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The Papaya that Spoke

Objectives

To group words into short phrases when reading aloud.

To use knowledge of sounds to write simple words.

Resources

Vocabulary

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

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.

Print out three copies of the 📄 Speech Bubbles Sheet.

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 ‘s’. What sound do we know this letter makes? It makes ‘s’ as in ‘sun’.

Tell your student that ‘s’ can also make the sound ‘z’. When it does this, it often comes at the end of a word or in the middle of a split digraph, for example, ‘o_e’ (see digraph in the 📄 Year 1 English Glossary).

Phonics - Blend to Read

his (3) | rose (3) | easy (3) | those (3)

Phonics - Split to Spell

has (3) | nose (3) | trees (4) | stays (4)

Phonics - Extra Support

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

Phonics - Extra Challenge

always (5) | displays (7)

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

Phonics - Apply

Write this caption on the mini whiteboard: Rose sees dogs and trees. 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 two books from their library to read to you. Ask them to concentrate on being a ‘Reading Detective’ and on making the reading sound ‘like a storyteller’.

Reading & Writing - Speaking and Listening

Play the game 'Word Collector' with your student.

This time choose a colour, for example: blue.

Then you set an online timer, or a different timing device to two minutes.

During that time your student needs to think of as many things as possible that are the chosen colour.

For example, if your colour is blue, your student might say: sky, water, jumper, counter, bed cover, cup or blueberry.

While they suggest words, you write them in a list on the mini whiteboard. When the timer finishes count the words with your student.

Repeat with a different colour and see if your student can beat the total number of words collected.

Reading & Writing - Main Activity

Ask: ‘Do you know what the word speech means?’

You could explain that it has the same meaning as talking or speaking.

Ask your student who talks in the story 📄 The Papaya that Spoke. You could talk about how in the story humans, animals and objects talk! This is what makes the story so funny.

Together, write a list of the humans who talk during the story.

Explain that your student will be writing what the humans say in speech bubbles. Show your child the 📄 Speech Bubbles sheet.

Ask your student to say out loud one of the sentences that the farmer says during the story. For example, ‘Did you say that?’

Ask them to say and then write the first word. Then place their finger next to it to make a space, before writing the second word.

Once the sentence is written, ask your student to place a finger under each word in turn while they read the sentence out loud to check that it makes sense.

Repeat, writing a speech bubble for each human in the story.

If you have time your student might like to draw a picture of each character by the speech bubble.

Reading & Writing - Extra Support

If your student needs extra support with spelling a word, first ask them to say the word slowly. Ask them, ‘What is the first sound you can hear?’ then, ‘What is the last sound you can hear?’ and, ‘Can you hear any other sounds in the middle?’

You can also encourage them to use their 📄 Alphabet Mat to help them spot the sounds they can hear but do not tell them the letters/sounds they need. It does not matter if spellings are incorrect.

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 are listening really carefully for sounds!’

‘Well done for remembering to use your finger space.’

‘I have noticed you reading your sentence to check it makes sense.’

Reading & Writing - Handwriting and Spelling

This step you will have chosen to either continue to practise individual letter shapes or work on 📄 pre-joining patterns.

Continue with this at the end of lessons this step.

While they are writing these words, check they are forming the tall letters correctly and correct them if not.