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Reading - Amazing Animals

Objectives

To begin to answer simple questions about a text.

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

Print the 📄 Cats at Night resource ready for your student to use in today’s lesson.

At the end of this lesson it would be great if your student could share their completed fact cards with someone new. This could be someone at home or you could send a film of them sharing the facts to someone further away.

Print out a few copies of the 📄 Fact cards. Your student will be writing each fact they know on a different fact card.

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 they will be revising the 📄 flashcard ‘o_e’. What sound does this digraph make? Answer: ‘oa’ as in ‘home’.

Phonics - Blend to Read

quote (3) | smoked (5) | woken (4) | globe (4)

Phonics - Split to Spell

slopes (5) | choke (3) | throne (4) | broken (5)

Phonics - Extra Support

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

Phonics - Extra Challenge

homely (5) | mousehole (6) | boneless (6)

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

Phonics - Apply

Write this caption on the mini whiteboard: the queen put her robe on her throne. 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

Show your student the sheet 📄 Cats at Night.

Tell your student that this sheet gives information about what cats do at night.

Ask your student to point to the title and read it to you.

Point to one of the captions(the short pieces of text inside the bubbles). Tell your student that these captions give a small amount of information and are more detailed than labels.

Ask your student to read the information sheet to you. They will need to use their finger to point to the section they are reading to help you to follow. Remind your student that they will need to be Reading Detectives, checking that their reading looks right, sounds right and makes sense.

Work through the following questions and instructions, talking about the answers together:

Point to a label.
What are the labels telling us? (Answer: the names of a cat’s body parts.)
How many body parts are labelled? What are they?
Tell me two things that cats do at night. Show me where you found that information.

Phonics - Main Activity

For this activity, you need the pictures your student drew on a sticky note of each giraffe fact from Step 22 Lesson 4.

Turn these pictures face down on the table. Ask your student to turn one over and do the action and say the fact which matches the picture. Repeat with the other pictures.

Support them with this until they know all the facts well.

Phonics - Writing

Show your student the blank 📄 Fact cards. Explain that today they will be writing each fact they know on a different fact card. Tell your student who they will be sharing these fact cards with when finished.

Turn the 📄 Sentence Checklistface down. Ask your student to hold up their fingers and to try and remember the five things written on the 📄 Sentence Checklist. 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.

Ask your student which fact they would like to start with. Say this 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 blank fact card. 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 the other facts they know.

Remember to give your student an opportunity to share these fact cards with someone new!

Phonics - Extras Support

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.

Phonics - 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.

Phonics - 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 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.