To find key information within the text

Key Stage 1

English

Jack and the Beanstalk: created story (characters, mood, problems)

﻿Hi there, my name is Miss Toole. And in today's lesson, we are going to be super readers. We're going to be reading parts of my creative story, to find out information. In today's lesson, we're going to start off with a spelling activity. We're then going to recap our strategy check when we're reading. We're going to read parts of the story together. And then once we've read parts of the story, we're going to practise retrieving the information from the story. So today, you are going to need a book or piece of paper, a pencil or a pen, your amazing brain and your fabulous self. And I have also put in the work section, a copy of our text. So if you'd like to, you can get your own copy to follow and read. But if you can't, don't worry. It'll be on the screen for you to follow through as well. Pause the video now to go and get your resources and then once you're done, you can press play. Before we start our spelling activity, I want to have a go at playing I-go-you-go with my Teddy talk partner. And the way we play it, is we take it in turns to say parts of the story. Now our story focus is going to be our creative story, on a problem that matters. So between me and Ted, we're going to take it turns to tell a section of the story until we get to the end of the story. So are you ready, Ted? I will go first and then you tell what happens next until we get to the end of the story. So first thing, on a island far, far away, there lived a young pirate all alone. What Ted? Ted said, the young pirate's all alone because his fellow pirates and family died in a tragic disaster on the seven seas. Well done! My turn. All that remained was Pirate Pete's father's treasure map. Pete searched and searched for the treasure but had no luck, your turn. Ah, oh my goodness. Teddy said, one stormy night, Captain Stumpfoot and his band of pirates came to the deserted island and stole Pirate Pete's treasure map. Ah! Now, my turn. Pirate Pete was devastated and didn't know how he was going to get his treasure map back. So he decided to search for all the pirates, your turn. Teddy said, he searched and he searched until he found fresh footprints in the sand that led him to a cave, my turn. In the cave, he saw Captain Stumpfoot and the treasure map was sticking out of Captain Stumpfoot's jacket. How am I going to get the treasure map? Thought Pirate Pete. Your turn. Well remembered! All of a sudden, a parrot landed on the shoulder of Pirate Pete. And told him he would distract the band of pirates so that Pirate Pete could steal the treasure map back. Well remembered, my turn. The parrot started to squawk and all the pirates watched and Pirate Pete was able to take back the treasure map and they ran away as fast as they could. Your turn. Ah, yes! Well remembered. Teddy said that they lay underneath a palm tree, where they noticed a red cross. They started to dig down and found Pirate Pete's father's treasure, and they became best of friends. Well remembered, I'm glad you remembered our shared story. Have a go with your Teddy talk partner and see if you can have a go at I-go-we-go to tell your new, creative story and really focus on that problem. The spelling focus of the last couple of lessons in this unit has been our common exception words. And common exception words can sometimes be known as tricky words because we can't sound them out, we've just got to know them. So we look at the word and we say the word and that is how we learn to spot the word when we're reading. And also, it helps us to be able to spell the word. So today, we are going to look at the word, say the word, memorise the word. Then I'm going to take it away and I want you to have a go at writing it down and then we'll check it on the screen. Now remember when it is a tricky word, because we can't sound it out, we use the letter names to spell it. We need to make sure we're using our letter names. Just to stop us getting confused because we don't want to try and sound it out, because we might end up putting the wrong letter down. So we're going to look at it, say it, memorise it, and then write it down and then we'll check our answer on the screen. So are you ready? The first word is, today. So look at it. Let's say it together, today. Memorise it, today. Write it down for me, today. Now I am going to show the answer on the screen. If you feel you need a little bit more time, you can pause the screen and then press play once you have written the word down. So the first word you are writing is, today, today. And let's have a look. So it's T-O-D-A-Y. So check with what you've got written down. If it's the same, fantastic. If you need to do some corrections, that's still fantastic because mistakes help us to learn and become better spellers. So you can just correct it next to it, so today. The next word is, were. Were, so look, say were. Memorise it, were. Write it down for me, were. Were. Okay and let's have a look, were. W-E-R-E, W-E-R-E, were. So check with what you've got written down. Remember, if you need to make corrections, that's okay. Were. Next word is, and we always get this tricky word, was. Was, so look at it. Say it, was, memorise it. Write it down, it's three letters, was. Hmm, was. Remember to use your letter names help you, was. Let's have a look. Was, W-A-S, was. W-A-S, was. The next word is, my. My, so look at it. Say it, my. Memorise it, it's only two letters to memorise. Have a go writing it down, my, my, my. Okay, let's have a look. Have you got those two letters down? M-Y, my. M-Y, my. The next word, another two letter one is, so. So, look at it. Say it, so. Memorise those two letters. Are you memorising? So, so, so. Write it down, so. So, two letters, so. Let's have a look. So, check with what you've got written down. Remember, if you need to do a correction, that's okay. That's how we learn. So, are we ready for the next for the next one? Another two letter one. Me, me. Look, say me. Me, me, memorise it. Two letters, memorise two letters, me. Write it down, me. Me, are you proud of me? Yes I am, me. Write down to letters, me. Let's have a look. M-E, me. M-E, me. Next one. Of, of, again it's two letters. Look at the word. Say the word, of. Of, memorise it, of, of, of. And write it down for me, of. Of, two letters, of. Let's check. O-F, of. O-F, of. And the final one today, we're going to finish on ask. Ask, so look at it. Say it, ask. Say it, ask. Memorise it, three letters, memorise three letters. Write it down, ask. Ask. Are we ready to check it? Let's have a look. Ask. A-S-K, A-S-K, ask. Have a look at what you've written down and see if you need to make any corrections. Well done with your common exception word spelling because some of them are really tricky, but we need to know how to style them for when we come and do our writing to make it fantastic. So well done, great work. Before we start reading, we're going to have a quick recap of our strategy check to reading words that we're not quite sure what they say. So we look at the sounds. We say the sounds out loud and we blend them back together. We then go back and read the whole sentence again, to check it makes sense with the word that we have just blended. And if it does, we can carry on reading. And if it does it, we can have another look at our word and see if there is an alternative sound within the word we are segmenting. So today we're focusing on retrieval. So when we're retrieving facts or information, we read the question. We look for any key words within the question. We scan the text to find those key words and then we can find the information for our answer. So we read the question and look for the keywords in the question, find that key word when we scan the text. And then, when we're scanning and find the keywords, we'll get our answer. So this is when you'll need the work printed from the worksheet section. But don't worry if not, I have got the story on the slides. And it's all based on my story of Pirate Pete and that treasure map. So let's have a look. This is the first part of our story. So if you are reading along on the screen with me, get your reading finger on the screen. And if you're reading along at home, you can put it under the first word on your sheet. Now the first word is pirate and the second word is Pete. And we are going to see pirate and Pete a lot when we are reading. So those two words are words now that we need to know, so pirate Pete, okay. And let's start reading. Pirate Pete, let's have a look. S-P-E-N-T, S-P-E-N-T, spent. S-P-E-N-T, S-P-E-N-T, spent. Pirate Pete spent his days alone as all his fellow pirates and family had died in a terrible disaster while sailing the seven seas. We'll read this again. Pirate Pete spent his days alone as all his fellow pirates and family had died in a terrible disaster while sailing the seven seas. Let's go and find out what our question is. Question number one, what is the name of the main character? What is the name of the main character? Pause here to answer the question. And then once you've got your answer ready, you can press play. So question number one asked us, what is the name of the main character? And our answer is Pirate Pete. And we find that in our first line, because it said, Pirate Pete spent his days alone. So that is where we find the information. We'll have a look at the next question. Ooh! Question number two said, what happened to pirate Pete's family and friends? And with this question, we've been given three answers and we just need to pick the right one. So is it answer number one, they sailed away? Two, they died in a terrible disaster? Or three, they swam to the next island? So pause now to have a think and pick your answer and then press play once you have your answer. So question two says, what happened to Pirate Pete's family and friends? So let's have a look. They died in a terrible disaster, didn't they? While sailing the seven seas. So your answer is the middle one, they died in a terrible disaster. They didn't sail away and they did not swim to the next island. It doesn't mention anything about that in our story. Our story tells they died in a terrible disaster. Let's move on. Now we're going to read the next bit. So reading finger ready, let's have a look. Pirate Pete, so there's our name that we said we're going to see quite often. Pirate Pete searched and searched until he saw, hmm, let's have a go at sounding out this word. F-R-E-S-H, F-R-E-S-H, blend it together. Fresh, let's have a look. Until he saw fresh footprints in the, S-A-N-D. Together, S-A-N-D. Sand, until he saw fresh footprints in the sand. He followed the footprints to a cave, where, there's one of our tricky words, where he saw the treasure map poking out of Captain Stumpfoot's. Let's have a go at doing this last word together. J-A-C-K-E-T. Remember that C-K together give us the one sound CK sound. J-A-C-K-E-T, jacket! Poking out of Captain Stumpfoot's jacket. Let's have a look at what the question is asking us on this part about story. Hmm, question number three says, how did Pirate Pete find the pirates? So go back and have a read, how did pirate Pete find the pirates? What helped him? Pause now it's find your answer and then when you have your answer, you can press play. So question number three says, how did Pirate Pete find the pirates? And our answer is in the sentence, he saw fresh footprints in the sand. The fresh footprints helped him to find the pirates, didn't they? Because he searched and searched and couldn't find them until he saw the fresh footprints. Let's have a look. Reading finger ready. Just as, ooh. Who can remember what these two words are, that I have said will appear often? Pirate Pete! Just as Pirate Pete stopped beneath the palm tree, He noticed at big red cross upon the tree. Pirate Pete started to, D-I-G. D-I-G, dig. D-O-W-N, D-O-W-N. Dig down, well done! And finally found the golden treasure chest. Let's have a look at what our question is. Where did Pirate Pete find the treasure? Where did Pirate Pete find the treasure? So I would like you to pause now. Go back, read what we've just looked at and see if you can find the keywords to get you the answer of where Pirate Pete found the treasure. When you've got your answer, you can press play. Question six said, where did Pirate Pete find the treasure? Pirate Pete stopped beneath a palm tree. He found the treasure at the palm tree that had the big red cross on it. So the treasure was at the palm tree. Now I have a challenge for you, to finish our retrieval questions. And the challenge says, put these events in order from first to last. So the pink event says, the treasure map is stolen. The white event says, Pirate Pete finds the treasure. And the green event says, Pirate Pete was alone on the island. So pause now to put our three events into order. And then when you're ready, you can press play. How did you find today's lesson? It can be really useful, being able to retrieve information from a text that we are reading, because it can help us to understand the story a little bit better. Did you have a go at today's challenge? If you did, I'm going to quickly go through the answers. So the first thing that happened in our sequence of events was Pete was all alone on the island. The second thing that happened was, the map was stolen, the treasurer map was stolen. And then the third thing in the sequence of events was Pete finds the treasure. So those were three sequencing. And I wonder if you would have a go at creating questions for your new story, and challenge somebody in your house to answer the questions about your character or about something that happens within your story. Thank you for joining today, and I will see you in the next lesson of this unit.

To find key information within the text

To find key information within the text

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UnitEnglish / Jack and the Beanstalk: created story (characters, mood, problems)

English