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The Very Hungry Caterpillar
Objectives
To use knowledge of sounds to write new words.
To share a book with an adult, joining in with repeated refrains.
Resources
Laptop, PC or tablet | Mini whiteboard and pen | Blank A5 paper | Pencil | Food poster from Step 2 Lesson 1
The Very Hungry Caterpillar book or The Very Hungry Caterpillar slideshow | 📄 Key Word Cards | 📄 Finger Resource | 📄 Lined Paper Resource
📄 Sound Flashcards 1 | 📄 Sound Actions | 📄 Blank Flashcards | 📄 Alphabet Mat | 📄 Sentence Checklist | 📄 High Frequency Words List | 📄 Weekly Spelling Activities
Vocabulary
Words in bold can be found in the 📄 Year 1 English Glossary.
phoneme | grapheme | PGC | sound | letter | blend | segment | capital letter | story | caterpillar | butterfly | cocoon | egg | life cycle
Today's Lesson
What to Get Ready
Before the lesson, write the following words on 📄 blank flashcards: ship, kip, ash, kit.
In this lesson, your student will be learning how to ‘split to spell’. Watch Video 9: Splitting to Spell and make sure you know how to teach this new skill.
Have your copy of The Very Hungry Caterpillar ready or open up The Very Hungry Caterpillar slideshow.
Print out a copy of the 📄 Key Word Cards and cut them out. If your student is left-handed you may wish to print and cut out the 📄 Finger Resource. Print out a 📄 Sentence Checklist.
Look at the 📄 Lined Paper Resource and choose a page to print where the line spacing will suit your student's handwriting size.
Phonics - Quick Fire
On a blank piece of paper, play the game 'Letter Match' (shown in Video 2: Phonics Games). Use the following letters: J, j, K, k, W, w, I, i.
Phonics - New Learning
Lay the 📄 flashcards ‘sh’, ‘p’, ‘pp’ and ‘k’ out in front of your student.
Ask your student to point to one they know and to tell you the sound it makes. Repeat the sound and demonstrate the matching action, asking your student to join in with you. Complete for each of the cards.
Phonics - Blend to Read
Remind your student how we blend to read a word:
Say the sounds.
Blend the sounds.
Read the word.
Support your student as they blend to read the following words from the prepared flashcards: ship, kip, ash, kit.
Phonics - Split to Spell
Tell your student that when they split to spell, they will now be writing the word. Demonstrate how to do this with the word, kid. As seen in Video 9: Splitting to Spell, explain the three steps for split to spell:
Say the word.
Say the sounds.
Write the sounds.
On your whiteboard or a piece of paper, draw three lines called ‘Sound Beds’ (because kid has three sounds).
Say the word: kid.
Say the three sounds: k-i-d.
Write the sounds into the sound beds.
Run your finger underneath and say, ‘kid’.
Now support your student as they split to spell the following words: zip, kin, rap, fish, posh.
Remember that the two letters ‘sh’ are a digraph, meaning they just make one sound. This means that they sit on one line (or Sound Bed).
As seen in Video 9: Splitting to Spell, write the letters your student will need onto the whiteboard. You may also choose to write two or three others so that they have to select the correct letters for each word.
Phonics - Extra Support
ONLY write the letters they need to spell the word on their whiteboard. All they will then need to do is to order the letters.
Phonics - Extra Challenge
Try splitting words with four sounds: pant, help, trap, stub, skid.
When splitting, remember to add a fourth line (Sound Bed): __ __ __ __
You can also encourage them to use their 📄 Alphabet Mat to help them spot the sounds they can hear, but do not tell them the letters/sounds they need. It does not matter if spellings are incorrect.
Reading and Writing - Read
Take out your copy of The Very Hungry Caterpillar or open up The Very Hungry Caterpillar slideshow.
Read the story together.
Model reading the opening line, ‘In the light of the moon…’. When you get to the end of the line, tell your student you don’t know where to go next. Allow your student to guide you to the beginning of the next line.
Continue asking your student where you should begin reading as you move through the pages.
When you reach the final page and read, ‘he was a beautiful butterfly!’, ask your student to use their finger to follow the words with you. You can gently move your student’s finger from word to word in order to help them.
It is helpful for the above activities to be repeated any time you share a book with your student, for example, during a bedtime story.
Take out your student'sfood poster from Lesson 1.
Explain to your student that they are going to be writing their likes and dislikes into sentences.
Tell them that sentences need to make sense and need to have finger spaces between the words so they are easy to read. Ask your student to find these points on the sentence writing checklist.
Ask your student to say their first sentence to you, for example, ‘I love ice cream’. Ask them to say and then write the first word. Then place their finger next to it, to make a space, before they begin writing the second word.
Once the sentence is written, ask your student to place a finger under each word in turn while they read the sentence out loud to check that it makes sense.
Reading and Writing - Extra Support
If your student needs extra support with spelling a word, first ask them to say the word slowly. Ask them, ‘What is the first sound you can hear?’ Then, ‘What is the last sound you can hear?’ and, ‘Can you hear any other sounds in the middle?’
Reading and Writing - Extra Challenge
If your student is ready for an extra challenge you could ask them to use the words and or but to make a longer sentence. For example, ‘I like apples butI hate bananas.’ Or, ‘I like apples and I like bananas.’
Reading and Writing - What to Notice
While they are doing this activity remember to praise your student for the skills they are using.
For example:
‘I can see you are listening really carefully for sounds!’
‘Well done for remembering to use your finger space.’
‘I have noticed you reading your sentence to check it makes sense.’
Reading and Writing - Handwriting and Spelling
Continue to practise spelling the three words from yesterday. If your student has already remembered how to spell any of these words, choose an extra word from their 📄 High Frequency Word List. Do not start learning any more than five words in this Step.
Continue to practise these spellings choosing an activity chosen from the 📄 Weekly Spelling Activities.