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Reading - Amazing Animals

Objectives

To begin to correct mistakes in reading.

To label a picture.

Resources

Laptop, PC or tablet | Mini whiteboard and pen | Pencils | Pens | Ruler

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

Make sure you have access to your student's library of familiar books.

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

Please note: This step’s learning will be based around a new animal. A lion will be mentioned in the plans, but you could choose to write about your student's favourite animal if you would prefer. If you choose to use a different animal, say that animal’s name instead of ‘lion’, whenever lions are mentioned in the plan.

Either print out the 📄 Lion pictures or print out two pictures of your student's favourite animal (one should be larger than the other).

Phonics - Quick Fire!

Quick recognition of sounds.

Phonics - New Learning

Tell your student that they will be learning more ways of writing the sound ‘ch’.

Ask your student if they can write ‘ch’ on the mini whiteboard. Tell them that sometimes, ‘ch’ has a letter ‘t’ at the beginning of it: ‘tch’.

Show your student the 📄 flashcard ‘tch’. Tell your student that in English, ‘tch’ is not found at the beginning of words, only in the middle or at the end.

Phonics - Blend to Read

batch (3) | stretch (5) | crutch (4) | stitch (4)

Phonics - Split to Spell

match (3) | thatch (3) | clutch (4) | scratch (5)

Phonics - Extra Support

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

Phonics - Extra Challenge

butcher (4) | sketching (6) | hatchling (6)

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

Phonics - Apply

Write this caption on the mini whiteboard: the witch made a sketch of the hatching bird. 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

Choose two or three books from your student's library to read. Remind your student to be a Reading Detective and to read like a storyteller.

Reading & Writing - New Learning

Explain that this step your student will be learning and writing about lions!

Speak with your student about lions. You could use the following questions:

What do lions look like?
What do you know about lions?
Would you like to keep one as a pet?

Speaking and Listening

Write the word ‘lion’ on a sticky note. Give your student time to practise spelling this word on the mini whiteboard.

Keep this sticky note on display in their workspace for the whole step.

Reading & Writing - Main Activity

Look at the larger lion picture. Take turns with your student to point to a part of the lion and to name it.

For example: eyes, legs, tail.

Show your student the smaller lion 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 lion that they want to label on the mini whiteboard. Encourage your student to say each word slowly so they can hear each sound before writing.

Ask your student to tell you which part of the lion they would like to label first.

Help your student to choose a good place to write the label. Encourage them to look at the word on the mini whiteboard and 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 using a ruler.

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!’

Handwriting and Spelling

Children’s handwriting develops as different times. Have a close look at your student's recent writing. Are there letter shapes that they still need to work on? If there are, please continue to choose one or two letters a day this step to focus upon. You may find your student needs to practise letters shapes they find tricky many times before they feel confident. Remember to use the 📄 Letter Formation Ideas resource.

If your student is confidently and correctly forming all of their letters you may choose to move on to ask your student to complete one of the 📄 Pre-Joining Patterns sheets.