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The Very Hungry Caterpillar
Objectives
To know the sound a letter makes.
To blend to read the sounds in a word.
Resources
Laptop, PC or tablet | Mini whiteboard and pen
The Very Hungry Caterpillar book or The Very Hungry Caterpillar slideshow | 📄 Caterpillar Pictures
📄 Sound Flashcards 1 | 📄 Blank Flashcards | 📄 Sentence Checklist | 📄 Alphabet Mat | 📄 Finger Resource | 📄 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 | split | capital letter | digraph
Today's Lesson
What to Get Ready
Before the lesson, write the words your student will blend to read on 📄 blank flashcards or be ready to write them on a whiteboard: duck, kiss, sock, fuss.
Take out your copy of The Very Hungry Caterpillar book or The Very Hungry Caterpillar slideshow.
Phonics - Quick Fire
On a blank piece of paper, play the game, 'Letter Match' (shown in Video 2: Phonics Games). Use the following letters: M, m, T, t, O, o, P, p.
Phonics - New Learning
Lay the 📄 flashcards ‘ck’ and ‘ss’ out in front of your student. Ask them to point to one they know and 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 or written on a whiteboard: duck, kiss, sock, fuss.
Phonics - Split to Spell
Remind your student how to split to spell:
Say the word.
Say the sounds.
Write the sounds.
Support your student as they spilt to spell the following words: back, fish, rack, shock. Each of these words has three sounds, so you will need to draw three lines ('Sound Beds').
Phonics - Extra Support
Give your student ONLY the sounds they need to spell the word and allow them to order them in the Sound Beds.
Phonics - Extra Challenge
Try blending and splitting words with four sounds: black, track, smock.
When splitting, remember to add a fourth Sound Bed: __ __ __ __
Reading and Writing - Introduction
Ask your student what they remember about what sentences need. For example, ‘they need finger spaces between words’ and ‘they need to make sense’.
Explain that sentences also need a full stop at the end. This lets the reader know that they can take a breath and that you are moving on to new idea. Ask your student to find full stops on the 📄 Sentence Checklist.
Look through your copy of The Very Hungry Caterpillar book or The Very Hungry Caterpillar slideshow story together. Help your student to spot and count the full stops.
Share with your student the**📄 Caterpillar Pictures**. Talk about how they look and what the similarities and differences are between them.
Reading and Writing - Speaking and Listening
Say to your student that you would like them to choose their favourite caterpillar. Cut the picture out of that caterpillar and then stick it in the middle of a large piece of paper.
Explain that we are going to write words describing their favourite caterpillar. Explain that describing means to use words to say what you can see or touch. Ask your student what words they could use to describe their caterpillar. You could use these questions to help them:
- What does it look like?
- What colour is it?
- What shape is it?
- How might it feel to touch?
Reading and Writing - Writing
Tell your student they now need to write their describing words around the caterpillar.
Remind them to: THINK – SAY – WRITE – CHECK.
Ask your student to choose one of their describing words. Can they put that word into a sentence? For example, ‘The caterpillar is green.’ Tell your student that they are going to write a whole sentence to describe their caterpillar.
Ask them to say and then to write the first word. Then place their finger next to it, to make a space, before they begin writing the second word.
At the end of the sentence ask your student to write a full stop.
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?’
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.
If your student is left-handed, they may find it easier to use the 📄 Finger Resource rather than their own finger.
Reading and Writing - Extra Challenge
If your student is ready for an extra challenge you could encourage them to add detail to their description. For example, ‘soft white fluffy hairs’ rather than ‘hairy’.
You could ask them to use the word and to make a longer sentence. For example, ‘The caterpillar has green hairs and black eyes.’ Or they may find a different way to make a longer sentence, for example, ‘The caterpillar has green hairs on its back.’
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 have noticed you looking carefully at the picture'.
‘Well done for remembering to use your finger space between those words’.
‘Great use of your Alphabet Mat to remember how that sound is written'.
Reading and Writing - Handwriting and Spelling
Continue to practise the selected from the 📄 High Frequency Words List choosing an activity chosen from the 📄 Weekly Spelling Activities.