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Poetry - Exploring the Senses

Objectives

To comment upon language choices in a poem or story.

To write simple sentences with a capital letter and full stop.

Resources

Vocabulary

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

Today's Lesson

What to Get Ready

Have the poem ‘Sounds’ from page 4 of 📄 Poetry Pack 2 printed and ready to read.

Write the words from 'Blend to Read' (below) on 📄 blank flashcards.

Phonics - Quick Fire!

Quick recognition of sounds.

Phonics - New Learning

Remind your student that they are learning different ways of writing the sound ‘j’ (as in ‘jam’).

Show your student the 📄 flashcard ‘dge’. Tell your student that these three letters together make the sound ‘j’ (as in ‘edge’).

Phonics - Blend to Read

hedge (3) | smudge (4) | fridge (4) | fudge (3)

Phonics - Split to Spell

bridge (4) | nudge (3) | judge (3) | wedge (3)

Phonics - Extra Support

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

Phonics - Extra Challenge

dislodge (6)

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

Phonics - Apply

Write this caption on the mini whiteboard: there is a wedge of fudge in the fridge. 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

Explain to your student that they will be reading a new poem today and thinking about the words the poet uses and how those words make them feel.

Support your student as they read the poem ‘Sounds’ from 📄 Poetry Pack 2.

Talk about the poem with your student using the following questions as a guide:

‘Do you like this poem?’
‘What do you like about it?’
‘What do you dislike about it?’
‘Why do you think the poet chose the image of a caterpillar eating to describe a tiny sound? Do you like the image? Can you think of a better one?’
‘How does the image of a ghost singing in a hollow tree make you feel? Do you think it is a good choice for a spooky sound? Can you think of a better spooky sound?’
‘What is the noisiest sound you can think of? Is it noisier than mountains crashing into the sea?’
‘What is the happiest sound you can think of?’

Tell your student that in the next lesson they will be thinking about how the words and images in the poem help us make decisions about how to perform it.

Reading & Writing - Main Activity

Tell your student that today they are going to be ‘polishing’ their sentences. This means they are going to be reading their sentences and then making them even better! Explain that every writer does this.

You might like to share an example of when you have polished a piece of writing.

For example, when you are writing an important letter, you might keep trying to make the writing in the letter better by making small changes until you are happier with it.

Reading & Writing - Apply

Spread out the muddled 📄 Senses Sentence strips from Step 20 Lesson 4 on the table. Ask your student to read them out to you.

Say, ‘We are now going to ‘polish’ the spellings in our sentences.’

Ask, ‘Are there any words you wrote that you think might be spelt incorrectly?’

Allow them to choose a maximum of one word per sentence.

Explain that when we are ‘polishing’ our writing and are unsure of a spelling, we have a few choices.

We could:

Check our High Frequency Word List in case the word is on there.
Try writing the word again on our mini whiteboard to see if we can spot the error and correct it ourselves.
As a last option we could also ask somebody else for the spelling.

Note: If it is a word your student will use often, it could be worth writing this spelling on a sticky note. You can then keep it near your student's workspace so they will able to look back at it when they next have to spell the word. You could also spend some time during today’s spelling section to practise spelling this word.

Ask your student to make any corrections to their sentences using the brightly coloured pen.

Say, ‘We are now going to use our 📄 Sentence Checklist to ‘polish’ our sentences more.’

Read the first question on the 📄 Sentence Checklist to your student: ‘Have you used full stops correctly?’

Support your student in checking their sentences for full stops. They can make any corrections needed with brightly coloured pen.

Repeat with the other questions on the 📄 Sentence Checklist.

Reading & Writing - Extra Support

Lead the conversation by sharing your thoughts about the word choices and then asking your student what they think.

You could say, for example, ‘I think that the image of a giant eating his dinner would be better for the tiniest sound in the world. Do you agree with me? Why not?’

Reading & Writing - Extra Challenge

Challenge your student to think of a different image for each verse: another tiny sound, another spooky sound, and so on.

Reading & Writing - What to Notice

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

For example:

‘Well done for trying out different ways to spell that word.’

‘Excellent sentence polishing!’

‘Well done for reading that sentence out loud to check it made sense.

Reading & Writing - Handwriting and Spelling

You may choose to spend this time practising the correct spelling of the words your student corrected in their muddled senses sentences.

Otherwise, 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.