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Where the Wild Things Are

Objectives

To orally segment the sounds in a word.

To write labels to describe.

Resources

📄 Sound Flashcards 5 | 📄 Blank Flashcards | 📄 Alphabet Mat | 📄 High Frequency Word List | 📄 Weekly Spelling Activities

Vocabulary

Words in bold can be found in the 📄 Year 1 English Glossary

Today's Lesson

Introduction

Watch this step's introductory video with your student.

What to Get Ready

You will need the copy of your student's High Frequency Word List where you have recorded the words they can spell confidently.

Write the words from 'Blend to Read' (below) on 📄 blank flashcards.

Phonics - Quick Fire!

Quick recognition of sounds.

Phonics - New Learning

Show your student the 📄 flashcard ‘qu’. Tell them that these two letters together make the sound ‘cw’ as in ‘quack’. Today’s words will have this sound in.

Phonics - Blend to Read

quack (3) | quiff (3) | squint (5)

Phonics - Split to Spell

quit (5) | quick (3) | squid (4)

Phonics - Extra Support

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

Phonics - Extra Challenge

squinting (7) | quickly (5)

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

Phonics - Apply

Write this caption on the mini whiteboard: the quick squid will not quit. 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

Ask your student to start looking through Where the Wild Things Are and to find the first page where we see Max’s bedroom.

Talk with them about what they can see in his room.

Reading & Writing - Main Activity

Say that today your student will be labelling items in Max’s room. Explain that labels tell us what things are.

Ask your student to point to one thing in the room that they have noticed. Say the name of that item together. Then ask your student to write the name on to a sticky note and stick it onto the item in the book.

Repeat with other items.

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 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 in need of an extra challenge encourage them to add extra information to their labels.

For example, if they suggest ‘bed’ as a label, you could ask them, ‘What colour is the bed?’ and, ‘What size is the bed?’ This extra information can then be used on the label.

For example: ‘tall red bed’.

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 that you are taking care with your letters.

You have included interesting details in your labels.

Well done for remembering finger spaces between your words.

Reading & Writing - Handwriting and Spelling

Explain to your student that they are going to continue learning words from the 📄 High Frequency Word List.

Choose three words that your student cannot yet spell. Explain to your student that they are going to practise these words throughout this step.

Look at the 📄 Spelling Activities. Choose one activity and use this to help your student practise their spellings today.