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Instructions: Pigeon Books

Objectives

To enjoy reading and listening to a range of books, drawing on background information and vocabulary provided.

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 | Scissors

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. Search for A Day at the Eden Project.

Write the words from 'Blend to Read' (below) on 📄 blank flashcards.

Write the words ‘roots’, ‘stems’, ‘leaves’, buds and flowers’, ‘fruit’, ‘seeds’, ‘shoots’ on 📄 blank flashcards.

Phonics - Quick Fire!

Quick recognition of sounds.

Phonics - New Learning

Show your student the flashcard ‘are’. Tell your student that as well as being the word ‘are’ as in you are my friend, this group of letters can make the sound ‘air’ as in ‘care’.

Phonics - Blend to Read

care (2) | careful (5) | prepare (5) | beware (4)

Phonics - Split to Spell

spare (3) | share (2) | glare (3) | dare (2)

Phonics - Extra Support

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

Phonics - Extra Challenge

rarely (4) | careless (5)

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

Phonics - Apply

Write this caption on the mini whiteboard: Clare does not like to share. Then ask your student to read the caption.

Phonics Play

PLAY - Rocket Rescue (Phonics Play)

Select 'Start'. Select 'Phase 4'.

Reading - Read

Can your student choose a non-fiction (information) book from Big Cat Books and find words in the book that they have not heard before or don’t know the meaning of? One example is A day at the Eden Project.

Read the book together. If you come across a word they do not know the meaning of, find out the meaning together.Are they able to find the meaning in the book?

Reading - Extra Support

If your student finds it too challenging to work with all seven flashcard headings, remove any that aren’t relevant to the foods you have spoken about.

Reading - Introduction

Watch and enjoy Don’t Let the Pigeon Stay Up Late!

Admit that the pigeon does not seem ready for bed and needs some help.

Discuss with your student how they calmly prepare for bedtime.

For example, they might have a warm bath, put on some cosy pyjamas or have a glass of warm milk.

Reading - Main Activity

Explain that we often use time words to talk about what we do and what order we do them in. These are called time adverbials. These are words such as: first, next, then, after, finally, last.

For example:

First*, undress.*

Next*, have a warm bath.*

Then*, drink a glass of warm milk.*

Point out that if the sequence is not followed in the correct order, things go wrong! For example, you cannot have a bath with your clothes on!

Read together 📄 How to get ready for sleep and point out that the order is wrong.

Give your student some scissors and ask them to cut the sentences out and to arrange them in the correct order.

Point out the time adverbials at the beginning of the sentences.

When they think they have finished, read the sentences out together to check that the order makes sense.

Reading - 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 to the time adverbials – it makes the sentences easier to put in the right order, doesn’t it?’

Handwriting and Spelling

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

Put it back and go to bed.
Then, go down to see Mum.
We all went with them to see the children.

Citations

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