Home Learning — Course Library

Home
Canvas Guide

Partial Progress - Circles (browser only)

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

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

Print a copy of the 📄 Sound Flashcard Check to fill in during today’s phonics lesson. Make sure you have all of the Sound Flashcards your student has learnt so far ready to use.

Have the puppets your student has made and a camera or recording device ready to film your student retelling the story of Where the Wild Things Are.

Together, go back to your student's bedroom.

Ask your student to close their eyes and imagine what their dream bedroom would look like. Encourage them to be as imaginative as possible.

You could say, for example, ‘Maybe you would like a light-up slide that slid you straight into a deep bubble bath. Maybe you would like to sleep on a hammock hung between two trees. Maybe you would like a thousand teddy bears covered in glitter.’

Encourage your student to talk to you about their ideas.

Phonics - New Learning

There are no new sounds to introduce in today’s lesson. Instead, spend the lesson practising the sounds on all of the flashcards that your student has learnt so far.

Use the 📄 Sound Flashcard Check to record your student's answers.

You will be able to see from the completed grid how well your student knows each of the flashcards and the sounds they show.

The sounds your student knows less well should be the sounds your student practises during the 'Quick Fire' part of each lesson.

Reading & Writing - New Learning

If your student needs to finish their puppets, give them some time to do this first.

Tell your student that today they will be retelling the story of Where the Wild Things Are.

Ask your student to think about the story in four stages:

The beginning: Max putting on his wolf suit and causing mischief until his mother sends him to his room where a forest grows.
What happens next: Max sails in his boat ‘to where the wild things are’ where he becomes ‘king of all wild things’.
What happens after that: Max feels sad and lonely and wants to be ‘where someone loves him best of all’, so he sails home.
The end: Max is back in his bedroom and his supper is still hot.

Allow your student to practise retelling this simplified version of the story using their puppets. They may wish to add in details they remember from the text.

When your student is ready, video them retelling the story with the puppets.

Reading & Writing - Writing

Explain to your student that today they are going to be writing a shopping list for the things they would like in their dream room.

Talk to your student about when they might have seen lists used before around the home.

Explain that we will not be writing in full sentences just using one or two words for each item. We may also add numbers so that we know how many of each item we need. We might also add the colour or size of an item we need.

Ask your student to write their list on the **📄 Bedroom Shopping List**sheet.

Reading & Writing - Extra Support

You can retell the story together, taking it in turns to say what happens next. For less support, you can ask your student to draw a rough storyboard of the story to use as a prompt.

Reading & Writing - Extra Challenge

You can retell the story together, taking it in turns to say what happens next. For less support, you can ask your student to draw a rough storyboard of the story to use as a prompt.

Reading & Writing - What to Notice

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

For example:

‘What an incredible idea!’

‘I think that would make your bedroom so much fun!’

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

Reading & Writing - Handwriting and Spelling

Ask your student to spell the words they have been practising 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.