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The Papaya that Spoke
Objectives
To begin to notice when reading does not sound right.
To share opinions about a story.
Resources
Laptop, PC or tablet | Mini whiteboard and pen | Pencils | Pens | The Trunk and the Skunk and Other Stories | A papaya
📄 The Papaya that Spoke Story | 📊 The Papaya that Spoke PowerPoint | 📄 Likes and Dislikes Grid | 📄 Pictures of a Papaya | 📄 Sound Flashcards 5 | 📄 Blank Flashcards | 📄 Alphabet Mat | 📄 High Frequency Word List | 📄 Weekly Spelling Activities
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 | phrase | exclamation | question | retell | like | dislike
Today's Lesson
Introduction
Watch this step's introductory video with your student.
What to Get Ready
Write the words from 'Blend to Read' (below) on 📄 blank flashcards.
Over the next few lessons your student will be learning to retell The Papaya that Spoke.
Before today’s lesson read 📄 The Papaya that Spokestory a few times so you are familiar with what happens. Also, look through 📊 The Papaya that SpokePowerPoint as you will be using this in the lesson.
It would also be useful to watch the video of Pie Corbett retelling the story included in this step's resources, however, do note that we are learning a slightly shorter version of the story.
WATCH - Pie Corbett retelling The Papaya that Spoke (YouTube)
It would be wonderful if you could obtain a papaya to show your student. If not, please print off the 📄 Pictures of a Papaya to share with them.
Phonics - Quick Fire!
Quick recognition of sounds.
Phonics - New Learning
Tell your student that they will be learning another way of writing the sound ‘oa’.
Show your student the ‘oe’ 📄 flashcard.
Phonics - Blend to Read
hoe (2) | foe (2) | toe (2)
Phonics - Split to Spell
doe (2) | woe (2) | goes (3)
Phonics - Extra Support
Show your student how to blend to read/split to spell the first word in each activity.
Phonics - Extra Challenge
Challenge your student to write the words without Sound Beds to help them.
Phonics - Apply
Write this caption on the mini whiteboard: the doe has no toes. 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 - Introduction
Allow your student to choose two books from their library to read to you.
Reading - New Learning
Tell your student that in Steps 16, 17 and 18, they will be working on becoming more confident and fluent readers.
This means that they will continue to:
- use everything they have learnt in their phonics lessons when reading new words
- read words they know quickly
- break words in helpful ways to help them to read them
- think about reading words in groups (phrases) or, where they can, in full sentences
- take notice of full stops
- read with expression – using their voice to make the reading sound interesting.
They will also become ‘Reading Detectives’. This means that they will be paying close attention to their reading, noticing where they make mistakes.
Reading - Read
Look again at the story ‘Ron Rabbit’s Big Day’ from the book The Trunk and the Skunk. Because this story includes longer sentences and more than one sentence on each page, it is likely that your student found some of it challenging when they first read it in Step 15.
Tell your student that you would like them to read the story again today and to tell you, while they are reading, if they think a word they have read is not right.
Ask:
‘Why do you think that isn’t right?’
‘How do you know?’
‘What word might fit better here?’
‘Why do you think that?’
Reading - Speaking and Listening
Read the story 📄 The Papaya that Spoke to your student.
Ask them if there are any words they do not understand. If there are, spend time now explaining what they mean.
Read the story again to your student, this time using 📊 The Papaya that Spoke PowerPoint.
Tell them we are going to read this story lots this step and be great story tellers!
Reading - Writing
Ask your student what they like and dislike about the story.
Ask them to write their likes and dislikes as a list on the 📄 Likes and Dislikes Grid.
Remind them that in a list you don’t have to write in sentences.
Reading - What to Notice
While they are doing this activity, remember to praise your student for the skills they are using.
For example:
‘I can see you are using your big voice!’
‘Well done for remembering the next line of the story.’
‘I have noticed you are using the pictures for clues.’
Reading - Extra Support
If your student finds it difficult to notice words that they have read incorrectly, at the end of a page, you can draw their attention to a word they read incorrectly.
Say, ‘You read …, I don’t think that looks right. What else could it say?’
Reading - Extra Challenge
Ask your student to think about correcting any words they think they read incorrectly before moving on to the next page.
Reading - Handwriting and Spelling
Explain to your student that they are going to continue learning words from the 📄 High Frequency Word List.
Choose three words that your student cannot yet spell. Explain to your student that they are going to practise these words throughout this step.
Look at the 📄 Weekly Spelling Activities. Choose one activity and use this to help your student practise their spellings today.