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The Little Red Hen
Objectives
To orally segment the sounds in a word.
To blend to read the sounds in a word.
Resources
Laptop, PC or tablet | Mini whiteboard and pen | Video of your student storytelling from Step 5 Lesson 3
📊 The Little Red Hen PowerPoint | 📄 Sound Flashcards 2 | 📄 Blank Flashcards | 📄 High Frequency Word List | 📄 Weekly Spelling Activities
Vocabulary
Words in bold can be found in the 📄 Year 1 English Glossary.
sound | letter | blend | split | capital letter | story | meaning | character | storyteller | full stop
Today's Lesson
What to Get Ready
Write the words from 'Blend to Read' (below) on 📄 blank flashcards.
Phonics - Quick Fire
Quick recognition of sounds.
Phonics - New Learning
Today’s new sound is ‘ng’ as in ‘sing’. It is a digraph (a sound made using two letters) and it can be tricky to know how to say it correctly. If in doubt, watch Video 1: Sound Cards and Actions again.
Phonics - Blend to Read
wing (3) | king (3) | gong (3) | rang (3)
Phonics - Split to Spell
hang (3) | lung (3) | sing (3) | song (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
sting (4) | swing (4) | clang (4) | strong (5)
Phonics - Apply
Write this caption on the mini whiteboard: the king went bang on the gong. 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.
Reading & Writing - Speaking and Listening
Ask your student to be your audience whilst you tell The Little Red Hen story.
Start telling the story but pretend to be a ‘bad storyteller’. Don’t make eye contact, use a quiet voice, don’t do any actions, and so on. Make yourself as boring as possible!
Ask your student for help. Ask your student to tell you what you are doing wrong. Write each thing they notice on a list.
Reading & Writing - Main Activity
Look at the list together. Choose one of the ‘bad storytelling’ things your student noticed. For example, ‘You were looking at the ground.’
Ask your student what you should have been doing instead. For example, ‘Looking at the audience.’
Write this for your student, as a command, on a sticky note. For example, ‘Look at the audience.’
Repeat with the other ‘bad storytelling’ things noticed. You should now have a few sticky notes with ‘good storytelling’ commands on.
Reading & Writing - Watch
Watch the video of your student storytelling from Step 5 Lesson 3. Together choose one ‘good storytelling’ command that your student could work on.
Give them time for them to try following this storytelling command whilst telling The Little Red Hen story.
Reading & Writing - Extra Support
You can pick parts of your student's recording to give ‘thumbs up’ to. Ask your student if they know why that bit sounded good and explain why you thought it sounded good.
Reading & Writing - Extra Challenge
Your student could try reading the whole story again and then tell you what went well this time.
Reading & Writing - Handwriting and Spelling
Ask your student to spell the words they have been practising this step.
Cross off the words your student can now spell from their 📄 High Frequency Word List.
If there are any words your student still needs to practise, make a note of this and choose an activity from the 📄 Weekly Spelling Activities to practise these until the end of your lesson time.
Make sure you are varying the activities you choose to ensure the best opportunity for your student to remember the words long term.