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Storytelling - The Three Little Pigs

Objectives

To say out loud what they are going to write about.

To read labels, lists and captions to find information.

Resources

📄 Sound Flashcards Set 8 | 📄 Blank Flashcards | 📄 Letter Formation Ideas | Set 8 Sound Flashcards and Actions

Vocabulary

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

Today's Lesson

What to Get Ready

Familiarise yourself with the section ‘Bird Sounds’fromFantastic Nature.

Have the Blend to Read flashcards from Stepks 28, 29 and 30 ready to use in the lesson.

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. 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 Stepks 28, 29 and 30. Can your student blend to read the words quickly and without support?

Make two piles: words read independently and 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 - Read

Open Fantastic Nature to the section ‘Bird Sounds’. Look at the Topic Words and Tricky Words on page 56, reading the words and definitions together.

Then look at the Contents page. Tell your student that they need to use their sounds to help them to read many of the bird names. With your student, read through the list of bird names, chopping the names up into helpful sizes (for example, fal-con, kook -a-bu-rra) and support your student as they use their sounds to read the words.

Support your student as they read up to the end of page 65. Tell them that they will read the rest of the text in the next lesson.

Reading - Extra Challenge

Ask your student to tell you something they have learnt about each of the birds so far.

Reading - Extra Support

If your student's pace is slow when reading this new text, they may need to be encouraged to repeat some phrases and sentences in order for them to understand what they have read.

Reading - What to Notice

Is your student confidently using their sounds to read the bird names? Use the prompts, ‘What sounds can you see?’ and ‘Can you chop this word up?’

Storytelling - Introduction

Remind your student of their story map from the previous session.

Ask:

What are your favourite story words or phrases?
Is your story from Wolf’s point of view? Or from one of the pigs’ points of view?

Storytelling - Main Activity

Explain to your student that in this session and the next one, they will be writing their story using their story map and the story words they have written on it. Give them some lined paper.

Explain that in this session they will only need to write the first part of their story.

They will need to write:

Two sentences about the main character and why they are out in the woods. For example: One day Bear was walking through the woods. His back was itching, and he needed a scratching post.
Two sentences about why the main character is involved in the first house falling down. For example: He saw a house made of straw and thought it would help his itch. He went up to it and scratched his back up and down on the straw but the house fell down!

Remind your student to try making their sentences longer by adding conjunctions.

For example:

He saw a house made of straw and thought it would help his itch.

Encourage them to write their sentences in handwriting that is easy to read, with finger spaces and clearly formed letters.

Remind them to re-read their sentences once they have written them. This is to make sure they haven’t missed any words out and that the sentences make sense.

Storytelling - Extra Challenge

Challenge your student to write more than two sentences in each of the above points. Remind them of all the conjunctions available to them to help extend their writing.

Storytelling - Extra Support

Help your student write their story by sharing the writing. Tell them you will write some of the sentences if they tell you what to write.

Storytelling - What to Notice

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

For example:

‘Your handwriting is really clear and easy to read.’

‘You are rereading your sentences to check they make sense – well done!’

Handwriting and Spelling

This stepk, please can you:

Encourage your student to read through their writing to make sure they have spelt words correctly and are using their best handwriting.

Words they need to look out for are:

can, had, back, and, get, big, him, his, go

Ask them to write a sentence with one of these words in it.
Ask them to look for these words in one of their reading or bedtime books.