- Home
- Canvas Guide
Partial Progress - Circles (browser only)
Where the Wild Things Are
Objectives
To pause at full stops when reading.
To write simple sentences with a capital letter and full stop.
Resources
Laptop, PC or tablet | Mini whiteboard and pen | Pencils | Pens | The Trunk and the Skunk and Other Stories | Where the Wild Things Are | Labelled picture from Step 15 Lesson 2
📄 Sound Flashcards 5 | 📄 Blank Flashcards | Sentence Song (YouTube) | 📄 Sentence Checklist | 📄 Alphabet Mat | 📄 Lined Paper Resource | 📄 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 | sentence| full stop | expression | word
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.
Familiarise yourself with the story ‘Ron Rabbit’s Big Day’ from The Trunk and the Skunk and Other Stories.
Print out a sheet of lined paper from the 📄 Lined Paper Resource that suits the size of your student's handwriting.
Write the sentence starter ‘My Wild Thing…’ on the mini whiteboard. If your student is ready for an extra challenge you may choose not to write this sentence starter.
Phonics - Quick Fire!
Quick recognition of sounds.
Phonics - New Learning
Tell your student that today they will be learning another way of writing the sound ‘oa’. Show your student the ‘oa’ 📄 flashcard.
Phonics - Blend to Read
boat (3) | groan (4) | roast (4) | croak (4)
Phonics - Split to Spell
goat (3) | moan (3) | throat (4) | toast (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 three sounds: road, foam, load, roam.
Phonics - Extra Challenge
roaming (5) | coastline (7) | cloaks (5)
Challenge your student to write the words without Sound Beds to help them.
Phonics - Apply
Write this caption on the mini whiteboard: a toad moans and groans. 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
Today, your student will be reading the story ‘Ron Rabbit’s Big Day’ from the book The Trunk and the Skunk.
Briefly ‘take a peek’ at the book and then allow your student to read it to you. Remind your student to try to read ‘like a storyteller’.
Reading & Writing - New Learning
Together watch the Sentence Song.
Ask your student what parts of a sentence that song reminds us about?
Without looking at the 📄 Sentence Checklist, can your student tell you what other things a sentence needs?
Look at the 📄 Sentence Checklist to see if they have remembered everything.
Reading & Writing - Main Activity
Together look at your student's labelled picture of their Wild Thing from Step 15 Lesson 2.
Explain that today your student will be turning their labels into sentences. Remind them that they have had lots of practise doing this already during this topic.
Show them the sentence starter on the mini whiteboard. Explain that their sentences will all start with the words ‘My wild thing…’
Help your student turn their first label into a sentence.
For example, they would turn the label ‘sharp claws’ into ‘My wild thing has sharp claws.’
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 sheet of lined paper. 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 parts of their Wild Thing.
You will submit today’s writing for your student's tutor to assess as part of Assignment 5.
Reading & Writing - Extra Support
If your student needs more time to write, you could ask them to write just one or two sentences. You could then write their final ideas into sentences for them. Alternatively, you could take turns writing sentences with your student.
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 think carefully about the words they use.
For example, when looking at their Wild Thing’s claws, ask them to suggest five possible words they could use to describe them.
For example: sharp, pointed, curly, dirty, long.
Say these words back to your student and ask them to choose the describing word that they think is the most interesting.
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
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.