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Poetry - Exploring the Senses
Objectives
To comment upon language choices in a poem or story.
To write a list.
Resources
Laptop, PC or tablet | Mini whiteboard and pen | Pencils | Pens | Video Recording Device, e.g. Camera
📄 Poetry Pack 2 | 📄 'My Hands' by Jo Peters | 📄 'Mark’s Fingers' by Mary O’Neill
📄 Sound Flashcards 6 | 📄 Sound Flashcards 7 | 📄 Blank Flashcards | 📄 Letter Formation Ideas | 📄 Pre-Joining Patterns sheets
Vocabulary
Words in bold can be found in the 📄 Year 1 English Glossary
sound | letter | blend | split |poetry | poem | senses | sight | hearing | taste | smell | touch
Today's Lesson
Introduction
Watch this step's introductory video with your student.
What to Get Ready
Write the words from 'Blend to Read' (below) on 📄 blank flashcards.
Read the poems 📄 **'My Hands'**by Jo Peters and 📄 'Mark’s Fingers' by Mary O’Neill so you are familiar with them before the lesson.
Phonics - Quick Fire!
Quick recognition of sounds.
Phonics - New Learning
Ask your student how to write the sound ‘l’ (as in ‘lamp’). Can they show you how to write it on the mini whiteboard? Your student may write ‘l’ and also ‘ll’. Both of these are ways of writing the sound ‘l’.
Tell your student that when the sound ‘l’ comes at the end of a word, it is often followed by a letter ‘e’ that can’t be heard. All of the words in today’s phonics activities will end with the sound ‘l’ written ‘le’.
Phonics - Blend to Read
circle (4) | gentle (5) | cuddle (4) | dazzle (4)
Phonics - Split to Spell
sizzle (4) | puddle (4) | middle (4) | muzzle (4)
Phonics - Extra Support
Show your student how to blend to read/split to spell the first word in each activity.
Phonics - Extra Challenge
encircle (6) | bedazzle (6)
Challenge your student to write the words without Sound Beds to help them.
Phonics - Apply
Write this caption on the mini whiteboard: the drizzle makes a puddle. 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
Hold up five fingers to your student.
Tell your student five things your hands have done today, each time folding down a finger.
Ask them to have a go at doing the same.
Speaking and Listening
Share with your student the poems 📄 **'My Hands'**by Jo Peters and 📄 'Mark’s Fingers' by Mary O’Neill.
Ask your student which poem is their favourite? Encourage them to try and explain why it is their favourite. It might help them if you share your favourite poem first.
Reading & Writing - Main Activity
Explain that today your student is going to write a list of things their hands do.
This list might contain ideas such as: throw a ball, open a door, scratch their back, play the piano, draw a picture, and so on.
If your student needs extra support with their writing you may choose to take turns writing down their ideas.
This list will be used in Step 21 Lesson 2.
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 are thinking really carefully.’
‘Super idea!’
Reading & Writing - Handwriting and Spelling
Children’s handwriting develops as different times. Have a close look at your student’s recent writing. Are there letter shapes that they still need to work upon? If there are, please continue to choose one or two letters a day this step to focus upon. You may find your student needs to practise letters shapes they find tricky many times before they feel confident. Remember to use the 📄 Letter Formation Ideas resource.
If your student is confidently and correctly forming all of their letters you may choose to move on to ask your student to complete one of the 📄 Pre-Joining Patterns sheets.