Lesson video

Hello, everyone, my name's Mrs. Riley, and I'm here today to do some reading with you.

In our lesson today, we're going to be focusing on a story called, "Yoshi the Stonecutter." So the first thing we need to do is make sure we have a copy of the book.

For this lesson, you'll need the 2011 Oxford University Press edition of "Yoshi the Stonecutter," that's written by Becca Heddle and Meg Hunt.

Could you pause the video now and make sure that you have got that book ready for the lesson.

Well done, now I know we've all got the book, we're ready to start our reading lesson.

The outcome of today's lesson is to read part of a traditional tale.

These are the keywords in our lesson today.

That means they're really important.

I'm going to say the first word, and I'd like you to repeat it back to me.

Decode.

Decode.

Well done.

Decoding is to translate written symbols into text.

When we read, we decode, we translate written symbols into text.

The next word is, comprehension, your turn.

Comprehension.

Well done.

Comprehension is our understanding of the text.

Proper noun.

Proper noun.

A proper noun is a naming word that always has a capital letter.

My name is Mrs. Riley, and because it's a naming word, it has a capital M for Mrs, and a capital R for Riley.

Spirit.

Spirit.

A spirit is a being that is not of this world.

Often they're magical.

And, granted.

Granted.

Granted is when you give something that's asked for.

So if I grant you your wish, I'm giving what you have asked for.

In our lesson today, we have two learning cycles.

In the first learning cycle we're going to read the story.

And in the second learning cycle we're going to be using reading strategies.

So, "Yoshi the Stonecutter" is a traditional tale.

Before we read a story, it's really useful for us to to look at: the front cover, the title, the blurb, which is on the back.

And all of these can give us an idea of what the story is about.

I'd like you now to look at the front cover of the book, and I'd like you to discuss with your partner what is the story about? Pause the video now.

Okay, well done.

I hope you enjoyed looking at the illustration, obviously reading the title, "Yoshi the Stonecutter," and I'm sure all of those things gave you a big clue of what the story is about.

So, do you think "Yoshi the Stonecutter" is about, A, a stone statue, B, a magical stone, or C, a person who cuts stone.

Pause the video while you think about your answer.

That's right, "Yoshi the Stonecutter" is about a person who cuts stone.

C is the correct answer.

At the beginning of traditional tales, we are often introduced to the main characters, and the setting, that's where the story takes place.

Characters and settings often have specific names.

Specific names are called proper nouns.

Can you remember, that was our keyword.

Proper nouns are naming words that always have a capital letter, like my name, Mrs. Riley.

Let's read and listen to pages two and three.

As you listen to the story, look out for the main characters and the setting.

Pause the video now while you listen to pages two and three.

Okay, well hopefully, you heard the word, Japan, which is where the story is set, and the word, Yoshi, which is the name of the character.

Both of these are proper nouns, and both of them start with capital letters.

So, where is this story set? A, Ireland, B, Japan, or C, Jamaica.

Pause the video now.

Well done, the story is set in Japan.

B is the correct answer.

Because Japan is a country, it's a proper noun.

It's a naming word for a specific place, so that's why it has a capital letter.

Which of these characters are introduced in the first chapter of "Yoshi the Stonecutter"? Goldilocks, a wolf, Yoshi, a Spirit, Yuto, or Aladdin.

Could you pause the video and decide what your answer is? Well done.

Yoshi and a spirit are both introduced in the first chapter.

So we know that it's set in Japan, and the main characters are Yoshi and a spirit.

"A person's name is a proper noun, and it will have a capital letter." Yoshi has a capital letter, because it is a person's name.

Both Japan and Yoshi are proper nouns.

They are specific names for a place and a person.

Now we can read these words, there is no more that we need to understand, but it is helpful to remember these words as they are likely to come up again, 'cause we know that, especially Yoshi, is the main character in the story.

A spirit is a mystical, or magical being that is not from this world.

It is a common noun, and therefore does not need a capital letter.

It is also useful to remember this word, because it is another character in the story, and again, this means it's likely to come up again.

So when we see it, we don't have to sound it out each time.

We hopefully will just remember that it says the word, spirit.

Now, we're going to read and listen to pages, four, five, and six.

Pause the video now.

Well done.

As well as character names, this story has some repetitive language, like the word, granted.

The spirit says this word frequently throughout the text.

It is repeated.

Listen to the word again being used in a sentence.

Pause the video and listen to the word in a sentence.

What do you think it means? Could you pause the video and tell your partner what you think this word granted means? Well done, I heard lots of really good answers there, and I think some of you might have remembered it was one of our keywords at the beginning of our lesson.

Talking with others about unfamiliar words can help you understand and then read the words with confidence, and this builds fluency.

The word, granted, (coughs) I beg my pardon.

If you remember at the beginning of the lesson, the word, granted, means giving someone what they want.

So, if your wish is granted, it means you have got what you want, you've got your wish.

So, what did Yoshi wish for? A, to be a king? B, to be rich, or C, to be famous? Pause the video now.

Well done, Yoshi wishes to be rich; the answer is B.

Is this true or false? The spirit granted Yoshi's wish.

Pause the video now.

Well done, it is true.

The spirit granted Yoshi's wish.

Looking at the illustrations, which are the pictures, before reading the words, can help us to predict what might happen.

This can help us to recognise and read words more accurately and understand them quicker.

This is part of reading fluently.

Let's read and listen to pages seven, eight, and nine.

But, before we do that, we'll quickly look at the illustrations, because they might help us predict what might happen, and they might help us to recognise and read the words.

So, we're going to look at the pictures, and then we're going to read and listen to pages seven, eight, and nine.

Pause the video now.

Well done, hopefully you saw that looking at the illustrations can help us to read fluently.

So let's check what we've just learned.

Which of these adjectives best describes how Yoshi feels when he becomes a prince? A, confused, B, proud, C, happy, or D, angry.

Pause the video now.

Well done, Yoshi feels happy when he becomes a prince.

True or false? Prince Yoshi is given a royal horse, true or false? Pause the video.

Well done, it is false.

He's not given a royal horse.

It's now time for your first task.

I would like you to reflect on pages two to nine of "Yoshi the Stonecutter," which is what we've just heard.

I would like you to think about what did you like, what did you enjoy and why? What did you dislike? Was there anything you didn't enjoy? Are there any puzzles? Is there anything you found surprising or confusing? So you'll be with your partner using those sentence scaffolds like, I enjoyed, hmm.

Or, I didn't enjoy, hmm.

Or, I found it surprising that, hmm.

So in this task you're not writing, you're just talking with your partner and reflecting on the pages that we have just read or listened to.

Pause the video now.

Well done.

Here are some opinions you might have shared.

You might have said, "I enjoyed the part when Yoshi became a prince and had a carriage and servants to look after him." You might have said, "I didn't enjoy the fact that Yoshi got exactly what he wanted as soon as he asked for it." You might have said, "I don't understand why the spirit had never come to him earlier in his life." Now, we're going to look at our second learning cycle, which is using reading strategies.

Rereading a text is important for developing fluency and comprehension.

That was one of our keywords.

Reading fluency refers to the ability to read a text accurately, so saying the right words smoothly, so you're not stumbling and stopping all the time, and with appropriate expression, so you're not reading like a robot.

We will learn some of the different strategies for developing both fluency and understanding.

First, we focus on decoding unfamiliar words.

So words that we're not sure what they say, we focus on decoding those.

Here are some strategies to decode words that we are unfamiliar with.

First, we look at the word, we check if it is a common exception word that we need to read on sight.

Those words that we just need to know, 'cause we can't really sound them out.

We then need to spot digraphs, trigraphs and split digraphs.

If it is a longer word, we could chop the syllables up, and then we can blend the sounds together.

If we sound out any words in a sentence, we always go back and reread it back fluently, because that helps us to understand the sentence.

So let's put this in practise.

So, first we must decode words.

Phonics strategies are the most helpful way to decode unfamiliar words.

So all the brilliant learning we do in phonics is really helpful when we're reading.

Let's read and say the following three words from the book: Okay, so there's our first word, there's our second word, and there's our third word.

Now, let's imagine, you might know what these words say, but let's all imagine that these are unfamiliar words to us that we don't know what they say.

So, let's sound button and say these words again.

So let's look at the first word.

Can you all point at it for me? Well done.

So let's sound button it together.

C, l, ee, n, clean.

And, the second word, can you all point at the second word for me? Okay, well done.

A, p, ear, d, appeared.

Hmm, appeared.

Now, actually when we say the word, appeared, we don't really say appeared, we say appeared.

Okay, and the third word, could you all point at it for me? R, i, de, ride Can you identify a trigraph in these words, or can you identify a split digraph? Or maybe you could identify both? Pause the video and tell your partner if you can identify a trigraph or a split digraph.

Well done, there is a trigraph in the word, appeared.

There is the sound, ear, which is made up of three letters, E-A-R, and there's a split digraph in ride.

There's I split E, which makes the, ahy, sound.

Identify a digraph in each of the following words.

"A digraph is two letters that represents one sound!" So the words are: whisper, blew, and servants.

Pause the video now.

Okay, well done.

So, in the word, whisper, there are two digraphs.

There is the W and H, which makes the, hw, sound, and the e and the r, which makes the er sound.

In B, blew, there is a digraph, E-W, which makes the oo sound.

In servants, there is one digraph, which is, E-R, which makes the, er, sound.

So in each of those two letters it makes one sound or represents one sound.

Longer words with more than one syllable are called, ooh, here's a big word, polysyllabic words.

Can you say that word after me? Polysyllabic.

Well done.

Let's clap the syllables in these words from the story: The first word is, said.

So let's clap the syllables, ready, said.

Hmm, okay, next one.

This word is umbrellas.

Let's clap the syllables, umbrellas.

And the third word is, happily.

Get ready to cap the syllables with me, happily.

Which of these words are polysyllabic words? Remember, that means they have more than one syllable.

Pause the video and tell your partner.

Well done, umbrellas and happily, are both polysyllabic, because they have more than one syllable.

Said, just has one syllable.

It's a common exception word, it comes up frequently, and does not follow spelling patterns.

We just have to learn and remember it.

To decode polysyllabic words, it can help to break them into syllables.

For example, umbrellas, we can split into um, bre, llas, and then we can, so once we've read it one syllable at a time, um, bre, llas, we can push all the syllables together to help us read the whole word, umbrellas.

Could you now decode these polysyllabic words by breaking them into syllables? Pause the video now.

Okay, well done.

So the first word is, happily.

Hopefully you split split them into happ, i, ly.

The second word is, jewelled.

But you might have read it by splitting it into jew, elled, jewelled.

But actually, we don't really say jewelled, we just say jewelled.

Once we have decoded, we can then make sure we understand what we have read.

Here are some strategies to understand words that we are unfamiliar with.

First, check we have decoded the word correctly.

Reread the sentence to check it makes sense.

Use the illustrations to help you understand.

If it has a capital letter in the middle of a sentence, it will be a proper noun.

So we know it is a specific name of something, somewhere, or someone.

Rereading words and sentences can help our comprehension.

If you have had to decode a word within a sentence, you have had to concentrate on using your phonics skills, and it is important to reread the whole sentence to check that it makes sense.

This is an important part of understanding the meaning.

Look at the following model sentence: Now we may need to decode some words as we reread the sentence.

So, here I go: Yoshi b, ee, m, ed, beamed as he took cover from the sun b, e, n, ea, th, beneath, golden, p, a, r, a, s, o, ls, parasols, parasols, I think that's parasols.

Okay, so now I'm going to reread the sentence back again.

"Yoshi beamed as he took cover from the sun beneath golden parasols." So, because I had to stop to sound out, to decode some of those words, because I was concentrating so much on my phonic strategies, I wasn't really concentrating on what the sentence actually meant.

So once I knew those words meant: beamed, beneath, and parasols, I went back to reread it, so then I could focus on comprehension.

I could focus on understanding what the sentence is about.

And looking at the illustrations can also help us to check our understanding.

So now it's your turn to read.

I would like you to read pages two and three out loud.

And I'd like you to decide which words did you use your phonics strategies to decode.

Then I would like you to read pages four, five, and six out loud.

Were there any words you had to decode? Did you reread the whole sentence again to understand the meaning, like I just did in the slide before? And then you are going to reread pages.

Sorry, you're going to read pages seven, eight, and nine out loud.

Did you use the illustrations to help you understand any words? So all of these things we've just been focusing on, like using phonic strategies to decode, rereading the whole sentence again to understand the meaning, and using the illustrations to help us understand words, are all going to be really helpful now while you read pages two to nine out loud.

Could you pause the video now while you read these pages, and then answer these questions? Well done, I heard some brilliant reading.

Here are some possible answers to question one, words that you might have had to use your phonic strategies to decode.

The word, mountains, stonecutter, or spirit.

Here are some words that you might have had to reread, where you might have had to reread the whole sentence again to understand the meaning: Carriage, servants, or sheltered.

And you might have used the illustrations to help you understand the words: beautiful, or appeared.

So let's summarise what we've learned today.

We've learned that proper nouns have capital letters and can involve more decoding skills than understanding skills.

Sounding out words using phonics strategies is our most helpful way to decode unfamiliar words.

Common exception words like, said, are important to learn and remember.

Rereading a sentence can help us make sense of it and ensure understanding.

Looking at the illustrations, which are the pictures, can support comprehension, which is understanding the story.

So, well done, for all your hard work today, and thank you for learning with me.

Hopefully I'll see you for some more learning another time.

Bye.