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Instructions: Pigeon Books
Objectives
To read books with increased pace.
To use phonic knowledge and skills as the route to decode words.
Resources
Laptop, PC or tablet | Mini whiteboard and pen | Drawing and writing pencils | Your student's library of familiar books
📄 Sound Flashcards Set 8 | Set 8 Sound Flashcards and Actions
Vocabulary
Words in bold can be found in the 📄 Year 1 English Glossary
information | discussion | questions | instructions| sounds | sound out | blend |split | flexible | pace | check | Reading Detective | storyteller | compound word
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 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
Show your student the flashcard ‘ear’. Ask your student what sounds they already know that this group of letters can make (‘ear’ as in ‘hear’). Tell them that these letters can also make the sound ‘air’ as in ‘bear’.
Phonics - Blend to Read
bear (2) | swear (3) | wearing (4)
Phonics - Split to Spell
pears (3) | tear (2) | tearing (4)
Phonics - Extra Support
Show your student how to blend to read/split to spell the first word in each activity.
Phonics - Extra Challenge
bearable (5) | unbearable (7)
Challenge your student to write the words without Sound Beds to help them.
Phonics - Apply
Write this caption on the mini whiteboard: the bear tears pears. Then ask your student to read the caption.
Phonics Play
Log in to Phonics Play.
PLAY - Tricky Word Trucks (Phonics Play)
Select 'Phase 4'. Select 'Phase 4 - All HFW'. Select 'Next'. Select 'Go'.
Reading - Introduction
Read the latest 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 search for a new book from Big Cat Books to read together.
Reading - Read
Remind your student that one way of becoming a quicker reader is to know how to chop words up in helpful ways. Tell them that we can do this with ‘compound words’. A compound word is a word made when two smaller words are put together.
For example: playground = ‘play’ and ‘ground’.
Show your student the flashcards with the compound words written on them.
Ask them to chop each compound word into its two smaller words using the scissors and then to place them back together and then read the compound word aloud.
Reading - Extra Challenge
our student can complete the other interactive questions in the book if they would like an extra challenge (click on the pencil icons).
Reading - Extra Support
If your student needs support knowing where to chop the compound words, tell them to read from left to right from the start of the word, blending as they go. Do they notice when they have read the first word within the word? (For example, the ‘play’ of ‘playground’.)
Reading - What to Notice
Is your student getting quicker at reading the texts? Remember to use the prompts ‘Make it quick’ and ‘Make it smooth’.
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 during 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 dictate sentences for your student to read.
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. They should use their best handwriting.
- We all went for help.
- She had a look in the box because she had lost her bag.
- Mum and Dad had a look too.