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Reading - Superheroes

Objectives

To talk about events in a story and make simple inferences about character to show understanding.

To learn to use regular plural noun suffixes.

Resources

Laptop, PC or tablet | Mini whiteboard and pen | Pencils | Pens

Vocabulary

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

Today's Lesson

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 (‘rough’, ‘enough’, ‘tough’ and ‘laugh’) ready to use.

Print out the📄 Word Group Sentences Step 34.

Phonics - Quick Fire!

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

Quick reading of a selection of the Word Groupwords learnt so far.

Phonics - New Learning

Write the split digraph ‘gh’ on the mini whiteboard. Tell your student that in a few words the letters ‘gh’ make the sound ‘f’ (as in ‘rough’).

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

Show your student the flashcards with the letters ‘gh’ in them – ‘rough’, ‘enough’, ‘tough’, ‘laugh’.

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 the 📄 Word Group Sentences Step 34. Show the sentences one at a time by placing a blank sheet of paper on top of the sentences below. Ask your student to read each sentence.

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:

Have you had enough to eat?

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 then write the word from memory.

Phonics - Extra Challenge

Challenge your student to make up a silly sentence with lots of the Word Groupwords in, such as:

I would love to drop some jelly on your head from above.

Phonics - Apply

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

tougher | roughly | laughing

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

Reading - Introduction

Read last lesson’s choice from Big Cat Books. Ask your student to read ‘like a storyteller’, making the reading sound smooth and interesting. Tell them to read at a good pace, not too fast and not too slow.

Now choose a new book from Big Cat Books to read together.

Show your student a short video of superheroes:

Write the word ‘superhero’ on a piece of paper.

Point out that when there is just one superhero, we write it like this: superhero.

But when there are more than one, we call this ‘plural’ and we write it like this: superheroes.

Reading - Main Activity

When you add 's' or 'es' to the end of a word you change it from being singular (one of something) to plural (more than one of something).

Explain we usually add an ‘s’ to do this.

For example:

bird = singular (one bird)

birds = plural (more than one bird)

But sometimes need to add 'es' to the end of the word.

For example:

box - singular (one box)

boxes - plural (more than one box)

We add 'es' to the end of a word, when the word ends with the sound s, ch, sh, ss, x or z.

Ask your student if they can think of any other examples (brush - brushes, wish - wishes).

Then explain that words ending with a consonant and ‘y’ change ‘y’ to ‘i ‘and add ‘es’ (story - stories, cry - cries). Most words ending with ‘y’ just add an ‘s’. A consonant is a letter than isn’t a vowel (so not ‘a’, ‘e’, ‘i’, ‘o’ and ‘u’).

Reading - Extra Challenge

Do as above and then ask your student to write some sentences using their plurals.

Reading - What to Notice

For example:

‘You are thinking hard about the plurals and the endings.’

‘You have listened carefully to the sounds in the words and had a go at writing them – well done!’

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

Handwriting and Spelling

Ask your student to go on a Word Hunt and to again try to spot these words in a book (a reading book, bedtime book or another favourite one):

not, got, up, mum, but, put, the, to, I, no, into

Ask:

Can you turn these words into a sentence?
What other words will you need?

Citations

[1] www.youtube.com [2] www.youtube.com [3] www.youtube-nocookie.com [4] www.youtube-nocookie.com