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The Very Hungry Caterpillar
Objectives
To use capital letters at the start of sentences.
To use full stops at the end of sentences.
Resources
Pencil | Coloured pencils | Completed Life Cycle of a Caterpillar sheet from Lesson 3
📄 Inside Page of Booklet | 📄 Front Page of Booklet | 📄 Life Cycle of a Caterpillar sheet | 📄 Sentence Checklist | 📄 Alphabet Mat | 📄 Finger Resource | Assignment 1
Vocabulary
Words in bold can be found in the 📄 Year 1 English Glossary.
caterpillar | butterfly | cocoon | egg | life cycle | capital letter | full stop | sentence
Today's Lesson
What to Get Ready
Print out one copy of the 📄 Front Page of Booklet and five copies of the 📄 Inside Page of Booklet.
This is a longer lesson so will need to be spread over two sessions.
Assignment
This lesson works towards Assignment 1.
Please access the assignment for details about what you will need to submit to your student's Wolsey Hall tutor. Please note that your student's booklet will be submitted to Canvas once you have completed Step 3.
Introduction
With your student, look back at the**📄 Life Cycle of a Caterpillar sheet**. Ask your student to read back through their writing.
Speaking and Listening
Explain to your student that they are now going to turn their writing into a book! Over the next two writing lessons they will write their book. The book will have a front cover and five pages inside. There will be one page for each stage of the caterpillar’s life cycle.
Explain to your student that they will be writing in sentences.
Ask them to tell you what each sentence has to have. Show them the 📄 Sentence Checklist. Point out that sentences also need a capital letter at the start. Show them that they can find the right shape for each capital letter on their 📄 Alphabet Mat.
Writing
On the front cover your student needs to decide on a title for the book. This will be written on the top line of the front page. As they are the author of the book, they need to write their own name at the bottom of the page.
Talk with them about what happens at the first stage of the caterpillar’s life cycle. Help them to turn their idea into a sentence, for example: ‘Eggs hatch and caterpillars come out.’
Encourage your student to say the sentence a few times before they start to write. Ask them to say and then write the first word, remembering to start that word with a capital letter. Then place their finger next to it, to make a space, before saying and writing the second word.
At the end of the sentence ask your student to place a full stop on the line.
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 it makes sense.
They should then repeat the process for each stage of the caterpillar’s life cycle.
Please note that the boxes under the lines are for your student to draw a picture inside. It is recommended that they complete the writing before drawing the pictures.
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.
Extra Challenge
If your student is ready for an extra challenge, you could ask them to write more detailed sentences. For example: ‘Little eggs hatch and baby caterpillars crawl out’.
What to Notice
While they are doing this activity remember to praise your student for the skills they are using.
For example:
‘You remembered your capital letter!’
‘Well done for sounding out to spell so carefully.’
‘You spotted and corrected your mistake when you checked your sentence.’
Handwriting and Spelling
Ask your student to show you their best ‘a’, ‘c’, ‘e’, ‘I’, ‘m’, ‘n’ and ‘o’ letters on a mini whiteboard or piece of paper. Check they are forming them correctly and ask your student which letters they think they formed best. If they formed any incorrectly, show them the correct formation and ask them to copy.