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Year 1 (English (Langauge (Identify the parts of a simple sentence that…

- - - - Play Ball
        The students stand in a circle and the teacher reads out a sentence from the book. The student with the ball has to identify whats happening in the sentence, then the student passes the ball to the next student and this student has to identify what state is being described in the sentence and then they pass the ball to the next student who then identifies who or what is involved in the sentence. (FMS RMD p.89)
    - - Lucky Dip
        Teacher has a bag full of cards that each have a word from the book accompanied with a picture that visually represents the word. Each student gets a lucky dip and picks a word out of the bag and has to decide if that word is a noun, verb, adjective or adverb. Students then have to stand in the allocated spot in the room for the category that their word fits into.
    - - Odd One Out
        The teacher shows students three images from narrative texts and informative texts and students have to identify which one is the odd one out and provide a reason as to why its the odd one out (either because it is from a narrative text and the others are from informative texts or because it is from an informative text and the others are from a narrative text). (FMS RMD p.90)
    - - Making Words Card Game
        Students are grouped in pairs and each pair is given consonant cards and cards with vowel sounds (e.g. 'ear' or 'ore'). Students divide the cards up evenly between them and their partner and one student places down a consonant card and the other student places down a vowel sound card that matches with the consonant to make a word. Then students can decide if they want to place down a consonant or vowel sound that will add to the previous consonant or vowel sound to make a new word.
    - - Word Family
        A student is given a word card with a common morpheme from the text on it (such as play). The teacher will go around the room asking each student for a suffix that can be added to the word to make a new word and students that correctly identify an appropriate suffix (one that has not been previously said) can stand next to the person holding the original word to create a 'family'. The aim is to try to get the biggest family possible (biggest group of students standing up).
    - - Word Wall
        Teacher and students work together to create a word wall by adding sight words they have come across in the book to the word wall. (FMS RMD p.73)
    - - Sound Hunter
        Choose a particular letter and get the students to point out the words in the book beginning with the chosen letter. Write these words on the board and after the book/section of the book has been read, get the students to look at the words written on the board and identify all the different sounds that the letter has made. (FMS RMD p.80)
    - - Word Sort
        Children are given laminated cards, each card with a one syllable word from the book printed on it and the children have to categorise the words based on the number of sounds they can hear in the word. (FS RMD p.74)
    - - Punctuation Cards
        Each student is given 3 cards; one with an exclamation mark, one with a comma and one with a full stop. As the teacher reads the story, the students must also read along with the story and when the teacher gets to a punctuation mark in the story, the students must hold up the card of the matching punctuation mark.
  - - - Word Cover Up
        The written text in the book is covered and students have to use the pictures to make assumptions as to what the story is about.
    - - Modelled Reading Lesson
        Using the text, the teacher will model a prediction reading lesson to the students. (FMS RRB p.11)
    - - Quiz
        After reading the book, students will form teams of small groups (4-5 students in each group) and they will be quizzed on the book. The fastest group to buzz in with the correct answer will get the point.
    - - Word Set Story
        Each student will be given a set of words from the text and the students will have to create a text that incorporates the set of words they were given.
  - - - Act It Out
        Each student gets given a passage from the text and students have to arrange themselves in the order that each passage fits in the text. Students then act out their passage using actions and gestures.
    - - Draw It Out
        After reading the story, students draw a picture of how the text connects with them. This could be a personal experience about turtles or sea life/oceans and students must write a couple of sentences describing their personal experience.
    - - Snap and Clap
        The teacher will put the repetitive saying from the book (verb, Turtle, repeat verb!) on the board. Students sit in a circle and teacher starts doing a simple snap and clap rhythm and gets students to copy. Teacher will then say the repetitive phrase on the board and insert their own verb (e.g. "Swim, Turtle, swim!"). The next person has to say the repetitive phrase and insert a different verb of their choice. (FMS RMD p.89)
- - - - Students watch up to 2:23 on the youtube video 'Sea Turtle Song' and then they are asked to draw a diagram of a turtle and label the different features of the turtle. Students may also like to list the different types of sea turtles that are shown on the video.
  - - - Students are then asked to label each aspect of their enclosure. Students may need assistance with more complex words but the students are encouraged to sound out the less complex words and have a go at writing them.
  - - - Links to cross-curriculum priority of Sustainability
- - - - Charades
        Students are given a picture from the book and they must act out what is happening in the picture only using gestures, movements and non-verbal cues. The other students have to find the matching picture in the book that the student is acting out.
    - - Object Find
        Students have to go around the room and find objects/materials and use these resources to act out scenes from the text.
        
        Students have to state the objects they are using and what each object represents in their performance.
  - - - Ocean Art
        Students are given different materials found in/near the ocean (such as sand, seaweed, shells) and they must create an artwork using these materials.
        
        Students write a list of the materials they have used in their artwork.
    - - Collaborative Art
        Students are in small groups of 4-5 and each person takes a turn at drawing a line (they may draw any type of line they want e.g. straight line, curly line, squiggly line). Students repeat this process until at the end, all the lines must come together to create a picture that relates to marine life, the ocean or the beach.
        
        Each group must come to the front and present their artwork and describe to the other students what their picture is about.
  - - - Comic Strips
        Students use an app on the iPad's to make their own short comic strip to re-tell the story in book. Students must draw pictures on the iPads for their comic strips and add captions and/or speech bubbles to communicate the story.
- - - - Students watch the video and afterwards do a think pair, share and tell their partner one way in which humans have impacted the ocean and one way that we could fix this/reduce this.
      - Links to cross-curriculum priority of Sustainability