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Humorous Poems
Objectives
To listen to and discuss a wide range of poems.
To learn to appreciate rhymes and poems, and to recite some by heart.
Resources
Laptop, PC or tablet | Mini whiteboard and pen | Drawing and writing pencils | Sticky notes
📄 Daily Phonics Activities | 📄 Betty Botter | 📄 Little Arabella Miller | 📄 Letter Formation Ideas
Vocabulary
Words in bold can be found in the 📄 Year 1 English Glossary
poem | recite | tongue twister
Today's Lesson
Phonics
Over the next three steps, your phonics activities will be personalised revision activities for your student.
All the instructions are included on the 📄 Daily Phonics Activities sheet.
Reading - Introduction
Tell your student that today we are going to look at some more funny tongue twisters!
Read **📄 Betty Botter**to your student.
Ask: ‘What do most of the words in this tongue twister begin with?’ B!
Discuss the way the vowel sounds add to the difficulty of this tongue twister.
Write these words down under one another: Butter, bitter, better, batter, Botter.
What does your student notice about these words? Draw out that the words are the same except for the different vowels: ‘u’, ‘i’, ‘e’, ‘a’ and ‘o’.
Now read 📄 Little Arabella Miller. This is a bit of a different type of poem that also plays with sounds. The repetitive sound isn’t always at the beginning of the word but comes in the middle or end of the word. For example: Arabella, Miller, caterpillar.
Reading - Main Activity
Your student should reread the same poem as they chose in Lesson 4.
This time they should keep practising reading until they are really good, and they can say the poem without stuttering!
Challenge them to try and remember parts off by heart. You could take it in turns to say parts as well, and then read some together.
Reading - Extra Challenge
Can your student read this poem or recite it out loud to a family member or friend?
Reading - What to Notice
While they are doing this activity, remember to praise your student for the skills they are using.
For example:
‘You worked hard to read these poems out loud today!’
‘I can see you sounding out that word really carefully.’
Handwriting and Spelling
Children’s handwriting develops at different times. Have a close look at your student 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 letters shapes they find tricky many times before they feel confident. Remember to use the 📄 Letter Formation Ideas resource.
Please revisit any spellings from Year 1 which you feel your student may need to practise more. These could be words that you see them misspelling still in their independent writing.