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Instructions: Pigeon Books

Objectives

To know the sound a letter or group of letters makes.

To compose a sentence orally before writing it.

Resources

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. Use any flashcards that you think your student may not yet be secure with, including all of **📄 Sound Flashcards Set 8**that have been introduced so far.

Are there any from Part 2 that your student is now secure with?

Are there any that you need to teach again?

If there are some you need to teach again, spend a few moments focusing on these flashcards now. You could play ‘Slow reveal’ or other phonics games.

Phonics - Blend to Read

Go through the Blend to Read flashcards used in Steps 25, 26 and 27. Can your student blend to read the words quickly and without support?

Make two piles: words read independently; words read with support.

Now ask your student to choose five flashcards – two from the ‘read independently’ pile and three from the ‘read with support’ pile’. Ask them to read each word again and then to use it in a sentence.

Phonics - Split to Spell

Ask your student to Split to Spell each of the five words they have chosen, writing them onto the mini whiteboard.

Phonics - Apply

Support your student as they write five sentences, one for each of the words chosen.

For example, if I chose the words ‘juice’, ‘echo’, ‘Monday’, ‘touch’ and ‘bear’, I might write:

My favourite drink is orange juice.
I can hear the echo from across the lake.
Monday is the best day of the week.
When you touch a snake, its skin feels cool.
The bear looks fierce.

Ask your student to read their sentences back to you.

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.

Reading - Read

Tell your student that, as in the last lesson, when they read today’s book, they need to ‘Make it quick’.

Reading & Writing - Introduction

Say to your student that today they will write the pages of their story.

Remind them of the commands they wrote in the previous session. Explain that today they will use ‘because’ to extend their commands. Give them 📄 Because to help them with the spelling.

Reading & Writing - Main Activity

Model how to extend a command with ‘because’ by choosing one of your student's commands from the previous session and extending it.

For example:

Stay on the sand because you will not get wet.

Then ask your student to read one of their commands and to add ‘because’ to extend the sentence. Ask them to do this orally so they are preparing the sentence by saying it out loud.

When they have done that with all of their commands, ask them to write each extension down. They should do one sentence per page (including the ‘because’ extension).

Ask them to draw a picture (illustration) on each page to go with the command. Give them time to finish their story to a point where they are happy with it.

Reading & Writing - Extra Challenge

Ask your student to share their work with someone else today. What are they most proud of?

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 command sentences start with a capital letter and end with a full stop. They are clear and bossy – well done!’

‘Your illustrations are brilliant – they go well with the command sentence.’

Handwriting and Spelling

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

Go up to Dad and tell him.
I do not need a sit down.
I need my teddy and I want to go to bed.