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Poetry - Exploring the Senses
Objectives
To blend to read the sounds in a word.
To write my ideas into sentences using capital letters and full stops.
Resources
Laptop, PC or tablet | Mini whiteboard and pen | Pencils | Pens | Sticky Notes
📄 'Noise' by Jessie Pope | 📄 Sound Flashcards 6 | 📄 Sound Flashcards 7 | 📄 Blank Flashcards | 📄 Lined Paper Resource | 📄 Alphabet Mat | 📄 Sentence Checklist | 📄 Pre-Joining Patterns sheets | Assignment 7
Vocabulary
Words in bold can be found in the 📄 Year 1 English Glossary
sound | letter | blend | split | capital letter | story | meaning | character | sentence | full stop| poetry | poem | senses | sight | hearing | taste | smell | touch
Today's Lesson
Assignment
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.
What to Get Ready
Write the words from 'Blend to Read' (below) on 📄 blank flashcards.
Phonics - Quick Fire!
Quick recognition of sounds.
Phonics - New Learning
Ask your student how to write the sound ‘oa’ (as in ‘boat’). Can they show you on the mini whiteboard?
Your student may write ‘oa’, ‘ow’, ‘o_e’, ‘oe’ and/or ‘o’. All of these can make the sound ‘oa’.
Tell your student that all of the words in today’s phonics activities will all have the sound ‘oa’ in, written using the letters ‘oa’.
Phonics - Blend to Read
roasting (6) | moaner (4) | foamy (4) | groans (5)
Phonics - Split to Spell
floats (5) | croaking (6) | soapy (4) | toaster (5)
Phonics - Extra Support
Show your student how to blend to read/split to spell the first word in each activity.
Phonics - Extra Challenge
oatmeal (6) | boastful (7)
Challenge your student to write the words without Sound Beds to help them.
Phonics - Apply
Write this caption on the mini whiteboard: the floating toad croaks and groans. 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
Ask your student to read through the list of noises they collected yesterday.
Reading & Writing - Introduction
Share with your student that today we are going to be writing a poem about noise. We will be choosing our favourite ideas from the list that we have made to create our poem.
Explain that all of the sentences in our poem will start with the words: ‘I can hear’.
Ask your student if they can remember how to spell the word ‘I’. 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 ‘can’. 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.
Write the word ‘hear’ down on a sticky note for them.
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 ‘fridge’ into, ‘I can hear the fridge.’
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, encourage to think about the sound the object they heard made.
For example, if the fridge made a buzzing sound, their sentence could be: ‘I can hear a buzzing fridge.’
Ask your student to check each of their sentences using the 📄 Sentence Checklist.
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.