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All About Me
Objectives
To start sentences with a capital letter.
To end sentences with a full stop.
Resources
Laptop, PC or tablet | Mini whiteboard and pen | Completed Planning Sheet from Step 12 Lesson 2
📄 Writing Template | 📄 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
Today's Lesson
What to Get Ready
Write the words from 'Blend to Read' (below) on 📄 blank flashcards.
Look at the 📄 Writing Template and choose a page to print where the line spacing will suit your student's handwriting size. If your student has larger handwriting, select the page with bigger gaps between the lines. If your student has smaller handwriting, select the page with smaller gaps between the lines.
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 ‘ou’. They will be blending and splitting words with ‘ou’ and ‘ow’ in, both of which will be making the ‘ou’ sound.
Show your student the 📄 flashcards ‘ou’ and ‘ow’. Tell them that they are two different graphemes which sometimes make the same sound.
Phonics - Blend to Read
trout (4) | stout (4) | crowning (6) | frown (4)
Phonics - Split to Spell
Use the grapheme ‘ou’:
ground (5) | hound (4) | sprout (5)
Use the grapheme ‘ow’:
howling (5) | growling (6) | brown (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
Challenge your student to write the words without Sound Beds to help them.
Phonics - Apply
Write this caption on the mini whiteboard: the brown hound found a sprout on the ground. 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
Look at the Completed Planning Sheet from Lesson 2.
Ask your student to look at this sheet and talk about everything they decided made them amazing!
Reading & Writing - Writing
Explain that today your student will be turning 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 idea from their planning sheet to write about, for example, ‘being kind’. Ask your student to suggest how to put that idea into a sentence.
For example: ‘I am kind.’
Or: ‘I am amazing because I am kind.’
Encourage your student to choose a sentence and say it 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 other ideas from the planning sheet.
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 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.
If needed, you could also take turns with them to write sentences.
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 ‘I am kind.’ they would write ‘I am kind and funny.’ or ‘I am amazing because I am kind.’
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.