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Amazing Animals

Objectives

To begin to notice incorrect attempts at a word.

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

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

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 prefer. If you choose to use a different animal, say that animal’s name instead of ‘lion’, whenever lions are mentioned in the plan.

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

If your student is in need of extra support, you may choose to write the sentence starter ‘A lion has…’ on the mini whiteboard.

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

Phonics - Quick Fire!

Quick recognition of sounds.

Phonics - New Learning

Show your student the 📄 flashcard ‘oy’. Tell them that this is another way of writing the sound ‘oy’ as in ‘boy’.

Phonics - Blend to Read

boy (2) | toys (3) | destroy (6) | royal (4)

Phonics - Split to Spell

joys (3) | boys (3) | enjoy (4) | loyal (4)

Phonics - Extra Support

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

Phonics - Extra Challenge

royalty (6) | loyalty (6) | enjoyment (8)

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

Phonics - Apply

Write this caption on the mini whiteboard: the royal boys enjoy playing with toys. 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

Together look at your student's labelled picture of a lion from Step 23 Lesson 1.

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

Tell your student that we need to remember what every sentence needs. Ask them to ‘act out’ the five things on the 📄 Sentence Checklist and you will try and guess what they are showing you.

Reading & Writing - Main Activity

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

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

For example, turning the label ‘fur’ into: ‘A lion has yellow fur.’

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

This step you will have chosen to either continue to practise individual letter shapes or work on 📄 Pre-Joining Patterns.

Continue with this at the end of every lesson this step.