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Where the Wild Things Are
Objectives
To group words into short phrases when reading aloud.
To make simple inferences about characters.
Resources
Laptop, PC or tablet | Mini whiteboard and pen | Pencils | Pens Plain paper | Drawing and colouring pens or pencils | Where the Wild Things Are
📄 Sound Flashcards 5 | 📄 Blank Flashcards | 📄 Alphabet Mat | 📄 Letter Formation Ideas | 📄 Pre-Joining Patterns sheets
Vocabulary
Words in bold can be found in the 📄 Year 1 English Glossary
sound | letter | blend | split | capital letter | story | meaning | storyteller | expression | exclamation mark (you can read what an exclamation mark is in the sentenceentry of the glossary) | character | description
Today's Lesson
Introduction
Watch this step's introductory video with your student.
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.
Phonics- Quick Fire!
Quick recognition of sounds.
Phonics- New Learning
Tell your student that this step they will be learning some of the different ways to write the sound ‘oa’ as in ‘boat’.
The first one they will be learning is written ‘ow’. Show your student the ‘ow’ 📄 flashcard and teach them that it makes the sound ‘oa’.
Phonics- Blend to Read
blow (3) | crow (3) | show (2) | throw (3)
Phonics- Split to Spell
glow (3) | flow (3) | snow (3) | grow (3)
Phonics- Extra Support
Show your student how to blend to read/split to spell the first word in each activity.
Give your student words with fewer sounds to blend to read and/or split to spell. The following words all have two sounds: tow, row, mow, bow.
Phonics- Extra Challenge
throw (3) | growing (5) | mowing (4) | blown (4)
Challenge your student to write the words without Sound Beds to help them.
Phonics- Apply
Write this caption on the mini whiteboard: we throw the snow. 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
Allow your student to choose one book from their library to read to you.
Remind your student to read taking notice of full stops. Can they read a whole sentence at once to sound like a real storyteller? Look out for ! in your reading. Tell your student that this is an exclamation mark – it is a bit like an exciting full stop and we use greater expression when we read these sentences.
Reading & Writing- Speaking and Listening
Explain that we are now going to look even closer at the Wild Things. Ask your student to choose a page which has two Wild Things on.
Say to your student that you would like them to spot as many differences between the two creatures as possible.
For example: one has got square teeth and the other one has got pointy teeth, one has got yellow fur and the other one has got brown fur, and so on.
Encourage your student to use their words to tell you the difference rather than just pointing. Also, if your student just says single words like, ‘yellow… brown’, say back to them: ‘One has yellow fur the other has brown fur.’ Then ask them to repeat the sentence with you.
Turn to the pages in the middle of Where the Wild Thing Are where the ‘wild rumpus’ is taking place (these pages have no words on and just show Max and the Wild Things).
Play ‘Guess the Wild Thing’. Take turns to choose a Wild Thing without the other person knowing. The other person has to ask you questions about that Wild Thing to try and work out which one it is.
For example, ‘Does your Wild Thing have feet like a duck?’
‘Has your Wild thing got a horn on its nose?’
The person answering the questions can only answer ‘yes’ or ‘no’.
Reading & Writing - Main Activity
Say to your student that today they are going to be drawing their own Wild Thing. Explain that they may want to use parts of the Wild Things that they spotted earlier.
Give your student some time to think about this activity. They may like to talk their ideas through with you.
Next, ask your student to draw their Wild Thing.
Once they have finished ask them questions such as:
‘Which is the scariest part of your Wild Thing? Why?’
‘How is your Wild Thing different or similar to the ones in the book?’
‘Tell me more about your Wild Thing’s fur, feet or claws.’
(Please save their completed character picture for use in Step 15 Lessons 2.)
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!’
‘You explained that so clearly’
‘I think your Wild Thing is very scary!’
Reading & Writing - Handwriting and Spelling
Children’s handwriting develops at different times. Have a close look at your student's recent writing. Are there letter shapes that they still need to work on? If there are, please continue to choose one or two letters a day this step to focus on. You may find your student needs to practise letters shapes they find tricky many times before they feel confident.
Remember to use the 📄 Letter Formation Ideas resource.
If your student is confidently and correctly forming all of their letters you may choose to move on to ask your student to complete one of the 📄 Pre-Joining Patterns sheets.