂇 in-class support only\u003Cbr>􀂇 withdrawal/in-class support |\n| --- | --- | --- | --- | --- | --- | --- |\n| Targets/\u003Cbr>Learning Outcomes | (e)\u003Cbr>Reads a range of high-frequency words and CVC\u003Cbr>words, and reads short, simple sentences. | (e)\u003Cbr>uses some correct word order, sentence structure and letters, spaces, words, sentences, fullstops, and begins to use capital letters appropriate | (e)\u003Cbr>uses some phonetically correct letters, common letter patterns and familiar words |  |  | -Speak with CT regarding slow speak strategy for spelling.\u003Cbr>-Ensure EF has their spelling notebook during writing activities. |\n| Learning Objective/ Outcomes/Focus of Learning | 1. Read Dolch words ‘here’ and‘come’ in context an in isolation | 2. Write letters a,c,d,g,o,q legibly using cues for support\u003Cbr>3. find letters on keyboard\u003Cbr>4. Write sentences for Party Invitation’using reasonable | 5. Spell/write four CVC words with – at endings correctly |  |  |  |\n\n\n|  |  | phonic alternatives |  |  |  |  |  |\n| --- | --- | --- | --- | --- | --- | --- | --- |\n| Differentiation\u003Cbr>-group withdrawal\u003Cbr>-in-class support | *In a group plan it will be necessary to show how the individual needs of pupils within the group are being met when providing withdrawal support as well as in-class support. ’Definite pupil, definite action.’ |  |  | *This can be achieved by differentiating learning objectives/ focus of learning, activities, materials/resources or the level of support provided. |  |  | Linkage and Integration |\n| Learning Activities /Experiences | Modelling, multisensory approach, use of flash cards, Dolch bingo. | Direct teaching, modelling of letter formation, cueing with dots and arrows for starting point and direction. Modelling ‘My news’. Use of ICT. | Slow speak strategy.\u003Cbr>Direct teaching on how to check spellings. |  |  |  |  |\n| Assessment | 􀁸 Teacher observation\u003Cbr>􀁸 Running record\u003Cbr>􀁸 Show/select word given by teacherRecord | Teacher observation of direction, starting point and size of letters. Proofread invitation supported by teacher. | Self-assessment: Did I spell it correctly? Check. |  |  | Resources | Reflection |\n| Monday | Look at the word, say the\u003Cbr>word with teacher, trace over the word, trace in the air, and trace on the table.\u003Cbr>Game: Find the word. | Trace over letters starting at the top and going anticlockwise,(sandpaper and magnetic letters) . Find and type on keyboard (Starspell) . Write 2 sentences of |  |  |  | Magnetic letters Sandpaper\u003Cbr>letters ICT: Starspell | EF needs more opportunity to write freely. |\n\n\n|  |  | invitation after teacher has modelled their invitation. |  |  |  |  |\n| --- | --- | --- | --- | --- | --- | --- |\n| Tuesday | Recognise word from a choice of two when traced on his back by the teacher. Make use of magnetic letters and Sandpaper letters. | Draft invitation to Halloween party filling in family members names and signing own name.\u003Cbr>Type 2\u003Cbr>sentences with Dolch words for week. | Slow speak while pupil writes-‘rat’‘cat’and ‘hat’. Check. |  | Card for invitations\u003Cbr>Pictures of objects Magnetic letters Sandpaper letters | Slow speak worked well. Will continue this strategy next week. |\n| Wednesday | Find and say the word in a sentence with picture cue. Select the word on a flashcard given a choice of 3 visually dissimilar words. | Read words from flashcards. Turnover, write from memory. Check | Slow speak while pupil writes ‘rat’‘cat’‘fat ’and‘hat’. |  | Flashcards of 3 visually dissimilar w","cbCaikwMqh4ZKKxc","https://ap.wps.com/l/cbCaikwMqh4ZKKxc","pdf",763327,"English","# SET Short-Term/Weekly Planning Sample\n## Context and Curriculum Focus\n## Targets and Learning Outcomes\n## Differentiation and Support\n## Learning Activities and Assessment\n## Weekly Schedule (Mon-Fri)","[{\"question\":\"What learning outcomes are targeted in this planning sample?\",\"answer\":\"The plan targets reading high-frequency and simple CVC words, writing legibly with correct word order and sentence conventions, and spelling/writing CVC words with correct endings, alongside letter formation and sentence writing for an invitation.\"},{\"question\":\"How does the plan handle differentiation and support?\",\"answer\":\"It specifies withdrawal and in-class support and emphasizes meeting individual needs by differentiating learning objectives, activities, materials/resources, or the level of support provided.\"},{\"question\":\"What key activities occur during the week?\",\"answer\":\"Across the week, pupils trace and type words, draft and type party invitations, practice spelling with a slow-speak strategy, use flashcards and modelling for letter formation, and complete reading and writing tasks culminating in dictation and envelope addressing.\"}]","SET Short-Term-Weekly Planning Sample - Primary - English Class Level 3rd | PDF",1790246130]