Children describe their experiences of the beach. Discuss strategies to read unknown words; model using each strategy to read the beginning of the text. They read through the book, using the strategies from the Input to read unknown words. Children discuss the story together. Identify what the characters enjoy doing at the beach. Say that Boris and Sid will write a postcard to share their experiences.
Model writing a postcard to share three interesting activities Boris and Sid did at the beach. Activity Children work in ability pairs, each with a postcard template. They discuss which ideas they will include in the postcard and orally prepare each sentence. Children record their ideas as correctly punctuated sentences. Display the final page of the story. Consider how Boris and Sid felt when they saw a shark. Say that feelings influence how characters behave. Predict what will happen next.
Help the children to use because to justify ideas.
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Activity Children work in mixed ability groups of three. Together the children speculate on what happens when Boris and Sid meet a shark. They plan and prepare a short scene to predict the next part of the story. Help children to rehearse the scene several times. Day 4 Teaching Display the final letter in Dear Greenpeace.
Notice the letter is longer and more detailed than a postcard and that it is formatted differently. Say the children will write a letter from Boris and Sid to say what happened when they met the shark. Model how to write this. Activity Children work independently. They reflect on the role-play they performed in Day 3 and orally prepare and improve a range of sentences to recount their meeting with a shark in the form of a written letter.
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Boris and Sid meet a shark An account of a short holiday in which these two child-like characters meet a variety of weird and wonderful sea creatures. This very simple and pleasing text can be used alongside many non-fiction texts. You can purchase printed copies of this Group Reader from Hamilton Education. Spoken Language -- Listen and respond appropriately to peers. Comprehension -- Participate in discussions about what is read to them, taking turns and listening to what others say.
Websites Information about Greenpeace from www. Day 1 Teaching Read Dear Greenpeace. Discuss Greenpeace and display a picture of the Rainbow Warrior. Discuss captions for the Rainbow Warrior; help the children extend their ideas using because. Model writing correctly punctuated sentences. Activity Children work independently, each with a range of pictures and captions.
They read each caption and match it to the correct picture. Day 2 Teaching Remind children that Greenpeace are a global organisation that help look after the planet. Consider different ways the children could care for the environment; help them extend each suggestion using because to provide a reason for their opinion.
Activity Children work in ability pairs to consider how they can support wildlife and protect the local environment. With each suggestion, they use because to provide a reason for their idea. Children write a list of their ideas, using correct punctuation. Day 3 Teaching Discuss ways children can help protect the environment. Say that providing a reason for an opinion helps people understand why they should do something.
Model writing a letter from Greenpeace, suggesting strategies Emily can use to help protect the environment. Activity Children work in mixed ability pairs, each with a letter-writing frame. They discuss the opening, content and ending of their letter; ensuring they prepare and rehearse each sentence before writing it. Children present their ideas as a correctly formatted letter.
Spoken Language -- Ask relevant questions to extend their understanding and build vocabulary and knowledge. Comprehension -- Draw on what they already know.
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Sequence sentences to form short narratives. Grammar -- Punctuate sentences using a capital letter, full stop and a question mark. Websites World Wildlife Fund from worldwildlife.
Day 1 Teaching Share Dear Greenpeace. Say the children will plan a similar story, told by letters. Select a different animal that comes to visit. Draw it on the whiteboard and write words, phrases or sentences to annotate the picture. Activity Children work in mixed ability pairs. They discuss different animals to include in their story. They select one animal, draw it and annotate the picture with information about it. Day 2 Teaching Tell the children you have seen a gorilla.
Discuss and write questions about gorillas, modelling punctuation. Today, children will write a letter to the WWF, asking for information about the animal in their story. Demonstrate how to do this. They discuss a range of questions they would like to ask the WWF about the animal they have chosen for their story. Children write a correctly formatted letter requesting information. Day 3 Teaching Read the letter written in the Input of Day 2. Tell the children they will pretend to be the WWF and reply to the letter, explaining why it is impossible for a gorilla to be living in the garden.
Orally prepare then write a response. Each child reads aloud the letter they wrote in Day 2 and orally prepares an appropriate response. They then write a letter in the role. Day 4 Teaching Tell the children the gorilla has vanished. Say the children will write a final letter to the WWF, explaining what has happened to the animal. Remind children how to use exclamation marks. Orally prepare and write a correctly formatted letter. They orally prepare a final letter, explaining they have seen their animal for the last time. Children then write correctly punctuated sentences to explain what has happened to their animal, how they feel and what they did next.
Code-Breakers is a synthetic phonics programme that teaches phoneme-to-grapheme correspondences PGCs in a systematic, child-friendly fashion. Many Hamilton units come with interactive Grammar Presentations integrated into the overall teaching and textual context. Alternatively, these presentations can be used as stand-alone whiteboard sessions. Try your year group below. We have written a range of support blog posts for English, covering everything from how to teach SPAG to our favourite books!
Read about Group Readers. Unit plan Download all files. I'm so sorry. In my defence, I've been busy, beavering away on a gorgeous new series of Letters of Note books. These will be smaller than the original doorstoppers, books you will be able to carry comfortably without a harness, each on a different theme.
How the hell have you done it? Huge thanks to Paul Ryan. The Letter. There is no danger down here.
Letters: Dear Greenpeace | Year 1 English | Hamilton Trust
On October 31st, , as the First World War neared its end, celebrated war poet and officer of the Second Manchesters Wilfred Owen wrote home to his mother. Sadly, this would be his last letter. Four days later--exactly a century ago--Owen was shot dead as he led his company across the Sambre—Oise Canal. His mother was informed of his death a week later, on Armistice Day , by telegram. In , Wilfed Owen was awarded the Military Cross. Transcript follows.
His poetry can be found at the Poetry Foundation. In the early hours of July 21st, , shortly after the Apollo Lunar Module landed on its surface, Neil Armstrong and Buzz Aldrin became the first humans to step foot on the Moon. Many thanks to Benjamin Cole. Transcript September 25, Dear Mr. Goldman, I am writing to you to share some of my personal ideas and thoughts about my experiences related to the moon landing.
When I planted the American flag on the dusty surface of the moon, I had an unusual thought: A billion people were watching me on television. Human beings had never been farther away than we were nor had more people thinking about them! I think the spirit and the sense of involvement exhibited by the numbers of people who remember where they were when that event happened make it even more apparent to me over the years that the moonwalk added value to the lives of all the people who participated in it.