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Superheroes

Objectives

To know the sound a letter or group of letters makes.

To maintain attention and participate in collaborative conversations.

Resources

Vocabulary

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

Today's Lesson

Introduction

Watch this step's introductory video with your student.

What to Get Ready

Select six words from the document 📄 Word Bank and write these onto 📄 blank flashcards.

Print the document 📄 Word Group Flashcards, trim the flashcards and have the flashcards needed for today’s lesson (‘group’, ‘soup’, ‘you’ and ‘youth’) ready to use.

Print out the 📄 Word Group Sentences Step 34.

Phonics - Quick Fire!

Quick reading of words from the 📄 Word Bank written on flashcards.

Phonics - New Learning

Write the letters ‘ou’ on the mini whiteboard. Tell your student that in a few words, the letters ‘ou’ make the sound ‘oo’.

Say, ‘You have a group of four words to learn. Keep the sound ‘oo’ in your head as you read them.’

Show your student the flashcards with the letters ‘ou’ in them – ‘group’, ‘soup’, ‘you’, ‘youth’.

Ask your student to read the words quickly, one at a time. You can go through the words two or three times.

Phonics - Blend to Read

Show your student today’s sentences on 📄 Word Group Sentences Step 34. Show the sentences one at a time and ask your student to read them to you.

Phonics - Split to Spell

Ask your student to write each of today’s Word Groupwords into a sentence and then read it back to you. Use the mini whiteboard for this activity.

For example:

I had leek soup for lunch. (soup)

Phonics - Extra Support

Have the flashcards on the table for your student to refer to if they need to. Try to encourage them to look at the flashcard but to turn it over before they write the word so that they write the word from memory.

Phonics - Extra Challenge

Challenge your student to make up a silly sentence with lots of the Word Groupwords in.

For example:

The youth group ate nothing but soup.

Phonics - Apply

Ask your student to write the following words on the mini whiteboard:

soupy

grouping

youthful

Keep the 📄 Word Group Flashcards used in today’s lesson and add them into the Quick-fire! activity in the next lesson.

Reading & Writing - Main Activity

Talk about any superheroes from comics or television that your student is familiar with and share any comics or books that they (or you) may have.

What do you think superheroes are like? (Ordinary people can be superheroes too by doing extraordinary things every day.)
Do you know any everyday superheroes?

Ask:

If you could create a superhero, what would they look like? How would they behave?

Give your student time to think about their ideas and talk about them with you.

Then ask your student to draw their favourite superhero and to colour it in.

Underneath their picture, ask them to write the superhero’s name and a short caption (a short sentence) to describe what sort of superhero they are.

For example:

Batgirl is a flying superhero!

Mr Incredible is a very strong superhero!

Encourage them to speak their sentence out loud before they write it down. As they write, ask them to say each word they are writing, to listen to the sounds in the word and to write down what they can hear. Encourage them to start their sentence with a capital letter and to end with a full stop.

Reading & Writing - What to Notice

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

For example:

‘Your sentences look fantastic – they start with a capital letter and end with a full stop!’

‘I would love to meet your superhero.’

‘Have you remembered all the detail in your picture?’

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.

This step, please do dictation sentences with your student. They should use their best handwriting.

Ask them to sit up straight, with their feet on the floor and their pencil held correctly. Then explain that you will read out a sentence to them and that they should listen carefully. Then read it again slowly and clearly and ask them to write that sentence themselves.

I am strong.
I can pick up big things.
I help with the shopping because I am strong.