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Partial Progress - Circles (browser only)
Where the Wild Things Are
Objectives
To orally segment the sounds in a word.
To write simple sentences.
Resources
Laptop, PC or tablet | Mini whiteboard and pen | Pencils | Pens | Where the Wild Things Are | The Trunk and the Skunk and Other Stories | Completed Planning Grid from Step 13 Lesson 4
📄 Sound Flashcards 5 | 📄 Blank Flashcards | Dragons Den - Phase 4 (Phonics Play) | 📄 Alphabet Mat | 📄 Lined Paper Resource | 📄 Sentence Checklist | 📄 Letter Formation Ideas
Vocabulary
Words in bold can be found in the 📄 Year 1 English Glossary
list | word | capital letter | full stop | sentence
Today's Lesson
What to Get Ready
Write the words from 'Blend to Read' (below) (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 ‘There would be’ on the mini whiteboard.
Look at the 📄 Letter Formation Ideas.
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 ‘igh’. This is a new flashcard and the three letters together make the sound ‘ie’.
All of the words in today’s blending and splitting activities will have ‘igh’ in them.
Phonics - Blend to Read
high (2) | might (3) | fight (3) | fright (4)
Phonics - Split to Spell
light (3) | sight (3) | bright (4)
Phonics - Extra Support
Show your student how to blend to read/split to spell the first word in each activity.
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 light is too bright. 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
Log in to Phonics Play.
PLAY - Dragons Den - Phase 4 (Phonics Play)
Select 'Start'. Select 'Phase 4'. Select 'Revise all Phase 4'.
Reading & Writing - Introduction
Together, read Where the Wild Things Are picking out words and phrases that can be read with expression.
Some words/phrases you might like to try include:
‘”WILD THING!”’
‘”I’LL EAT YOU UP!”’
‘… without eating anything.’
‘forest’
‘and grew’
‘an ocean tumbled by’
‘wild’
‘roared their terrible roars’ etc.
‘”BE STILL!”’
‘king’
‘”let the wild rumpus start!”’
‘…where someone loved him best of all.’
Talk with your student about their learning during the previous lesson. Look at their completed Planning Grid.
Talk with them about their ideas for laws of the world.
Reading & Writing - Main Activity
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 law.
Show them the sentence starter on the mini whiteboard. Explain that their sentences could start with the words ‘There would be’. They do not have to start with those words though.
Help your student turn their first idea into a sentence.
For example:
‘There would be only sweets in shops.’
‘Every family would have a puppy.’
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 describe their law further. They may find it useful to use the word ‘and’ to extend their sentences.
For example, they could write, ‘Every school would have a pool and football pitch.’ rather than just, ‘Every school would have a pool.’
They should also 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 practise forming.
Choose a different letter to practise today.