Home Learning — Course Library

Home
Canvas Guide

Partial Progress - Circles (browser only)

Reading - Amazing Animals

Objectives

To read labels, lists and captions to find information.

To write a simple sentence with a capital letter and a full stop.

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.

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

Phonics - Quick Fire!

Quick recognition of sounds.

Phonics - New Learning

Remind your student that they are learning different ways of making the sound ‘ue’ (you).

Show your student the 📄 flashcard ‘u’. What sound does it make? This letter can make the sounds ‘u’ as in ‘up’ and ‘oo’ as in ‘put’. It can also make the sound ‘ue’ (you) as in ‘duty’.

Phonics - Blend to Read

duty (4) | tulip (5) | music (5) | student (7)

Phonics - Split to Spell

tuna (4) | human (5) | unit (4) | pupil (5)

Phonics - Extra Support

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

Phonics - Extra Challenge

tunic (5) | funeral (6)

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

Phonics - Apply

Write this caption on the mini whiteboard: a student played music. 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

Support your student as they re-read the section ‘Animal Tricks’ from the book Fantastic Nature.

When your student has read the section, work through the following questions with them, talking about their answers.

Why does the bird make itself look like a tree? (page 10)
Show me the label that tells us the special name for the end of a moth’s wings. (page 12)
Why does the mantis make itself look like a flower? (page 16)
Why are the pictures at the bottom of page 8 numbered 1, 2, 3, 4 and 5?
Why do sharks not need tricks?
Use the glossary to find out what an ‘antenna’ is.
Use the index to take you back to the page about the ‘octopus’.
Use the index to find out how many pages you would find ‘fish’ on. What are the page numbers?

Reading & Writing - Main Activity

Together, look at your student's labelled picture of a giraffe from Step 22 Lesson 1.

Explain that today your student will be turning these labels into sentences.

Turn the 📄 Sentence Checklis****t face down. Ask your student to hold up their fingers and to try and remember the five things that are written on the📄 Sentence Checklis****t. They can fold a finger down each time they remember one of these things. Turn over the checklist at the end to check they didn’t miss anything.

Explain that all of your student's sentences will start with the words, ‘A giraffe has…’.

Help your student to turn their first label into a sentence. Encourage them to add in extra detail.

For example, turning the label ‘leg’ into: ‘A giraffe has long legs.’

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 labels they have written.

Reading & Writing - Extra Support

If your student needs more time to write, 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, you can allow them to work more independently. You could support them with their first sentence but then ask them to turn the rest of the labels into sentences on their own.

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 have noticed that you are checking what you have written carefully.’

‘Well done for remembering to use your finger space between words!’

‘Great use of your Alphabet Mat to remember how that sound is written.’

Handwriting and Spelling

Ask your student to spell the words they have been practising during 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.