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Poetry - Exploring the Senses

Objectives

To begin to know what makes a good performance when reciting poetry.

To improve my ideas.

Resources

Vocabulary

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

Today's Lesson

What to Get Ready

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

Phonics - Quick Fire!

Quick recognition of sounds.f

Phonics - New Learning

Tell your student that the sounds ‘t’, ‘g’ and ‘b’ can often be written by two of the letters: ‘tt’, ‘gg’ or ‘bb’. All of today’s words will contain either ‘tt’, ‘gg’ or ‘bb’.

Phonics - Blend to Read

bottle (4) | wiggle (4) | rubble (4) | dagger (4)

Phonics - Split to Spell

butter (4) | giggle (4) | rattle (4) | bubble (4)

Phonics - Extra Challenge

belittle (6)

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

Phonics - Apply

Write this caption on the mini whiteboard: the cattle are bigger than the rattlesnakes. 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 - What to Get Ready

This lesson works towards Assignment 7. Please access the assignment for details about what you will need to submit to your student's Wolsey Hall tutor.

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

Reading & Writing - Introduction

Show your student the list of different things they do with their hands from Step 21 Lesson 1.

Give them time now to see if they can think of any extra ideas they would like to add to their list.

Reading & Writing - Main Activity

Explain that today we are going to be writing a poem about our own hands. We will be choosing our favourite ideas from the list to make our poem.

Explain that all of the sentences in our poem will start with the words: ‘My hands’.

Ask your student if they can remember how to spell the word ‘my’. It is one of the words on their 📄 High Frequency Word Lists. If they are unsure, you could write this word onto a sticky note for them.

Talk about the next word, ‘hands’. Together, say the word slowly to help them hear all the sounds in the word. Ask them to have a go at writing the word on the mini whiteboard. If they have missed any sounds, show them where the sound fits into the word. Say the word slowly again and see if your student can spot the missing sound.

Reading & Writing - Writing

Ask your student to choose their favourite idea from their list and help your student to turn this idea into a sentence.

For example: turning the idea, ‘eat food’ into, ‘My hands eat food.’

Say the sentence out loud with your student first. 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. Then ask them to place their finger next to it 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 ideas from their list.

Reading & Writing - Extra Support

If your student needs extra support, you could ask them to write just one or two sentences. You could then write their final ideas into sentences for them. Alternatively, you could take turns writing sentences with your student.

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

If your student is ready for an extra challenge, explain that they will be adding extra information to each idea to make it more interesting.

For each of the ideas your student chooses, give your student some ideas about how to make the sentence longer.

For example: if your student's idea is ‘throw a ball’, suggest that they could add on who they are throwing the ball to, how they are throwing the ball or what the ball looks like.

Here are some examples of how this could add to your student's idea:

‘My hands throw a ball to my brother.’

‘My hands throw the ball high in the air.’

‘My hands throw a red ball.’

Talk with your student about the different ideas. Allow your student to choose the idea they like best.

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 remembering your full stop.’

‘Careful sounding out!’

‘I can see you checking that your sentence makes sense.’

Reading & Writing - Handwriting and Spelling

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

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