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Instructions: Pigeon Books

Objectives

To say aloud what they are going to write about.

To compose a sentence orally before writing.

Resources

Laptop, PC or tablet | Mini whiteboard and pen | Drawing and writing pencils

Vocabulary

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

Today's Lesson

What to Get Ready

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 ‘ui’. Tell your student that these letters can make the sound ‘oo’ as in ‘fruit’.

Phonics - Blend to Read

juice (3) | fruity (5) | bruised (4)

Phonics - Split to Spell

suit (3) | cruise (4) | bruise (4)

Phonics - Extra Support

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

Phonics - Extra Challenge

fruitless (7) | bruising (6)

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

Phonics - Apply

Write this caption on the mini whiteboard: apples are a fruit that bruise and are juicy. Then ask your student to read the caption.

Reading - Introduction

Read a new choice from Big Cat Books. Ask your student 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

Tell your student that today you would like to hear them read with their best storyteller voice. Remind them that good storytellers read phrases without gaps. Practise this using the phrases from the text that you have written onto strips. You may want to read some as well, to model good reading to your student.

As your student is reading, say, ‘You sounded like a storyteller!’ when they read in full phrases.

Reading - Extra Support

There is no student for your student to read the full story. Spend more time practising shorter phrases, building up to longer phrases. Then read a few pages of the story so that your student can practise reading in phrases as part of reading the story rather than on their own.

Reading - What to Notice

Is your student anticipating phrases – reading in phrases as they read the story without you having to prompt? If so, notice and praise this. If not, say, ‘I think those words would have sounded good read all together, like this…'

Reading - Phonics Play

PLAY - Picnic on Pluto (Phonics Play)

Select 'Start'. Select 'Phase 4'. Select 'Revise all Phase 4'.

Reading & Writing - Introduction

Play and enjoy Don’t Let the Pigeon Drive the Busand Don’t Let the Pigeon Stay Up Late!

Talk about what is the same and what is different in both stories. In both, the pigeon tries to persuade the reader to let them break the rules.

Look at the titles of both books. Both are examples of instructions (information about how something should be done).

Explain that some instructions also tell you about what not to do.

Reading & Writing - Main Activity

Tell your student that you are going to play a game.

Explain that you will share with them a range of instructions. If the instruction is correctly written, your student should follow it. If the instruction is incorrectly written, your student should do nothing!

Show them 📄 Sentence Punctuation. Read each instruction and ask your student to only do the action if the sentence is written correctly. 📄 Sentence Punctuationthen shows you both how the sentence should be punctuated.

At the end of 📄 Sentence Punctuation**,**look at the final slide. Each instruction is written down, with the verb written in red.

Ask your student:

What is a verb? (a doing word)
Do you think we could use these verbs to write instructions for a short dance?

Explain that you will both write instructions for a short dance that you could then ask friends/peers to follow.

Model this by choosing a verb (Jump) and writing a different instruction (Jump side to side).

Together, suggest lines to go with the different verbs. Take it in turns to write these down. Encourage your student to say the words they want to write out loud and write down the sounds they hear. Remind them to start their sentences with a capital letter and end them with a full stop.

When you have finished, try and persuade others to follow your instructions and do the dance!

Reading & Writing - What to Notice

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

For example:

‘Your sentences start with a capital letter and end with a full stop.’

‘I love your instructions. You are looking at the verbs and working out an instruction to go with it.’

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 step 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 step, please do these dictation sentences with your student. They should use their best handwriting:

I will not look at the big bag.
I can get back to him.
We went for help.

Citations

[1] www.youtube.com [2] www.youtube.com [3] www.youtube-nocookie.com [4] www.youtube.com [5] www.phonicsplay.co.uk