Grandma’s 100th Together

Overview

In this lesson, students listen to and join in with a familiar shared text, My Grandma is 100. They discuss key vocabulary, make predictions about what might happen next, and practise shared editing skills using their own sentence-writing.

Learning intentions

• Students will listen to and engage with My Grandma is 100 by identifying what they can see and hear.
• Students will discuss the meaning of selected vocabulary from the text.
• Students will make predictions about upcoming events using picture cues and prior knowledge.
• Students will participate in shared editing of their own writing for meaning, spelling, capital letters and full stops.

Success criteria

• I can tell or point to what is happening in the pictures as we read.
• I can say what a new word means (using actions, examples, or a simple explanation).
• I can make a prediction about what might happen next and give a reason.
• I can edit my sentence with help by checking capital letters at the start and a full stop at the end.

Curriculum links

• Literacy — Creating texts: shared editing of students’ own texts for meaning, spelling, capital letters and full stops (Foundation).
• Literacy — Phonic and word knowledge: reading and writing some familiar and high-frequency words that appear in shared texts (Foundation).
• Literature — Engaging with and responding to literary texts: attending to a familiar text and using it to locate familiar actions or sounds (Towards Foundation/A).
• Literature — Creating literature: retelling/connecting story events through shared talk and sequencing ideas (Foundation).

Lesson structure (60 minutes)

1. 0–5 min · Welcome and book walk. Teacher displays the book cover and takes a quick “thumb through” of the pages while students point to details they notice. Students share one idea each (turn-and-talk: “I notice… I wonder…”).

2. 5–12 min · Read aloud: first chunk. Teacher reads the first part of My Grandma is 100 with clear expression and pauses to check understanding (“What is happening here?”). Students respond by pointing to the matching picture and repeating key phrases.

3. 12–20 min · Vocabulary talk (interactive). Teacher selects 4–6 high-utility words from the chunk (for example: grandma, 100, surprise, celebrate, today, party) and uses actions, real objects/photos, and simple examples. Students practise saying the words, then choose one word to “show” with a gesture or simple sentence stem: “A surprise is…”

4. 20–28 min · Predict the next event. Teacher shows the next page(s) (without reading the next lines) and asks: “What do you think will happen next? Why?” Students make predictions in pairs using sentence starters: “I think … because …” and then share one prediction with the class.

5. 28–35 min · Shared reading: second chunk with choral response. Teacher reads the second chunk again, inviting students to join in with repeated words/phrases and to listen for vocabulary from the earlier discussion. Students signal when they hear a target word (hand up / point to a word card).

6. 35–45 min · Writing snapshot (own sentence). Teacher returns to a simple model sentence on the board: “My grandma is 100.” (or a class-adapted version) and reads it aloud. Students copy and complete one short sentence using a support strip (sentence starter + word bank), such as: “My grandma is 100.” or “We will celebrate today.” Teacher circulates, providing gentle help with directionality and letter formation.

7. 45–55 min · Shared editing (students’ own texts). Teacher leads a whole-class editing routine:

• Meaning: “Does this make sense? Read it back with me.”
• Spelling: “Which familiar word should we check from our word bank?”
• Capital letters: “Circle the capital letter at the start of your sentence.”
• Full stop: “Add or circle the full stop at the end.” Students edit their own sentences using a pencil and teacher’s prompts. Teacher models at the board first, then students follow with their papers in front of them.

8. 55–60 min · Exit share and quick check. Students hold up their edited sentence. Teacher calls on 3–4 students to read (or whisper-read) their sentence and share one prediction they would make for the next part of the story.

Resources

• Class set of My Grandma is 100 (or one enlarged copy for shared reading)
• Picture cards for each page in the first two chunks
• Target vocabulary word cards (with pictures) and a small word bank
• Sentence starter strip(s) and handwriting/copy line guides
• Student pencils, paper, and a shared editing checklist (simple: capital / full stop / word bank check)
• Timer or visible “today steps” visual for the lesson flow
• Optional: small celebration prop (party hat/confetti picture) to support “celebrate/surprise”

Assessment

• Formative checks during shared reading: students’ pointing to pictures and ability to respond to “What is happening?” questions.
• Vocabulary understanding: observe whether students can use gestures or sentence stems linked to target words.
• Editing readiness: check whether students can identify and circle capital letters and full stops on their own sentences.
• Exit quick check: teacher listens for sentence accuracy (capital at start and full stop at end) and one prediction reason.

Differentiation

• Support:
• Provide sentence starters with word banks and limit student choice to 1–2 sentence options.
• Use visual supports (word cards with pictures) and model “read it back” with one-to-one encouragement.
• Offer a thicker pencil grip and tracing lines for students who need fine-motor support.
• Extension:
• For students ready, invite them to add one extra word to their sentence using a guided prompt: “Today we…” or “We will…”
• Challenge predictions: “What sound might you hear next?” linked to the pictures.
• EAL/SEN considerations:
• Allow non-verbal responses (pointing, matching, gestures) during vocabulary and prediction tasks.
• Pre-teach target vocabulary with repeating, consistent phrasing; accept first attempts and focus on shared editing routines rather than full independent accuracy.