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Amazing Animals

Objectives

To read aloud independently from simple books.

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 out the document 📄 Helpful Strategies ready to use in today’s lesson.

**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.

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 somebody 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

Ask your student to write as many ways as they can think of for writing the sound ‘er’ on their mini whiteboard. They may include ‘er’, ‘ir’, ‘ur’, ‘ear’ and ‘or’.

Tell your student that today they will be revising the digraph ‘er’ (as in ‘her’).

Phonics - Blend to Read

perfect (6) | rather (4) | teacher (4) | kerb (3)

Phonics - Split to Spell

father (4) | verbs (4) | sternly (6) | tiger (4)

Phonics - Extra Support

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

Phonics - Extra Challenge

afterwards (8) | underground (9)

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

Phonics - Apply

Write this caption on the mini whiteboard: the winter tern flies over the water. 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

Take a few moments to look at the first page of the 📄 Helpful Strategiesresource.

Tell your student, ‘These are the strategies that you learned back in Part One to help you to become a reader.’

Spend some time looking through each of them. Which of these strategies does your student still use when they get to words they don’t know? Are there any they don’t use anymore? Or any they use differently?

For example, they might not use the pictures to help them so much anymore. Or they might do their sounding out in their head instead of out loud.

Now look at the second sheet. This version of the strategies shows your student how much their reading has improved. It gives them newer versions of the reading strategies that suit their reading level now.

Briefly talk through some of the strategies. Are there any that your student doesn’t already use? Encourage them to try as you read today’s book.

Tell your student that today’s book Animals in Hiding will need them to concentrate and to use lots of their 📄 Helpful Strategies. They will especially need to think about all the different sounds they know as there will be lots in the story.

Ask your student to read the book to you.

Turn to page 16–17 and ask your student the questions under the heading:

Develop reading language and comprehension.

Reading & Writing - Main Activity

For this activity you need the pictures your student drew on a sticky note of each lion fact from Step 23 Lesson 4.

Turn these pictures face down on the table. Then ask your student to turn one over and to 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.

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 they are finished.

Turn the 📄 Sentence Checklist face down. Ask your student to tell you everything a sentence needs, using actions if they would like to. 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 a 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!

Reading & Writing - Extra 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.

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.