Lesson video

Hi, everyone.

Miss Fryer here for lesson five of our honey in trouble recycling character unit.

In lesson four, we learnt about exclamations, didn't we? Yes, we did! Did you hear my excitement there? That was my explanation.

I'd need an exclamation mark for that one.

Today, we are going to do some reading, so get ready to use those retrieval skills.

I also left you in lesson four with a trivia question.

It was about golden eagles.

I told you that golden eagles are the fastest eagles in the world, the second fastest bird in the world.

Now, cars drive at 30 miles an hour down normal streets that people live on.

So, how fast do you think a golden eagle flies? Same as cars? 30? 40? 50? 60? Wow.

Let me tell you that golden eagles can fly at 80 miles an hour, 129 kilometres an hour.

That is faster than people are allowed to drive on the motorway.

And that's how fast they fly just on a normal day.

That is so fast.

Amazing.

I'm going to start our learning today with a tongue twister followed by a spelling activity.

Then we're going to check our reading strategies to make sure we know what to do when we get to a tricky word.

Then we're going to read through together, and then practise our retrieval skills, finding the key information in the text.

In this lesson, you will need an exercise book or paper, a pencil and your brain.

So, pause the video now if you need to get any of those things.

We're going to start off with a tongue twister today.

Let me tell you what it is.

It goes like this.

The forest floor was full of 30,000 fluffy feathers.

The forest floor was full of 30,000 fluffy feathers.

Can you hear any sounds that are repeated in that tongue twister? I've been at tricky today because I've given you two sounds that sound very similar.

There they are.

We've got our ff and th sounds, which can be tricky to tell apart.

I always think of it as, I have to use my tongue, th, for a T-H.

A tongue for a T-H, th.

If I don't have to use my tongue, it's a ff.

I wonder if you can repeat after me.

I'll try first, and then you do it afterwards.

The forest floor was full of 30,000 fluffy feathers.

Your turn.

The forest floor was full of 30,000 fluffy feathers.

That was good.

How about we try it two times? Let's try that.

The forest floor was full of 30,000 fluffy feathers.

The forest floor was full of 30,000 fluffy feathers.

Can you do it twice now? Your turn.

The forest floor was full of 30,000 fluffy feathers.

The forest floor was full of 30,000 fluffy feathers.

You have to really open your mouth for that one, don't you? Really well done if you managed to do that.

Now, we're going to do some spelling.

This is our last day of learning our days of the week.

In lessons one and three, we learned our first five days of the week, and now it is time to learn our last two days.

We did Monday, Tuesday, Wednesday, Thursday, and Friday.

That's our weekdays.

After the weekdays comes the weekend.

Now we have Saturday and Sunday.

Okie dokie.

Time to sing our song, I think.

Got my prompt here.

I've got the letters here, and I'll point with them so that you can see.

Follow along, and listen to me.

We've got ♪ S-A-T-U-R-D-A-Y ♪ Can you sing that one for me? ♪ S-A-T-U-R-D-A-Y ♪ And then we go down.

♪ S-A-T-U-R-D-A-Y ♪ You go down.

♪ S-A-T-U-R-D-A-Y ♪ How about going up now? ♪ S-A-T-U-R-D-A-Y ♪ ♪ Saturday's when I look at the sky ♪ Can you sing that with me? ♪ Saturday's when I look at the sky ♪ Very good.

And our last day of the week is that easiest day, because we can sound out with our phonics.

I like this one, resting day.

♪ S-U-N-D-A-Y ♪ ♪ S-U-N-D-A-Y ♪ ♪ S-U-N-D-A-Y ♪ ♪ Sunday's when I say goodbye ♪ 'Cause it's the last day.

I think we should sing Saturday and Sunday, don't you, to get it into our heads? Remember, Saturday, I look at the sky.

Sunday's when I say goodbye.

Are you ready? Okay, off we go.

♪ S-A-T-U-R-D-A-Y ♪ ♪ S-A-T-U-R-D-A-Y ♪ ♪ S-A-T-U-R-D-A-Y ♪ ♪ Saturday's when I look at the sky ♪ ♪ S-U-N-D-A-Y ♪ ♪ S-U-N-D-A-Y ♪ ♪ S-U-N-D-A-Y ♪ ♪ Sunday's when I say goodbye ♪ Do you think we could sing our whole day of the week all the way through? Here's all our days of the week, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, and Sunday.

Use the words on the screen to help you if you get stuck, and I'll sing along and I'll be with you the whole way.

Okay? Ready to sing? Off we go.

♪ M-O-N-D-A-Y ♪ ♪ M-O-N-D-A-Y ♪ ♪ M-O-N-D-A-Y ♪ ♪ Monday is when I wonder why ♪ ♪ T-U-E-S-D-A-Y ♪ ♪ T-U-E-S-D-A-Y ♪ ♪ T-U-E-S-D-A-Y ♪ ♪ Tuesday's when I really try ♪ ♪ W-E-D-N-E-S-D-A-Y ♪ ♪ W-E-D-N-E-S-D-A-Y ♪ ♪ W-E-D-N-E-S-D-A-Y ♪ ♪ Wednesday's when I like to fly ♪ ♪ T-H-U-R-S-D-A-Y ♪ ♪ T-H-U-R-S-D-A-Y ♪ ♪ T-H-U-R-S-D-A-Y ♪ ♪ Thursday's when I eat a pie ♪ ♪ F-R-I-D-A-Y ♪ ♪ F-R-I-D-A-Y ♪ ♪ F-R-I-D-A-Y ♪ ♪ Fridays I have fish to fry ♪ ♪ S-A-T-U-R-D-A-Y ♪ ♪ S-A-T-U-R-D-A-Y ♪ ♪ S-A-T-U-R-D-A-Y ♪ ♪ Saturday's when I look at the sky ♪ ♪ S-U-N-D-A-Y ♪ ♪ S-U-N-D-A-Y ♪ ♪ S-U-N-D-A-Y ♪ ♪ Sunday's when I say goodbye ♪ Really good job, everyone.

Why don't you now pause the video to write down your last two days.

Hopefully you know how to spell all the days of the week now.

Amazing.

Now it's time for my favourite part, reading.

Before we read, it's time to check our strategies.

If we come to a word we don't know, we always try the same thing first.

We look at the letters, make the sound and blend the sounds together.

What do we do? We look at the letters, make the sound and blend the sounds together.

But sometimes it doesn't work because we don't know the sound.

We've forgotten it.

We might not even have learnt it yet, or it might be a tricky sight word where phonics doesn't even help us.

We just have to remember.

So, there are other things that we can do to help.

We can miss out a word, read the rest of the sentence and go back.

Miss out a word, read the rest of the sentence and go back.

That's something we can do.

We can also look for little words inside big words.

What can we do? We can look for little words inside big words.

Amazing.

The other thing we can do is we can break a word into chunks.

What can we do? Break a word into chunks.

See if we can read the first chunk first, then the next chunk and as many chunks as there are.

That could be very, very helpful to us.

Now today, we're going to be using our retrieval skills.

Retrieve means find, so retrieval is when we find information in a text.

I always think of it as a looking question.

I'm looking for information I need in a text, and there are three main things we need to do when we are retrieving in a text.

We need to read the question and look for the key words.

So, if it's a why question, then it will need a reason.

It might be about a specific character.

And then we can go back and have a look at that right part.

So, we're looking for key words.

We scan the text to find that key word, and then we can find the information.

Sometimes helps to put our finger on it so that we don't forget.

Those things are all going to help us today with our retrieval.

If you've printed the downloadable reading extract, it's time to get it now.

If not, don't worry.

You can follow along on the screen like I'm going to be, using your finger.

Before we start, we just have some high frequency words and some tricky words to get into our heads.

We have the high frequency word friend.

Friend, I'll say, then you say.

Friend, friend.

We also have the word through, through, and the word favourite, favourite.

They are very tricky words, but they happen in our story.

So we need to put them into our heads, friend, friend, through, through, favourite, favourite.

We also have some tricky sight words to look out for.

We have the sight word who, who, she, she, to, to.

If you spot a tricky sight word, I would like you to put on your tricky word spotting glasses to help you spot it.

So, if you see it, pop those glasses on.

Now, it's time for us to read.

Put your reading finger underneath the first word.

The stork set off.

there's that high frequency word.

through the lush forest.

To, that's our tricky word.

Have you got your glasses on? To find his friend.

That's that high frequency word.

The stock set off through the lush forest to find his friend.

He walked through.

There it is again.

A patch of long reeds by the river.

Patch, that's one of our T-C-H words, isn't it, we learnt in unit seven? It's got that short at sound, patch.

Of a patch of long reeds by the river until he came to a thicket of.

Ooh, can you help me sound this one out? Your finger underneath that p for that first sound.

Pa ruh ick ll ee.

Blend it.

Prickly.

Prickly bushes.

Good job.

He saw Sister Jackal.

Have you spotted that sight word? I have.

Who had just had a litter of four cubs.

The cubs were running in and out of her long legs.

Ooh, this is a very long word.

I wonder if we can spot a little word inside this big word.

Oh, I've spotted one.

I broke it up into chunks and I've spotted the first part of the word is under.

Uh nn duh er, under.

So let's just do the next part.

Nn ee, E-A-E, th, neath.

Underneath, underneath.

In and out of her long legs underneath the golden fur of her tummy.

They were.

Sound out for me.

Buh ar k ih ng, barking.

They were barking playfully at each other.

Now, we're going to practise in with those retrieval skills, so I hope you were paying attention.

Remember, you can always go back in the video and reread again in case you need to find any of your information.

My first question is about the forest.

Which word describes the forest? Which word tells us what the forest is like? Can you use a full sentence? The forest is described as.

Pause the video to go back or see if you can remember what the forest is described as.

Let's have a look, shall we? Which word describes the forest? So, I'm looking for that key word, forest.

The line about the forest.

Here it is.

And it says the stork set off through the lush forest.

Lush means lots of lovely green plants.

So, the forest is lush.

That's the word that describes the forest.

Well done if you found that.

Next question.

How many cubs did Sister Jackal have? Tell your screen in a full sentence.

Sister Jackal had hm cubs.

How many? Pause the video to go find out the answer.

So, how many cubs did Sister Jackal have? Do you remember the sentence? We're looking for how many cubs.

That's going to be a number.

And the number of cubs.

He saw Sister Jackal, who had just had a litter of four cubs.

You might have remembered me putting up my fingers, four.

Good job if you got that one.

Oh, I snuck it in.

I've snuck in an inference question, the inference question alert.

My inference question today is, what do you think the word litter means? Remember, in inference questions, we look for clues.

So, if you're not sure, look for clues in the rest of the sentence.

I think the word litter means.

Use your full sentence.

Pause the video to have a little guess.

So, what do you think the word litter means? Here's the sentence with litter in it.

He saw Sister Jackal, who had just had a litter of four cubs.

Now, if somebody tells you to pick up litter on the playground, that means rubbish, doesn't it? Should we see if we could swap litter for rubbish, and it would still make sense? Let's try it.

He saw Sister Jackal, who had just had a rubbish of four cubs.

Does that make sense? No.

So although litter does mean rubbish, it mustn't mean rubbish in this sentence.

What other word would also make sense in this sentence? He saw Sister Jackal, who had just had a mm of four cubs.

Hm.

How about a group of four cubs? Does that make more sense? The four cubs are in a group.

It means that there is more than one of them.

That makes more sense, doesn't it? In this sentence, litter means a group of puppies, and quite often gets it with other animals that have puppies like wolves and jackals.

They might have a litter of cubs, too.

So, let's just remind ourself of our first bit of our reading before moving on to the second part.

The stork set off through the lush forest to find his friend.

He walked through a patch of long reeds by the river until he came to a thicket of prickly bushes.

He saw Sister Jackal, who had just had a litter of four cubs.

The cubs were running in and out of her long legs underneath the golden fur of her tummy.

They were baulking playfully at each other.

Okay.

New sentences, reading finger ready, underneath that ss ss ss, sister.

That's my first word, sister.

Off we go.

Sister Jackal smiled.

Help me sound out.

Puh ruh ow, O-U, ow, duh ll ee, proudly.

She smiled proudly down at them.

Her pointed ears twitched as the stork stepped on a dry twig, and.

There's a sight word.

She quickly turned to.

Another sight word.

Look at him.

Seeing stork, who.

another sight word.

Gave a.

oooh, what's this word? K ll um ss ee.

Blend it for me.

Clumsy, gave a clumsy wave.

She, sight word, she, trotted over to meet him.

That's a lot of sight words in this one, isn't there? Let's use our Sister Jackal voices.

"Good day, Master Stork," she said, with a soft.

Ooh, I forgot that sight word, she.

I hope you spotted it.

What's this word though? With me.

Guh rr ow ll, growl.

Oh, that makes sense, doesn't it? She's a jackal.

She's probably growling.

She said with a soft growl.

"How can I help you today?" There's that question mark.

She's asking him a question.

"Oh, Sister Jackal!" Help me sound.

Rr eh puh ll ide, replied, replied the stork excitedly.

Good job.

"I've found my new.

." I can see that high frequency word.

"Favourite thing in the world." Very, very good.

Time for a new retrieval question.

Find two words or phrases, that might mean a group of words, that describe Sister Jackal's physical appearance.

That's from our character talk, isn't it? So, two things about what she looks like, her physical appearance.

See if you can remember, or go back and look at the text.

Pause the video now.

So did you find two words or phrases that describe Sister Jackal's physical appearance? The key word in this question is physical appearance.

We're looking for clues about what she looks like.

Here's some sentences from the text.

The cubs were running in and out of her long legs underneath the golden fur of her tummy.

What does she look like? What words describe her physical appearance? We know that she has long legs.

That's a clue.

And that she has golden fur on her tummy.

So, that's two clues already.

Well done if you spotted those.

Here's another clue in case you've got this one.

Her pointed ears twitched as the stork stepped on a dry twig, and she quickly turned to look at him.

Which bit tells what she looks like? There it is, pointed ears.

We know she has pointed ears.

She has long legs, golden fur on her tummy and pointed ears.

Well done if you got two of those.

Maybe you've got all three.

Question five, why do Sister Jackal's ears twitch? We just read that part, so that might've given you a big clue.

Why do Sister Jackal's ears twitch? Tell me in a full sentence.

Sister Jackal's ears twitch because.

Pause the video now to answer my question.

So, why do Sister Jackal's ears twitch? Let's get that sentence back up again.

We're looking for a reason why her ears twitch.

Her pointed ears twitched as the stork stepped on a dry twig, and she turned quickly to look at him.

There it is.

They twitched as the stork stepped on a dry twig.

So, it made a kind of crunch sound.

And Jackals, like all dogs have got very, very good hearing.

So, she turns her head to look at him.

Well done if you got that one.

And last question.

This is a challenge question.

We're going to do a last inference question.

And my inference question is this.

Sister Jackal is a gentle and caring creature.

Do you agree or disagree? I'll read it again.

Sister Jackal is a gentle and caring character.

Do you agree or disagree? Answer in a full sentence.

I agree that she is a kind and caring character because it says in the text.

and then find your evidence.

Or, I disagree that she has a kind and caring character because it says in the text.

and give me your evidence.

Make you answer from the text.

Pause the video to answer the question.

Okay, let's see if we can answer my challenge on making inferences, agree or disagree.

Sister Jackal is a gentle and caring character.

Let's find the evidence.

When we are inferring, we are looking for clues like a detective.

Gentle and caring.

We're looking for evidence that she is gentle and caring.

She's a nice character.

So, the cubs were running in and out of her long legs.

If she's letting the cubs run in and out of her legs, do you think that makes her gentle and caring? Yes? I think it does.

I think that makes her gentle and caring.

She's being very patient, isn't she, letting the cubs run in and out of her.

She's not telling them off.

Sister Jackal smiled proudly down at them.

So, she's smiling proudly.

She's smiling.

Does that make her gentle and caring? I think it does.

She says, "Good day, Master Stork." That's very polite, isn't it? "Good day, Master Stork." So, she has greeted him politely, and she says, with a soft growl.

She's got a soft voice.

She asks him and says things to him softly.

That's pretty gentle sounding to me.

And lastly, she asks how she can help.

If she's offering to be helpful, she must be caring.

So, I agree that she is a gentle or caring character.

I hope you found some good evidence, too.

Really good reading today, guys.

Let's finish off with our tongue twister from the start of the lesson.

Remember, it goes, The forest floor was full of 30,000 fluffy feathers.

Can you try again? The forest floor was full of 30,000 fluffy feathers.

I know.

I'll challenge you.

Can you do it three times in a row? I'm not going to do it first this time.

We'll all try and do it three times together.

Are you ready? Off we go.

The forest floor was full of 30,000 fluffy feathers.

The forest floor was full of 30,000 fluffy feathers.

The forest floor was full of 30,000 fluffy feathers.

Woo! That exercised my tongue.

It feels all twisted.

I wonder how yours feels.

Remember, as always, you can share your work with Oak National.

I'd love to see all of the great things you've been doing.

If you'd like to, please ask your parent or carer to share your work on Instagram, Facebook, or Twitter, tagging @OakNational and hashtag #LearnwithOak.

And that is it for today.

I hope you enjoyed reading as much as I did.

In lesson six, we're going to be having a look at our boxing from unit seven, adapting it to accommodate for our new recycled characters and making a character plan for some of our new animal friends.

It's trivia time now.

And you might not have done a jackal in your story, like we were learning about and reading about today.

You might have chosen a leopard.

Now, leopards are known for their black spots, but actually, leopard spots aren't black at all.

It's cheetahs that have black spots.

Leopards have actually got brown spots with these kind of black squiggly lines around the outside.

They call them rosettes because it looks a bit like a rosette medal.

They have lots of them, these leopards, but how many rosette shaped spots do you think a leopard has? I'll give you a clue.

It's a lot.

Have a sensible guess, and I will tell you at the start of lesson six.

Bye.