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The Papaya that Spoke
Objectives
To pause at full stops when reading.
To recall the events in a story.
Resources
Laptop, PC or tablet | Mini whiteboard and pen | Pencils | Pens | Objects for role play, for example, Lego figures, dolls, teddies | Your student's completed story map from Step 16 Lesson 2
Space Race - Phase 4 (Phonics Play) | 📊 The Papaya that Spoke PowerPoint | 📄 The Papaya that Spoke Story
📄 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 | storyteller | sentence | full stop| expression | phrase | exclamation | question| retell | story | order | before | after | first | next
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.
Retell the story of *📄 The Papaya that Spoke*together (using the actions) without looking at the written down story.
Use your student’s story map (from Step 16 Lesson 2) to help you.
Phonics - Quick fire!
Quick recognition of sounds.
Phonics - New Learning
Tell your student that they will be learning different ways of making the sound ‘oo’ (as in ‘moon’). The next one they will be learning is written ‘o’ (as in ‘do’).
Show your student the ‘o’ 📄 flashcard. What sound does your student know this letter makes? (Answer: ‘o’ as in ‘hot’.)
Tell your student that this letter can also make the sound ‘oo’.
Phonics - Blend to Read
to (2) | today (4) | doing (4)
Phonics - Split to Spell
do (2) | undo (4) | into (4)
Phonics - Extra Support
Show your student how to blend to read/split to spell the first word in each activity.
Phonics - Extra Challenge
tomorrow (6)
Challenge your student to write the words without Sound Beds to help them.
Phonics - Apply
Write this caption on the mini whiteboard: I will do it today or tomorrow. 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.
Phonics Play
Log in to Phonics Play.
PLAY - Space Race - Phase 4 (Phonics Play)
Select 'Start'. Select 'Phase 4'.
Reading & Writing - Introduction
Allow your student to choose one book from their library to read to you.
Remind your student that they are learning to be ‘Reading Detectives’ by paying close attention to whether their reading looks right. Remind them of the prompt, ‘use your eyes.’
Tell your student that they need to work quickly as a ‘Reading Detective’ – this means making quick decisions about whether their reading looks right. Today they will read two short stories. They need to try to read them quickly while also checking that their reading looks right.
Reading & Writing - Speaking and Listening
Explain to your student that together you are going to be acting out the story of 📄 The Papaya that Spoke. But rather than using actors or people, we are going to use toys!
Explain that before we start, we are going to need to decide what characters we will need.
Ask your student to write a list of everybody who is in the story on the mini whiteboard. Support them with this as needed.
Once the list is complete, decide which toys are going to play each part in the story.
For example, you could use a Lego character to be the farmer and a teddy bear to be the king.
Reading & Writing - Main Activity
Once you have collected together all of the characters, it is now time to start the play!
While you tell the story ask your student to act out what is happening with the characters.
Next, your student might like to say the parts the characters say in the story. They may enjoy putting on different voices for them!
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 using your story map to help you remember what is next.’
‘I like that character’s voice!’
‘I have noticed you thinking hard.’
Reading & Writing - Handwriting and Spelling
Ask your student to spell the words they have been practising this step. If your student has already remembered how to spell any of these words, choose an extra word from their 📄 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.