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The Papaya that Spoke

Objectives

To read aloud independently from simple books.

To use knowledge of sounds to write simple words.

Resources

📄 Sound Flashcards 6 | 📄 Blank Flashcards | 📄 Speech Bubbles Sheet | 📄 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 Bubble sheets. Cut around the outside of the speech bubbles. These are to be used during the 'Apply' section of the lesson.

Get out the completed 📄 Speech Bubble sheets which your student completed in Step 17 Lessons 3 & 4. Cut them out so each speech bubble is on a separate piece of paper. This can be done roughly and need not be neat. These are to be used during the 'Main Activity' to the lesson.

Phonics - Quick Fire!

Quick recognition of sounds.

Phonics - New Learning

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

Show your student the 📄 flashcard ‘er’ and teach them that it makes the sound ‘er’ as in ‘herb’.

Phonics - Blend to Read

fern (3) | after (4) | serve (3) | under (4)

Phonics - Split to Spell

over (3) | stern (4) | winter (5) | term (3)

Phonics - Extra Support

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

Phonics - Extra Challenge

perfect (6) | teacher (4) | slipper (5) | rather (4)

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

Phonics - Apply

Write this caption on the mini whiteboard: her sister is a teacher. 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.

Ask your student to remind you what a good storyteller does. They might 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.

Ask your student to practise reading their chosen book like a storyteller would.

Then, when your student feels ready, video record them reading their chosen book to you.

Together, watch the video back. Praise your student for something they did just as a storyteller would, for example, ‘You read at a really good pace.’

Ask your student to tell you something else that they did well, as a storyteller would.

Then ask your student how they would improve their reading if they were to record it again.

Reading & Writing - Main Activity

Lay out the completed speech bubbles which you have cut out in front of your student.

Ask your student to read them and arrange them into the order in which they are said in the story.

Once completed, you and your student could take turns reading each speech bubble. You could experiment with different voices and with putting expression into your voices.

Reading & Writing - Apply

Talk to your student about how the story is funny because things you wouldn’t expect to talk - talk!

Explain that today your student will be writing speech bubbles for some items from around your home.

Ask them to think about a chair you have in your home. Say, ‘If that chair could talk, I wonder what it might say? Maybe it would say: ‘Don’t sit on me!’ or ‘You’re too heavy!’’

Move on to think about other objects around the home, talking about what they might say.

Ask your student to choose one object that you have discussed. Encourage them to think of a phrase the object might say which would make people laugh! Practise saying the phrase or sentence together with them. Then take one of the speech bubbles that you cut out before the lesson for them to use to write their sentence.

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

You could then cut out and stick this speech bubble on to the object.

Repeat with different objects from around the learning environment.

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 - Extra Challenge

If your student is in need of an extra challenge, encourage them to write longer sentences rather than short phrases. You could do this by challenging them to use the joining words ‘and’ or ‘but’ in a sentence.

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.