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The Papaya that Spoke

Objectives

To read aloud independently from simple books.

To compose and write simple sentences.

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 a page of the 📄 Lined Paper Resource which suits the size of your student's handwriting.

If you think your student needs extra support, write a sentence starter on the mini whiteboard.

For example, if your student's fruit was a mango you would write ‘Mangoes are…’ or if your student's fruit was a banana you would write ‘Bananas are…’

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 ‘ur’ and teach them that it makes the sound ‘er’ as in ‘burn’.

Phonics - Blend to Read

fur (2) | curly (4) | Thursday (5) | surfing (5)

Phonics - Split to Spell

blur (3) | burst (4) | hurting (5) | blurt (4)

Phonics - Extra Support

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

Phonics - Extra Challenge

lurching (5) | curving (5) | murder (5)

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

Phonics - Apply

Write this caption on the mini whiteboard: the surfer is hurt. 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 recent books from their library to read to you.

Reading & Writing - Speaking and Listening

Ask your student: ‘Which fruit was your favourite?’

Pick out that sheet of describing words from Step 18 Lesson 1.

Ask your student to read you the words written on the sheet. Support them with this as necessary but encourage them to read as much as they can.

Ask: ‘Are there any words you think are really exciting which should be added to the Wow Word Poster?’ Add any words they choose to their Wow Word Poster.

Reading & Writing - Main Activity

Explain that today your student will be turning their words into sentences.

Look at the 📄 Sentence Checklist together. Ask your student to tell you what every sentence needs.

Ask your student to choose their favourite word from their sheet of ideas. Help them to turn this word into a sentence.

For example, if their fruit is a grape and their word is ‘juicy’ their sentence could be: ‘Grapes are juicy.’

If your student is ready for an extra challenge, they may like to use the joining word ‘and’ to make their sentence longer.

For example: ‘Grapes are juicy and sweet.’

Say the sentence out loud with your student. Repeat until your student knows the sentence well. Your student might like to say the sentence whilst counting the number of words on their fingers.

Ask your student to say and then write the first word of their sentence on the sheet of lined paper. Remember to not tell your child the letters they need. Encourage them to say the word slowly and to write the sounds they can hear. It does not matter if spellings are incorrect.

Next, ask your student to place their finger next to the word to make a space, before they begin 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 it makes sense.

Repeat the activity with other words from their list.

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 ready for an extra challenge, as mentioned above, you could encourage them to use the joining word ‘and’ to make their sentences longer.

You could also help them to use the online thesaurus.

INVESTIGATE - Online Thesaurus by Merriam-Webster

Ask your student to highlight any words they used to describe the piece of fruit that they think are ‘boring’ or they have heard a lot before. Then use the thesaurus to search for a new, more exciting word to use in one of their sentences. They might also like to add this word to their Wow Word Poster.

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 have noticed that you are checking what you have written carefully.’

‘Well done for remembering to use your finger space between words!’

‘Well done for remembering to start that sentence with a capital letter.’

Reading & Writing - Handwriting and Spelling

Ask your student to spell the words they have been practising 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 that it is a good idea to choose a different activity each day.

Citations

[1] www.merriam-webster.com