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Where the Wild Things Are
Objectives
To share likes and dislikes in response to a poem or story.
To anticipate what happens next in a story.
Resources
Laptop, PC or tablet | Mini whiteboard and pen | Pencils | Pens | Large piece of paper (coloured or plain) | Sticky notes | Coloured pens | Book: Where the Wild Things Are | A selection of your student's writing from Part 1
📄 Wow Word Poster examples | 📄 Sound Flashcards 5 | 📄 Blank Flashcards | 📄 Alphabet Mat
Vocabulary
Words in bold can be found in the 📄 Year 1 English Glossary
sound | letter | blend | split | capital letter | story | meaning | character | storyteller | Wow words
Today's Lesson
Introduction
Watch this step's introductory video with your student.
What to Get Ready
Write the words from 'Blend to Read' (below) on 📄 blank flashcards.
Find a selection of your student's writing from English Part 1 to use during the 'Handwriting and Spelling' section of the lesson.
Phonics - Quick Fire!
Quick recognition of sounds.
Phonics - New Learning
Tell your student that this step they will be learning the sound ‘ie’ (as in ‘pie’). This sound can be made in lots of different ways.
Tell your student that today they will be looking at one way of writing the sound ‘ie’.
Show your student the 📄 flashcard ‘y’ and tell them that as well as making the sound ‘ee’ (as in ‘happy’), this letter can make the sound ‘ie’. Explain that ‘ie’ as ‘y’ is usually found at the end of a word. All of the words in today’s blending and splitting activities will have ‘y’ in them.
Phonics - Blend to Read
my (2) | try (3) | sky (3) | why (2)
Phonics - Split to Spell
by (2) | sly (3) | fry (3) | spy (3)
Phonics - Extra Support
Show your student how to blend to read/split to spell the first word in each activity.
Phonics - Extra Challenge
deny (4) | supply (5)
Challenge your student to write the words without Sound Beds to help them.
Phonics - Apply
Write this caption on the mini whiteboard: the fly fell from the sky. 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 mini whiteboard.
Reading & Writing - Read
Show your student the book Where the Wild Things Are by Maurice Sendak.
Ask your student to show you where the title is and then the name of the author.
Ask your student if they like the cover. Why?
What do they think the story will be about?
Read the story to your student. You can talk about what is happening in the story as you read it.
Questions you could ask:
- Imagine you were putting a wolf suit on. What mischief would you make?
- How do you think Max feels when he is made king of all wild things?
- What would you do if you were king of all wild things?
Pause your reading of the story at the point where the story says that Max, ‘… wanted to be where someone loved him best of all.’
- Ask your student:
- How do you think Max is feeling?
- Why do you think he feels like that?
- What do you think he will do next?
- What would you do if you were Max?
When you have finished reading the story, ask:
- Do you like the ending?
- How do you think Max feels now?
Reading & Writing - New Learning
Explain to your student that you are going to start collecting new and exciting words to help you with your writing. There are about a million different words in the English language!
Talk with your student about how many words they think they know. They probably know more than they realise! By the time they are three years old, children often know more than 1000 words!
Explain that today your student will be making a Wow Word Poster. They are going to use this poster as a place to collect interesting words.
Share with your student the 📄 Wow Word Poster ideas. Then give your student some time to decorate the large piece of paper. They may choose to write ‘Wow words’ in the middle.
Reading & Writing - Apply
Together look at the first page of the Where the Wild Things Are story. On this page it says, ‘The night Max wore his wolf suit and made mischief of one kind…’
Read the page to your student and say that you think ‘mischief’ is an interesting word. Find out if they know the meaning of ‘mischief’. If not, explain the meaning to them: a type of playful bad behaviour or being a little bit naughty.
Say that you think the word ‘mischief’ should be the first interesting word we put on our Wow Word Poster. Help your student write this word on to a sticky note. They can then choose where to stick it on their Wow Word Poster.
Explain to your student that from now on they need to be on the lookout for interesting words to add to their poster. Your student might find these words, for example, in books you read to them, on posters and adverts, or they might hear them in conversations.
Reading & Writing - Extra Support
You can answer some of the questions with your own ideas and then ask your student what they think.
Reading & Writing - Extra Challenge
Encourage your student to expand on and give reasons for their answers.
Reading & Writing - What to Notice
While your student is doing this activity, remember to praise them for the skills they are using.
For example:
‘I can see you are thinking really hard!’
‘Well done for listening to my instructions.’
‘I am sure you will notice many interesting words for your poster!’
Reading & Writing - Handwriting and Spelling
Together look at some examples of your student’s writing from Part 1 of the course.
Ask your student: ‘Which letters are you best at writing? Which letters do you find trickiest to write?’
Together choose four letters that your student would like to improve. Your tutor may have also suggested letters that your student could focus upon.