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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 | Plain paper | Drawing and writing pencils | Your student's library of familiar books

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 and are logged in to Big Cat Books.

If you need help to log in to Big Cat Books, please read this page.

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 ‘ch’. Ask your student what sound they already know for this group of letters – they should be confident with the sound ‘ch’ as in ‘chip’. Tell your student that these letters also make the sound ‘ck’ as in ‘school’.

Phonics - Blend to Read

ache (2) | school (4) | anchor (4)

Phonics - Split to Spell

chemist (6) | echo (3) | character (7)

Phonics - Extra Support

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

Phonics - Extra Challenge

characterful (10) | chemical (7) | stomach (6)

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

Phonics - Apply

Write this caption on the mini whiteboard: the chemist gave me medicine for my stomach ache. Then ask your student to read the caption.

Reading - Introduction

Read yesterday’s 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 - Phonics Play

PLAY - Acorn Adventures (Phonics Play)

Select 'Start'. Select 'ch'.

Understanding - Introduction

Remind your student of how correct sentence punctuation helped them to understand yesterday’s instructions. Explain that today you will be sharing more instructions but that you will be reading them aloud.

Ask:

If I am reading instructions aloud, how will punctuation help? (Full stops help us know when to stop reading.)

Understanding - Main Activity

Explain to your student that they will need to listen to instructions about how to draw a pigeon. It is the pigeon in the books they have been watching in the weblinks.

Firstly, write and read these words:

First
Then
Next
After that
Finally

Explain that they are instruction words. They are often used to start instruction sentences. Tell your student that they will hear those words when you read out how to draw a pigeon.

Give your student a piece of paper and drawing pencils. Remind them to listen carefully. Tell them you will read one instruction out at a time and you will give them time to follow that instruction.

Then, using 📄 How to Draw a Pigeon, read the instructions to your student.

During the activity, point out any instruction words you read out.

Understanding - What to Notice

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

For example:

‘You are listening really carefully and following what I tell you to do.’

‘Can you hear the instruction words? They start the sentence and tell you that it is something you are being asked to do.’

Handwriting and Spelling

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

We went for help.
I put it in the big box.
All the children put them back.

Citations

[1] www.youtube.com [2] www.phonicsplay.co.uk [3] ebooks.collinsopenpage.com