Building understanding

Reading together: 'The Beach'

Secondary

Communication and language

﻿Hello there everybody. It's good to see you all. My name is Rae. And today we're going to read a book. Here it is. Called the Beach. The Beach. Grownups, this is a lesson where we will take a look at the conventions of book reading. So holding the book the right way up, following the text the right way, we'll also check, encourage comprehension and check for comprehension, using some questioning which I will model for you. And we will also encourage the children to join in with the repeated elements of the book. So in the case of this one, the repeated element, the refrain is, look, and then we see something together. So let's take a look first at what we might need for this lesson. For this lesson you may need, and these are recommended and not required, the relevant symbols and signs for your child to use. And ideally a copy of the book. This helps the child follow along with the text and turn the pages. They are not required, but would be helpful. Our key questions today will be who, what, and where. The why question will be added as a challenge. And we will also be asking what colour and how many, and the key words we're using are look, so that's our key action. Another of our keywords, key nouns, key object words is beach. We will take a look at some other keywords in a moment, but first let's take a look at how we can get the room ready. Getting the room ready for learning. I would recommend reducing distractions within the room. That might mean closing the curtains so that we can't see the streets outside. It may mean turning off a fan. It may mean turning off an overhead light or the television, but as well as preparing the room, we must prepare the children to be ready for learning as well. Some children will require a run around outside first to exercise their hands maybe to begin. Perhaps a snack, perhaps an opportunity to change position, to take splints off, whatever is the best position for them to be learning. You will know that best. Really important to create some interest, that curiosity and anticipation for the child by sharing the resources that you've gathered together, talking about what might happen, show the excitement. If you model how excited you are to begin then that will be infectious. And the child will be really interested in the lesson coming up. So press pause while you get the room ready, make sure that you take the opportunity to prepare yourself as well. And we'll begin very shortly. The keywords for this book are the most important words that we're hoping for the child to pick up. Fortunately, this is structured so it is the first word of every line, look, which is our key verbal action. And then the nouns or object words are at the end of each line. Those are seagulls, ice cream, van, sand, sea, beach, mum, and dad. And all of these words are revisited through the book. If you are preparing pictures or symbols or cue cards for your child to use, these are the words that we're going to need. So we've got our keywords ready, now which questions will we be asking? It's really important to consider which are the most appropriate for the child that you're working with. So let's start with the type one questions and we're prompting just to see if the child can identify something or name something on the page. So there's the visual prompts there. We will point, and we will say, what's this? Or we might say, where is boot? Where is girl? We might ask show me or find, all those prompts are very similar. Whatever your child is most familiar with is whatever is most appropriate. So the second type of question that we'll be asking then is to ask them to try and, to qualify that object. So we might be qualifying it by its usage as in find furniture or where's the food. We might be asking what colour or how many. Those are much harder questions than just naming something. So if you feel that your child is picking up on naming things and identifying things really quickly, then move on and challenge them a little bit more with those harder types of questions. Are you ready to listen to our story? This book is called the Beach. It was written by Alison Hawes and illustrated by Lisa Smith. That means she drew the pictures. This is a Harper Collins Big Cat Red publication from 2005. And if you're ready, it's time to read together. The Beach. Open the book. The Beach. Boy. Look, we can see the seagulls. Seagulls. Boy, girl. Look, seagulls. Turn the page. Look, we can see the ice cream van. Look. Ice cream van. Look. Ice cream. Ice cream. Ice cream. Turn the page. Look, we can see the sand. Sand. Look, sand, sand, sand. Turn the page. Look, we can see the sea. Sea. Sea. Look, sea. Turn the page. Look, we can see mum and dad. Look, mum and dad. Mum and dad. Look, mum and dad. Mum and dad. Turn the page. Look, we can see the beach. Beach. Look. Beach. Beach. Look, excited for the beach. Turn the page. Wow, look, the beach. The beach. What can we see? What can we see? Hmm. An ice cream van. Hmm, what can we see? Mum and dad. Mum and dad. What can we see? Next page. Look, seagulls. The seagulls. Look, the sea, the sea. Look. The sand, the sand. Where is the seagulls? Where is the seagulls? Point. Seagulls. Where is mum? Where is mum? Mum. Are you ready for some slightly different questions? Let's look. How many seagulls? How many seagulls? How many seagulls? One, two. One, two. There are two seagulls. What colour ice cream? What colour ice cream? Pink, pink ice cream. What colour van? What colour van? White van. Yellow van. Two colours. The end. Let's take a look at how we can extend this learning. So in this lesson, we have taken a look at the conventions of reading, how we hold up a book, turning the page, which way the text goes. We've done some comprehension and some understanding of those keywords. Hopefully the child is joined in with the refrain or the repeated phrase of look. If we're going to make this easier I would encourage repetition, repetition, repetition. It will always make things more familiar for the child and therefore more accessible. Use a lot of drama. Big dramatic pauses, silences to build up the anticipation for turning the page or for what word is next. If you think your child can fill in the blank, why not miss the word off the end of a sentence and see if they can fill in the object. You can always present two options for each choice when asking questions. So you can point between one thing and another, and say which and the noun, the object word. So you could say which ice cream? And then they will look between the two pictures and indicate which one is which so that will make, make that little simpler. You can always add in a why question if you're going to make things really tricky. And if you have exhausted this book and your child has done all of the learning involved with it, then why not apply this method of questioning to other story books, things that are familiar to them, and maybe some poetry or some nonfiction, some factual texts, or you could have some fun by making some binoculars out of cardboard tubes, and you can go hunting for things in the car or on foot and say look, and then name an object. So I hope you have fun with it. Thank you very much. And I'll see you next time. Thank you for joining me while we read our book today. It's been lovely to see you and I hope you've had fun and worked hard. Until next time, goodbye. If you would like to share photos and videos of your child's work with us, then please share them via Instagram, Facebook, or Twitter, and tag us @OakNational and #LearnwithOak.

Reading together: 'The Beach'

Reading together: 'The Beach'

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