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The Little Red Hen

Objectives

To blend to read a word.

To write simple instructions.

Resources

📊 The Little Red Hen PowerPoint | 📄 How to Make Bread Template | 📄 Sound Flashcards 2 | 📄 Blank Flashcards | 📄 Alphabet Mat

Vocabulary

Words in bold can be found in the 📄 Year 1 English Glossary.

Today's Lesson

Introduction

Watch this step's introductory video with your student.

What to Get Ready

Before the lesson, log in to Big Cat Books, Band Red A, and have A Day Out open to read in today’s lesson.

Read A Day Out.

Write the words from 'Blend to Read' (below) on 📄 blank flashcards.

Phonics - Quick Fire!

Quick recognition of sounds.

Make sure you are now spending more time on newer sounds and those that your student does not know well.

Phonics - New Learning

All the new sounds for this unit have been introduced.

Phonics - Blend to Read

ring (3) | bang (3) | cling (4) | string (5)

Phonics - Split to Spell

sting (4) | swing (4) | bring (4) | slang (4)

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

belong (5) | ringing (5) | singing (5) | eating (4)

Phonics - Apply

Write this caption on the mini whiteboard: we sing a long song. 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

How much support does your student need to blend to read and split to spell? If they are needing you to say the sounds with them regularly, or need support to decide which sounds to use regularly, make a note of this to share with your student's Wolsey Hall tutor in your next meeting.

Reading & Writing - Introduction

‘Take a Peek’ at the Big Cat Book: A Day Out.

See Video 6: Taking a Peek.

Read: A Day Out*.*

Some key things to draw your student's attention to:

Reading like a storyteller: can they practise reading the phrases, He went over a river, He went up a hill.

Reading & Writing - Read

Support your student as they read A Day Out*.*

When you hear them read ‘like a storyteller’, tell them that their reading sounds good and explain why.

Reading & Writing - Writing

Look back at your student's Completed Story Map with them. Explain that we are searching for instructions which could help us make bread.

Find the place on their map which shows the Little Red Hen asking who would help her plant the corn. Explain to your student that this is the first instruction.

Help your student to find the other instructions on their map.

Explain that together you will be writing a list of instructions explaining how to make bread. Tell your student that you will take turns to write each instruction on the 📄 How to Make Bread Template.

You write the first instruction. For example, ‘Plant the seeds.’ Remember to say your sentence first, put finger spaces between words, start with a capital letter, finish with a full stop and check your sentence at the end.

It is now your student's turn to write the next instruction. For example, ‘Water the corn.’

Encourage your student to say the instruction a few times. 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.

Repeat taking turns to write each instruction.

Reading & 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 to spot the sounds they can hear, but do not tell them the letters/sounds they need. It does not matter if spellings are incorrect.

You could also choose to have more turns writing than your student.

Reading & Writing - Extra Challenge

If your student is ready for an extra challenge, they could write more sentences than you do.

You could also encourage them to add in extra detail. For example, for the first instruction (‘Plant the seeds.’) you could ask them where you plant the seeds to find the longer answer: ‘Plant the seeds in the ground.’

Reading & Writing - 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 full stop!’

‘Well done for sounding out to spell so carefully.’

‘You spotted and corrected your mistake when you checked your sentence.’

Reading & Writing - Handwriting and Spelling

Ask your student to practise writing descender letters ‘g’ and ‘q’ on ruled paper.

As an extra challenge they could then write some words using these letters (for example, ‘got’, ‘dog’, ‘big’, ‘dig’, ‘quit’ and ‘queen’). Check that they are forming the descender letters correctly.