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Where the Wild Things Are

Objectives

To identify sentences in a text.

To talk about my ideas before I write.

Resources

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) (below) on 📄 blank flashcards. Use the 📄 Year 1 English Glossary to remind you of the meanings of sentenceand full stop.

Print out the 📄 Planning Grid. If your student needs extra supportyou may just choose for them to fill in two or three of these boxes.

Look at the 📄 Letter Formation Ideas. You may choose to prepare one of these activities for your student to use during the 'Handwriting and Spelling' section at the end of the lesson.

Phonics - Quick Fire!

Quick recognition of sounds.

Phonics - Main Activity

This step, your student is 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 another way of writing the sound ‘ie’.

Show your student the 📄 flashcard ‘ie’ and tell them that these letters make the sound ‘ie’ (as in ‘pie’). All of the words in today’s blending and splitting activities will have ‘ie’ in them. Tell your student that ‘ie’ is often, but not always, found in the middle of a word.

Phonics - Blend to Read

lie (2) | spied (4) | lied (3) | tried (4)

Phonics - Split to Spell

dried (4) | pie (2) | fried (4) | cried (4)

Phonics - Extra Support

Show your student how to blend to read/split to spell the first word in each activity.

Phonics - Extra Challenge

applied (5) | supplied (6)

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

Phonics - Apply

Write this caption on the mini whiteboard: the magpie lied and cried. 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

Open the book The Trunk and the Skunk and Other Stories to the first story: ‘Gran is Cross’.

Tell your student that they will be learning about sentences and how to find them on a page.

Show your student page 5. Say, ‘This page has one sentence on it. The sentence begins with a capital letter and ends with a full stop.’

Use your index fingers to point to the beginning and the end of the sentence.

Now move through the first few pages of the story. Ask your student to point to where a sentence begins and ends.

Set your student the challenge of showing you:

The shortest sentence on the page.
The longest sentence on a page.
Where all of the full stops are on the page.

Tell your student that you want them to practise reading a whole sentence at once. This is another way of ‘sounding like a storyteller’.

Show your student how to do this by reading the sentence on page 5: The twins go to visit gran. Read it at a good pace without gaps between words. Ask your student to read the same sentence to you.

Reading & Writing - Read

Support your student as they read the story ‘Gran is Cross’.

Ask your student to try reading some of the sentences all at once as practised.

Reading & Writing - Main Activity

Talk with your student about their learning during the previous lesson. Have they thought of any interesting words to add to their Wow Word Poster?

Talk with them about the meaning of ‘mischief’ (a type of playful bad behaviour or being a little bit naughty).

Look at the first two pictures in the book Where the Wild Things Are.

Ask your student to look carefully at the pictures. Can they see what Max has been doing to make ‘mischief’?

For example: hanging up a teddy bear, standing on books, hammering a nail in the wall or chasing the dog with a fork.

Reading & Writing - Speaking and Listening

Explain to your student that today they are going to be thinking of ideas about how they could make mischief!

Talk with your student about their ideas.

You may like to share with them stories of when you ‘made mischief’ as a student, or you could talk about how characters in books or films that you have shared who have created mischief.

Show your student the 📄 Planning Grid. Explain that it helps us to decide on our ideas before we start writing. Today they will plan their mischief-making ideas. In Step 13 Lesson 3, they will write their ideas.

Ask your student for their first idea. For example: ‘Draw on the walls.’

Ask them to draw a picture in the box to help them remember their idea.

Repeat with their other ideas.

Reading & Writing - What to Notice

While they are doing this activity, remember to praise your student for the skills they are using.

For example:

‘What a wonderful idea!’

‘You explained that idea very clearly to me, well done!’

‘Thank you for listening to me so carefully.’

Reading & Writing - Handwriting and Spelling

During Step 13 Lesson 1 you chose with your student four letters for them to practise forming.

Choose a different letter each day during the rest of this step to practice.

You may practise these letters using the mini whiteboard and pen or using one of the ideas from 📄 Letter Formation Ideas.