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The Little Red Hen
Objectives
To split to spell a word.
To give commands clearly.
Resources
Laptop, PC or tablet | Mini whiteboard and pen | Device for recording reading (e.g. camera) | Sticky notes | Completed Story Map
📊 The Little Red Hen PowerPoint | 📊 Command Punctuation PowerPoint | How to play 'Simon Says' game (YouTube)
📄 Sound Flashcards 2 | 📄 Blank Flashcards | 📄 Sentence Checklist
Vocabulary
Words in bold can be found in the 📄 Year 1 English Glossary.
sound | letter | blend | split | story | meaning | character | storyteller | commands | instructions | finger spaces | full stop | capital letter
Today's Lesson
What to Get Ready
Write the words from 'Blend to Read' (below) on 📄 blank flashcards.
Watch thevideo explaining how to play 'Simon Says'. Make sure you are comfortable playing the game and think of some possible commands. For example, ‘stamp your feet’, ‘nod your head’ and ‘turn around’.
Have the 📊 Command Punctuation PowerPoint ready to look through on your device.
Phonics - Quick Fire!
Quick recognition of sounds.
Phonics - New Learning
Today’s new sound is ‘ch’ as in ‘chip’.
Show your student the 📄 flashcard and teach them the sound.
Phonics - Blend to Read
chat (3) | check (3) | each (2) | peach (3)
Phonics - Split to Spell
beach (3) | such (3) | chin (3) | chop (3)
Phonics - Extra Support
Blending to read: ask your student to say the sounds slowly and allow them to blend together. Then they can say them faster until they can hear the word.
Splitting to spell: on the whiteboard, give your student only the sounds they need to write the word. This means they just need to order them and write them into the Sound Beds.
Phonics - Extra Challenge
bleach (4) | chicken (5) | screech (5)
Phonics - Apply
Write this caption on the mini whiteboard: I eat chips on the beach. Then ask your student to read the caption.
If your student finds caption reading easy, rather than you writing the caption, you can say the caption and they can write it on the whiteboard.
Phonics - What to Notice
Begin to notice whether caption reading is challenging enough for your student. You may want to sometimes allow them to write rather than read the caption in lessons.
If you have been giving your student extra support in the splitting to spell activity by providing them with only the graphemes they need for a word, begin to provide one or two more graphemes that they do not need – this way they will have to choose which are the correct ones.
For example, if the word to spell is ‘chop’, you could give them ‘p’, ‘I’, ‘o’, ‘ch’ and ‘ck’ to choose from.
Reading & Writing -
Retell the story of The Little Red Hen together using the different character voices you added to the story.
Today you will film your student telling the story. You will use this file in future lessons.
Retell the story of The Little Red Hentogether using the different character voices you added to the story in Lesson 4.
Explain to your student that you would like to film them retelling the story of The Little Red Hen and that you will watch the video together.
Use your device to film your student. Depending on your student's confidence you may choose to retell the story with them.
Remind your student that soon they will be telling this story to an audience!
Reading & Writing - Speaking and Listening
Retell the story of The Little Red Hen together using the different character voices you added to the story.
Today you will film your student telling the story. You will use this file in future lessons.
Retell the story of The Little Red Hentogether using the different character voices you added to the story in Lesson 4.
Explain to your student that you would like to film them retelling the story of The Little Red Hen and that you will watch the video together.
Use your device to film your student. Depending on your student's confidence you may choose to retell the story with them.
Remind your student that soon they will be telling this story to an audience!
Reading & Writing - Introduction
Play 'Simon Says' with your student.
Explain that you have been giving commands. Commands tell people what to do.
Reading & Writing - Main Activity
Explain that in this lesson, your student will be writing their own commands.
Explain that today you will both be looking at commands and checking they are written correctly. Ask your student to tell you what every sentence needs. Check they have remembered everything on the 📄 Sentence Checklist.
Look through the 📊 Command Punctuation PowerPoint, following the instructions.
Explain that today your student will be writing commands to use around the house. They will be writing the commands on sticky notes and sticking them in the right places.
Go to a place in your learning environment where you carry out an activity. For example, a sink where you wash your hands. Ask your student what the command sentence for that place could be? Answer: ‘Wash your hands.’
Say the command sentence out loud with your student. Then ask them to say the sentence on their own. Repeat until your student knows the sentence well.
Ask your student to say and then write the first word of their sentence on a sticky note. 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 it makes sense. They can then stick the note up for people to see!
Repeat this activity in other areas of your house. Here are some examples:
- At their bed – ‘Go to sleep.’
- At the table – ‘Eat your food.’
- At the front door – ‘Shut the door.’
Reading & Writing - Extra Challenge
If your student is ready for an extra challenge you could ask them read as much as possible of the 📊 Command Punctuation PowerPoint.
Reading & 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 using your Sentence Checklist to make sure the sentence is correct!’
I can see you reading that sentence carefully.’