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Instructions: Pigeon Books

Objectives

To leave spaces between words and punctuate sentences using a capital letter and a full stop.

To read books with increased pace.

Resources

Laptop, PC or tablet | Mini whiteboard and pen | Strips of A3 white/plain coloured paper, sized for a sentence to fit on | 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

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 ‘o’ and ask them what sounds they already know that this letter makes (they may know some or all of the following: ‘o’ as in ‘orange, ‘oa’ as in ‘so’ and ‘oo’ as in ‘do’). Tell your student that the letter ‘o’ can also make the sound ‘u’ as in ‘son’.

Phonics - Blend to Read

won (3) | wonder (5) | Monday (5) | month (4)

Phonics - Split to Spell

monthly (6) | cover (4) | front (5) | monk (4)

Phonics - Extra Support

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

Phonics - Extra Challenge

onions (6) | worry (4)

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

Phonics - Apply

Write this caption on the mini whiteboard: on Mondays, I cook onions in the oven. Then ask your student to read the caption.

Reading - Read

Choose a new book from Big Cat Books to read together. Try to select a book from the Green, Orange or Turquoise collections.

Reading - Extra Support

Choose a short section of the book to practise reading.

Reading - Extra Challenge

Can your student read a familiar book and try using character voices?

Reading & Writing - Introduction

Play and enjoy Don’t Let the Pigeon Drive the Busand Don’t Let the Pigeon Stay Up Late!

Explain that the pigeon finds it difficult to understand which rules are important and why it is important to stick to rules.

Explain that rules help us to understand what is safe and suitable behaviour, and that not recognising this can be dangerous.

Reading & Writing - Main Activity

Talk about places where rules are important. For example, at a swimming pool, a football club, when travelling or playing at the park. Point out that some rules are written down whilst others are not, but people still know them.

Choose an activity - for example, swimming – and together talk about some rules that relate to swimming.

For example,

Always shower after swimming.
Don’t dive into the water at the shallow end.

For each idea, help your student to extend the sentence using ‘because’.

For example:

Always shower after swimming because it removes the chemicals from the water.

Then give your student the strips of paper and ask them to think of another activity or place which requires rules.

Ask them to write their own rule-sentences (commands) and to extend them using ‘because’.

Encourage them to start their sentence with a capital letter and to end it with a full stop.

Reading & Writing - What to Notice

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

For example:

‘Your commands are clear, and you have used the word ‘because’ really well.’

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

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 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 do dictation sentences with your student. They should use their best handwriting.

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 went all the way to bed.
The children all got a big bag of sweets.
Then, they had to sit down because they got fed up.

Citations

[1] www.youtube.com [2] www.youtube.com [3] www.youtube-nocookie.com [4] www.youtube-nocookie.com [5] www.phonicsplay.co.uk