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Step 28 Lesson 1

Step Twenty-Eight
🎬 year 1 english video week 28
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Storytelling - The Three Little Pigs

Objectives

To participate in discussions, presentations, performances, role play, improvisations and debates.

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

Resources

Laptop, PC or tablet | Mini whiteboard and pen | Writing pencils | Any copy of The Three Little Pigs you may have at home or have found online or in a library

📄 Sound Flashcards Set 8 | 📄 Blank Flashcards | 📄 The Three Little Pigs story | 📄 Letter Formation Ideas |  Set 8 Sound Flashcards and Actions

Vocabulary

Words in bold can be found in the 📄 Year 1 English Glossary

story | narrative | traditional tale | repeat | chorus | sounds | sound out | blend |split | flexible | pace | check | Reading Detective | Storyteller

Today's Lesson

Introduction

Watch this step's introductory video with your student.

What to Get Ready

Print a copy of 📄 The Three Little Pigs story.

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 ‘ea’. Ask your student what sounds they already know that this group of letters makes (‘ee’ as in ‘sea’). Tell your student that this group of letters also makes the sound ‘e’ as in ‘head’.

Phonics - Blend to Read

heading (5) | deadly (5) | ready (4) | heavy (4)

Phonics - Split to Spell

head (3) | tread (4) | steady (5) | bread (4)

Phonics - Extra Support

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

Phonics - Extra Challenge

breaded (6) | headless (6)

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

Phonics - Apply

Write this caption on the mini whiteboard: the bread is ready to eat. Then ask your student to read the caption.

Reading - Introduction

Tell your student that you are going to be learning about some Traditional Tales.

These are all stories which have been handed down by parents to children who then tell the stories to their own children. People often learn these stories by heart.

Ask:

  • Do you know any stories off by heart?

Reading - Main Activity

Continue to talk about traditional tales. Together, see if you can make a list of traditional tales. Try and prompt your student by asking questions such as, ‘Do you remember the story where the girl loses her lovely shoe at the ball?’ ‘What about the story with the Troll under the bridge?

If you know the story of The Three Little Pigs, have a go together at retelling it. There are a lot of different versions.

Now read 📄 The Three Little Pigs story with your student. Encourage your student to notice and join in with the repeating parts.

Pause when you reach the ‘chorus’ part: ‘Then I’ll huff and I’ll puff and I’ll blow your house down!’ Encourage your student to use their best expression when reading this part.

Ask: Are there any other phrases which are repeated in the story?

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 noticing and remembering a lot of characters from traditional tales.’

‘I love you way you are joining in with the repeating parts of the story.’

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 can you:

  1. Encourage your student to read through their writing to make sure they have spelt words correctly.

Words they need to look out for are:

a, an, as, at, if, in, is, it, of, off

  1. Ask them to write a sentence with one of these words in it.
  2. Ask them to look for these words in one of their reading or bedtime books.
  3. Dictate these sentences to them:

If it is in the box then I need it.

Put it in the bag.