Home
Canvas Guide

Partial Progress - Circles (browser only)

The Little Red Hen

Objectives

To split to spell a word.

To write simple instructions.

Resources

Laptop, PC or tablet | Mini whiteboard and pen | Pencil

Vocabulary

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

Today's Lesson

Assignment

This lesson works towards Assignment 2. Please access the Assignment for details about what you will need to submit to your student's Wolsey Hall tutor.

What to Get Ready

Make sure you have access to your student's library of familiar books.

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

Phonics - Quick Fire!

Quick recognition of sounds.

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

Phonics - Blend to Read

speedy (5) | sneaky (5) | cheats (4) | hunch (4)

Phonics - Split to Spell

lunch (4) | greedy (5) | chest (4) | cheeky (4)

Phonics - Extra Support

Use these words with fewer sounds for blending and segmenting:

peak (3) | eat (2) | teen (3) | meet (3) | heat (3)

Phonics - Extra Challenge

beady (4) | richly (5) | greeting (6) | fleeting (6)

Phonics - Apply

Write this caption on the mini whiteboard: I eat the sweet peach. 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 Play

Play - Flash Cards Speed Trial - Phase 2 (Phonics Play)

Select 'Start'. Select 'Phase 2'. Select 'Go'.

Reading & Writing - Read

Spend ten minutes reading books from your student's library. Include A Day Out.

Allow your student to choose another familiar book they would like to read to you from their library.

Reading & Writing - Extra Support

You may want to ask your student to quickly ‘Take A Peek’ at each book (see Video 6: Taking a Peek) if it has been a while since they have read them.

Reading & Writing - Extra Challenge

If your student is reading their familiar books with no mistakes, you may want to introduce them to some other texts (see suggested 📄 Reading List).

Reading & Writing - What to Notice

Now that your student is reading books that they are familiar with, notice if there are any words that they continue to get stuck on, if there are any words that they read incorrectly without noticing and whether the reading flows well.

Reading & Writing - Watch

Watch the Exact Instructions Challenge.

At the end, ask your student what they have learned about writing instructions from this video.

Reading & Writing - Writing

Explain that today they will be continuing to plan their instructions. Each instruction is called a step.

Show your student the planning sheet. Explain that each step has its own box. In the left side of the box, you write the instruction. In the right side of the box, you draw what happens in that instruction.

Take your student to where they brush their teeth.

Ask them: ‘What is the first thing you do when you brush your teeth?’

For example: ‘Take the lid off the toothpaste.’

Ask them to do this.

Ask: ‘What instruction do we need to write so that people know what to do first?’

Say the instruction out loud with your student.

For example: ‘Take the lid off the toothpaste’.

Then ask them to say the instruction on their own. Repeat until your student knows the instruction well.

Ask your student to say and then write the first word in their instruction sentence. 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.

Then repeat this process with the other steps.

If there is time at the end they could draw the pictures to go with each step.

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 could 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.

Also, if they find it tricky to write for longer periods of time you could write a couple of the instructions for them. They would still suggest the instruction, but you would do the writing.

Reading & Writing - Extra Challenge

If your student is ready for an extra challenge, you could remind them about the video that you watched at the start of the lesson. How can they make sure the person following their instructions will not get confused?

When finished you could ask your student to use the 📄 Sentence Checklist to make sure all of their sentences are correct.

Citations

[1] www.youtube.com [2] www.youtube.com [3] www.phonicsplay.co.uk