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The Papaya that Spoke
Objectives
To read aloud independently from simple books.
To write a simple sentence.
Resources
Laptop, PC or tablet | Mini whiteboard and pen | Pencils | Pens | Highlighter | Fruit word lists from Step 18 Lesson 1 | Your student's High Frequency Word List | Big Cat Books: I Can Read with my Eyes Shut
📄 Reading Detective Prompt Cards | Online Thesaurus by Merriam-Webster | 📄 Sound Flashcards 6 | 📄 Blank Flashcards | 📄 Sentence Checklist | 📄 Alphabet Mat | 📄 Lined Paper Resource | 📄 High Frequency Word List | 📄 Weekly Spelling Activities
Vocabulary
Words in bold can be found in the 📄 Year 1 English Glossary
sound | letter | blend | split | capital letter | story | meaning | character | storyteller | sentence | full stop | expression | phrase | exclamation | question | describe | description | word | senses
Today's Lesson
What to Get Ready
Log in to Big Cat Books.
If you selected your own new book in Step 18 lesson 2 then select that book.
Or search for I Can Read with my Eyes Shut.
Print off the 📄 Reading Detective Prompt Cards sheet.
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…’
Write the words from 'Blend to Read'(below) on 📄 blank flashcards.
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 ‘ear’ and teach them that it makes the sound ‘er’ as in ‘heard’.
Phonics - Blend to Read
earth (2) | learn (3) | search (3) | early (3)
Phonics - Split to Spell
heard (3) | pearl (3) | earn (2) | yearn (3)
Phonics - Extra Support
Show your student how to blend to read/split to spell the first word in each activity.
Phonics - Extra Challenge
earning (4) | yearning (5) | learner (4) | pearly (4)
Challenge your student to write the words without Sound Beds to help them.
Phonics - Apply
Write this caption on the mini whiteboard: I am searching for a pearl. 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
Show your student the printed sheet 📄 Reading Detective Prompt Cards. Ask your student to draw a picture to go with each of the three prompts (in the empty box next to the prompt).
For example: for ‘use your eyes’ your student could draw an eye.
Your student can then cut these out and stick them up in their workspace to remind them of what Reading Detectives do. You can also point to these prompts as your student reads to remind them to look, listen or think about their word choices.
Reading & Writing - Read
Support your student as they read: I Can Read with my Eyes Shut.
Refer to your student's Reading Detective cards where needed and praise them when they make the reading sound ‘like a storyteller’.
Reading & Writing - Extra Support
Share the reading with your student and demonstrate good pace, expression and Reading Detective skills.
Reading & Writing - Extra Challenge
Ask your student to read the eBooks at a quick pace and then to choose some more books from their library to read.
Reading & Writing - Introduction
Look at your student's writing from Step 18 Lesson 2. Ask your student to read their writing to you.
Ask: ‘Which part of it are you most proud of? Is there anything you would improve next time?’
Look back at your student list of words to describe the three different fruits. Ask your student: ‘Which fruit was your least favourite?’
Pick out this list and ask your student to read it to you. Support them with this as necessary.
Reading & Writing - Main Activity
Explain that today your student will be turning their words into sentences.
Ask your student to choose their favourite word from their sheet of ideas and help them to turn this word into a sentence.
For example, if their fruit is an orange and their word is ‘sour’ their sentence could be: ‘Oranges are sour.’
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: ‘Oranges are sour and juicy.’
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 student 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 with other words from their list of words to describe the fruit.
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
Ask your student to read the eBooks at a quick pace and then to choose some more books from their library to read.
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.