Home Learning — Course Library

Home
Canvas Guide

Partial Progress - Circles (browser only)

Storytelling - The Three Little Pigs

Objectives

To consider and evaluate different viewpoints.

To compose a sentence orally before writing it.

Resources

Laptop, PC or tablet | Mini whiteboard and pen | Drawing and writing pencils and paper or tablet | Your student's library of familiar books | Book: Fantastic Nature

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.

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

Print 📄 Bird Sound Questions ready to use in the lesson.

Phonics - Quick Fire!

Quick recognition of sounds. As in the last lesson, focus on groups of letters that your student does not yet know the sounds for.

Phonics - Blend to Read

As in the last lesson, go through the Blend to Read flashcards used in Steps 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 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

Ask your student to tell you what they remember about ‘Bird Sounds’ from Fantastic Nature.

Support your student as they finish reading the text. Remind them to use their sounds to help them to read unfamiliar words.

Then talk through the questions on 📄 Bird Sounds Questions. Allow your student to read the questions aloud, with your support where needed, and to look back through the text to find the answers.

If your student wishes, they can write answers on the sheet, but this is not essential. The important part of the activity is the finding and discussing of answers.

Reading - Extra Challenge

Can your student think of questions to ask you about ‘Bird Sounds’? They can use the Contents, Index and Glossary to help them.

Reading. - Extra Support

If your student is unsure where to find the answers to questions, ask, ‘Could the glossary help us with this question?’ Or say, ‘Let’s see if we can find the right page by looking at the contents.’

Reading - What to Notice

Is your student able to read through the information on a page and select the words that answer the question?

If they cannot locate the information they need, read the information back to them and ask, ‘What do you think this means? Does it help us to answer our question?’ Or you could ask, ‘What words should we look for on this page to help us with our question?’

Storytelling - Introduction

Together, reread what your student wrote in the previous session.

Ask:

Are you pleased with what you did last time?
Do you remember what you were going to write next? How can we check? (Look on their story map.)

Storytelling - Main Activity

Then explain to your student that in this session they will write more of their story, with the aim of finishing it (and then editing it tomorrow).

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

They will need to write:

Two sentences about how the second house falls down. For example: Then Bear saw a house made of sticks. His back was still itchy so he used the house to scratch it, but it fell down!
One sentence about what the owner of the house did. For example: The mouse who owned the house screamed and ran off to his neighbours.

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

For example:

Then Bear saw a house made of sticks. His back was still itchy so he used the house to scratch it, but it fell down!

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

Remind them to reread 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. Encourage them to say the words slowly to themselves as they write them, and to write down the sounds they hear.

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 story is brilliant – the characters are funny, and I love what the main character does!’

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

Handwriting and Spelling

This step, please can you:

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