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Poetry - Exploring the Senses

Objectives

To learn and recite simple poems.

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.

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

Phonics - Quick Fire!

Quick recognition of sounds.

Phonics - New Learning

Show your student the Sound Flashcard ‘ir’ from 📄 Sound Flashcards 6. This is a flashcard your student already knows.

What sound does it make? Answer: ‘ir’ as in ‘bird’.

Today your student will be revising the Sound Flashcard ‘ir’.

Phonics - Blend to Read

skirt (4) | dirty (4) | swirling (6) | firstly (6)

Phonics - Split to Spell

firmly (5) | shirt (3) | girls (4) | third (3)

Phonics - Extra Support

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

Phonics - Extra Challenge

dirtiest (7) | thirsty (5) | firmer (4)

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

Phonics - Apply

Write this caption on the mini whiteboard: the thirsty bird squirts dirty water. 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 in today’s lesson they will be thinking about how the words and images in the poem help us to make decisions about how to perform it.

Ask your student to look at the poem ‘Sounds’ from 📄 Poetry Pack 2. In the last lesson, they were thinking about the images and how good they were at describing the words ‘tiniest’, ‘spookiest’, ‘noisiest’ and ‘happiest’.

Today they will be practising performing each verse of the poem, making sure that their voice matches these words and the images. They will need to use a tiny voice for the first verse, a spooky voice for the second verse, and so on.

Tell your student that it is very important to make sure that they can still be easily understood when using their interesting voices.

Practise the poem one verse at a time. Can your student remember the verse and perform it with an appropriate voice?

Remember to praise your student for the voice they have chosen and tell them how you think it could be even better, if necessary.

Reading & Writing - Main Activity

Lay out your student's edited, muddled senses sentences from Step 20 Lesson 3.

Explain to your student that they have now done all the thinking about these sentences. They have thought of the brilliant ideas, they have ‘polished’ the sentences to make them even better and they are now super sentences! They have done all the hard work! Today all they need to do is to copy the sentences on to lined paper using their best handwriting.

Reading & Writing - Writing

Ask your student to choose the first sentence they would like to write.

Lay it out in front of them. Ask them to read it through first. They can then begin writing it onto the 📄 Lined Paper Resource.

Sometimes children can find it helpful to have a marker which they place under the word they are copying from. This could be a small stone or counter. They then move this marker along the sentence as they work through it.

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 concentrating so hard!’

‘Well done for using your 📄 Alphabet Mat to check that letter shape.’

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

Reading & Writing - Extra Support

Share the verses with your student, modelling how to use your voice appropriately for each.

Reading & Writing - Extra Challenge

Ask your student to think about adding actions that are also appropriate for each verse.

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.