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Partial Progress - Circles (browser only)

All About Me

Objectives

To group words into short phrases when reading aloud.

To talk about what I will write.

Resources

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

Vocabulary

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

Today's Lesson

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.

Write the word ‘seaweed’ on a 📄 blank flashcard.

Phonics - Quick Fire

Quick recognition of sounds.

Phonics - New Learning

Recap the ‘split’ digraph ‘a_e’ (its sound is ‘ay’). Remind your student that another letter goes in the middle and that is the sound we hear last.

For example, ‘game’ is three sounds: ‘g-ay-m’. We hear the ‘m’ last, so that is the letter that goes between the ‘a’ and ‘e’ to make ‘game’.

Phonics - Blend to Read

game (3) | brave (4) | behave (5) | chase (3)

Phonics - Split to Spell

became (5) | shame (3) | escape (5) | drape (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.

Encourage your student to count the sounds they can hear so that they don’t miss any out when writing the word.

Phonics - Extra Challenge

forgave (5) | chased (4)

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

Phonics - Apply

Write this caption on the mini whiteboard: the crane would skate on the lake. 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 - Picnic on Pluto - Phase 3 (Phonics Play)

Select 'Start'. Select 'Phase 3'.

Reading & Writing - Introduction

Allow your student to choose one book from their library to read to you. This could be one of the books from the Big Cat Books site.

Ask your student to pick their favourites of their familiar books. What do they like about the books? Can they read one to you and sound like a real storyteller?

Explain that in Lesson 3, your student will be writing about everything that makes them amazing! Today your student is going to be planning what they would like to write. Explain that planning is an important part of writing. Planning means we think of all our ideas first so that when we are writing we only need to think about writing.

Reading & Writing - Main Activity

Show your student the 📄 Planning Sheet. Explain that they are going to write their ideas in the circles.

Talk with your student about what makes them amazing. The things which make them amazing need not be connected with school or learning.

For example, they might be brave, help with jobs at home or school, e.g. washing up, love animals, super at skipping, and so on.

These questions may help:

What are you really good at?
What is your special talent?
When do you feel good about yourself?
What makes you a good friend?

Your student could also ask their peers to help them think about what makes them amazing.

Ask your student to write their answers in the circles.

For example, if they think they are ‘kind’ they could write ‘am kind’ in a circle Remind them they do not have to write in sentences as this is just a plan.

Reading & Writing - Handwriting and Spelling

Ask your student to spell the three words they were practising yesterday. If your student has already remembered how to spell any of these words, choose an extra word from their 📄 High Frequency Word List. Do not start learning any more than eight during this step.

Continue to practise these spellings by choosing an activity from the 📄 Weekly Spelling Activities. Remember that it is a good idea to choose a different activity each day.

Citations

[1] www.phonicsplay.co.uk