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The Papaya that Spoke

Objectives

To pause at full stops when reading.

To begin to notice incorrect attempts at words.

Resources

📄 Crocodile Sentences | 📄 The Papaya that Spoke Story | 📄 Storytelling Target Teaching Ideas

📄 Sound Flashcards 6 | 📄 Blank Flashcards | 📄 Letter Formation Ideas | 📄 Pre-Joining Patterns sheets

Vocabulary

Words in bold can be found in the 📄 Year 1 English Glossary

Today's Lesson

Introduction

Watch this step's introductory video with your student.

What to Get Ready

Print the 📄 Crocodile Sentences document.

Make sure you have access to your student's library of familiar books.

Write the words from 'Blend to Read' (below) on 📄 blank flashcards.

In Step 17 Lesson 2, it is planned that your student will be telling their story to an audience. Every child learns differently. If you think your student needs longer to practise the story before sharing with an audience, move this lesson to a later date.

Phonics - Quick Fire!

Quick recognition of sounds.

Phonics - New Learning

Tell your student that they will be learning different ways of writing the sound ‘z’ (as in ‘zoo’).

Show your student the 📄 flashcard ‘z’. Teach them that it makes the sound ‘z’ as in ‘zoo’.

Phonics - Blend to Read

zoom (3) | zone (3) | graze (4) | crazy (5)

Phonics - Split to Spell

hazy (4) | maze (3) | prize (4) | zigzag (6)

Phonics - Extra Support

Show your student how to blend to read/split to spell the first word in each activity.

Phonics - Extra Challenge

frozen (5) | dozing (5)

Challenge your student to write the words without Sound Beds to help them.

Phonics - Apply

Write this caption on the mini whiteboard: I zoom to the zoo. 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 - New Learning

Tell your student that they will continue to be ‘Reading Detectives’ today. As well as using their eyes, Reading Detectives have to use their ears. This means paying close attention to whether reading sounds right.

Look at the printed document 📄 Crocodile Sentences but do not let your student see the document. Tell your student that you are going to read some sentences aloud to them – they need to use their ears to think about whether the reading sounds right.

Note: You will read the sentences incorrectly, as follows:

The crocodile has two eye.

It likes to swimming in rivers.

This crocodile has bright when teeth.

After you have read each sentence, ask your student, ‘Did that sound right? What do you think sounded wrong? How would we say the sentence so it sounds right?’

Then show your student the sentences. Ask them to read them to you, using their ears to make sure they sound right.

Reading & Writing - Speaking and Listening

Without showing the What makes a good storyteller? list, ask your student what they think a good storyteller needs to do.

Check afterwards on the list to see if they remembered everything. If they suggest an idea that isn’t there, it could be added to the list.

Explain that today your student will be watching the video (filmed in Step 16 Lesson 5) of them telling the story of The Papaya that Spoke.

Watch the video together.

Ask your student what made them most proud while watching the video.

Then look together at the What makes a good storyteller? list.

Ask your student to choose just one idea they would like to work on. For example, using different voices for the different characters, making eye contact while they tell the story or speaking more slowly. This idea will be their storytelling target.

Reading & Writing - Apply

Help your student to work towards their storytelling target.

You may choose to use the 📄 Storytelling Target Teaching Ideas sheet to help you.

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 think that is a really good choice of target.’

‘I can see you trying so hard to tell the story more slowly.’

‘I have noticed you are using maximum effort.’

Reading & Writing - Handwriting and Spelling

Children’s handwriting develops at different times. Have a close look at some examples of your student's recent writing. Are there any letter shapes that they still need to work upon? If there are, please continue to choose one or two letters a day this step to focus upon. You may find your student needs to practise letters shapes they find tricky many times before they feel confident.

Remember to use the 📄 Letter Formation Ideas resource.

If your student is confidently and correctly forming all of their letters, you may choose to move on to ask your student to complete one of the 📄 Pre-Joining Patterns sheets.