Shared Reading Plan Year 1 My Sloppy Tiger

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Shared Reading Plan Year 1: My Sloppy Tiger Goes to School Day 1 Day

Shared Reading Plan Year 1: My Sloppy Tiger Goes to School Day 1 Day 2 Share cover and title Think – pair – share: what do you think this book is about and why? Reading strategies Think, pair, share: what do we do if we come to a tricky word? Talk about the three strategies we use to read tricky words (eyes, ears and brain – does it look right? Does it sound right? Does it make sense? ) Remember what we do when we make a mistake (make sure this is presented visually for the children). Question: what might happen when the girl takes her sloppy tiger to school? • Think of one thing • Share it with a partner • Tell you partner why it might happen Share tricky words: Mistake; computer; bounded; tasting; tore; claws (link to saw and paw) Talk about how we read these words and what they mean. Read the story to the children; notice the ‘tricky’ words as you come to them. Page 9: prediction – the next activity they do is painting what do you predict sloppy tiger will do? Page 13: next they go outside to play – what do you predict the sloppy tiger might do? Cover 2 words on pages 2 and 5 with post its (choose words that the children could get stuck on: e. g. take, hit) Read up to these words and ask the children what word would sound right and make sense? List the words – check they sound right and make sense. Then talk about what they would look like. Check the sounds by uncovering the word. Then re-read the sentence to check. Finish reading the book. Recap on how we read tricky words (ask the children to explain it to their partner) Day 3 Word study Tell the children that today we are going to think about words with three sounds and sentences. Before reading – share with your partner your favourite part of the story. Read the story: On one page – ask the children to clap when they hear the full stop – check they are correct. On another page, ask the children to make a capital A above their heads when they see a capital and a punch forward when they see a full stop. After reading: give out whiteboards one between 2. Right the word ‘hit’ on the board Ask the children to read it (clap each sound). Now ask them to write as many words as they can that rhyme with HIT. Share the words – look at the pattern. Repeat with ‘get’ Day 4 Retelling and Inference Re-tell the story as a group (use could use mime). Re-read the story. Use a thought bubble to discuss how characters are feeling at different points in the story. Use the speech bubble to predict what the characters might say at different points in the story. Encourage the children to give reasons for their ideas.