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Instructions: Pigeon Books
Objectives
To read books with increased pace.
To compose a sentence orally before writing.
Resources
Laptop, PC or tablet | Mini whiteboard and pen | Writing pencils | Your student's library of familiar books
Big Cat Books | 📄 Sound Flashcards Set 8 | 📄 Blank Flashcards | Flashcard Time Challenge (Phonics Play) | 📄 How to Use a Bus | 📄 How to Get Ready for Lunch | 📄 How to | 📄 Letter Formation Ideas | Set 8 Sound Flashcards and Actions
Vocabulary
Words in bold can be found in the 📄 Year 1 English Glossary
sounds | sound out | blend |split | flexible | pace | check | Reading Detective | Storyteller | information | rule | punctuation | instructions
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.
Write the words from 'Blend to Read' (below) on 📄 blank flashcards.
Phonics - Quick Fire!
Quick recognition of sounds.
Phonics - New Learning
Ask your student if they can show you the three different flashcards they have used during this step to make the sound ‘oo’ (‘ue’, ‘u_e’, ‘ui’). Tell your student that they will be reading and writing words in this lesson that use these groups of letters to make the sound ‘oo’.
Phonics - Blend to Read
clue (3) | prunes (5) | suited (5) | pollute (5)
Phonics - Split to Spell
Words using ue: cruel (4) | blue (4)
Words using u_e: brute (4) | flute (4)
Words using ui: fruitful (7) | juice (3)
Phonics - Extra Support
Show your student how to blend to read/split to spell the first word in each activity.
Phonics - Extra Challenge
juiciest (7) | characteristic (12)
Challenge your student to write the words without Sound Beds to help them.
Phonics - Apply
Write this caption on the mini whiteboard: Luke feels blue because June spoke rudely to him. Then ask your student to read the caption.
Reading - Introduction
Read your most recent 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.
Now choose a new book from Big Cat Books to read together.
Reading - What to Notice
How long does it take your student to read through the text?
An objective of Part 3 is for your student to increase their reading speed.
Is your student able to read the full story in the time you have allocated for the main part of the session? If not, spend time during the Introduction of the next lesson reading books that your student is familiar with, telling them that you want to hear them getting quicker. You could suggest timing them as they read and challenging them to beat their best time.
Reading - Phonics Play
Log in to Phonics Play.
PLAY - Flashcard Time Challenge (Phonics Play)
Select 'Start'. Select 'Phases 3 and 5A'. Select 'Two Minute Challenge'.
Understanding - Introduction
Show your student a set of instructions, either 📄 How to Use a Bus or 📄 How to Get Ready for Lunch.
Talk about the features of instructions – there is a title, pictures, sentences, instruction words.
Point out that the punctuation is clear and makes each sentence easy to spot.
Read the instructions aloud and talk about how the pictures help with each instruction.
Understanding - Main Activity
Ask your student:
- When are instructions really helpful?
- Can you think of times or places when it is really useful to have instructions? (For example: cooking, using a tool around the house, giving the right amount of food to a pet, changing a tyre on a bike.)
Help your student choose a time and place (a scenario) when instructions are useful.
When they have decided on a good scenario, give them the 📄 How to writing frame. Choose which of the two writing frames to use and challenge them to write their own instructions for their scenario.
Firstly, tell them to speak the instructions out loud to you. This will help them hear if they make sense and if they have missed anything out.
When they have spoken them aloud, encourage them to write them down, one at a time. When they do so, remind them of capital letters and full stops. They should also say the words out loud as they write them and write down the sounds they can hear.
Understanding - Extra Challenge
Encourage your student to start their sentences with instruction words and to include helpful drawings in their instructions.
Understanding - What to Notice
While they are doing this activity, remember to praise your student for the skills they are using.
For example:
‘Your handwriting is really clear, and I can see you have remembered your capital letter and full stop for each sentence!’
‘Can you use instruction words to start your sentences? They help the sentences sound like they want people to follow them.’
Handwriting and Spelling
Today, please do these dictation sentences with your student. They should use their best handwriting.
- They went into the room with Mum.
- I got all the big bags.
- I can see her.