Lesson video

Hi everyone.

My name's Miss Toole and I love to sing, dance and move our bodies to movement and actions.

This is my friend, Peter, and sometimes he can be a little bit shy but he also enjoys learning stories, learning different bits of texts and moving our bodies to them.

Today, we are going to be writing our own information piece.

Do you remember why we do information because it gives us? Knowledge, well remembered.

It gives us knowledge, so today, we are going to start writing our own information text.

Let's have a look at what we are going to be doing today.

We're going to start off with a little of a game called tell and mime and you will need a teddy bear for that.

So in a second, you can pause the video, go and grab your teddy bear and come back.

Then we're going to look at our spelling.

And then we are going to start our shared write and our information text.

So today, you are going to need some paper, preferably paper with lines that you can do your writing but don't worry if you don't have it.

A pencil and your fabulous brain.

So pause the video now, go and get your resources, come back and we can start today's learning.

So let's start with our game of tell and mime.

So this game, Peter is going to tell me a section of our information text and I am going to mime it for you at home and you've got to try and guess which part of our information text I am miming.

So are we ready? Okay.

Are you ready? I'll do it again.

Have a think.

Which part of my information text was I miming for you? So.

Have you guessed it? Let's have a look.

It was tiger's are long.

Tiger's are long.

Let's have another go.

Oh.

Okay.

I'll do it again.

Have you had a guess? Let's watch.

What could it be? 4,000 tigers in the whole wide world.

Yes, well done if you got it right.

We'll play it once more.

Okay, are we ready? I'll do it again.

Have you guessed it? Let's have a go together.

Tigers have stripes so they can hide in the long grass.

Did you enjoy tell and mime? If you did, pause the video and have a go now with your teddy and see if you can mime different parts of our information piece.

Now we're going to start with our spelling.

So this week, we've had four words and each word has had our -est suffix on the end to make them boastful adjective.

We've got newest, tallest, greatest and oldest.

And I want you to have a look at the words on the screen.

In a second, I'm going to get you to pause the screen and I want you to have a go at putting the words into a sentence of your own.

So for example, a tiger is the greatest cat.

The monkey climbed to the top of the tallest tree.

Tom was the oldest in the family.

So pick one of the words and write it into your own sentence.

Don't forget when you're writing your sentence, you need to have your capital letter at the start and you need your full stop at the end.

So pause the video now and have a go at writing your own sentences.

You don't need to write them for all four words.

You might choose to write them for one word, you might choose to write it for two words, or you might choose to write four sentences for all four words.

It's up to you.

Let's start our shared write information about tigers.

Now, you will need your pencil and your lined paper.

You need to make sure you are sat in your chair comfortably and your feet are touching the floor.

If they can't touch the floor, put a book underneath to rest your feet so that we're not wibbly wobbly on our chair.

You will need your pencil in your grib.

So try a crocodile grip.

And make sure that your other hand is holding your piece of paper still so that when you're doing your writing, it doesn't move.

Okay? So for our shared writing, you're going to need to use your box up.

So we're going to have a look at each information and using our pictures to help us to do our writing.

So the first thing we need to do is we need to put our pencil in our hand.

And we need to use our other hand to hold the paper.

And I'm going to start with our title.

So the title is tigers.

Well done, tigers.

It needs to go on the top line in the middle.

Just like me.

Fantastic.

Then we're going to move down to the next line and we're starting at the end now to do our writing.

So have a look at our box and the first thing we're doing is introducing ourself.

So our sentence is going to be my name is Dr.

and then you can say yours.

So my starts with a capital letter.

Make sure you've got your finger spaces in between each word.

So my name is is is Dr.

Now, Dr.

needs a capital da and then a small ra and then when you do your name, I'll put a line there where you can fill in your name.

And full stop.

Super, you can pause the video if you need to to write down your name.

And then press play when you're ready to go.

The next bit is what we're telling them about.

So our sentence is going to be today I am going to tell you about, so it needs a capital letter at the beginning because it's the start of our sentence.

Today.

Think about the sound at the end.

Today I, I.

New line, because we haven't got any room left.

Am, am, am.

Going, going.

Going.

Going.

To tell, tell, it's that long L sound at the end.

L.

You about, about.

And our ou sound, the digraph is an O and a U.

About.

The, which is one of our tricky words.

Remember, we can't sound it out, we just have to know it.

The, now, here I would like you to use one of our spelling words to describe the cat.

So I'd like you to write the word greatest.

I'm going to tell you about the greatest cat.

Cat.

Cat.

And that's the end of our sentence.

So what does it need? A full stop.

Perfect, now, remember, we asked a question in our introduction to hook the reader.

So our question's now going to be do you know what that is? 'Cause we want to see do they know what the greatest cat is? So the question, same as the sentence starter, it's a capital letter.

Do you, we've already written the word you before.

Know.

So this is know as in knowledge not as in no, you can't do something.

So do you know.

I'm going to go to the next line so I can fit my word on, and it's what, which again is one of our tricky words, which we can't sound out, we just need to know.

What.

Do you know what that, that.

That.

Is, and at the end of our question, we put a question mark.

Do you know what it is? And then I would like you, on your own, to write the next sentence, which is it's the tiger.

It's the tiger.

I'm going to put a full stop at the end.

So pause the video now and have a go at these for me, please.

Now that you've written that bit, we're going to have a look at identification.

So remember that's what the tigers looked like.

So our first sentence is firstly.

I'm going to put a comma, capital letter to start with.

Firstly, what do tigers look like? So the word is firstly.

Comma, what, remember, that's our tricky word.

We can't sound it out.

We just have to know it.

What? What? Do.

Tigers.

Tigers.

Look like? Look.

Look.

We've got the digraph OO in the middle.

Like.

And that's the question we're asking the reader.

So we need to put a question mark at the end.

Super.

Great work, well done.

So let's have a look.

What did we say? We said tigers are long.

So that's our next sentence.

Three words.

So start of our sentence, what do we need? We need a capital letter.

Well done.

Tigers.

Are, are.

Tigers are.

Now I'm going to draw a line now because I want you to have a go at sounding out the word long.

Long.

Sound it out and then write it down.

Think of the sounds.

Write the sounds down.

Then we're going to do about the colours.

So they can be orange, gold or can you remember? That's it, white.

So start our sentence with a capital letter.

They.

They.

Can be orange, gold or white.

So we're going to go on a new line to fit my word on.

Orange.

Orange.

I'm going to put a comma in between two of my colours.

Orange.

Gold, gold.

Gold.

It's got that old at the end that we have in our oldest.

Gold.

Gold or white.

White.

So our sentence is they can be orange, gold or white.

And let's have a look at our box up and what else did they have? Good, and have stripes all over.

So and.

And.

And.

Have.

Have.

Now, I want you to finish this sentence on your own.

So it's three words.

So it's stripes, stripes all over.

Full stop at the end.

Stripes all over.

You can pause the video now to have a go and then press play once you've done.

How did you find today's lesson? I really enjoyed starting writing our information text and I can't wait to continue tomorrow.

To finish today, I want to end on our tiger song.

And I'm not sure if you can remember it from one of our previous lessons in this unit.

So don't worry if not.

We're going to go through it together and then you can join in with me.

It's the one that we sang to the theme tune of "Row, row, row your boat." So are we ready? It goes.

♪ Roar, roar, the tigers go ♪ ♪ Hunting for their prey ♪ ♪ Carefully hiding in the grass ♪ ♪ Who will come their way ♪ Shall we do it again? Let's go.

♪ Roar, roar, the tigers go ♪ ♪ Hunting for their prey ♪ ♪ Carefully hiding in the grass ♪ ♪ Who will come their way ♪ See if you can join in with me now.

Are we ready? And if you're feeling really adventurous, let's try and do it like a tiger.

Are we ready? ♪ Roar, roar, the tigers go ♪ ♪ Hunting for their prey ♪ ♪ Carefully hiding in the grass ♪ ♪ Who will come their way ♪ Amazing, did you enjoy that? Thank you for joining in in today's lesson.

The next lesson in this unit, we're going to carry on writing our information text and we will reread what we've already got to make sure it all makes sense.

Have a lovely day.

See you later.