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Hello everyone.

My name is Miss Baron.

Now I love stories.

And I love words.

I also love reading.

As you can tell from the books behind me.

And that's exactly what we're going to do today.

We are going to do some reading together.

But before we start our lesson, I wonder if you can remember the song that we sang at the end of lesson four.

I taught you a song about my character, Dizzy Lizzy.

Do you remember? Let's sing it together.

It goes like this.

♪ Dark shiny hair ♪ ♪ Big bright eyes ♪ ♪ Small and loud makes fast planes ♪ ♪ Her name is Dizzy Lizzy and she makes aeroplanes ♪ ♪ She loves paper aeroplanes ♪ Should we sing that again together? Join in again and this time really try and do the actions too.

Ready? ♪ Dark shiny hair ♪ ♪ Big bright eyes ♪ ♪ Small and loud makes fast planes ♪ ♪ Her name is Dizzy Lizzy ♪ ♪ And she makes aeroplanes ♪ ♪ She loves paper aeroplanes ♪ Well done.

I wonder if you managed to put that tune to a song about your own character.

I would love to hear it if you did.

Maybe you can share it with me at the end of the lesson.

Now, let's move on to the main learning.

I'm going to tell you what we're going to do today.

Now, today we are going to be practising one of our most important reading skills.

We are going to practise retrieving information.

Now retrieve is a tricky word isn't it? Let's practise saying it.

My turn, your turn.

My turn, retrieve.

Your turn.

My turn again, retrieve.

Your turn.

Well done.

Now retrieve just means to find and bring back.

What does it mean? Your turn.

Well done, it does.

It means to find and bring back.

So to give you an example in a sentence, I might say, "I will retrieve my skipping rope from my friend." Which means I'm going to get it back from them.

I might say, "I will retrieve my book from my teacher." So I'm going to find my book and get it back.

Now, when we retrieve information when we're reading, that just means that we are going to find information in the text and take it out and use it to help us understand the story better.

So we're going to be looking hard for information today in the text, and we're going to be using it to help us understand the story better.

So let's look at what today's learning is going to look like.

First, we are going to do a short spelling activity.

Then we're going to have our strategy check to help us be amazing readers today.

Then we're going to do some reading together and finally you will practise retrieving information.

This is what you're going to need today.

As always, you are going to need something to write on, an exercise book or a piece of paper and something to write with, a pencil or a pen.

So pause the video now and go and get those things if you need to.

First, let's do our spelling activity.

I'm going to say out loud, some words on your screen.

Listen, carefully.

Jump.

Climb.

Shout.

Now listen again and see if you can tell me what's different this time.

So listen for what's different.

Jumping.

Climbing.

Shouting.

Did you notice what's different? If you did tell your screen now.

Say, "I noticed." Go on tell me.

Okay, now before I tell you if you're right, we're going to look at some more words.

So listen to these words.

Look.

Throw.

Wear.

Now listen again.

Looking.

Throwing, Wearing.

What was different the second time? What was different? Can you tell your screen now say, "Hmm, what's different." I think you've spotted it.

I think you have spotted that the sound -ing has been added each time to the end of the words.

The letters I-N-G that make the sound -ing.

Now, -ing is a type of suffix.

And what is a suffix? I'm going to tell you.

A suffix is a letter or group of letters that is added to the end of a word and changes its meaning.

So to help you work out how the meaning changes, we are going to act out some words that end in the suffix -ing, spelled I-N-G.

Are you ready? It's going to be my turn, your turn.

My turn, jumping.

Your turn.

My turn, climbing.

Your turn.

My turn, laughing.

Your turn.

Great job.

My turn, crying.

Your turn.

My turn, crawling.

Your turn.

Well done.

So when we add the suffix -ing, spelled I-N-G, it changes the meaning of the words so that it becomes an action that is happening now.

For example, if I say I am eating my dinner, that means I'm doing it right now.

If I say I am picking flowers, it means I'm picking them right now.

If I say I am crying, that means it's happening right now.

Now then, I would like you to add -ing, spelled I-N-G, to each of the verbs in the table to make silly sentences about your character.

Here are my examples to help you.

Dizzy Lizzy is jumping on the bed.

Dizzy Lizzy is crawling in the mud.

Notice the word is before the verb ending in I-N-G.

You need to remember that.

So, choose which of herbs you would like from the table and put them in this sentence structure.

is -ing.

Now have a go at writing between one and three sentences about your character.

Pause the video now and have a go.

Remember to five finger, check your sentences.

Well done.

I hope you enjoyed writing your silly sentences about your character.

Now we are going to practise reading our story.

So, the first thing that we need to do is our strategy check to help make sure that we can be amazing readers today.

So here are the things that we need to do.

First of all, we need our reading finger don't we? Now, where does our reading finger go? Does it go on our head? No.

Does it go in our ear? Nope.

Does it go under our bottoms? No.

It goes under the words.

Where does it go? Under the words.

Where does it go, tell me.

Fantastic.

Under the words.

Excellent.

We're going to use our reading finger to follow along with the words as we are reading.

The next thing that we need to do is use our phonics.

So to help us read our words, we are going to look at the letters, make the sounds and blend them together.

What are we going to do? We're going to look at the letters, make the sounds and blend them together.

Fantastic.

Now, if there is a tricky word, a sight word, remember, we cannot sound those out.

So we can't use our phonics to read those.

What do we do then? We see the word, we say the word.

We see the word, we say the word.

We just have to remember them, don't we? And then finally, if something doesn't make sense, what can we do to help us? We are going to go back and reread the sentence.

What are we going to do? We're going to go back and reread the sentence.

Well done.

So those are our key strategies to help us read the words correctly in front of us.

Now here's some key strategies for our reading skill today.

Remember our reading skill that we are practising today is retrieval.

What did retrieval mean, can you remember? Can you tell me in a full sentence? To retrieve means, go and tell your screen.

Well done! Well done for remembering.

That was really tricky to remember as well.

To retrieve means to find and bring back.

So that's what we are going to be doing today with our reading.

We are going to be looking for information in the text.

We're going to be finding it and we're going to be using it to help us understand what we are reading.

So these are some things that we can do to help us retrieve information.

First, we can read the question really carefully.

And when we read the question, we are going to look for key words that can help us.

The next thing we are going to do is to scan the text.

So to scan means to look quickly and carefully.

We're going to be scanning the text with our eyes for those key words we spotted in our questions to help us.

And then the third thing that we are going to do is find that information.

We are going to find it.

And when we find it we are going to put our finger underneath the word or the phrase that we have found to show where it is.

So those are our key strategies to practise retrieval today.

Let's see if we can remember them and use them when we're reading.

Now, before we start reading our story, we are just going to practise reading some tricky sight words that you are going to meet in the text today.

Are you ready? First word is the.

I want you to read the word on the piece of paper, as we say them.

Ready? The.

The.

Well done.

The, fantastic.

Next one, was.

Was.

Amazing job.

Next one, he.

He.

Well done, he.

And the last one, because.

Because.

Because, because, because, because.

Because.

Well done.

Fantastic job with your sight words.

Now, there are a few more words in our story today which I think are going to be a bit difficult.

So let's go through them together first.

You ready for your first word? Remember to read it on the piece of paper as we say them.

Son.

The hat-maker's son went home in tears.

Well done.

Next word, couldn't.

Couldn't.

My turn again.

Couldn't.

Your turn.

Couldn't.

Dizzy Lizzy couldn't find her paper aeroplanes.

Well done.

The next word is worried.

Worried.

My turn, worried.

Your turn.

Worried.

Mm, Dizzy Lizzy was worried she wasn't going to make any money at market.

Worried.

Well done.

Muscle.

Can you show me your muscles? I wonder, go on.

Show me them.

I'll show you mine.

Here's one muscle.

Here's another of my muscles.

Now muscle can mean a part of the body, or remember the phrase from our story, "Did not move a muscle." That means it did not move at all.

Here's the word? Muscle.

Muscle.

And finally, nothing.

Nothing.

My turn again, nothing.

Your turn.

Nothing.

The monkeys did nothing.

The word is nothing.

Well done.

Now we are ready to spot those words when we read them today.

I think when we see them in the text, we are going to be able to read them now.

Well done, good job.

Now we're ready to start reading.

What's the first thing you need to do.

Remind me.

Tell your screen.

Well done.

You need to put your reading finger under the first word we're going to read.

Do that now.

Amazing job.

It should be under the word Dizzy.

Now you're going to read with me and I want you to follow along with your reading finger as we read the words.

So follow the words with your reading finger.

Let's go.

"Dizzy Lizzy's son woke up to find his basket of paper planes was," oh, I don't know this word.

Help me out, what can I do? I can look at the letters, make the sounds and blend them together, can't I? Let's do it.

Ee mm pe te ee, empty.

Oh, look it's that's happy e sound spelled with a Y.

Just like on the end of happy.

Dizzy Lizzy's son woke up to find his basket of paper planes was empty.

He was not, oh, it's one of my difficult words that we read together at the beginning, isn't it.

Can we spot it? Can we recognise it? Worried.

Well done.

He was not worried though, because he knew the story.

He looked up and smiled at the monkeys.

Oh help me out with this word.

Let's look at the letters, make the sounds, blend them together.

Pe uh ay ee ng, playing.

"He looked up and smiled at the monkeys playing in the tree with his planes." Now let's look at our question to help us start practising our retrieval.

Which word describes the basket? We're going to read the question again carefully and remember, we're looking for some key words to help us know what to look for in the text.

Which word describes the basket? Now, there are three words that helped me know what to look for in that question.

They are, word.

That tells me I'm just looking for one word.

Describes; that tells me I'm looking for a describing word, an adjective, something to tell me what the basket was like.

And finally the word basket.

I know that I'm looking for a word that describes the basket.

So I need to scan for the word basket in the text.

Now I want you to go back to the text, reread it and find the word that describes the basket.

And then you are going to put your finger under the word and tell me in a full sentence, the baskets was.

So pause the video now and do that.

Remember, you're not guessing.

You're not trying to remember.

You are going back and finding the word in the text, put your finger underneath it.

Pause the video and do that.

Well done.

Let's see how you got on.

So which word describes the basket? It's in this sentence, isn't it? I wonder if you could spot it.

Can you tell me now? Tell me in a full sentence.

The word that describes the basket is, go on tell your screen.

Let's see if you're right.

The word that describes the basket is empty, isn't it? Well done.

Dizzy Lizzy's son woke up to find his basket of paper planes was empty.

So that tells us what the basket was like.

It was empty.

Well done.

Really good try.

Now let's look at our next question.

What did Dizzy Lizzy's son do when he looked up at the monkeys? So key words, do, looked up, monkeys.

We're looking for an action word.

What did he do when he looked up at the monkeys? Here are your three options.

Laughed, shouted, smiled.

Go back to the text and find the word that tells you what Dizzy Lizzy's son did When he looks up at the monkeys.

Put your finger under the word.

Pause the video now and have a go.

What did Dizzy Lizzy's son do when he looked up at the monkeys? Did you spot it? Go on, tell me in a full sentence.

He, tell your screen now.

Well done.

Well spotted.

He smiled at the monkeys.

It's in this sentence here that's on your screen.

Let's read it.

He looked up and smiled at the monkeys.

So your reading finger should be under the word smiled.

Well done.

There it is.

Right, let's carry on reading our story.

Now put your reading finger under the first word you're going to read.

Well done.

It should be under our sight word he.

Now read with me, let's go.

He, oh straight away a word I don't know.

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

Let's robot it.

Ready to robot with me? Waa ah guh oo ee duh.

Waggled.

That doesn't sound right, does it? That's because it's a past tense word and the -ed ending sounds like duh on waggled.

He waggled his finger at them.

Go and do that with me.

Waggle your finger.

He waggled his finger at them.

I know how to get my hats back.

The monkeys, there's our word again, waggled their fingers back at him.

He poked his, sound this word out with me.

Ready? Robot, robot it.

Tch ee ss te.

Chest.

He poked his chest.

Do that with me.

He poked his chest, oh now here's a really long word.

But we can sound it out if we break it down into smaller chunks.

So let's take the first chunk.

Robot it with me, let's go.

Kk oh nn, con.

Next chunk.

Ff ee, fi.

Next chunk.

Duh ee nn te, dent.

Last chunk, oh ee li.

Put them together, confidently.

Confidently, confidently.

Well done.

He poked his chest confidently.

Poke your chest confidently with me.

Great job.

He poked his chest confidently.

My dad told me this story.

Well done.

Some tricky words on that page.

Now what did the monkeys do back at him? So we're looking for our key words, monkeys.

And then the phrase do back at him.

What did the monkeys do back at him? Go and find it in the text.

Put your finger under the word that tells you what the monkeys did back at him.

Pause the video now to do that.

How did you get on? Should we have a look? So what did the monkeys do back at Dizzy Lizzy's son is in this sentence here, isn't it? The monkey waggled their fingers back out him.

Well done if you spotted that.

Here it is.

Your finger should have been under this phrase.

What did they do? They waggle their fingers back at him.

Well done.

Fantastic reading.

Now, next question.

Which word tells you what he did to his chest? So key words in the question, word, we're looking for one word.

Did, so it's an action word.

And then to his chest, so he did something to his chest.

What word tells you what he did to his chest? Pause the video now and go back and find it in a text.

Put your finger under the word remember.

So, let's see how you got on.

Which word tells you what he did to his chest? Go on you tell me in a full sentence.

The word is.

Well done.

The word is poked, isn't it? Which word tells you what he did to his chest.

He poked his chest.

We were looking for an action word, something that he did.

He poked his chest.

Well done, it's in this sentence here.

Now let's read the last section of our story together.

So reading finger under the first word.

Well done.

It should be under our sight word, the.

Read with me, let's go.

The monkeys copied him.

Oh sound this one out with me, ready? Aa guh ey nn, again.

The monkeys copied him again.

Then he threw his paper plane to the ground.

The monkeys did not move a, oh it's one of our difficult words, isn't it, that we read together at the beginning.

A muscle.

The monkeys did not move a muscle.

That's a phrase that we recognise from our story, isn't it.

Come on, you silly monkeys.

Copy me then.

Again and again, he threw his paper plane down, but the monkeys did nothing.

So let's have a look.

Which word does the son use to describe the monkeys? We're looking for one word, an adjective that describes the monkeys that tells us what they were like.

So go on, find it in the text.

Go and put your finger under the word that he uses to describe the monkeys.

Pause the video now and do that.

How we getting on? Which word was used to describe the monkeys? It's in this sentence, isn't it? What was the word? Tell me in a full sentence.

The word was.

Well done, you are doing such excellent reading today.

The word was silly.

Silly.

That's our word that's used to describe the monkeys and tell us what they are like.

They are silly.

Now, here is your challenge task.

Can you, if you are feeling up to it, if you're feeling like going above and beyond with your reading today, can you put these events in order from first to last? So here they are.

He poked his chest confidently.

They waggled his fingers back at them.

He threw his paper plane down.

So those are three things that happen in a story that we have read today.

Can you put them in order at the moment they're in the wrong order.

I want you to see if you can put them in the right order from first to last.

So have a go at that, pause the video and have a go.

And that's the end of our reading lesson for today.

Well done for using your strategies to help you read and retrieve information from the text.

You have been reading superstars today.

I am so proud of you.

Now, I look forward to seeing you in our next lesson, when we're going to get back to recycling our own stories.

So see you next time.

Bye.

I've finished the video