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The Papaya that Spoke
Objectives
To begin to notice incorrect attempts at words.
To recall the events in a story.
Resources
Laptop, PC or tablet | Mini whiteboard and pen | Pencils | Pens | Large piece of paper | Big Cat Books: It's Great to be Small!
📊 The Papaya that Spoke PowerPoint | Children retelling The Papaya that Spoke (YouTube) | 📄 Story Map Examples
📄 Sound Flashcards 6 | 📄 Blank Flashcards | 📄 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 | order | before | after | first | next
Today's Lesson
What to Get Ready
Open and look at Big Cat Books**: It's Great to be Small!**
Write the words from 'Blend to Read' (below) on 📄 blank flashcards.
Write the words ‘street’, ‘snowmen’ and ‘Thursday’ on to 📄 blank flashcards.
Show your student the Children retellingThe Papaya thatSpokevideo*.*Talk about how the children have added actions to the story to help them remember the different parts.
Explain to your student that they will also be adding actions to the story of The Papaya that Spoketo help them to remember it. They can make up their own actions or they can use the actions from the video.
Phonics - Quick Fire!
Quick recognition of sounds.
Phonics - New Learning
Explain to your student that they will be learning different ways of making the sound ‘oo’ (as in ‘moon’). The first one they will be learning is written ‘oo’.
Show your student the ‘oo’ 📄 flashcard and teach them that it makes the sound ‘oo’.
Phonics - Blend to Read
moon (3) | room (3) | troop (4) | broom (4)
Phonics - Split to Spell
too (2) | mood (3) | hoop (3) | bloom (4)
Phonics - Extra Support
Show your student how to blend to read/split to spell the first word in each activity.
Phonics - Extra Challenge
blooming (6) | scooter (5) | sooner (4)
Challenge your student to write the words without Sound Beds to help them.
Phonics - Apply
Write this caption on the mini whiteboard: the boot is on the roof. 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
Tell your student that they are going to be learning more about being a ‘Reading Detective’. This means paying close attention and noticing when they read words incorrectly.
Tell your student that today they will be thinking about making all of their reading ‘look right’. This means making sure that they say words that look like the words they see on the page.
Show your student the flashcard with the word ‘street’ written on it.
Say, ‘I can see ‘s’ at the beginning, ‘ee’ in the middle and ‘t’ at the end, so I think this word says ‘seat’. Use your eyes. Am I right? How do you know? What else can you see?’
Support your student to see the letters ‘t’ and ‘r’ after the ‘s’ – can your student correct you and tell you that the word is ‘street’?
Move on to the word ‘snowmen’ and say that you think it says ‘snowman’.
Say, ‘Use your eyes. Am I right? How do you know?’
Finally, look at the word ‘Thursday’.
Say, ‘I can see ‘day’ at the end and ‘T’ at the beginning, so I think this word says ‘Tuesday’. Use your eyes. What do you think? Why do you think that?’
Reading & Writing - Read
Support your student as they read the Big Cat Books**: It's Great to be Small!**
As your student is reading they should focus on making sure the words they read look like the words they see. Give your student the prompt, ‘use your eyes’ as they read.
Reading & Writing - Speaking and Listening
Have 📊 The Papaya that Spoke PowerPointin front of you.
Start retelling the story together but adding in actions as you go. Remember you do not need an action for every word! Actions are only needed for the important parts of the story.
You need the actions to be simple and easy to remember. If you are finding it difficult to decide on actions, you can use the actions from the video.
Reading & Writing - Main Activity
Explain to your student that they are going to be drawing a story map to help them remember the order of what happens in the story.
Remind them about the story map they drew when they were learning the story of The Little Red Hen earlier in the course.
You may also like to look at the 📄 Example Story Maps.
Explain to your student that this isn’t an Art lesson, their drawings do not need to be detailed. They just need to draw the important parts of the story to help them to remember what comes next.
Reading & Writing - Extra Support
If your student needsextra supportwith remembering the story you could help them by doing the action of what comes next.
You could also show them the next picture from the 📊 PowerPoint.
Reading & Writing - Extra Challenge
If your student is ready for an extra challenge when they have completed drawing the story map, they could label it with important words from the story.
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 can see you checking how far you are through the story.’
‘Well done for using the pictures to help.’
‘I have noticed you thinking hard.’
Reading & Writing - Handwriting and Spelling
Ask your student to spell the three words they were practising at the end of Step 16 Lesson 1. If your student has already remembered how to spell any of these words, choose an extra word from 📄 High Frequency Word List. Do not start learning any more than eight during this step.
Continue to practise these spellings choosing an activity from the 📄 Weekly Spelling Activities. Remember it is a good idea to choose a different activity each day.