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Reading - The Papaya that Spoke
Objectives
To begin to use the voice to add expression when reading aloud.
To be aware that speakers talk in different ways.
Resources
Laptop, PC or tablet | Mini whiteboard and pen | Pencils | Pens | Your student’s story map from Step 16 Lesson 2 | A camera or other recording device
Lenny retelling The Papaya that Spoke (YouTube) | 📄 What makes a good storyteller? Sheet | 📄 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 | capital letter | story | meaning | character | storyteller | sentence | full stop| expression | phrase | exclamation | retell | voice | expression | loud | quiet | actions
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.
Phonics - Quick Fire!
Quick recognition of sounds.
Phonics - New Learning
Tell your student that they will be reading and writing words with the different ways of writing the sound ‘oo’ (as in ‘moon’) in them.
Look at the 📄 flashcards ‘oo’, ‘o’ and ‘ew’. All of today’s words will have one of these in.
Tell your student that ‘o’ is usually in words that have ‘to’ or ‘do’ in them and ‘oo’ is usually found in the middle – not at the end – of a word. ‘ew’ can be found in the middle or at the end.
Phonics - Blend to Read
droop (4) | brew (3) | tomorrow (6) | tool (3)
Phonics - Split to Spell
stoop (4) | proof (4) | into (4) | 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
smoothing (6) | cooling (5) | sooner (4) | withdrew (6)
Challenge your student to write the words without Sound Beds to help them.
Phonics - Apply
Write this caption on the mini whiteboard: I threw the food. 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
Allow your student to choose one book from their library to read to you.
Reading & Writing - What to Get Ready
Watch Lenny retellingThe Papaya that Spoke. During the lesson your student is going to be thinking about what Lenny does that makes him a good storyteller.
Print out a copy of 📄 What makes a good storyteller?
Reading & Writing - Introduction
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 2) to help you.
If your student is ready, they could have a go at retelling some of the story on their own.
Today they could try retelling the story using a different voice, for example: a deep voice, a cross voice or a high voice.
Reading & Writing - Speaking and Listening
Say to your student that you are going to tell that story again to them and you would like them to be your audience.
When you are retelling the story pretend to be a ‘bad storyteller’. For example, you could not make eye contact, talk too quietly, talk too quickly, fidget and sound bored.
Ask your student to tell you what you were doing wrong.
Now say to your student that they are going to be watching a video of a child retelling the story of The Papaya that Spoke. Explain that you would like them to look out for the ‘special things’ the child does to make the story more exciting!
Ask: ‘What have you spotted Lenny doing which makes his story exciting to listen to?’
Ask: ‘What makes a good storyteller.’
Prompt answers if necessary, for example: eye contact, using different voices, actions, speaking clearly, and so on.
Together, write a list of these ideas on the printed copy of 📄 What makes a good storyteller?
You can write this list or, if your student is a confident writer, they could write the list themselves.
Save this list to use in Step 17.
Reading & Writing - Apply
Tell your student that now you are going to film them telling the story ofThe Papaya that Spoke. Explain that it will just be the two of watching this video. Say that you will be using the video in Step 17 to make their storytelling even better!
Film your student telling the story. Support them as much as they need.
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.’
‘Well spotted - you must have watched the video so carefully.’
‘I have noticed you thinking hard.
Reading & Writing - Handwriting and Spelling
Ask your student to spell the words they have been practising in 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.