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Where the Wild Things Are
Objectives
To retell stories with some appropriate use of story language.
To write labels to describe.
Resources
Laptop, PC or tablet | Mini whiteboard and pen | Pencils | Pens | Sheets of plain card | Scissors | Lolly Sticks or similar – you could use pencils | Sticky tape or Modelling clay to attach the pictures to the sticks | Sticky Notes | Where the Wild Things Are | The Trunk and the Skunk | Your student's copy of their High Frequency Word List
📄 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
sound | letter | blend | split | capital letter | story | meaning | character | storyteller| word | describe | label
Today's Lesson
What to Get Ready
Make sure you have access to your student's library of familiar books.
Write the words from 'Blend to Read' (below) on 📄 blank flashcards.
Make sure you have all of the Resources listed above ready for making stick puppets.
Phonics - Quick Fire!
Quick recognition of sounds.
Phonics - New Learning
Show your student the 📄 flashcard ‘y’. Ask them to tell you some sounds that this letter makes. They already know ‘ee’ as in ‘happy’ and ‘ie’ as in ‘fry’. This letter also makes the sound ‘y’ as in ‘yes’. Today’s words will have this sound in.
Phonics - Blend to Read
yes (3) | | yard (3) | yawn (3)
Phonics - Split to Spell
yet (3) | yelp (4) | yap (3)
Phonics - Extra Support
Show your student how to blend to read/split to spell the first word in each activity.
Phonics - Extra Challenge
yellow (4) | yesterday (7)
Challenge your student to write the words without Sound Beds to help them.
Phonics - Apply
Write this caption on the mini whiteboard: the dog yaps in the yard. 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 read ‘The Scrap Rocket’ to you from The Trunk and the Skunk.
Reading & Writing - New Learning
Tell your student that in the next few lessons they are going to be retelling the story of Where the Wild Things Are.
To retell a story, we need to know who the most important characters are.
Ask your student who the most important character is in the story.
If your student says ‘Max’, ask how they know that he is the most important character. If your student says a different character, talk to them about why they chose that character and then talk about why the story is Max’s story – because it is his adventure.
Ask your student if there are any other characters they would need to show if they were retelling the story. They can look at the book to help them.
Tell your student that they are going to be making stick puppets of the characters to tell the story with.
Ask your student to begin drawing the characters onto card. These will be coloured in and cut out. Then they will be stuck on the sticks or pencils. You also have time in Step 14 Lessons 4 & 5 to finish this activity.
You should make puppets of:
- Max
- Trees (two or three trees in one picture to look like a forest)
- Two Wild Things
- A boat
- A crown to stick on to Max’s head when he is king.
Reading & Writing - Main Activity
Ask your student to read the sentences they wrote about Max’s bedroom in Step 14 Lesson 2.
Encourage your student to place a finger under each part of the sentence as they read it. Also support them with any words they find tricky.
Explain that today your student will be looking closely at their bedroom or where they sleep. If your student sleeps in a different space to a bedroom, you may choose to use the name of that space instead of bedroom during this lesson.
Reading & Writing - Speaking and Listening
Sit in your student's learning environment/classroom with your student. Talk to them about their learning environment. You may like to ask them the following questions.
- Where is your favourite place in here?
- What item do you use the most?
- What activities do you like doing in here?
Say that today your student will be labelling items in their learning enviroment/classroom. Remind them that labels tell us what things are.
Ask your student to point to one item in the learning environment/classroom. 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 room. The labels for trickier items could perhaps be stuck on a nearby wall.
Repeat with other items.
If possible, please leave the labels in the room until Step 14 Lesson 4.
Reading & Writing - Extra Challenge
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 - What to Notice
While they are doing this activity, remember to praise your student for the skills they are using.
For example:
‘Well done for stretching that word out to hear all the sounds!’
‘You have written that word so carefully!’
‘Well done for using your Alphabet Mat to check that letter shape.’
Reading & Writing - Handwriting and Spelling
Ask your student to spell the three words they have been practising during this step. If your student has already remembered how to spell any of these words choose an extra word from their 📄 High Frequency Word List. Do not start learning any more than eight during this step.
Continue to practise these spellings choosing an activity from the 📄 Weekly Spelling Activities. Remember it is a good idea to choose a different activity each day.