Watch the animation of the beautiful story of Martin Waddell’s Owl Babies. If you have got the book at home, follow the story by turning the pages at the correct time with the video.
As you watch the video, join in with the repeated words and phrases, eg I want my Mummy, all owls think a lot.
Stop it before the end.
Can you predict the ending? (As this story is well known, children who know the ending could make up a plausible alternative). Think about the owl babies, they don't know where their mother is. What might happen? She could come back. She might not come back. Which do I think it will be?
Now watch to the end and discuss the children's predictions
Owl Babies is a popular story; encourage the children to give their response to the story
- What makes the story appealing?
Discuss the language e.g. the way the author repeated some words and phrases, enabling the children to join in with the reading
Talk about the setting
Talk about the events and theme
- What was the story about?
Complete a book review for this story. (sheet at the bottom of the page).
Can you draw your favourite part of the story? Practise your phonics by writing a sentence under your picture.
Can you retell the story using actions and changing your voice for the different characters? How would Sarah sound? Would her voice be different from Bill’s? Why? How can we sound like the mother owl?
Don’t forget to think about the structure of the story. What happened in the middle? What happened in the end?
How are the three owlets different? They look the same but would they say the same thing? What does Sarah say in the story. Why does she say these things? She is the biggest owlet, how is she trying to make her brothers feel? Does this change towards the end? Why?
How is Percy feeling? Is he feeling the same as Sarah? As Bill? How do you know?
How is Bill feeling? What else might Bill say?
Can you think of each character and what they might say? Use the sheet at the bottom of the page to write speech for each of the characters.
Use your phonic knowledge to rewrite the story.
· recall the main events from a narrative text and write them in the correct sequence?
· use a range of punctuation?
· start your sentences in a variety of ways, using time connectives? (e.g. Next, after that, then, meanwhile).
· use adjectives and verbs to add detail to your writing?
Use the story map above to help you structure your writing.
You could use the sheet below to write the story on (half lined or fully lined).
This weeks new sound is the digraph er as in corner. Can you write er in the air with your magic finger? What words can you think of with the digraph er in? Can you make a shopping list of all the things you might buy at a shop that have the er sound in? Here's my shopping list:
What will you buy from the shop?
Don't forget to look at your tricky words. The new ones this week are all and are. Can you put the tricky words in a sentence?
Now have a look at these videos.
Education City has lots of fun resources.
Another fun activity is to get your teacher or an adult to write 6 er words on the IWB or a piece of paper. You then have to choose 2 words to write down. The adult then reads the words out and if you have that word you cross it off. When you have crossed both of your words off you can shout BINGO!
Now have a go at the resources below.
This week’s focus is alternative pronunciations for ee and igh
Have a go at spelling the following words using our
‘Look, Cover, Write, Check’ method.
Spellings: seat, treat, steam, dream, least, pie, fried, cried, spied, replied
Watch the following videos describing the phoneme (sound) ee that is written down as ea (the grapheme) and
the igh phoneme as the grapheme ie.
Here are some other activities to try throughout the week: