consonants or whether you want to provide all the letters in black to encourage independent recall. Ask each child to cut out the letters in their own name and place the letters in front of them in the right order to spell out their name. You could have the children sit around in a circle on the floor to do this or have them at their desks whichever – works best in your space. Choose one child to be the first player. Take away one of the vowels in the player’s name and have them sound out their name without the vowel. E.g becomes or becomes or ‘Jack’ ‘Jck’ ‘Isla’ ‘Sla’ ‘Isl’. The first player can then go to any other child in the room and one of their ‘borrow’ vowels it might be the same as the vowel they lost or it might be something – different. They add the vowel to their name and sound it out again. Is it the same or different as their original name? The who loaned a vowel to player one is now player two. They have to repeat the process - sound out their name with the missing vowel, choose another child, borrow a vowel from them, sound out their name again with the new vowel. Continue until the whole class have had their turn. The game should be fun as the children sound out their new names’. ‘nonsense There is also space for lots of discussion during and after the game about long and short vowel sounds. Did changing the letters in your name make you say any of the other letters differently? Activity Two: Story Sequence This activity encourages the children to think about the structure of Quick Quack Quentin and see how it moves from the beginning, to the middle, to the end. The children should work in pairs or groups (of 3 at a maximum) for this activity. Pairs or groups should be planned to allow for peer tutoring / scaffolding of the process. Alternatively, the activity could be completed individually to provide additional challenge. Using what I know about the features of different types of texts, I can find, select, sort and use information for a specific purpose. LIT 1-14a
consonants or whether you want to provide all the letters in black to encourage independent recall. Ask each child to cut out the letters in their own name and place the letters in front of them in the right order to spell out their name. You could have the children sit around in a circle on the floor to do this or have them at their desks – whichever works best in your space. Choose one child to be the first player. Take away one of the vowels in the player’s name and have them sound out their name without the vowel. E.g ‘Jack’ becomes ‘Jck’ or ‘Isla’ becomes ‘Sla’ or ‘Isl’. The first player can then go to any other child in the room and ‘borrow’ one of their vowels – it might be the same as the vowel they lost or it might be something different. They add the vowel to their name and sound it out again. Is it the same or different as their original name? The who loaned a vowel to player one is now player two. They have to repeat the process - sound out their name with the missing vowel, choose another child, borrow a vowel from them, sound out their name again with the new vowel. Continue until the whole class have had their turn. The game should be fun as the children sound out their new ‘nonsense names’. There is also space for lots of discussion during and after the game about long and short vowel sounds. Did changing the letters in your name make you say any of the other letters differently? Activity Two: Story Sequence This activity encourages the children to think about the structure of Quick Quack Quentin and see how it moves from the beginning, to the middle, to the end. The children should work in pairs or groups (of 3 at a maximum) for this activity. Pairs or groups should be planned to allow for peer tutoring / scaffolding of the process. Alternatively, the activity could be completed individually to provide additional challenge. Using what I know about the features of different types of texts, I can find, select, sort and use information for a specific purpose. LIT 1-14a