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Amazing Animals

Objectives

To read labels, lists and captions to find information.

To label a picture.

Resources

Vocabulary

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

Today's Lesson

Introduction

Watch this step's introductory video with your student.

What to Get Ready

Over the next three steps your student will be doing lots of writing about animals. At the end of this time, their writing can be attached together to make a book. This could be done by stapling it all together down one side or placing into a folder.

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

Phonics - Quick Fire!

Quick recognition of sounds.

Phonics - New Learning

Tell your student that in the next few lessons they will be learning different ways of making the sound ‘ue’ (you).

Show your student the 📄 flashcard ‘ew’. What sound does it make? Answer: ‘oo’ as in ‘blew’. Tell your student that these letters together also make the sound ‘ue’ (you) as in ‘few’.

Phonics - Blend to Read

dew (2) | news (3) | few (2)

Phonics - Split to Spell

newt (3) | stew (3) | new (2)

Phonics - Extra Support

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

Phonics - Extra Challenge

stewing (5)

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

Phonics - Apply

Write this caption on the mini whiteboard: a few newts sat in the dew. 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

Tell your student that in Steps 22, 23 and 24, they will be continuing to work at becoming confident, fluent readers.

This means that they will:

use everything they have learnt in their phonics lessons when reading new words
read words they know quickly
break words in helpful ways to help them to read them
think about reading words in groups (phrases) or, where they can, in full sentences
take notice of full stops
read with expression – using their voice to make the reading sound interesting.

They will also continue to be ‘Reading Detectives’, paying close attention to their reading and noticing where they make mistakes.

Show your student Big Cat Books: Water Bears.

Explain to your student that this book is not a story, instead it is a book that tells us about the world: an information book. Ask your student, ‘Can you tell from reading the title what this book might tell us about?’

Support your student as they read the eBook.

Reading & Writing - Main Activity

Look at Fantastic Natureby Oxford University Press page 12. Point to the label ‘wing tip’.

Explain to your student that this is a label. A label tells you what something is called.

Say, ‘This label has an arrow next to it pointing to the part it is naming.’

Ask your student to look through the book and to find three more labels.

Speaking & Listening

Tell your student that the animal they are going to be learning about this step is a giraffe.

Ask your student to tell you what they know already about giraffes.

Write the word ‘giraffe’ on a sticky note. Keep this sticky note on display in their workspace for the duration of this step. Say to your student that the word ‘giraffe’ is a tricky word to spell! Ask your student to practise writing ‘giraffe’ on the mini whiteboard.

Reading & Writing - Writing

Look at the larger 📄 giraffe picture. Take turns with your student to point to a part of the giraffe and name it. For example: eyes, legs, tail, neck.

Show your student the smaller 📄 giraffe picture. Explain that you would like them to write labels around the outside of this picture.

Ask your student to write a list of the parts of the giraffe that they want to label on the mini whiteboard. Encourage them to say each word slowly so they can hear each sound before writing it.

Ask your student to tell you which part of the giraffe they would like to label first. Then help your student to choose a good place to write the label. Encourage your student to look at the word on the mini white board and to choose a place on the piece of paper where the word could fit. It may be helpful for you to write a pencil line for your student to write on.

Once your student has written that label, they then need to draw an arrow to the correct part of the giraffe.

When complete, repeat with other labels.

Reading & Writing - What to Notice

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

For example:

‘That’s a great place for that label.’

‘You stretched out that word really well to hear all the sounds.’

‘You wrote that word so neatly - well done!’

Reading & Writing - Handwriting and Spelling

Explain to your student that they are going to continue learning words from the 📄 High Frequency Word List.

Choose three words that your student cannot yet spell. Explain to your student that they are going to practise these words throughout this step.

Look at the 📄 Weekly Spelling Activities. Choose one activity and use this to help your student practise their spellings today.