Transcript Shared Reading Plan – My Sloppy Tiger

Shared Reading Plan
Year 1: My Sloppy Tiger Goes to School
Day 1
Day 2
Share cover and title
Think – pair – share: what do you think
this book is about and why?
Reading strategies
Think, pair, share: what do we do
if we come to a tricky word?
Talk about the three strategies we
use to read tricky words (eyes,
ears and brain – does it look right?
Does it sound right? Does it make
sense?)
Remember what we do when we
make a mistake (make sure this is
presented visually for the
children).
Question: what might happen when
the girl takes her sloppy tiger to
school?
•Think of one thing
•Share it with a partner
•Tell you partner why it might happen
Share tricky words:
Mistake; computer; bounded; tasting;
tore; claws (link to saw and paw)
Talk about how we read these words
and what they mean.
Read the story to the children; notice
the ‘tricky’ words as you come to them.
Page 9: prediction – the next activity
they do is painting what do you predict
sloppy tiger will do?
Page 13: next they go outside to play –
what do you predict the sloppy tiger
might do?
Cover 2 words on pages 2 and 5
with post its (choose words that
the children could get stuck on:
e.g. take, hit)
Read up to these words and ask
the children what word would
sound right and make sense? List
the words – check they sound
right and make sense. Then talk
about what they would look like.
Check the sounds by uncovering
the word. Then re-read the
sentence to check.
Finish reading the book.
Recap on how we read tricky
words (ask the children to explain
it to their partner)
Day 3
Word study
Tell the children that today we are going
to think about words with three sounds
and sentences.
Before reading – share with your partner
your favourite part of the story.
Read the story:
On one page – ask the children to clap
when they hear the full stop – check they
are correct.
On another page, ask the children to make
a capital A above their heads when they
see a capital and a punch forward when
they see a full stop.
After reading: give out whiteboards one
between 2.
Right the word ‘hit’ on the board
Ask the children to read it (clap each
sound). Now ask them to write as many
words as they can that rhyme with HIT.
Share the words – look at the pattern.
Repeat with ‘get’
Day 4
Retelling and Inference
Re-tell the story as a
group (use could use
mime).
Re-read the story.
Use a thought bubble to
discuss how characters
are feeling at different
points in the story. Use
the speech bubble to
predict what the
characters might say at
different points in the
story.
Encourage the children to
give reasons for their
ideas.