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Instructions: Pigeon Books

Objectives

To begin to use the voice to add expression when reading aloud.

To compose a sentence orally before writing.

Resources

Laptop, PC or tablet | Mini whiteboard and pen | Drawing and writing pencils | Your student's library of familiar books | A range of things your student needs for bed – toothbrush, teddy, pyjamas, etc.

Vocabulary

Words in bold can be found in the 📄 Year 1 English Glossary

information | rule | commands | because

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.

Phonics - Quick Fire!

Quick recognition of sounds – take this opportunity to go through the flashcards that you have used in Part 2 and remove any that your student is fully secure with.

Phonics - New Learning

Show your student the flashcard ‘ue’. Tell your student that these letters can make the sound ‘oo’ as in ‘blue’.

Phonics - Blend to Read

clue (3) | glued (4) | untrue (5) | blue (3)

Phonics - Split to Spell

true (3) | glues (4) | cruel (4)

Phonics - Extra Support

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

Phonics - Extra Challenge

clueless (6)

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

Phonics - Apply

Write this caption on the mini whiteboard: the clue is true and the glue is blue. Then ask your student to read the caption.

Reading - Introduction

Ask your student to choose two books from their library to read to you. Remind them to read ‘like a storyteller’, making the reading sound smooth and interesting. Tell them to read at a good pace, not too fast and not too slow.

Reading - Read

Show your student the Big Cat Books eBook library and spend some time reminding yourselves with how it works. Allow your student to read through the titles of the ‘Green’ or ‘Orange’ books. Ask them to choose a book to open. Allow your student to listen to the eBook being read aloud.

Do they notice that the words are tracked as the reader reads them? Ask your student to listen to the reader. Are they reading like a storyteller?

Once you have listened to the reader for a few pages, turn the volume down on your device and allow your student to take over with the reading. Remind them to read like a storyteller and help your student with any words they get stuck on.

You may have time to choose another book from Big Cat Books to look through.

Tell your student that the Big Cat Books eBook library will be used in most lessons for them to choose from themselves – this will allow your student a sense of ownership over the books they are reading. It will also help them to develop ‘stamina’ for reading – the ability to read for a sustained amount of time.

Reading - Extra Challenge

The Big Cat Books eBooks library is a resource for you and your student to use at a pace that suits their learning. If your student finds the yellow books too easy – that is, they are reading them quickly with no or very few errors and is able to tell you about what they have read – you can go up to the ‘Turquoise’ level books and use these for the lessons.

Reading - Extra Support

If your student finds reading the whole text challenging, share the reading with them or allow them to listen to the audio and then have a go at reading a few pages. The eBook library can be used to suit your student. Stick with the ‘Green’ level and build up the amount of reading your student does lesson by lesson.

Reading & Writing - Introduction

Show the opening minute of Don’t Let the Pigeon Stay Up Late! Stop at one minute.

Show your student the items you have selected that are part of their bedtime routine. Talk about them in a bossy voice.

For example, show them the toothbrush and say (in a bossy voice), ‘Go and clean your teeth!’

Explain to them that, ‘Go and clean your teeth!’ is a command and that we sometimes use a bossy voice when we are saying commands.

Ask your student to say the word ‘command’ with you and ask them to tell you what a command is (something you say in a bossy voice when you want someone to do something).

Reading & Writing - Main Activity

Then play the rest of Don’t Let the Pigeon Stay Up Late!

Point out to your student that the pigeon has a lot of excuses for not going to bed!

Ask:

What excuses do you have for not going to bed?!
Do any of the pigeon’s excuses seem familiar?

Ask your student to write down some of the things they say at bedtime. Examples might be: ‘I am not tired’, ‘I want a glass of milk’, ‘My pyjamas are itchy’, ‘It is too dark’.

Then give them 📄 Because. Ask your student to extend their sentences with the word ‘because’.

For example:

I am not tired because I have superpowers that make me always full of energy.

I am not tired because I had a little nap this afternoon.

Reading & Writing - Extra Support

Show your student the 📄 I Can’t Go to Bed writing frame and ask them to use that to help them extend their sentences using the word ‘because’.

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 have remembered how to spell ‘because’ – well done!’

Handwriting and Spelling

Children’s handwriting develops at 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 lesson to focus on.

You may find your student needs to practise letter shapes they find tricky many times before they feel confident.

Remember to use the 📄 Letter Formation Ideas resource.

This lesson, please do dictation sentences with your student.

Ask them to sit up straight, with their feet on the floor and their pencil held correctly. Then explain that you will read out a sentence to them and that they should listen carefully. Then read it again, slowly and clearly and ask them to write that sentence themselves.

A big dog set off on a run.
Mum had a bag for me.
The children went to see Gran with Dad.

Citations

[1] www.youtube.com [2] www.youtube.com