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All About Me
Objectives
To talk about what I will write.
To write a simple sentence with a capital letter and a full stop.
Resources
Laptop, PC or tablet | Mini whiteboard and pen
📄 My Dream Week Template | 📄 My Dream Week Template Empty
📄 Sound Flashcards 4 | 📄 Blank Flashcards | 📄 Sentence Checklist | 📄 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 | facts | planning | week | days
Today's Lesson
What to Get Ready
Write the words from 'Blend to Read' (below) on 📄 blank flashcards.
Look at the 📄 My Dream Week Template and the 📄 My Dream Week Template Empty.
If your student needs extra support with their writing, choose the 📄 My Dream Week Template to use. If your student needs an extra challenge, choose the 📄 My Dream Week Template Empty to use.
Phonics - Quick Fire!
Quick recognition of sounds.
Phonics - New Learning
Today’s lesson recaps the graphemes ‘ar’, ‘ow’ and ‘ou’.
Comment upon the fact that the graphemes ‘ou’ and ‘ow’ make the same sound.
Look at the grapheme ‘ou’. Tell your student that it is not often found at the end of words. So, if they need to spell a word with the ‘ou’ sound at the end of it in today’s lesson, they should use the ‘ow’ grapheme. For example, ‘cow’.
Phonics - Blend to Read
clown (4) | our (2) | start (4) | growling (6)
Phonics - Split to Spell
how (2) | now (2) | growl (4) | crouch (4)
Phonics - Extra Support
Your student will need support to know which of the ‘ou’ graphemes to use when spelling some of these words. Where they don’t know, you can tell them which to use. Encourage them to remember the rule that the grapheme ‘ow’ is more likely to be at the end of a word than the grapheme ‘ou’.
Phonics - Extra Challenge
crouching (6) | loudly (5) | proudly (6) | ajar (3)
Challenge your student to write the words without Sound Beds to help them.
Phonics - Apply
Write this caption on the mini whiteboard: the proud cow sat growling loudly at the party. 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 - Introduction
Show your student the 📄 My Dream Week Template that you have chosen.
Explain to them that they are going to be writing about their ‘dream week’.
Explain that this means they can choose a favourite activity for each day of the week.
Talk with your student about their favourite activities. For example, reading, watching films, playing games, going swimming.
Reading & Writing - Writing
Explain that today your student will be starting to turn their ideas into sentences. Ask them to tell you what every sentence needs. Then ask them to check they remembered everything by looking at the 📄 Sentence Checklist
Ask your student to choose an activity idea for Monday, for example, going swimming. Explain that they have to start the sentence with, ‘On Monday…’ (Depending on the template you chose they may have this already written on their sheet.)
Help them to put their activity into a sentence. For example, ‘On Monday I would go swimming.’
Encourage your student to say this sentence a few times until they know it well. 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 with different activities for the next two days. Stop when they have written the activity for Wednesday.
Tell your student that they are going to be reading their own work aloud today. They need to think about:
- making the words flow together
- stopping at full stops for a ‘breath’
- using their voice to make the reading sound interesting.
Support your student as they practise reading their sentences aloud. You may wish to ask them to listen to you reading badly (too slowly, too quickly, ignoring punctuation) so they can tell you how it should be read better.
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 spot the sounds they can hear, but do not tell them the letters/sounds they need. It does not matter if spellings are incorrect.
Reading & Writing - Handwriting and Spelling
Explain to your student that they are going to continue learning words from the 📄 High Frequency Word List. In Step One you tested your student on all the words from the list so you would know the words they could not yet spell. Then, in subsequent steps they have continued to learn the unknown words.
Choose three words your student cannot yet spell. Explain to your student that they are going to practise these words throughout this step. Look at the 📄 Weekly Spelling Activities. Choose one activity and use this to help your student practise their spellings today.