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Poetry - Exploring the Senses

Objectives

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

To use interesting words in my writing.

Resources

📄 Poetry Pack 2 | 📄 First Dog on the Moon by David Orme

📄 Sound Flashcards 6 | 📄 Sound Flashcards 7 | 📄 Blank Flashcards | 📄 Pre-Joining Patterns sheets

Vocabulary

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

Today's Lesson

What to Get Ready

Have the new set of sound flashcards, 📄 Sound Flashcards 7, printed, trimmed and ready to use in this series of lessons, along with previous sets of sound flashcards.

Have the printed copy of ‘That’s What I Like’ from 📄 Poetry Pack 2, used in the last lesson, ready to use again today.

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 ‘s’.

Show your student the 📄 flashcard ‘c’. We already know that this letter can make the sound ‘c’ as in ‘cat’ and ‘s’ as in ‘city’.

This letter can often be followed by a letter ‘e’ that we cannot hear, so the letters ‘ce’ together make the sound ‘s’. Tell your student that they will usually find ‘ce’ at the end of a word. This is the same as ‘se’, as learnt in the last lesson.

There is no flashcard for ‘ce’. Tell your student that all of today’s words will have ‘ce’ at the end, and the sound they will make is ‘s’.

Phonics - Blend to Read

since (4) | fence (4) | force (3) | peace (3)

Phonics - Split to Spell

pence (4) | prince (5) | fleece (4) | notice (5)

Phonics - Extra Support

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

Phonics - Extra Challenge

convince (7) | defence (6) | office (4)

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

Phonics - Apply

Write this caption on the mini whiteboard: the prince from Greece went to dance in France. 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

Look at the printed copy of thepoem ‘That’s What I Like’ that your student worked on in the last lesson.

Ask your student to think which of the words they have drawn circles around could sound good in their reading by using their voice expressively.

They might choose ‘yell’, for example, because they can say it loudly.

Ask them to choose five words that they think they could read expressively and to write them on to 📄 blank flashcards.

Then turn the flashcards face-down so that the words cannot be seen. Take it in turns with your student to turn over a flashcard and to read the word in an expressive way.

Talk to each other about how the words sounded when you said them. Who made the words sound most interesting? Why?

Ask your student to re-read the poem, paying attention to the words they chose and reading them with expression.

Reading & Writing - Main Activity

Explain to your student that authors like to add interesting words to their writing.

Read your student the poem 📄 First Dog on the Moon by David Orme again.

Ask your student to find a word they find interesting in that poem.

You could also remind them about how they have started collecting some interesting words on their Wow word poster and encourage them to add this word if it is new.

Then ask your student to read through their ideas for what the dog can touch from their completed Dog on the Moon writing sheet. This will probably be a list of single words, for example: dust, rock, space, aliens.

Choose one word (for example, ‘dust’) and explain that to help describe the dust you are going to add an interesting word next to it.

Think aloud to you student, talking through ideas and choosing one.

For example, you might say, ‘I want to choose an interesting word to describe dust. What ideas have I got? Maybe I could use one of these words: dark, sparkly or soft. I am going to choose ‘dark’ as I think it would be really dark on the Moon. ‘Dark dust’ sounds good as well!’

Write the word you have chosen on to your student's planning sheet next to their original word.

Reading & Writing - Apply

Explain to your student that they are now going to be thinking of interesting words they can add to their completed Dog on the Moon writing sheet.

Ask them which word they would like to start with from their sheet.

For example, they might choose the word ‘rock’.

Help them to think of three interesting words which could help describe that word.

For example, to describe ‘rock’ you could suggest ‘rough’, ‘silver’ or ‘gleaming’.

Ask your student to choose the word they think is the most interesting. Ask, ‘What is special about this word?’ Then ask your student to write this new word next to the original word on their sheet.

For example: ‘gleaming rock’.

Repeat with the other words on the sheet.

Help your student by suggesting some interesting words they could use. This will help your student increase the number of interesting words that they know.

Reading & Writing - Consolidate

Ask your student to read through all of their ideas, including the interesting words they added today.

Then ask your student to choose the two words that they think are the most interesting from their list. Ask, ‘Why have you chosen these words?’

Ask your student to write these two words on separate sticky notes and to add them to their Wow word poster.

Reading & Writing - Extra Support

Your student may need you to model reading words expressively first so that they can copy you. Gradually encourage your student to try reading the words first and praise them for using their voice in an interesting way.

Reading & Writing - Extra Challenge

Challenge your student to add expression to some of the words in a way that doesn’t match their meaning. For example, they could whisper the word ‘yell’.

Ask your student to explain to you how using expression when reading a poem to an audience can help the audience to understand the meaning of the poem.

Reading & Writing - What to Notice

While they are doing this activity, remember to praise your student for the skills they are using.

For example:

‘What a fantastic idea!’

‘Great use of your imagination!’

‘I think that is an excellent choice of word.’

Reading & Writing - Handwriting and Spelling

This step you will have chosen to either continue to practise individual letter shapes or to work on 📄 Pre-Joining Patterns sheets.

Continue with this at the end of every lesson this step.