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Nature Poems
Objectives
To participate in a performance, gaining, maintaining and monitoring the interest of the listeners.
Resources
Laptop, PC or tablet | Mini whiteboard and pen | Drawing and writing pencils | Lined paper
📄 Daily Phonics Activities | 📄 Nut Tree | 📄 Performing Poetry Perfectly | 📄 Letter Formation Ideas
Vocabulary
Words in bold can be found in the 📄 Year 1 English Glossary
poem | stanza | line | rhyming couplet
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 - What to Get Ready
Enlist a small audience of family and/or friends to watch the performance at the end!
Reading - Introduction
Show your student the poem 📄 Nut Tree.
Read the poem out loud. Notice it describes the lifecycle of a nut tree and talk with your student about each stage.
Say: ‘In poems when lines are in groups, they are called stanzas. In this poem there are two lines in each stanza, except for the last line where there are three lines in the stanza.’
Explain that your student will be performing this poem to an audience.
Talk with your student about how they could make their performance exciting. The resource 📄 Performing Poetry Perfectly can be used to support this discussion.
Re-read 📄 Nut Tree and show how some of the ideas from can be used to improve your reading or performance of the poem.
Reading - Main Activity
Your student should read through the poem themselves, making sure they know and understand each word.
They should then practise their performance until they can perform it confidently. If they are finding this tricky, they could choose one stanza to perform rather than the whole poem.
If your student is happy to perform in front of others, invite a small audience to watch and listen!
Reading - Extra Support / Challenge
Ask your audience to tell your student what they liked about their recital!
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 reading aloud so clearly!’
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 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.