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Amazing Animals

Objectives

To begin to correct mistakes in reading.

To use the word ‘and’ to join ideas in a sentence.

Resources

Laptop, PC or tablet | Mini whiteboard and pen | Pencils | Pens | Your student's High Frequency Word List

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

Have the printed copy of Helpful Strategies ready to use in today’s lesson.

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

Print out the 📄 Lost poster.

Phonics - Quick Fire!

Quick recognition of sounds.

Phonics - New Learning

In this lesson, your student will be revising some of the new flashcards from Steps 19 to 23.

Show your student the 📄 flashcards ‘s’ and ‘c’. What sound can both of these letters make? (Answer: ‘s’ as in ‘sit’ and ‘cell’.)

Ask your student to remind you which letter sometimes comes after ‘s’ and ‘c’ that can’t be heard. (Answer: The letter ‘e’, making ‘se’ or ‘ce’.)

Phonics - Blend to Read

city (4) | cement (6) | convince (7) | purse (3)

Phonics - Split to Spell

These words have ‘c’ in: brace (4) | nice (3)

These words have ‘se’ in: nurse (3) | goose (3)

These words have ‘ce’ in: since (4) | fence (4)

Phonics - Extra Support

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

Phonics - Extra Challenge

defenceless (9)

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

Phonics - Apply

Write this caption on the mini whiteboard: my house in the city has a fence and an office. 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 sheet 2 of the 📄 Helpful Strategies document.

Point to the first box on the second row, the one about sounding out. Tell your student that you are going to look at a word you find challenging to read and use this strategy to help you to read it.

Write the word ‘hooking’ on your mini whiteboard.

Say, ‘I know that the digraph ‘oo’ makes the sound ‘oo’ (as in ‘zoo’), but h-oo-king doesn’t seem right. I don’t think it is a word! I am going to try some different sounds. What other sounds could the digraph ‘oo’ make?’

Your student may suggest the sound that the digraph ‘oo’ makes in the word ‘look’. If not, you can suggest it. Then try this alternative sound in the word, successfully reading the word ‘hooking’.

Remind your student that if a sound they try doesn’t seem right, they can ask, ‘What other sounds could this letter/these letters make?’

Open up: Big Cat Babiesand ask your student to read it to you.

Have the 📄 Helpful Strategies (sheet 2) in a place where your student can look at it if they need to while they read.

After their reading, find a suitable place in your student's workspace to display the 📄 Helpful Strategies (sheet 2) for them to refer to whenever they are reading.

Speaking & Listening

Share the 📄 Lost poster with your student.

Ask your student to imagine that they are a zoo-keeper and an animal has escaped from the zoo! Read the writing on the poster to your student, explaining what it means.

Give your student time to decide on the animal that will be missing. If your student needs extra support, it may help if they focus on one of the animals they have been learning about.

Say to your student that as there is not much space on the poster for information, they are going to need to use the joining word ‘and’. Say, ‘this word helps us add extra information to our sentences.'

Reading & Writing - Writing

Explain to your student that they will need complete the animal description first. You may choose to find a picture of the animal they have chosen to help them.

If your student needs extra support, you could write a sentence starter on the mini whiteboard.

For example, if your student has chosen to write about a rabbit, your sentence starter would be: ‘This rabbit has’.

Talk with your student about different parts of the animal you could describe. Help your student to use the word ‘and’ to join two of these details together.

For example: ‘This rabbit has long ears and red eyes.’

Say the chosen 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 📄 Lost poster. 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.

Work with your student to make up further sentences about their lost animal.

When that is completed, your student can draw a picture of their animal on the poster and add any extra details.

Reading & Writing - What to Notice

While they are doing this activity, remember to praise your student for the skills they are using.

For example:

‘You remembered to put a full stop at the end of your sentence.’

‘You stretched out that word really well to hear all the sounds.’

‘You wrote that word so neatly - well done!’

Handwriting and Spelling

Explain to your student that they are going to continue learning words from the 📄 High Frequency Word List.

Choose three words that your student cannot yet spell. Explain to your student that they are going to practise these words all step.

Look at the 📄 Weekly Spelling Activities. Choose one activity and use this to help your student practise their spellings today.