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Reading - The Papaya that Spoke

Objectives

To begin to use the voice to add expression when reading aloud.

To use knowledge of sounds to write simple words.

Resources

📄 Sound Flashcards 6 | 📄 Blank Flashcards | Tricky Word Trucks - Phase 4 (Phonics Play) | 📄 Alphabet Mat | 📄 Pre-Joining Patterns

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 about the sound ‘g’ as in ‘gum’ and looking at ways it is sometimes written with extra letters that cannot be heard.

Show your student the 📄 flashcard ‘gh’ – it makes the sound ‘g’. We can see ‘h’ but we can’t hear it. We just hear ‘g’.

Show your student the 📄 flashcard ‘gu’ – it makes the sound ‘g’. We can see ‘u’ but we can’t hear it. We just hear ‘g’.

Phonics - Blend to Read

ghost (4) | guest (4) | guide (3) | guard (3)

Phonics - Split to Spell

Tell your student that this word needs the letters ‘gh’:

ghostly (6)

Tell your student that these words need the letters ‘gu’:

guess (3) | guessing (5)

Phonics - Extra Support

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

Phonics - Extra Challenge

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

Phonics - Apply

Write this caption on the mini whiteboard: the guest is a ghostly guard. 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

PLAY - Tricky Word Trucks - Phase 4 (Phonics Play)

Select 'Start'. Select 'Pick Individual Tricky Words'. Select 'Phase 2 All', 'Phase 3 All', and 'Phase 4 All'. Select 'Done'. Select 'Next'. Select 'Go'.

Reading & Writing - Introduction

Ask your student what a good storyteller does.

Did they remember some of the following?

Reads with expression (uses their voice to make the reading sound interesting or exciting).
Reads in phrases (reads groups of words without gaps).
Reads in full sentences.
Takes notice of full stops, exclamation marks and question marks.
Reads at a good pace – not too quickly and not too slowly.

Allow your student to choose one book from their library to read to you.

Reading & Writing - Main Activity

Play the game 'Word Collector' with your student.

This time choose a letter, for example: d.

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 words as possible that start with that letter.

For example, if your letter is ‘d’, your student could suggest dog, dangerous, dig, down, duvet, dynamite or deal. While they suggest words, you write them in a list on the mini whiteboard.

If you student is ready for an extra challenge you could ask them to think of the words and write them as well!

When the timer finishes count the words with your student.

Repeat with a different letter and see if you can beat the total number of words collected.

Reading & Writing - Apply

Look at your student's completed speech bubbles from Step 17 Lesson 3.

Ask your student to read the speech bubbles to you. You could encourage them to put on a different voice for each of the characters.

Talk to your student about how in this story the humans, animals and objects talk! This is what makes the story so funny. In Step 17 Lesson 3, we wrote speech bubbles for all of the humans. Today, we will be writing speech bubbles for the animals and objects.

Together, write a list of the objects and animals that talk during the story.

Explain that they will be writing what the objects and animals say in speech bubbles, just like they did for the humans. Show your student the 📄 Speech Bubbles sheet.

Choose the first object from the story: the Papaya!

Ask your student to say out loud what the Papaya says in the story: ‘Hands off!’

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

Repeat; writing a speech bubble for the rest of the animals and objects in the story.

If you have time your student might like to draw a picture of each object and animal by the matching 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.

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

Citations

[1] www.phonicsplay.co.uk