Home Learning — Course Library

Home
Canvas Guide

Partial Progress - Circles (browser only)

Superheroes

Objectives

To sequence sentences to form short narratives.

To learn to punctuate sentences, using question marks, exclamation marks and a full stop.

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.

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

Have the printed and trimmed **📄 Word Group Flashcards**needed for today’s lesson ready to use.

Print out the 📄 Word Group Sentences Step 36.

Print out 📄 Speech bubbles character 1 and 📄 Speech bubbles character 2.

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 ‘ch’ on the mini whiteboard. Tell your student that in a few words the letters ‘ch’ make the sound ‘sh’ (as in ‘machine).

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

Show your student the flashcards with the letters ‘ch’ in them – ‘chef’, ‘Charlotte’, ‘machine’.

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 36. 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: Charlotte went swimming.

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.

Phonics - Apply

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

machines | machinery

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 Big Cat Books to read together. Take some time to answer the questions at the back of the book.

Reading & Writing - What to Notice

Is your student becoming increasingly confident at reading independently? Are they understanding the instructions without much support? If your student still looks to you for help with words at times, give them a helpful prompt rather than telling them the word.

Reading & Writing - Introduction

Remind your student of their new superhero ideas they had in the previous session.

Ask them to tell you all about their ‘baddy’ character – this is, who their superhero has to fight.

Reading & Writing - Main Activity

Show your student the 📄 Speech bubbles character 1 and 📄 Speech bubbles character 2. Say that today we are going to think about what your superhero and the baddy character might say to one another. Place the 📄 Speech bubbles character 1 and 📄 Speech bubbles character 2 on opposite sides of the table.

Ask:

What might a baddy character do to upset your superhero?

For example, they might say, ‘My superhero rescues cats and rabbits in danger, but the baddy is a superhero wolf who tries to eat them.’

Then role-play being the superhero and the baddy. You might want to take it in turns to be each character, with the other person asking questions. Model this by offering to be a character first and have your student ask you questions.

When you have finished, remind your student that cartoon strips are written as pictures and speech bubbles and show them 📄 Speech bubbles character 1 and 📄 Speech bubbles character 2.

Talk about the need for question marks to ask questions and exclamation marks for surprise and excitement.

Then, together talk about a conversation (dialogue) between the superhero and the baddy who is trying to attack them or stop them from doing something good.

Together, fill in 📄 Speech bubbles character 1 and 📄 Speech bubbles character 2 to create a dialogue between the characters.

Reading & Writing - What to Notice

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

For example:

‘I love the way you pretended to be the characters. It was actually like they were in the room!’

‘You are using your speech bubbles well to show what the characters might say to each other.’

Handwriting and Spelling

This lesson, please can you:

Encourage your student to read through their writing to make sure they have spelt words correctly. Have they used their best handwriting?

Words they need to look out for are:

all, are, my, her, went, it’s, from, children, just, help

Dictate these sentences to your student.

It’s all the help I can get.

She went to get help from the children.

Her back was stiff and she just needed help.