Maestro, Especialidad de Educación Infantil

Literacy Hour

Literacy Hour.

Year 2 , term 1

We are going to work with the following rhymes.


Monday's child is fairly tough

Tuesday's child is tender enough

Wednesday child is good to fry

Thursday's child is best in pie

Friday's child makes good meat roll

Saturday's child is casserole

But the child is born on the Sabbath Day

Is delicious when eaten in any way

Catherine Storr.


Monday's child is fair on face

Tuesday's child is full of grace

Wednesday's child is full of woe

Thursday's child has far to go

Friday's Child is loving and giving

Saturday's child works hard for a living

But the child that was born on the Sabbath day,

Is bonny and blithe and good and gay.



UNIT: reading poetry “Monday's Child”

SPELLING AND VOCABULARY: Read High Frequency words on sight

GRAMMAR AND PUNCTUATION: Revise Knowledge of Capitalization.

COMPREHENSION AND COMPOSITION: Use story structure to write all alphabetical story.



Shared reading of the rhyme “Monday's child”


look at the spellings of the days of the week


  • Use dictionaries to find words , beginning with k, q, x, z…

  • Guided reading of Catherine Storr's version of “Monday's child”

  • Learn to spell the days of the week


  • look at the spelling of the days of the week again

  • 2. Ask group 2 to read Catherine Storr's version.


    Photocopiable pages of “Monday's Child” 1 and 2, dictionaries and other reference books. Writing materials.


    Display an enlarged version of “Monday's child” and read it with the children. You will need to explain some of the vocabulary and, in particular, you may need to discuss the usage of the following.

    -fair of face

    • full of grace

    • full of woe

    • Sabbath

    • Bonny and blithe and good and gay

    One way to illustrate what the words mean is to ask a child who was born on each day to come to the front and show them how to pose in a way which relects their supposed attributes.

    Help children to learn how to spell the days of the week, show them that all the days end with “day” so it is only the first part what they will need to learn. You may need to focus upon “Wednesday” because it is not pronounced in quite the same way as it is spelled. Encourage the children to break it up and tell them that if they of it at Wed-nes-day and say it that way in their heads when they need to spell it they should get it right. They should, of course, say it in the conventional way for everyday usage.


  • Ask them to use dictionaries and reference books to look for words which begin with “k”, “q”, “x” and “z”. The children could also be asked to find words which begin with other letters for which there are few words in the High frequency list, or they could be encouraged to look for words which would help them to write their own version of “Monday's Child” in a later lesson.

  • Give each child a copy of Catherine Storr's version. Discuss with them the differences between it and the original version and explain the vocabulary to them.

  • Give each child the photocopiable copy of the traditional rhyme, and ask them how to spell the days of the week. Encourage them to work in pairs. Ask the children to copy the rhyme in their best handwriting display. Tell them that they should begin new lines in the same places as in the rhyme and show them how to continue, with an indent, onto the next line when they run out of space.


    Look again at the spelling of the days of the week and hold an informal test. Ask group 2 to read the alternative version of the poem aloud and ask the children which they prefer and why.

    Enviado por:Alejandro Arribas
    Idioma: inglés
    País: España

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