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Instructions: Pigeon Books

Objectives

To read books with increased pace.

To re-read what they have written to check that it makes sense.

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 ‘o’ and ask them to tell you the new sound they learnt for it in the last lesson (‘u’ as in ‘son’). Tell your student that they will be reading and spelling more words today with ‘o’ making the sound ‘u’.

Phonics - Blend to Read

mother (4) | brother (5) | London (6) | another (5)

Phonics - Split to Spell

smother (5) | brotherly (7) | other (3) | covering (6)

Phonics - Extra Support

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

Phonics - Extra Challenge

worrying (6) | wonderment (9)

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

Phonics - Apply

Write this caption on the mini whiteboard: Mother and son glare at the Tower of London in wonderment. Then ask your student to read the caption.

Reading - Read

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.

Reading - Extra Support

Take time to read some parts of the story yourself out loud. Emphasise reading with expression and using your voice to show when a character might be talking.

Reading - Extra Challenge

Ask your student to read a selected passage from the book to a friend or family member.

Reading & Writing - Introduction

Talk about (and re-watch) Don’t Let the Pigeon Drive the Busand Don’t Let the Pigeon Stay Up Late!

Explain that the pigeon wants to break both rules but that is impossible!

Tell your student that they are going to be writing their own pigeon book and will first design the front cover for this alternative story.

Reading & Writing - Main Activity

Write ‘Don’t Let the Pigeon*…*’ on a piece of paper and show it to your student. Read it aloud together.

Talk about possible different endings for this title.

For example:

sail a boat
join the circus
fly a plane
drive a train.

Choose an idea and model writing the title onto the writing frame 📄 Don’t Let the Pigeon.

Point out that ‘Don’t’ is a contraction of ‘do’ and ‘not’, with an apostrophe for a missing letter. It is written with an initial capital letter because it is the start of a sentence.

Talk about the other features of a front cover.

Illustration (the pictures)
Name of author.

Model writing these into the writing frame.

Then, give your student their own copy of the writing frame 📄 Don’t Let the Pigeon. Ask them to write their title and to draw an illustration.

Keep this as their front cover for their story.

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 front cover has all the features it needs – well done!’

Handwriting and Spelling

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

I had a big sit down because I went for a run and I got wet.
The big wet dog went down the hill.
The children went for a run and got back but didn’t get wet.

Citations

[1] www.youtube.com [2] www.youtube.com [3] www.youtube-nocookie.com [4] www.youtube-nocookie.com