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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 | Counters | Your student’s completed book from Step 2 Lesson 4
The Very Hungry Caterpillar book or The Very Hungry Caterpillar slideshow
📄 Sound Flashcards 1 | 📄 Sound Actions | 📄 Blank Flashcards | 📄 Blank Strips | 📄 Captions and Pictures
Vocabulary
Words in bold can be found in the 📄 Year 1 English Glossary.
phoneme | grapheme | PGC | sound | letter | blend | segment| story | meaning
Today's Lesson
What to Get Ready
Before the lesson, print the 📄 Captions and Pictures resource and cut the captions and pictures into individual cards for matching. Select a maximum of six pairs of matching caption and picture cards for use in today’s lesson.
Write the following words on 📄 blank flashcards: lollipop, cherry pie, sausage, cupcake, watermelon, pickle.
Cut strips of card. If needed you can print the 📄 blank strips resource on to card and then cut out.
Phonics - Quick Fire
On a blank piece of paper, play the game, 'Letter Match' (shown in Video 2: Phonics Games). Use the following letters: F, f, X, x, A, a, N, n.
Phonics - New Learning
No new sounds are introduced today.
Spend some time with your student practising the sounds learnt so far and their matching 📄 actions. You may want to set your student some fun challenges, using the 📄 sound flashcards.
For example:
How many of the sounds can you read in one minute?
How quickly can you read all the sounds?
Can you beat your time?
Phonics - Blend to Read
Remind your student how we blend to read a word:
Say the sounds.
Blend the sounds.
Read the word.
Write the word ‘ram’ onto the whiteboard and show your student how to blend to read it.
Write the following words onto the whiteboard one at a time and support your student as they blend to read them: ram, can, mill, hit.
Phonics - Split to Spell
Tell your student they will be splitting words into sounds. Say the word ‘tan’. What sounds can the student hear? Count the sounds together: t-a-n. There are three sounds.
Draw three sound boxes on the whiteboard: ◻◻◻
Put a counter underneath each of the boxes. Say the sound ‘t’ and push the counter into the first box. Say the sound ‘a’ and push the second counter into the box. Say the sound ‘n’ and push the third counter into the box. Run your finger beneath the boxes and say, ‘tan’.
Support your student as they complete this activity with the words: hit, mat, man, pot.
Phonics - Extra Support
If your student needs extra support, ask them to look at your mouth as you orally split the sounds in the words, then ask them to copy you.
Phonics - Extra Challenge
If your student needs an extra challenge, ask them to blend to read the four sounds in the following words: tram, nuts, tins, slop, slug, test, band.
Reading - Introduction
Ask your student to read the book they made yesterday to you. Remind them to think about where to begin reading and which direction to go in. Ask them to use their finger to point to each word as they read it.
Reading - New Learning
Tell your student that today they will be practising using the first sound of a word together with the pictures to help them to read words they don’t know.
Reading - Main Activity
Go to the page of The Very Hungry Caterpillar which begins, ‘On Saturday’. Read the list of foods the caterpillar eats to your student and ask them to point to the picture of each food as you say the word.
Now lay the book open in front of you and take the handwritten flashcard ‘pickle’. Tell your student that you are looking at the first sound and the pictures to see if you can match it. Match the card to the picture of the pickle and ask your student if you are right.
Now spread the rest of the flashcards out on the table and ask your student to match each to the correct picture in the book, using the first sound of each word to help them.
Reading - Apply
Ask your student to read their own book to you again. Remind them to take notice of the first sound in each word.
Reading - Extra Support
If your student needs extra support, ask questions which allow them to explain which foods it couldn’t be. For example, for ‘lollipop’ you could ask:
‘Could it be ‘sausage’?’
How do you know it’s not ‘sausage’?’
Your student should be able to tell you that they can hear ‘s’ and not ‘l’ at the beginning of the word ‘sausage’.
Reading - Extra Challenge
Ask your student: ‘If one of the foods was cucumber what sound would you expect to see at the beginning of the word?’ You could repeat this question using the foods ‘strawberries’, ‘doughnut’ and ‘blackberries’.