Lesson video

Hello everyone.

I'm called Mrs. Riley, and today we are going to do some reading together.

In our lesson today we'll be reading one of my favourite books called "Yoshi the Stonecutter".

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

So before we begin our lesson, I'd like you to pause the video and make sure you have your copy of "Yoshi the Stonecutter" in front of you.

Pause the video now.

Amazing.

So now I know we've all got the book.

We are ready to start our reading lesson.

The outcome of our lesson today is to read the end of the traditional tale.

These are our key words for our lesson today.

That means they're really important.

The first word is expression.

My turn, your turn.

Expression.

Well done.

Expression means reading with feelings and emotion to bring the story to life.

If a robot read a story to you, it wouldn't use any expression.

So if you are using expression, you are the opposite of a robot.

The next word is punctuation.

Well done.

Punctuation are marks that are used in writing to help make the meaning clearer.

Things like full stops or exclamation marks are examples of punctuation.

Speech marks.

My turn, your turn.

Speech marks.

Speech marks are punctuation marks used to enclose direct speech showing the words written or spoken by someone.

So in a story, if a character speaks, for example, if Goldilocks said, "That's too hot" about the porridge, because there are words that she's saying.

We have speech marks around the parks that she's saying they're a type of punctuation.

My turn your turn.

Exclamation mark.

An exclamation mark is a punctuation mark used to express strong emotion.

So if Goldilocks was saying "That's too hot", there might be an exclamation mark at the end of it because she's showing strong emotion because maybe she's burnt herself a little bit.

And finally, question mark.

Question mark is another punctuation mark used at the end of a question, something like, "How old are you?" or "Where are you?" They're questions and they have question marks at the end of them.

Okay, now in our lesson today, we are reading "Yoshi the Stonecutter" with expression in the first learning cycle.

And in the second learning cycle, we'll be reading "Yoshi the Stonecutter" using some of our reading strategies.

But first we're going to focus on reading with expression.

So let's just remind ourselves about this story.

"Yoshi the Stonecutter" is a traditional tale.

What can you remember about the story? Who's it about? Who are the characters? What happens in the story so far? Could you turn and tell your talk partner what do you remember about the story? Pause the video now.

Well done.

I heard some really good ideas and you can remember so much about the story.

So on pages two and three, we're introduced to Yoshi who lives in Japan and works as a stonecutter.

We find out that a magical spirit grants wishes, but Yoshi has not experienced this before.

On pages four, five, and six, Yoshi visits a rich person's house.

So they have lots of money.

And when he's there, he wishes to be like this man.

He's a bit jealous, isn't he, of all his lovely house and all his fine things.

The spirit appears and grants his wish and Yoshi's life has changed.

On pages seven, eight, and nine, Yoshi makes another wish, this time to be a prince.

Again.

The spirit grants his wish, providing him with servants and a carriage and a jewelled chalice to drink from.

Lucky Yoshi.

So could you place these events from the story in order? A, Yoshi becomes a prince.

B, Yoshi becomes a rich person.

C, Yoshi works hard every day as a stonecutter.

Could you pause the video and decide which goes first, second, and third? Well done.

The first thing to happen is that Yoshi works hard every day as a stonecutter.

He's got a bad back, hasn't he? And he's got sore hands and he's very tired.

Then he becomes a rich person because he's asked for that wish and the spirit is granted it.

And then he becomes a prince, so he has got another wish that has been granted.

Well done putting those in order.

I'm now going to reread pages two and three.

I will be using reading strategies to help me.

I might need to use phonic strategies to decode unfamiliar words.

I might recognise proper nouns and know that they are usually specific names of people or places in a story, like a capital letter for Yoshi or a capital letter for Japan.

I might use the illustrations, the pictures, to help me to understand and I might reread the sentences to check they make sense.

Could you pause the video now and listen as I read pages two and three using all these strategies? Well done, excellent listening.

So today we are going to focus on reading with expression.

That was one of our key words.

When we read with expression, we use our voices to show how the characters are feeling and what is happening in the story.

Can you remember I said it's like the opposite of how a robot would speak.

To read with expression, first you need to be able to decode the words and then you can understand what you are reading and what to express.

If you understand the words, this will help you to know what expression to use.

For example, I wish I could speak Spanish, but I can't speak Spanish.

So if I read a story in Spanish, I wouldn't know what expression to use because I wouldn't understand what the words meant.

So we have to understand what the words mean in order to use expression.

Now, punctuation in a text helps us to read with expression.

Lots of different punctuation marks are used in this story.

Here are some to look out for in the first few pages of the book.

Full stops, commas, apostrophes, and speech marks.

Look at pages four and five.

I will read the words on the pages four and five.

Now I want you, as I'm reading, I want you to focus on what do I do when I come across these punctuation marks? How do these punctuation marks help me to read the story? So that's what you are going to think about when I'm reading.

And then you're going to have a discussion.

So could you first pause the video and listen to pages four and five? Well done.

Good listening.

Now I would like you to turn and tell your talk partner, what do I do when I come across these punctuation marks? Well done.

Good talking with your talk partner.

Now I heard some of you say that I used the full stops in the commas to sort of pause a little bit and you are right, I did.

And that I also used the speech marks when a character was speaking to do like a different voice for a different character.

So could you now identify the full stop? Is it A, B, or C? Pause the video now.

Well done.

A is a full stop.

Now identify the speech marks.

Pause the video now.

Well done.

C are the speech marks.

They're used to go around what the character is saying.

So speech marks show when a character is speaking.

Following speech, a verb is often used to show how a character spoke.

Remember to read with expression we need to understand the words we are reading.

Let's decode this word.

Can you all point word so I know we're all looking at the same word? Okay, let's decode this word together.

Wh-I-S-Per-D.

This word is whispered.

Now we have read the word we have a better chance of understanding it.

Do you know what the word whispered means? Thumbs up or thumbs down.

I'm seeing lots of thumbs up.

On page five, the verb whispered gives us a clue about the expression we should use when we read the words on the page.

When a person whispers they use a quiet voice.

Rereading words that you have read before gives you a chance to concentrate on reading with expression.

Using different types of voice and different tones makes reading aloud much more interesting for those who are listening, I will reread the words on page five again using a whispering voice in the right places.

And hopefully you'll see that it makes my reading a little bit more interesting.

Pause the video and listen to page five now.

Well done.

Did you notice how I whispered the words that Yoshi said when he said he wished to be a rich man? That made my reading sound a little bit more interesting, didn't it? Because it kind of varied it a little bit.

So we are now going to read or you are now going to read, this model sentence.

I'm gonna just tell you what the sentence says.

Have a look as I read.

It says, "I dream of being a king one day." "I dream of being a king one day." Now I'd like you to reread the sentence adding expression.

First I would like you to whisper it.

Could you pause the video and whisper that sentence? Well done.

Now I would like you to shout it.

Can you shout that sentence? Goodness, that was loud.

And now I would like you to mutter that sentence.

Pause the video now.

Well done.

Really good reading with expression.

The punctuation used at the end of a sentence can also help us to add expression when we are reading.

Here we've got an exclamation mark and they're used to express strong emotion such as joy, excitement, surprise, fear, anger or shock.

For example, "Look at me!" has an exclamation mark at the end.

A question mark is used to show a question is being asked and the pitch of our voices often gets higher at the end of a question.

For example, "Can you help me?" I went up at the end of a question.

Now it's time for your task.

With a partner, I would like you to reread pages six to nine.

You are rereading pages six to? That's right, nine.

And you are rereading it then with expression.

First read to make sure you have decoded all of the words.

Next, make sure you understand the words.

If you don't, use your strategies or ask your talk partner to help you.

Finally look for clues to help you add expression as you read the words.

For example, you might use speech marks to use a different voice.

You might use an exclamation mark to show how the person is speaking.

So could you.

Ir how the sentence is should be read.

'cause remember that shows strong emotion or a question mark, you might go up a little bit at the end.

So all those things we've just discussed I want you to use in your reading now.

So could you pause the video now and with a partner reread pages six to nine with expression.

Well done, really good reading.

And I heard lots of expression in your voices.

So did you read with expression? Were you able to decode words? Did you understand the words? Which clues in the text helped you know what expression to use? I wonder if you saw any punctuation marks, for example.

So now we've focused on reading with expression.

We are now going to switch our focus to using reading strategies in the second learning cycle.

First of all, can we just have a quick wiggle because we are working so hard, maybe roll your shoulders, maybe wiggle your fingers, maybe take a deep breath in and out.

(Mrs. Riley loudly exhales) Excellent.

Right, we're ready for learning cycle two.

Reading fluency refers to the ability to read a text accurately, so reading the right words.

Smoothly, so not stumbling.

And with appropriate expression, which is what we've just focused on.

In order to read fluently, first we need to be able to decode the words on the page.

First we focus on decoding unfamiliar words.

Words that we don't think we've seen before, or words that we're not sure about.

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

First we look at the word.

We check if it's a common exception word that we need to read on site.

We try to spot digraphs, trigraphs and split digraphs.

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

If we sound out any words in a sentence, we reread the sentence back, fluently, to check.

So first we must decode words.

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

Let's sound button these words to help us read them.

Can you all point at the first word that begins with the letter M? Well done.

Okay, let's sound button it together.

M-U-T-Er-D.

This word is muttered.

Now can you point at the middle word that begins with a letter B.

B-U-Rn-D.

Burned.

Well done.

And finally, can you point at the last word beginning with the letter C? Ready? C-L-Ou-D.

Cloud.

Well done.

Thank you for joining in with me.

Now a digraph, remember is two letters that represents one sound.

For example, in cloud the O and the U make the Ou sound.

Two letters represent one sound.

Now that we have decoded these words, do you understand their meaning? Could you pause the video and discuss with your talk partner what muttered ,burned and cloud mean? Well done.

If you mutter something, you kind of say it a bit unclearly like, maybe you can't.

You might mutter something under your breath and you can't hear what I'm saying.

If something is burned, it might have burned in heat or in a fire and a cloud is up in the sky.

Sometimes they're white and fluffy, sometimes they're dark and full of rain.

Could you identify digraphs in each of the following words? Remember a digraph is two letters that represents one sound.

You've got three words to read.

The words are rays, wither and ground.

Could you pause the video and identify the digraphs in each word now? Well done.

In the word rays we have the digraph A, in wither we have the digraph Th, in ground we have the digraph.

Oh, sorry, in wither we've got another one.

Silly Mrs. Riley.

We've got and Er, ER make the sound Er.

And in ground we've got the O and the U that make the Ou sound well done for completing that check for understanding understanding.

So a useful strategy for decoding polysyllabic words, words which have more than one syllable, is chopping the word into smaller chunks.

Look at the following word.

Okay, this is quite a long word.

So first let's chop it into smaller chunks.

Here we go.

I've got three different chunks.

Now let's decode each chunk and turn.

P-Ow-Er-F-U-L.

Finally, let's push the chunks together to say the whole word.

So I had pow-er-full, powerful, ah, were three syllables, powerful.

I chopped them into the syllables and decoded each chunk in turn and then pushed the chunks together.

I would like you to now do this and chop this word into smaller chunks to help decode it.

Could you pause the video now and with a partner, chop this word into chunks to help you decode it.

Well done.

I wonder how you chopped it.

Maybe you chopped it into two over and flowed.

Or maybe you chopped it into o-ver-flowed, but hopefully you read that word with your partner.

So 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 you have decoded it correctly.

Use the illustrations to help you understand, they're really useful.

Reread sentences to check they make sense.

If there is a capital letter in the middle of the sentence, it will be a proper noun, so we know it as a specific name of something somewhere or someone.

For example, Yoshi has a capital letter because it's the name of a specific person.

So let's read this word.

Okay, can you all see that word? It may be that we need to use a different strategy to support our understanding.

So maybe we've read the word, we've decoded it, w-i-th-er, wither, but we don't understand what it means.

So sometimes we can try reading to the end of the sentence using the rest of the sentence to help us understand the unfamiliar word.

Sometimes we're able to look at the illustrations which give us clues to help us understand.

So could you now look at page 13, what page? That's right, page 13 of "Yoshi the Stonecutter".

And see if you can work out what wither means and what strategy helped you to work it out.

Pause the video now.

Okay, well done.

Perhaps you looked at the illustration and you saw that Yoshi has become a son who is shining very powerfully and hard down on the land.

And maybe you saw that the people looked very hot and the plants were all kind of drying out.

And maybe the picture helped you to understand what wither meant.

Or maybe you read to the end of the sentence and you again read that the people.

That their sun was very hot and that it was drying out the land.

So wither, if you took a nice fresh rose from the garden and you didn't put it in any water, if you just put it in the hot sun all day, it would kind of shrivel up.

And that's what the word wither means.

And hopefully you worked that out by using the illustrations and rereading to the end of the sentence.

Okay, so true or false, if you can decode a word that means you definitely understand it.

Pause the video.

Well done.

It's false.

Sometimes we can decode a word, but it doesn't mean we understand what it means.

And that's where we can use our strategies, like looking at the illustrations or reading to the end of the sentence to help us.

So I'll now read pages 10 to 15.

If I need to, I will use the following strategies to help me.

Phonic strategies to decode unfamiliar words.

If the unfamiliar word is longer, I might chop it up and decode it.

I might read to end of a sentence and use the context to work out the meaning of unfamiliar words and read with expression.

I might look at the illustrations for clues to help my understanding.

If I stop to decode a word, I will reread the whole sentence to check my understanding and check it makes sense.

So pause the video now and listen as I read pages 10 to 15.

Well done, really good listening.

So what was more powerful than Yoshi, the sun? A, an aeroplane, B, a bird, or C, a cloud.

Pause the video.

Well done.

The answer is a cloud was more powerful than Yoshi the sun.

So now it's time for you to read pages 16 to 23.

You are going to read pages 16 to 23.

I would like you to use the following strategies to help you if needed.

Use phonic strategies to decode unfamiliar words.

If the unfamiliar word is longer, chop it up and decode it.

Read right to the end of a sentence and use the context to help work out the meaning of the unfamiliar word.

Look at the illustrations for clues to help your understanding.

Reread sentences to check they make sense and help to read with expression.

So once you have read pages 16 to 23, I'd then like you to answer the following questions to demonstrate, which means to show off, your understanding.

Question one is, what happened to the crops when Yoshi became a cloud? The crops are all the plants.

What happened when he became a cloud, to those crops? Question two, why did Yoshi believe that rocks had more power than the clouds? And question three is, why did Yoshi wish to return to being a man at the end? So could you pause the video now while you read pages 16 to 23 using all the strategies we've practised in our lesson, and then answer those three questions.

Pause the video now.

Well done.

What amazing reading.

Did you come across any unfamiliar words on those pages? Perhaps the word crops, which is like another word for plants.

Perhaps a waterfall, which is rushing water that falls down, cascades down, maybe boasted, which means showing off.

Which reading strategies did you find the most helpful? Perhaps it was looking at the illustrations and rereading the sentences with unfamiliar words that helped you work out the meaning.

Here are some examples to the questions I asked you.

The crops drowned when Yoshi became a cloud and rained all the time.

That's what happened to them.

Yoshi felt the rocks were stronger than the clouds because only the rocks stayed standing and did not move.

And Yoshi wished to be a man at the end because he realises that his life as a stonecutter was happy and being powerful doesn't make you happy.

So Yoshi learned a lesson in this story and hopefully we can all learn from that lesson too.

So let's summarise what we learned today.

Taking note of punctuation allows us to read with expression.

Different punctuation marks mean different things.

Rereading words that you have read before gives you a chance to concentrate on reading with expression.

Using different types of voice and different tones makes reading aloud more interesting for those who are listening.

Like when you whispered the bit that Yoshi said.

You must decode and understand words to be able to read with expression.

Well done for all your hard work today.

I've loved reading with you and I'm really enjoying reading the story "Yoshi the Stonecutter".

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

Bye.