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Where the Wild Things Are
Objectives
To orally segment the sounds in a word.
To write labels to describe.
Resources
Laptop, PC or tablet | Mini whiteboard and pen | Pencils | Pens | Where the Wild Things Are | Video Recording Device, e.g. Camera | Sticky Notes
📄 Sound Flashcards 5 | 📄 Blank Flashcards | 📄 Alphabet Mat | 📄 Letter Formation Ideas | 📄 Pre-Joining Patterns sheets | Assignment 5
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.
Write the word 'seaweed' on a 📄 blank flashcard.
This lesson works towards Assignment 5. Please access the Assignment for details about what you will need to submit to your student's Wolsey Hall tutor.
Phonics - Quick Fire!
Quick recognition of sounds.
Phonics - New Learning
Remind your student that this step they will be learning ways of writing the sound ‘oa’.
Show your student the ‘o’ 📄 flashcard and ask, ‘What sound do you already know that this letter makes?’ (Answer: ‘o’ as in ‘hot’.)
This letter can also make the sound ‘oa’, such as in the word ‘go’.
Phonics - Blend to Read
most (4) | post (4) | won’t (4) | don’t (4)
Phonics - Split to Spell
both (3) | open (4) | only (4) | host (4)
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: so, no, go.
Phonics - Extra Challenge
mostly (6) | opening (6)
Challenge your student to write the words without Sound Beds to help them.
Phonics - Apply
Write this caption on the mini whiteboard: open the post. 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. Ask your student to choose a section of the story that they would like to practise reading aloud. This could be anything from one or two sentences to a few pages. Support your student as they practise reading aloud and remind them to take notice of full stops and to use expression in their voice.
Video your student reading this section of the story. As an extra challenge, your student can introduce the book title and its author. They could then briefly say what the story is about and why they recommend it to other children.
Reading & Writing - Main Activity
Have your student's drawing of their Wild Thing hidden or turned face down on the table.
Ask your student to describe it as much as they can without looking.
Then turn the picture over and point out the parts that you heard your student describe.
Say that today your student will be labelling the drawing of their Wild Thing. Remind them that labels tell us what things are.
Ask your student to point to their favourite part of their Wild Thing and to tell you what it is. Encourage longer answers such as ‘sharp claws’ or ‘yellow eyes’.
Decide together what the label will be. Practise saying it together, slowing the words down so you can listen out for the sounds.
Find a space next to the part for your student to write their label (if they are short of space, they could use a sticky note).
Then encourage them to say the word slowly, stretching out the word to hear every sound before writing the label.
Repeat the process to support your student with labelling other parts of their Wild Thing.
At the end of this activity, ask your student to choose a name for their Wild Thing. They can then write this name at the top of their page above their drawing.
You will submit today’s labelled drawing for your student's Wolsey Hall tutor to assess as part of Assignment 5.
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 ‘claws’ as a label, you could ask them, ‘What colour are the claws?’ and, ‘What shape are the claws?’
This extra information can then be used on the label, for example: ‘silver pointy claws.’
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
This step you will have chosen to either continue to practise individual letter shapes or work on 📄 Pre-Joining Patterns.
Continue with this at the end of every lesson this step.