Home
Canvas Guide

Partial Progress - Circles (browser only)

Instructions: Pigeon Books

Objectives

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

To compose a sentence orally before writing it.

Resources

Laptop, PC or tablet | Mini whiteboard and pen | 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.

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 ‘ph’. Tell your student that this group of letters can make the sound ‘f’ as in ‘phone’.

Phonics - Blend to Read

photo (4) | dolphin (6)

Phonics - Split to Spell

phone (3) | phantom (6)

Phonics - Extra Challenge

Philip (5) | Stephanie (7) | graph (4)

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

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.

Ask your student the questions at the back of the book.

Reading - Main Activity

Watch and enjoy the story Don’t Let the Pigeon Drive the Bus.

Recap about the reasons why it is important that the pigeon does NOT drive the bus. Encourage your student to use the word because when they talk about these reasons. Show them Because to remind them of the word.

For example,

It is important the pigeon does not drive the bus because they will get lost and run out of petrol.
It is important the pigeon does not drive the bus because they don’t know how to drive.

Think about the reasons why it is important that the pigeon does NOT drive the bus. Encourage your student to use the word because when they talk about these reasons. Show them 📄 Because to remind them of the word.

Reading - Apply

Together, think of some words and commands useful for instructions that are to do with safety and travelling.

For example:

Sit in a car seat.
Wear a seatbelt.
Walk on the pavement.
Cross the road at a crossing.

Now encourage your student to add because after each command.

For example:

Sit in a car seat because it will be safe if there is an accident.

Ask your student to choose some of their favourite ‘because’ commands to write down. Encourage them to:

Start their sentence with a capital letter.
End it with a full stop,
Include a command word at the beginning of the sentence.
Write the sentence clearly so that other people can read it.

Reading - What to Notice

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

For example:

‘I love the way you are using time adverbials. It makes your instructions sound really clear.’

‘Your handwriting is clear and easy to read. Your sentences have a capital letter and a full stop. Well done!’

Reading - Extra Support

Model answers for them before you ask them to give their reasons.

Handwriting and Spelling

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

I can get it back because I am big.
They went with him because he had to look in the back.
Get off and get down!

Citations

[1] www.youtube.com [2] www.youtube-nocookie.com