Topic 5 Summer Make Phonics Fun Play, Practise, Test

Make Phonics Fun • Play, Practise, Test

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Make Phonics Fun • Play, Practise, TestTeacher’s notesTopic 5 Summer

Fairytale map/A monster ofa picnic

● Let the children use the picture map, provided on page 95, to give instructions as to where, on the three-dimensional map, to put small-world characters – for example, next to the log hut, near to the marsh, at the bottom of the steps. Are the children able to use a range of prepositions?

● The second picture scene, on page 96, includes lots of pseudo words. These are the contents of the pots and jars that the Little Green Monster took to his Grandmother’s house. As part of the role play, children could take a basket containing lots of labelled pots and jars, and offer the contents to various characters, reading the labels as they do so.

●Make masks for various traditional fairytale characters. What pot or jar could they be offered that would be appropriate for their character? For example, Rapunzel, would you like a pot of sneep? It will make your long hair look shiny!

Big Bad Wolf, would you like some jop? It will keep your teeth strong and healthy.

Fairytalevillains

A set of short non-fiction text types, including a recount, a list, a non-chronological information text or definition, an explanation, instructions and a persuasive text.

FairytalesLittle Green Monster

An alternative version of the traditional fairytale ‘Little Red Riding Hood’. This quite challenging text uses a range of alternative graphemes from Letters and Sounds Phase 5. The premise for this story is that our monster family would probably not have heard of ‘Little Red Riding Hood’, a story with a bad wolf and a good child, but they may have a similar story which they tell their monster children, in which the monster is the good character and the villain is the child.

Speaking and listening●Help the children to draw a

storyboard or story map to support a retelling of the story.

●Provide fabrics, blocks and small-world resources to create a three-dimensional story map.

●Use role play to tell the story from one point of view. To explore ideas for this, use drama techniques, such as ‘hot-seating’.

●Act out either the monster version of the story or the traditional version, using voices for the characters.

Guided and shared reading ●Use the story as a shared text.

Support the children as they read words which contain alternative

spellings for phonemes (see table, below).

●Compare and contrast this version with a traditional version of Red Riding Hood (see ‘Resources’, page 91).

● Traditional tales are some of the easiest texts to use when asking young children Assessment Focus 7 questions (Relate texts to social, cultural and historical contexts and literary traditions) as it is relatively easy to find simple retellings that the children can read independently. For example, you could ask:● How did you know that the

boy would do something bad?

● Did anything surprise you in this retelling of the story?

●Watch a film or animated version of the ‘Little Red Riding Hood’ story (see ‘Resources’). Discuss how the video version of the story is different from the written versions.

/ar/ /ai/ /ee/ /oa/ /oo/ /ow/ /or/

darkjarareasked*

cavedaytakemakestraightwaved

greenfeelpleadedagreedheeatingseeneedssheets

coatsoalonegroanedgrowing

bootssoonfoodcruelsmooth

shoutedoutbrown

smallcalledthoughtsawdoor

The story provides the opportunity to explore alternative spellings for the following phonemes:

* Depending on regional variations, you may prefer to begin sounding out the word asked using the phoneme /a/.

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Teacher’s notesSummer Topic 5

Shared and guided readingand writing

Section 1 Section 2

went step bowl slept

food cross broke lays

brick Jack chair coat

snap harp found down

trip think straw gave

trap steal

These Section 1 and Section 2 words appear in the text. If the children can read these easily, they should be able to decode the text.

●Before reading, distribute a number of the longer words from the non-fiction text for the children to decode, adding sound buttons if necessary – for example: morning, knocking, poison, stepmother, animals, hundred, Rumplestiltskin. Commonly it is the length of words, such as these, that is the challenge within a text.

● This text also provides opportunities to explore some of the grapheme-phoneme correspondences and alternative spellings for phonemes listed in Letters and Sounds Phase 5. For example, sound out, and compare the spelling of, the following pairs or groups of words:

morning, beanstalk (/or/)teeth, sleep, sweets, steal, beanstalk (/ee/)cow, down, without, house, found (/ow/)blow, coat (/oa/)

● There is no non-fiction text provided under the heading of Rumplestiltskin. Using the two questions given as a starting point, invite the children to write a short piece of non-fiction about Rumpelstiltskin. What non-fiction genre will they choose? An

explanation, a fact list, a recount, perhaps? They may need to start by reading the story (see ‘Resources’).

Speaking and listening●Make a collection of objects

that represent various fairy stories – for example, an apple, porridge oats, a wand, straw, a bean, a red cloak, a basket, some gingerbread or a toy goat. Can the children match these objects to the fairy stories referred to in the text? Which stories do not have a linked prop? Can the children think of a suitable one to add to the collection?

●Read a range of different fairytales. Having read the non-fiction text, can the children now identify the villain in each one? In some stories the villain is less obvious. For example, discuss whether Jack or the giant is the villain in ‘Jack and the Beanstalk’.

● If possible, gather a collection of small-world characters. Can the children sort them into villains and heroes/heroines, good

characters and bad characters, clever characters and foolish characters? Ask them to give a reason for their decision based on what the character says or does.

Who am I? Whoare the villains?

● The ‘Who am I?’ activity (page 97), featuring riddles based on fairytales, would make a fairly simple guided reading text for children starting Phase 5. Help children still struggling with grapheme-phoneme correspondence when reading, to add sound buttons.

● Similarly, the ‘Who are the villains?’ activity (page 98) could also be used as a guided text. Can the children explain why they think the character is likely to be good or bad based on what they say? The characters all have names that are pseudo words.

ResourcesBooks

Rumplestiltskin by Margaret Mayo (Orchard First Fairy Tales series, ISBN 9781841211527)

Rumplestiltskin by Susanna Davidson (Usborne Young Reading series, ISBN 9780746075746)

Little Red Riding Hood by Mandy Ross (Ladybird First Favourite Tales series, ISBN 9781409306313)

Little Red Riding Hood by Sam Taplin (Usborne First Fairytales series, ISBN 9780746093764)

The Usborne Book of Fairy Tales by Heather Amery (Usborne, ISBN 9780746064115). Features ‘Cinderella’, ‘The Story of

Rumpelstiltskin’, ‘Little Red Riding Hood’, ‘Sleeping Beauty’, ‘Goldilocks and the Three Bears’ and ‘Three Little Pigs’.

Film clipsOn DVD:Family Classic Fairytales: Little Red

Riding Hood/The Little Princess (Abbey Home Media, ASIN B001EHF0MQ)

Roald Dahl’s Little Red Riding Hood (ASIN B00004CRCV)

Online:www.bbc.co.uk/learningzone/

clips/once-upon-a-time-little-red-riding-hood/11996.html

www.kideos.com/video/disneys-big-bad-wolf

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Fairytales – Story

Topic 5 Summer

Little Green MonsterOnce upon a time, there was a small monster that lived in a cave near the dark wood. Every day, the monster put on his best green hat, green boots and green coat, so everyone called him Little Green Monster.

One morning, Little Green Monster asked his mum if he could visit his grandmother, who was ill. Grandmother lived all alone in the middle of the dark forest. “I can take her a big jar of jop and a pot of porf. That will make her feel much better,” pleaded Little Green Monster.His mother agreed, as long as Little Green Monster promised to go straight there and not stop to play in the woods.

When the basket was full of pots and jars, Little Green Monster put on his green hat, green boots and green coat and set off down the path towards the woods. He soon forgot his promise and he stopped to pick some lont growing by the path.

Little Green Monster was enjoying eating the lont so much, that he didn’t hear footsteps getting nearer and nearer. Suddenly, a boy appeared. “What are you doing out here?” the boy shouted.“I’m on my way to see my Grandmother who lives in the middle of the forest,” Little Green Monster replied. “I must not stop to chat. She is ill and needs the food I have in my basket.” The monster waved goodbye and set off again to his grandmother’s house.

As soon as Little Green Monster was gone, the cruel boy took a catapult out from his jacket and ran as fast as he could to Grandma’s house. Frightening

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Fairytales – Story

Summer Topic 5

a monster would be fun, he thought.The boy let himself into Grandma’s house. Quickly, he tied Grandma up and locked her in the cupboard. Then he pulled on a big, red, fluffy jumper and jumped into bed.A few minutes later, Little Green Monster rang the doorbell. “Come in,” groaned the boy.

When Little Green Monster saw his Grandmother he was surprised.“Grandmother! What small crookers you have,” said Little Green Monster.“I am so ill,” replied the boy.“Grandmother! What brown lookers you have,” said Little Green Monster.“I am so ill,” replied the boy.“And Grandmother! What

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smooth tonk you have,” said Little Green Monster.

At that moment, the boy pulled back the sheets and grabbed his catapult.“Help!” cried the monster.A man, passing by, heard Little Green Monster’s cry and ran to help. It was the boy’s headteacher.“Put down that catapult, Tom Boak!” he shouted. The boy was so shocked that he did as he was told. Then Little Green Monster unlocked the cupboard and helped Grandma back into bed.

Grandma and Little Green Monster thanked the headteacher and gave him a huge pot of porf and the basket of lont. As for the boy, he threw away his catapult and was never cruel to anyone again.

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Fairytales – Non-fiction

Topic 5 Summer

Fairytale villains

Rumpelstiltskin Who am I?Why am I a villain?

Stepmother• One wicked stepmother left two children in the woods. • Another wicked stepmother gave poison to Snow White. • Cinderella’s wicked stepmother made her do lots of hard work.

WitchA witch is a villain because she can cast bad spells. If she is cross, she can make you sleep for a hundred years. She may have a house made of sweets, so she can trap you.

JackYou may think that Jack is a hero and not a villain, but he did not do as he was told. He sold his cow for some magic beans rather than money. And he did steal a harp and a goose that lays golden eggs. Then, he cut down the beanstalk.

List

Explanation

Persuasion

WolfBeware! Run quickly in the woods if you have a red coat. Look very carefully at your Grandma. Do not go near her if she suddenly has big ears or big teeth. Use bricks to make a house. Do not use straw or sticks, as a wolf will blow it down. Instructions

Goldilocks One morning, Goldilocks went into a house without knocking. Then she took food from a baby’s bowl. After that she sat on a chair and ‘SNAP’, it broke. Finally, Goldilocks slept in a bed with her boots on. Recount

TrollA monster that is found under a bridge. It jumpsout and says, ‘Trip, trap’. This monster often says that he will eat animals that step on his bridge. A definition – a

non–chronological text

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Fairytales – Picture scene/Real words

Summer Topic 5

Fairytale map

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Grandm

a’s house

forest

road

lake

cave

marsh

dark wood

log hutsteps

sea

path

beachTo the tow

n

To the mountain

cliffs

garden

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Fairytales – Picture scene/Pseudo words

Topic 5 Summer

A m

onst

er o

f a p

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thor

g

clazz

lontsh

uss

snee

p

garlb

pluf

f

porf

jop

isp

chre

ft

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Fairytales – Photocopiable activity 1

Summer Topic 5

Who am I?Which fairytale character is being described in each riddle? Match the pictures to the text.

I say trip, trap a lot.I jump out in front of goats.Who am I?

I huff and puff.I frighten pigs and girls who wear red coats.Who am I?

I have a mirror.I put poison into an apple.Who am I?

I ate everything in the small bowl.I snapped the small chair.Who am I?

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Name Date

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Fairytales – Photocopiable activity 2

Topic 5 Summer

Work out the good characters and bad characters from what they say.Who are the villains?

Duke of ThaxLuff

Chigh Vaw

King Flike

Let me in or I will smash down the gate.

Thrune

The Big StreaQueen Glauk

Can I help you?

My spell will make you sleep for 100 years. Thank you.

I will prowl and growl and kick the shed down.

I eat boy on toast for tea and girl stew is a treat.

Croak. Did you turn me into a frog?

Eat this and it will make you feel better.

Name Date

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Fairytales – Test card – Pseudo words – Section 1

Summer Topic 5

jop

thax

luff

porf

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shuss

thorg

lont

isp

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clazz

sneep

pluff

garlb

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Fairytales – Test card – Real words – Section 1

Topic 5 Summer

pick

that

shock

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sheet

help

spell

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boak

glauk

vaw

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Summer Topic 5Ill

ust

ratio

n ©

Je

nny

Tu

lip

flike

chreft

strea

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coat

steal

woods

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Summer Topic 5

cave

white

broke

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straw

jumper

without

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Fairytales – Screening check: Answer sheet

Summer Topic 5

First name

Last name

Screening check responses: Please tick the appropriate box

for each word. The use of the comment box is optional.

Section 1 Word Correct Incorrect Commentjopthaxluffporfshussthorglontispclazzsneeppluffgarlbpickthatshocksnapsheethelpspellboots

Section 2Word Correct Incorrect Commentboakglaukvawchighflikechreftstreathrunecoatstealwoodsfewcavewhitebrokesleptstrawjumperwithoutsuddenly

Total correct

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Topic 5 Summer Make Phonics Fun Play, Practise, Test