- Home
- Canvas Guide
Partial Progress - Circles (browser only)
Storytelling - The Three Little Pigs
Objectives
To anticipate what happens next in a story.
To compose a sentence orally before writing it.
Resources
Laptop, PC or tablet | Mini whiteboard and pen | Drawing and writing pencils | Large piece of paper
Big Cat Books | 📄 Sound Flashcards Set 8 | 📄 Blank Flashcards | The Three Littles Wolves and the Big Bad Pig (YouTube) | 📄 The Three Little Pigs Story Map and Pictures | 📄 Story Words | 📄 Conjunctions | 📄 Letter Formation Ideas | Set 8 Sound Flashcards and Actions
Vocabulary
Words in bold can be found in the 📄 Year 1 English Glossary
story | narrative | sentence | story words | sounds | sound out | blend |split | flexible | pace | check | Reading Detective | storyteller | character
Today's Lesson
Introduction
Watch this step's introductory video with your student.
What to Get Ready
Log 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
Write the letter ‘n’ onto the mini whiteboard. Ask your student what sound this letter makes (‘n’ as in ‘not’). Tell your student that sometimes, the letter ‘n’ sounds more like ‘ng’, as in ‘ink’. It often comes before ‘k’.
The words they will Blend to Read and Split to Spell in today’s lesson will all have ‘n’ making the sound ‘ng’ in them.
Phonics - Blend to Read
blink (5) | pink (4) | thank (4) | ankle (4)
Phonics - Split to Spell
shrink (4) | bunk (4) | trunk (5) | think (4)
Phonics - Extra Support
Show your student how to blend to read/split to spell the first word in each activity.
Phonics - Extra Challenge
Challenge your student to write the words without Sound Beds to help them.
Phonics - Apply
Write this caption on the mini whiteboard: the elephant drinks water from the sink through its pink trunk. Then ask your student to read the caption.
Reading - Read
Read a new book from your Big Cat Bookslibrary, asking your student to make predictions about what might happen.
Reading - Introduction
Watch together and enjoy The Three Little Wolves and the Big Bad Pig.
Ask:
- What is surprising about this version?
- What do you think of the wolf’s arguments?
Talk about how this is another version that is different to the normal one. Many authors use the normal version as an idea and change the characters or action. Explain that we can also use the structure of the original story to help us write our own version.
Reading - Main Activity
Remind your student of what story maps are.
You may want to show them 📄 The Three Little Pigs Story Map and Pictures.
Remind them of the work they have already done creating their own story map.
When you are looking at 📄 The Three Little Pigs Story Map and Pictures,note together how one event leads to another.
Also note that the example has some words on it. These are ‘story words.’ Show your student 📄 Story Words. Talk through them together and try them out by saying sentences with them in.
For example:
Unfortunately, the wolf ended up in the pot.
Ask your student:
- Which story words are your favourite?
- Which ones do you think you will use in your story?
Then talk together about a version of The Three Little Pigs that your student would like to write. Remind them that they have listened to and watched all sorts of versions over the last few sessions. When they write their own, they could write it from the pigs’ point of view or the wolf’s point of view. They could change the type of animal or have a twist in the ending.
They will need to keep the basic structure of the story, so their story will need three houses that are blown down by an animal. Ask them to think about what sort of animal will blow the houses down and why.
Give your student a large piece of paper and ask them to draw a story map for their story. In this lesson, they can just start by drawing the main character and talking through the rest of what they intend to draw in tomorrow’s lesson.
Reading - Extra Challenge
Remind your student of 📄 Conjunctions and challenge them to use these in their story writing in the next few days. To prepare, ask them to read them through the resource in this session and to try and remember all the conjunction words (‘and’, ‘or’, ‘but’, ‘when’, ‘if’, ‘because’).
Reading - Extra Support
If your student is struggling to invent a new story version, ask them to keep to the original story of the wolf blowing down the pigs’ houses, but just change the ending.
For example, the wolf could apologise and become friends with the pigs, accidentally drop his lunch into the pot instead, or send flowers down the chimney to the pigs.
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 thinking about different versions of the story.’
‘Your story map is going to be really interesting and fun to use for your 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.
Today, can you encourage your student to think of as many words as they can that sound like (rhyme with): ‘pot’. For example, ‘lot’, ‘got’, ‘not’.
Write a list in their best handwriting.