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Reading - Superheroes

Objectives

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

To spell using ‘-ing’, ‘-ed’, ‘-er’ and ‘-est’ where no change is needed in the spelling of root words.

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

Make sure you have access to your student's library of familiar books and are logged in to Big Cat Books.

Have your student's superhero picture and sentences from this step to use in this lesson.

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 ( ‘break’, ‘steak’ and ‘great’) 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 letters ‘ea’ on the mini whiteboard. Tell your student that in a few words the letters ‘ea’ make the sound ‘ay’ (as in ‘break’).

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

Show your student the flashcards with the letters ‘ea’ in them – ‘break’, ‘steak’, ‘great’.

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:

My friend can do a great magic trick.

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 then 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.

Phonics - Apply

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

greater | breaking

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

Reading & Writing - Read

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 to read together.

Reading & Writing - Introduction

Re-watch some or both of these clips.

Then, on a piece of paper, with your student watching, write a statement about one superhero.

For example:

Spiderman looked into the darkness.

Point out the ‘-ed’ ending on the verb – ‘looked’.

Say that often when we are talking about something that has already happened, such as when we are telling a story, we use a ‘doing’ word (a verb) which ends in ‘-ed’. This verb is in the past tense.

Reading & Writing - Main Activity

Write another couple of sentences, taking care to use regular verbs which end in ‘-ed’.

For example:

Batman stepped into his new Batcar.
Catgirl climbed the cliff and jumped onto the ledge.

Point out that the spelling is very much like adding ‘-ing’. Words which end in a vowel then a consonant (for example, step, drop, trek, flap) double the last letter when they add ‘-ed’ (for example, stepped, dropped, trekked, flapped).

Look at words ending in two consonants and remind your student that these do not double the last letter.

For example: jump – jumped.

Tell them that the spelling rules are the same as for ‘-ing’.

Ask them to write a past tense sentence saying what the superhero did.

For example:

Batman climbed the wall.

Remind them to check their sentence to make sure they haven’t left any words out and that it makes sense. It should also start with a capital letter and end with a full stop.

Now work with your through the 📄 Harder Verbs Activity.

Reading & Writing - Extra Challenge

Ask your student to work independently on this activity.

Reading & Writing - What to Notice

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

‘You are thinking about actions the superhero did in the past and coming up with great sentences!’

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

Handwriting and Spelling

Dictate these sentences to your student. They should use their best handwriting:

I jumped in the sun and I got hot because the sun was strong.
I liked the dog because he licked me.
He wagged his big tail at me and it was fun.

Citations

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