Lesson video

Hello, everyone.

My name's Ms. Barron.

You can see I'm wearing my favourite hat again today because of our story, "Monkeys and Hats".

Now, as you already know, I love stories and I love words.

I like playing with words, and sometimes I like making up songs with them too.

And I've done just that for us today.

I've made up a song all about the problem in our story.

Remember, great stories need problems that matter.

And there's a big problem for our hatmaker in our story, isn't there? So I've made up a song about the problem, and I'm going to teach it to you today.

I'd like you to join in with me so that we can sing it together.

It goes like this.

♪ Cheeky monkey in a tree ♪ ♪ In a tree in a tree ♪ ♪ Took my hats away from me ♪ ♪ Give me back my hats ♪ So that was my song about the problem in this story.

Now I'm going to sing it again.

I'm going to sing each line twice, and I'd like you to join in with me the second time.

Are you ready? ♪ Cheeky monkey in a tree ♪ ♪ In a tree in a tree ♪ Join in with me.

♪ Cheeky monkey in a tree ♪ ♪ In a tree in a tree ♪ And the next line.

♪ Took my hats away from me ♪ Join in with me.

♪ Took my hats away from me ♪ And the last line.

♪ Give me back my hats ♪ Join in with me.

♪ Give me back my hats ♪ Fabulous job.

Right now, we're going to put the whole song together, and I'd like you to join in with me all the way through.

Are you ready? Let's go.

♪ Cheeky monkey in a tree ♪ ♪ In a tree in a tree ♪ ♪ Took my hats away from me ♪ ♪ Give me back my hats ♪ One more time.

♪ Cheeky monkey in a tree ♪ ♪ In a tree in a tree ♪ ♪ Took my hats away from me ♪ ♪ Give me back by hats ♪ So that's our song this morning.

I really enjoyed singing that with you.

Thank you for joining in with me.

I hope you enjoyed it too.

Now, let's run through the rest of the learning in today's lesson.

First, we're going to do a quick spelling activity.

The main focus for today's lesson is going to be reading.

We're going to be reading a section from our story.

And so then, we're going to do a quick strategy check to help us with our reading.

After that, we're going to read together.

And finally, we're going to practise retrieving information.

And I'm going to explain what that means a bit later.

So what are you going to need for this lesson? Well, you're going to need something to write on.

So a piece of paper or your exercise book, and you're going to need something to write with, a pencil or a pen.

If you don't have those things, pause the video now and go and get them.

Fantastic, you're back with everything you need.

And remember, you also need your wonderful selves and all the wonderful things that you can do.

And it's okay if you find the learning a bit hard today.

I want you to have a go.

And remember, if you make mistakes, that's fine too.

Making mistakes makes the learning great.

For our spellings this week, we've been practising our letters of the alphabet, haven't we? To help us with our reading and writing.

So we're going to sing our alphabet song.

And as you sing with me, I would like you to follow the lowercase letters of the alphabet that's so on your screen with your eyes.

So are you ready to sing with me and move out your bodies, because you're going to join in with the actions too.

Let's go.

♪ A B C D E F G ♪ ♪ H I J K L M N O P ♪ ♪ Q R S T U V ♪ ♪ W X Y and Z ♪ ♪ Now I know my A B C ♪ ♪ Won't you sing along with me ♪ Great job.

Now, we're going to sing it one more time.

And this time, I would like you to follow the capital letters of the alphabet with your eyes.

So, ready to join in with me? Let's go.

♪ A B C D E F G ♪ ♪ H I J K L M N O P ♪ ♪ Q R S T U V ♪ ♪ W X Y and Z ♪ ♪ Now I know my A B C ♪ ♪ Won't you sing along with me ♪ I really enjoyed singing that with you.

Thanks for joining in with me.

Now, let's put some of that learning into practise.

Can you match the lowercase letters with the capital letters? Now you might like to match by joining an imaginary line with your finger, or if you have a piece of paper with you, you might set it out like this and write it down.

So you might notice there's a match.

I've got the capital letter B, with the lowercase letter B.

And you might write it like this, with the capital letter first, followed by the lower case letter.

So that's an option for you if you'd like to write it down.

Pause the video now, and have a go.

Let's see how you got on.

Let's see what those matching pairs are.

There's the matching pair for the letter D.

That's the matching pair for the letter K.

That's the matching pair for the letter M.

There's the matching pair for the letter F.

And finally, the matching pair for the letter O.

Now, should we have another go with some more letters? So the same thing, I'd like you to match the lowercase letters with the capital letters.

Again, you can draw an imaginary line with your finger or you can write it down.

Pause the video now and have a go.

Great effort, now let's see how you got on.

Let's see what those matching pairs are.

There's the matching pair for the letter W.

Here's the matching pair for the letter L.

The matching pair for the letter G.

The matching pair for the letter Q.

And finally, the matching pair for their letter Y.

Gosh, you are doing some super spelling work today.

Now, can you have a go at writing these letters as capital letters? Pause the video now and write them down on your piece of paper.

Remember your letters need to go on the line.

Let's see how you got on.

So those are the letters, A, E, I, N, and P.

And this is what they look like as capital letters.

Now, as you know, I love stories and I love words.

So I bet you've already guessed that I also love reading, and that's what we're going to be doing today.

We are going to be reading the problem section of our story.

Because remember our learning at the moment is all about problems that matter.

And we're going to be retrieving information.

Now, what does that mean? That's a tricky word, it might be new for you.

To retrieve means to find something and bring it back.

So I might retrieve a book for my friend.

Or if I was the hatmaker in our story, I might retrieve my hats from the monkeys.

And that's what we're going to be practising today.

How to retrieve information from the text to help us better understand the story.

And I'm going to be teaching you how to do that, and we're going to practise it together.

So let's get on with our reading.

But before we start, let's just go over some strategies that we can use to help us be amazing readers today.

Now, the first one is about your reading finger.

Where does our reading finger go? Does it go on top of our heads? No.

Does it go in our ear? No.

Does it go in our mouth? No, absolutely not.

Where does it go? It goes under the word.

It goes under the word.

Where does it go? Tell me, under the word, fantastic.

I want you to follow the words that we read today with your reading finger.

Now, the next one is, what do we do if we come across a word that we don't know? A word that's difficult to read.

We are going to use our phonics.

So we're going to look at the letters, make the sounds, and blend them together.

We're going to look at the letters, make the sounds, and blend them together.

Do it with me.

Look at the letters, make the sounds and blend them together, fantastic.

Now, if it's a high-frequency word, or a sight word, a tricky word, then we don't use our phonics.

Remember, we can't sound those words out.

We just have to remember them.

So we're going to see it, and say it.

See it and say it.

And finally, if a sentence doesn't make sense, we're going to go back and reread it.

We're going to go back and reread it, fantastic.

So those are some strategies that are going to help us with our reading today.

And remember, our reading skill is retrieval.

So remember, we're finding information and we're using it to help us understand the story better.

And so here are some things that are going to help us do that.

We're going to read the question carefully and look for keywords.

And we're going to scan the text for those keywords, which means we're going to look carefully and quickly for them.

We're going to see if we can spot them in the text to help us find the answer.

And then we're going to find or retrieve that information and use it to help us understand the story.

I think we're ready to start reading.

Let's practise reading some high-frequency words that we are going to meet in our story.

Now remember, we can't sound these out, so what do we do? We see the word, we say the word.

We see the word we say the word.

My turn, your turn, let's go.

Was, was, was, was, was.

Well done, next one.

He, he, he, he, he, he, fabulous.

Next word, the, the, the, the.

Let's say it in an excited voice, the.

Next word, when.

When, when, when, when, when, when.

When, well done.

Were, were, were.

In your loudest voice, were.

Let's say it in a scared voice now, were.

And a happy voice, were.

And finally, said.

Said, said, said, said.

The hatmaker said, "Give me back my hats." The word is said.

Supper job on your high-frequency words there.

Now we're ready to read.

First of all, I want you to put your reading finger under the first word we're going to read, do that for me now.

Well done, it should be under the word, it.

That's the first word we're going to read.

Remember, I want you to follow the words with your reading finger today, and I want you to read with me, let's go.

It was, oh, I don't know this word.

What can I do to help me? I can look at the letters, make the sounds and blend them together, you're right.

Do it with me.

Hot, hot, it was hot.

And the, well, this is a big word and I don't know it.

Now, one thing I can do here is to look for little words in a big word.

I wonder, is there a little word you know already that you can spot in that big word? Have a look now.

I can spot the word, hat at the beginning.

There's the word, hat, at the beginning of that word.

And the next sound after hat is m.

Now let's think about our story.

What word do we know from our story that begins hat m? And you guess, it's hatmaker, isn't it? That is the word, hatmaker.

It was hot, and the hatmaker felt tired.

Now what actually might you do if you were tired? Can you do one for me now? I think I would yawn if I was the hatmaker and I felt tired.

So I'm going to do a big yawn, can you do that with me? It was hot and the hatmaker felt tired.

He puts his hats.

Now let's sound this word out, down, down.

He puts his hats down and fell.

This is a tricky word, I don't know it, let's sound it out.

Asleep, asleep.

He put his hats down and fell asleep under the tree.

When he woke up, all the hats had disappeared.

Disappeared means gone.

When he woke up, all the hats had disappeared.

Oh no.

Now let's have a go at retrieving some information.

This is the question.

What was the weather like? Now remember, we're going to look for some keywords in our question.

What's the keyword here? Tell your screen now.

You're right, the keyword is weather.

Now we know lots of weather words, cold, sunny, cloudy, rainy.

So we're going to be looking to spot a word that reminds us of weather.

A word that links to the weather.

Now, I'd like you to go back to the text and find it.

So I don't want you to guess.

I don't want you to try and remember, I want you to go back to the text and find it.

Put your finger under the word that tells you what the weather was like.

And then say it in a full sentence for me, it was what m.

Pause the video now and have a go.

Let's see how we got on.

What was the weather like? It tells us in the first sentence, doesn't it? It was hot, hot, it was hot, that's our weather word.

Can you say it in a full sentence for me? It was hot.

Well done, amazing job.

Now, let's have a look at our next question.

Where did the hatmaker fall asleep? So let's remind ourselves, we need to look for keywords in our question.

There are two here.

The first one is where.

The word where tells us that we need to look for a place.

We're looking for a place, a place where the hatmaker fell asleep.

Asleep is our next keyword.

So where did the hatmaker fall asleep? Was it in the bushes? Was it under the tree? Or was it in the market? So you have three choices there.

Now remember, I don't want you to guess.

I don't want you to try and remember.

I want you to go back to the text and find it.

Put your finger under the answer in the text, where did the hatmaker fall asleep? Pause your video now and have a go.

Where did the hatmaker fall asleep? Let's see if we can find it, is in this sentence, isn't it? He fell asleep bears are keywords, can you spot it? He fell asleep under the tree.

Say it in a full sentence for me.

The hatmaker fell asleep under the tree, your turn.

Fabulous job, you are doing so well.

Great effort with your reading so far.

Let's carry on reading our story together.

First of all, put your reading finger under the first word we're going to read, do it now.

Well done, it should be under the word, he.

Now, I want you to keep following the words with your reading finger as we go.

Read with me, let's start.

He looked behind.

Oh, now I'm not sure if I know this word.

Let's sound it out together, trees, trees, there's our word.

He looked behind trees, under rocks and in the bushes.

Let's read that sentence together one more time, and I want you to do the actions with me.

He looked behind trees, under rocks and in the bushes, well done.

Suddenly, he had sounds above his head.

He looked up and saw a, oh, I don't know this word, let sound this out, crowd, crowd.

He looked up and saw a crowd of monkeys.

Now, what do we think crowd means? Do you think it means that there was just one monkey? Do you think it means there we're two monkeys or that there were lots of monkeys? What do you think? You're right, it means there were lots of monkeys.

I might see a crowd of people at a concert.

Crowd means lots of.

He looked up and saw a crowd of monkeys.

There's our word underlined, crowd.

Now, let's practise our retrieval.

Where did the hatmaker look for his hats? So remember, we're looking for keywords in the question.

Keywords here are where? Again, we're looking for a place.

And then, look to where did the hatmaker look? And then finally, hats.

So we're looking in the text for a place where the hatmaker was looking for his hats.

So I want you to go back to the text, put your finger under the bit in the text that tells you where he looked for the hats.

Pause the video now, and go back and find it.

Let's see how you got on.

Where did the hatmaker look for his hats? It's in this sentence, isn't it? He looked so we can see that word from the question.

We had the question word, look, and we can see looked a little bit different.

But the past tense verb of look in the text, he looked and then here's our answer, behind trees under rocks and in the bushes.

So three places where he looked for his hats.

There we go, there's our answer.

Let's practise our retrieval again.

First, we're going to read the question carefully.

Which word was used to describe the monkeys? Now I'm going to look for some keywords in my question to help me know what to look for in the text.

And the first one is word.

That tells me I need one word from the text.

And the other word is describe.

Now, describe means to tell us what they're like.

So we know we're looking for one word that tells us what the monkeys are like.

Go back to the text and find that word.

Put your finger under the word that tells us what the monkeys are like.

Pause the video now and have a go.

How did you get on? Shall we find out the answer? Which word was used to describe the monkeys? It's right at the beginning of that first sentence, it's the word, cheeky.

The cheeky monkeys were all wearing his hats.

So the word cheeky tells us what they were like, it describes the monkeys.

Now, can you think of another word that you might use instead of cheeky to describe the monkeys? Have a think now and tell your screen.

If it was me, I think I would use the word naughty, or maybe, mischievous.

Mischievous means having fun by playing tricks on people or doing things that we're not supposed to do.

And I think the monkeys are mischievous because they take those hats without asking.

Let's have a look at our next question.

How did the hatmaker feel when he saw the monkeys wearing his hats? So the keyword in the question there is feel.

We're looking for a feeling word.

A word that tells us how the hatmaker felt.

He saw the monkeys wearing this hat.

So remember, go back to the text and put your finger under the word that tells you how the hatmaker felt at that point.

Pause the video now and have a go.

Let's see how you got off.

So the question was, how did the hatmaker feel when he saw the monkeys wearing his hats? Did you spot that word that tells us how he was feeling? It's that word, furious, isn't it? Furious, meaning really, really angry.

So the hatmaker felt furious.

And how do we know? Because of two things in the next sentence.

I wonder if you spotted those two.

So the first one is what he did.

He shook his fist at them.

Now, if you're angry, you might shake your fists.

And so we know that he felt angry, he felt furious because of what he did, and also because of what he said.

He said, "Give me back my hats." Now, a clue there is the exclamation mark at the end.

Exclamation marks are used for strong feelings.

Maybe if we're feeling really excited or really happy or really angry.

So there's a clue.

So we know that he felt furious because of what he did and because of what he said.

So those are our answers highlighted for you.

And finally, a challenge task.

You have put so much effort into being amazing readers today.

I think you are ready for our challenge task.

So I wonder, can you put these events in order from first to last? I will read them for you.

The hatmaker heard sounds above his head.

He shook his fist at the monkeys.

And then the last one, he looked up and saw the monkeys wearing his hats.

I wonder, can you put those events in the story in order from first to last? You might want to say them or you might want to write them down.

Pause the video now and have a go.

That's the end of our reading lesson today.

I hope you enjoyed that lesson.

I really enjoyed working with you, and I feel really proud of all the hard work and effort you have put in to your retrieval skills with your reading today.

Well done.

You have been an absolute superstar.

But finally, I'm going to leave you with a joke.

And I wonder if you can work out the answer, and then tell me at the beginning of next lesson.

The joke is how did one hat say to the other? See you next time.