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Reading - Amazing Animals
Objectives
To read labels, lists and captions to find information.
To write a glossary.
Resources
Laptop, PC or tablet | Mini whiteboard and pen | Pencils | Pens | Your student's High Frequency Word List | Your student's labelled Giraffe picture from Step 22 Lesson 1 | Book: Fantastic Nature by Oxford University Press
📄 Glossary Sheet | Online Timer (Online Stopwatch) | 📄 Sound Flashcards 6 | 📄 Sound Flashcards 7 | 📄 Blank Flashcards | 📄 Sentence Checklist | 📄 Alphabet Mat | 📄 Lined Paper Resource | 📄 Pre-Joining Patterns sheets | 📄 High Frequency Word List | 📄 Weekly Spelling Activities
Vocabulary
Words in bold can be found in the 📄 Year 1 English Glossary
sound | letter | blend | split | capital letter | storyteller | sentence | full stop| expression | phrase | exclamation | question | information | contents page | glossary | index | label | animals | facts | list
Today's Lesson
What to Get Ready
Read the section ‘Animal Tricks’ from the book Fantastic Nature in preparation for today’s lesson. This book will also be used inPart 3 of the Year 1 course. The first two sections of the book, ‘Animal Tricks’ and ‘Fantastic Plants and Animals’, will be read in these last few steps of Part 2.
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 ‘u_e’. Tell your student that this split digraph can make the sound ‘ue’ (you) as in ‘cube’.
Phonics - Blend to Read
tune (3) | cute (3) | huge (3) | duke (3)
Phonics - Split to Spell
tube (3) | fume (3) | use (2)
Phonics - Extra Support
Show your student how to blend to read/split to spell the first word in each activity.
Phonics - Extra Challenge
assume (4) | refuge (5)
Challenge your student to write the words without Sound Beds to help them.
Phonics - Apply
Write this caption on the mini whiteboard: the duke rode the mule up the huge dune. 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
Remind your student of the game they played yesterday where they named as many animals as they could in one minute. Today your student has a chance to beat their score!
Set the timer for one minute and count the animals your student names. Did they think of more animal names this time?
PLAY - Online Timer (Online Stopwatch)
Reading & Writing - New Learning
Show your student the book Fantastic Nature. Tell your student that this book is an information book. Ask your student what they think this book might tell us about. Talk about the title and the picture on the cover as clues.
Open the book to page 7. Tell your student that this is a section of the book called ‘Animal Tricks’.
Show your student the contents page. This page tells us what information we will find on the other pages.
Ask your student the following questions:
- ‘On which page will I find the title, “Is it an Owl?”’
- ‘What is the title I will find on page 13?’
Now support your student as they read the section ‘Animal Tricks’.
Reading & Writing - Main Activity
Look at Fantastic Nature by Oxford University Press page 22. Point to the Glossary section at the top. Explain to your student that a glossary explains what words mean. Read this glossary with your student.
Ask your student to look through the book to see if they can find another glossary.
Speaking and Listening
Explain to your student that today they are going to be learning some new parts of a giraffe.
Say the word ‘hoof’ to your student and ask them to repeat it back to you until they are saying it correctly.
Say, ‘This is the hard part of a giraffe’s foot.’ Show your student where this part is on the larger giraffe picture.
Ask your student to think of an action to go with the word ‘hoof’. Practise doing this action while saying, ‘Hoof: the hard part of a giraffe’s foot.’
When your student knows the definition well, ask them to write it down on the 📄 Glossary sheet. They may also like to add the word as a label to their giraffe picture from Step 22 Lesson 1.
Repeat the process with one of the glossary words listed below. If your student is ready for an extra challenge, you may choose to complete both.
- mane: long thick hair at the back of the neck
- tail tuft: a bunch of hair at the end of the tail
Reading & Writing - What to Notice
While they are doing this activity, remember to praise your student for the skills they are using.
For example:
‘What a great action, that will really help us to remember the word.’
‘Well done for remembering your finger spaces.’
‘Well done for using your finger to check that sentence makes sense.’
Handwriting and Spelling
Ask your student to spell the words they have been practising in 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.