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Where the Wild Things Are

Objectives

To retell stories with some appropriate use of story language.

To write simple sentences with a capital letter and full stop.

Resources

Vocabulary

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

Today's Lesson

What to Get Ready

Print out a sheet of lined paper from the 📄 My Classroom Description Sheets that suits the size of your student's handwriting.

Write the sentence starter ‘There is a’ on the mini whiteboard. If your student is ready for an extra challenge, you may choose not to write this sentence starter.

Make sure you have access to your student's library of familiar books.

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

Have the puppets your student began making in the last lesson ready for them to continue work on.

Phonics - Quick Fire!

Quick recognition of sounds.

Phonics - New Learning

Show your student the 📄 flashcards ‘y’, ‘x’ and ‘qu’. Ask them to tell you some sounds they make. In this lesson they will be practising words with these sounds in.

If your student found one of these sounds more difficult to learn than the others, you can concentrate more on that sound in this lesson. Use lesson plans from earlier in this step to help you.

Phonics - Blend to Read

yawn (3) | quiz (3) | extra (5)

Phonics - Split to Spell

yard (3) | squint (5) | taxing (5)

Phonics - Extra Support

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

Phonics - Extra Challenge

quietly (6) | yawning (5)

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

Phonics - Apply

Write this caption on the mini whiteboard: the queen is next to the yellow squid. 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

Continue making the stick puppets for retelling Where the Wild Things Are.

While your student is making the puppets ask them questions about the characters.

For example:

‘What do the wild things look like?’

‘Can you remember how their eyes are described?’

During this time, talk through the story with your student. Ask them how it begins, what happens next and what happens after that. Ask your student how the story ends. This is practice for your student retelling the story with the puppets in the next lesson.

Reading & Writing - Main Activity

Ask your student to choose one of the labels made in the learning environment/classroom and bring it back to you. Ask them to read the label to you.

Repeat until all the labels have been collected.

Reading & Writing - Writing

Explain to your student that today they will be turning their labels into sentences.

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

Ask your student which is their favourite item in their learning environment/classroom. Ask them to take that sticky note label from the pile.

Show them the sentence starter on the mini whiteboard. Explain that their sentences will all start with the words ‘There is a’.

Help your student turn their first idea into a sentence.

For example:

‘There is a green carpet.’

‘There is a teddy bear.’

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 📄 My Classroom Description Sheet 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 other sticky note labels.

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 join their ideas together using the joining word ‘and’.

For example, rather than writing, ‘There is a bendy red book.’ they could write ‘There is a bendy red book and a hard plastic chair’.

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 checking what you have written carefully.’

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

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

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 📄 Spelling Activities. Remember it is a good idea to choose a different activity each day.