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All About Me
Objectives
To speak clearly.
To write a simple sentence with a capital letter and full stop.
Resources
Laptop, PC or tablet | Mini whiteboard and pen | Scissors | Written Questions from Lesson 4
Decodable Comic - Phase 3 (Phonics Play) | 📄 Fact File Template | 📄 Sound Flashcards 4 | 📄 Blank Flashcards | 📄 Sentence Checklist | 📄 Alphabet Mat | 📄 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 | facts | question | question mark | speaking clearly | answers | sentence
Today's Lesson
What to Get Ready
Prepare a flashcard with the word ‘bleated’ on it.
Write the words from 'Blend to Read' (below) on 📄 blank flashcards.
Phonics - Quick Fire
Quick recognition of sounds.
Phonics - New Learning
In this lesson, your student will be remembering that they know more than one grapheme for the sound ‘or’. They will be blending and splitting words with ‘or’ and ‘aw’ in, both of which will be making the ‘or’ sound.
Show your student the 📄 flashcards ‘or’ and ‘aw’. Tell them that they are two different graphemes with the same sound.
Phonics - Blend to Read
for (2) | raw (2) | draw (3) | worn (3)
Phonics - Split to Spell
Tell your student that the first group of words need the grapheme ‘or’:
sport (4) | thorns (4) | morning (5) | shortly (5)
Tell your student that these words will need the ‘aw’ grapheme:
saw (2) | flaw (3) | yawning (5) | hawks (4)
Phonics - Extra Support
Give your student only the graphemes they need to spell the word. If they find this easy, give them the graphemes they need plus one or two more to choose from.
Phonics - Extra Challenge
lawful (5) | flawless (6)
Challenge your student to write the words without Sound Beds to help them.
Phonics - Apply
Write this caption on the mini whiteboard: the hawks had a brawl on the lawn at dawn. 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
Log in to Phonics Play.
READ - Decodable Comic - Phase 3 (Phonics Play)
Ask your student to read 'Cow and Owl Town'.
Reading & Writing - What to Get Ready
Today your student will be speaking to the family member or special person. Check that person is available to answer questions.
Share with your student the 📄 Fact File Template. Ask your student to write the person’s name on this sheet. Remind them that all proper nouns (for example, names) need to start with a capital letter.
Reading & Writing - Speaking and Listening
Explain that today your student will be asking their family member or special person the questions they wrote in Lesson 4.
Give your student time to practise reading their questions to you first. Encourage them to speak slowly and loudly enough so that you can hear them clearly.
It is now time for your student to ask their family member or special person the questions. As they answer, you or your student can write down their answers.
Ask your student to remind you what every sentence needs. Use the **📄 Sentence Checklist**to check they have remembered everything.
Ask your student to look at the answer they labelled ‘1’ in the introduction. For example, the answer could be, ‘likes pandas’. With your student, turn these words into a sentence that makes sense. For example, ‘My Dad likes pandas.’
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 draw 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 the process with the answers labelled ‘2’, ‘3’, and so on. Stop when the 📄 Fact File Template is full.
If there is time, your student can draw a picture of the person at the top of the 📄 Fact File Template.
Reading & Writing - Extra Support
If your student needs extra supportwith 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.
Reading & Writing - Extra Challenge
If your student is ready for an extra challenge, you could encourage them to make their sentences longer by using the joining words ‘and’ or ‘because’. For example, rather than writing, ‘Dad likes pandas.’ they would write, ‘Dad likes pandas and lemurs.’ or ‘Dad likes pandas because they are fluffy.’
Reading & Writing - Handwriting and Spelling
Ask your student to spell the words they have been practising during 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 these and choose an activity from the 📄 Weekly Spelling Activities to practise them until the end of your lesson time.