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Where the Wild Things Are

Objectives

To talk about events in a story and make simple inferences about character to show understanding.

To write simple sentences.

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) on 📄 blank flashcards.

Print out a sheet of lined paper from the 📄 Lined Paper Resource that suits the size of your student's handwriting.

Write the sentence starter ‘I would’ on the mini whiteboard.

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 - New Learning

This step, your student is learning the sound ‘ie’ (as in ‘pie’). This sound can be written in many different ways.

Tell your student that today they will be looking at another way of writing the sound ‘ie’.

Show your student the 📄 flashcard ‘i_e’.

It is a split digraph (see digraph in the 📄 Year 1 English Glossary). Tell your student that the sound they hear last in a word will sit between the ‘i’ and the ‘e’. Give the example ‘wide’: w-ie-d.

All of the words in today’s blending and splitting activities will have ‘i_e’ in them.

Phonics - Blend to Read

line (3) | like (3) | spike (4) | hide (3)

Phonics - Split to Spell

mine (3) | wife (3) | time (3) | crime (4)

Phonics - Extra Support

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

Phonics - Extra Challenge

slime (4) | windchime (7) | alive (4)

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

Phonics - Apply

Write this caption on the mini whiteboard: I like to hide. 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

Read Where the Wild Things Are together. As you read, ask your student the following questions:

What does Max’s mother mean when she calls him ‘wild thing’?
Why do you think Max says, ‘I’ll eat you up!’ to his mother?
How do you think Max feels when he sees the wild things for the first time?
What do you think a ‘private boat’ is? Would you like to have a private boat? Where would you sail to?
Why do you think the words ‘BE STILL’ are in capital letters?
Why do you think Max’s dinner is still hot? What might have happened to him?

Reading & Writing - Speaking and Listening

Talk with your student about their learning during the previous lesson. Look at their completed Planning Grid.

Talk with them about their ideas for making mischief.

Reading & Writing - Writing

Remind your student that today they are using the ideas from their completed Planning Grid. This means that they will just need to think about their writing.

Ask your student to remind you what every sentence needs. Check they have remembered everything on the 📄 Sentence Checklist.

Ask your student to look at the first square on their planning grid and to tell you about their first way to make mischief. Show them the sentence starter on the mini whiteboard. Explain that their sentences will all start with the words ‘I would’.

Help your student turn their first idea into a sentence.

For example, ‘I would draw on the walls.’ Or, ‘I would put water on the sofa.’

Say the sentence out loud with your student. Repeat until your student knows the sentence well. Your student might like to say the sentence whilst counting the number of words on their fingers.

Ask your student to say and then write the first word of their sentence on the **📄 Lined Paper Resource**page that you have chosen. Then ask them to place their finger next to it to make a space, before they begin writing the second word.

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 their other ideas.

Reading & Writing - Extra Support

If your student needs more time to write, you may choose to ask them to write just one or two sentences. You could then write their final ideas into sentences for them.

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 spot the sounds they can hear, but do not tell them the letters/sounds they need. It does not matter if spellings are incorrect.

Reading & Writing - Extra Challenge

If your student is ready for an extra challenge you could encourage them to make their ideas for mischief longer. For example, they could write, ‘Paint the cat bright red.’ rather than just ‘Paint the cat.’

Also, they could then check each sentence using the 📄 Sentence Checklist.

Reading & Writing - What to Notice

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

For example:

‘I have noticed you are checking what you have written carefully.’

‘Well done for remembering to use your finger space!’

‘Great use of your Alphabet Mat to remember how that sound is written.’

Reading & Writing - Handwriting and Spelling

During Step 13 Lesson 1, you will have chosen with your student four letters for them to practice forming.

Choose a different letter to practise today.