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Where the Wild Things Are
Objectives
To use ‘and’ to join my ideas in sentences.
Resources
Labelled picture from Step 15 Lesson 2
📄 Sentence Checklist | 📄 Lined Paper Resource | 📄 Pre-Joining Patterns sheets | Assignment 5
Vocabulary
Words in bold can be found in the 📄 Year 1 English Glossary
word | sentence | full stop | capital letter
Today's Lesson
Assignment
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.
What to Get Ready
Print out a sheet of lined paper from the 📄 Lined Paper Resource that suits the size of your student's handwriting.
Depending on your student's confidence you may choose to write this sentence starter on the mini whiteboard: ‘My Wild Thing likes…’
You might also like to lay out your student's labelled drawing of their Wild Thing to help them think of ideas.
Introduction
Choose an object in the room and think of two clues to what it is.
Say: ‘I spy with my little eye something that has ___________ and ____________.
For example, for table, you might say: ‘I spy with my little eye something that has four legs and a flat top.’
Give your student time to guess your object. You may give more clues if you need to, but every time you give a clue you need to use the word ‘and’.
Repeat with other objects, allowing your student to have a turn at giving the clues as well.
Writing
Explain that today your student will be writing sentences about their Wild Thing. These sentences will be about what their Wild Thing likes. Each sentence will also use the joining word ‘and’.
Ask your student what their first sentence could be. Help them to put a sentence together which uses the joining word ‘and’.
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 sentences about what their Wild Thing likes.
You will submit today’s writing for your student's Wolsey Hall tutor to assess as Assignment 5.
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.
Extra Challenge
If your student is ready for an extra challenge you could encourage them to add extra detail to their sentences.
For example, a suggested sentence might be: ‘My Wild Thing likes eating bread and jam.’
You could then ask them to tell you more about the types of jam and bread they like, and ask if they could add any of that extra information into the sentence. Their new sentence might be: ‘My Wild Thing likes eating toasted bread and plum jam.’
Say these words back to your student and ask them to choose the describing word that they think is the most interesting.
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.’
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 this lesson.