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All About Me

Objectives

To group words into short phrases when reading aloud.

To know that proper nouns start with a capital letter.

Resources

Laptop, PC or tablet | Mini whiteboard and pen | Glue | Your student’s completed Fact File from Step 11

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

Make sure you have access to your student’s library of familiar books and the Fact File about a family member that they wrote in Step 11 Lesson 5.

Print out the 📄 Family Tree. Print out the 📄 Family Tree Leaves and cut out. You may choose to print out more than one sheet, depending on the size of your family.

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

Phonics - Quick Fire

There are fewer words to blend and split today, so spend some time going through the 📄 sound flashcards with your student. Are there any they know really well now that you could remove from the quick-fire activity? Which of them do they not know very well yet? Spend some time playing games such as 'Slow Reveal' (See Video 2: Phonics Games) with these sounds to help your student get to know them better.

Phonics - New Learning

Today your student will learn that the letters ‘ough’ can make the sound ‘ou’, as in ‘plough’

Write ‘ough’ onto a piece of card and let your student use it to refer to during the blending and splitting activities.

Phonics - Blend to Read

drought (4) | plough (3)

Phonics - Split to Spell

bough (2) | ploughing (5)

Phonics - Extra Support

This group of letters will not appear frequently in your student’s reading and writing, but it is helpful for them to have knowledge of it.

Do not worry if they find it a difficult group of letters to get the hang of – keep the handwritten ‘ough’ flashcard with your student’s Reading Tips from now on, and allow them to refer to it in their reading and writing if and when they need to.

Phonics - Extra Challenge

Challenge your student to write the words without Sound Beds to help them.

Phonics - Apply

Write this caption on the mini whiteboard: the bough fell from the tree and hit the plough. 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

Tell your student that they are going to be reading their own work aloud again today. Can they tell you some of the things they need to remember to do when reading aloud?

Prompt your student to include the following:

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 facts about a family member 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.

Explain to your student that they will now be writing about their family. When people write about the people who are in their family, it is sometimes called a family tree. Share with your student the 📄 Family Tree and 📄 Family Tree Leaves. Explain that on each leaf your student will write the name of a family member and their relationship to them. Explain to your student that as there is less writing today, and so you would like to see them putting maximum effort into their handwriting. They need to be writing slowly and carefully. They may want to check their letter shapes using their 📄 Alphabet Mat.

Also, ask them to remind you what every proper noun needs (to start with a capital letter). Say they will be using a lot of proper nouns, so they need to remember their capital letters!

Once their leaves are complete, they can arrange them on the tree and stick them down carefully. The leaves may need to overlap so there is enough space.

Reading & Writing - Extra Support

If your student is finding it difficult to read the sentences aloud fluently, you could take it in turns to read sentences so that they can hear you reading and can copy what they hear.

Reading & Writing - Extra Challenge

Can your student add a question to their sentences about their family member and use their voice to let the listener know that they are asking a question?

Reading & Writing - Handwriting & Spelling

Explain to your student that they are going to continue learning words from the 📄 High Frequency Word List. In Step 1, 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 all Step.

Look at the 📄 Weekly Spelling Activities. Choose one activity and use this to help your student practise their spellings today.