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The Papaya that Spoke
Objectives
To begin to use the voice to add expression when reading aloud.
To build on ideas using role play.
Resources
Laptop, PC or tablet | Mini whiteboard and pen | Pencils | Pens | Teddy Bear or other small toy| Your student's completed story map from Step 16 Lesson 2 | Big Cat Books: It's Great to be Small!
📊 The Papaya that Spoke PowerPoint | 📄 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 | question mark | retell | story | order | before | after | first | next
Today's Lesson
What to Get Ready
Log in to Big Cat Books. Search for the book: It's Great to be Small!
Make sure you have access to your student's library of familiar books.
Write the words from 'Blend to Read' (below) on 📄 blank flashcards.
Write the question ‘Where is my teddy bear?’ on a 📄 blank flashcard. (If not using a teddy bear, use the name of whatever toy you have ready for the lesson.)
During Step 17, your student will need to tell their story to an audience. It is best to choose someone that your student will be excited to share their story with. You may decide to ask your student to help you choose somebody.
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 ‘ew’ (as in ‘chew’).
Show your student the ‘ew’ 📄 flashcard and teach them that it makes the sound ‘oo’.
Phonics - Blend to Read
blew (3) | threw (3) | flew (3)
Phonics - Split to Spell
chew (2) | crew (3) | grew (3)
Phonics - Extra Support
Show your student how to blend to read/split to spell the first word in each activity.
Phonics - Extra Challenge
chewing (4) | chewy (3)
Challenge your student to write the words without Sound Beds to help them.
Phonics - Apply
Write this caption on the mini whiteboard: the wind blew and the robin flew. 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 - New Learning
Tell your student that today they will be learning about the type of sentenceswe call questions.
Show your student the flashcard with ‘Where is my teddy bear?’ written on it.
Say, ‘This is a question. How do we know it is a question?’
Show your student the question mark (?) at the end of the question and tell them that it tells us that this sentence is a question.
Read the question aloud and tell your student that this sentence is asking for an answer. That is another way we know that it is a question.
Practise reading the question together. Ask your student to take notice of how you use your voice when you are asking a question.
Play at hiding the teddy bear (or other toy) and asking each other, ‘Where is my teddy bear?’
Ask your student to look out for any questions in the book the are going to read today and that you would like your student to use their question voice, just as they have been practising.
Reading & Writing - Read
Support your student as the reread Big Cat Books**: It's Great to be Small!**
Remind them that you want to hear them using their question voice.
Also remind them that they need to be a ‘Reading Detective’ and to ‘use their eyes.’
Reading & Writing - Storytelling
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 Lesson 4) to help you.
If your student is ready, they could have a go at retelling some of the story on their own.
Let your student know that during Step 17, they will be telling the story to an audience. This may be a good time to tell your student who you have chosen or to discuss this with them.
Reading & Writing - Speaking and Listening
Talk with your student about Step 16 Lesson 3 where you acted out the story using toys. Explain that today you are going act out the story yourselves!
Ask your student: ‘What is the first thing that happens in the story?’
Your student may answer, for example: ‘The famer is hungry, and he goes to pick a papaya off a tree to eat.’
Act out this scene with your student; one of you acting as the farmer and the other acting as the papaya.
Then, ask your student: ‘What is the next thing that happens in the story?’
Act out this part of the story together.
Repeat with each part until you reach the end of 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 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 - Extra Support
If your student is finding it difficult to use a ‘questioning voice’, keep demonstrating so they can hear your questioning voice. Can they copy you?
Reading & Writing - Extra Challenge
Ask your student to read with expression, at a good pace and using their eyes to make sure they notice mistakes.
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.