Date

November 4, 2015

Class

Title
P1

Beginning to Read Getting Up

Pupils prior learning

Topic has not yet been taught
Pupils have a knowledge of some basic sounds
o A, T, I, S, P, N
Pupils have a knowledge of a couple of words
o I, can, see, play, the pupils own name
Cross curricular skills focus
Communication: The pupils will be learning how to interpret pictures in a wordless
book. This is the beginning of their knowledge of reading which will allow them to
understand communications within the world around them.

Learning intentions
Students will be able to describe a picture from a wordless picture book.
Students will be able to create a simple sentence using pictures as a basis.
Students will be able to recount the story.

Introduction
Display the large version of Getting Up. Explain that today we will be working with
this book again today. But this time we are going to create our own story.

Thinking skills and personal capabilities focus

Thinking, Problem-Solving, and Decision-Making: The pupils will be
using what they see in pictures to figure out what is happening in the
story.
Being Creative: The pupils will be creating their own version of the
story which leaves them some room for interpretation and creating
whatever story they want to.
Differentiation
As this is the first introduction to reading, there will not be too much
explicit differentiation at this point as the pupils ability levels are
not well known.
The main differentiation that will occur will be based on how quickly
the students grasp the concept of creating their own sentences.
o For those pupils who are quickly grasping the concept, these
pupils will be able to create their own sentences earlier than
the fourth page of the story.
o For those pupils who are struggling with grasping the
concept, these pupils will continue to use the basic sentence
I can see Kipper. on additional pages rather than creating
their own sentences.
Suggested Success Criteria (AfL)
I can put the words I, can, see, Kipper into an order that makes sense
as a sentence.
I can provide at least one idea as to what item can be seen in the
picture.
I can create my own sentence about the book and put it in order.
Role of the teacher
Manager: The teacher will be in charge of making sure that all
pupils are actively involved in the lesson and participating.

Activity
Open the book to the first page. Using pre-written sticky notes (I, can, see, Kipper,
.), help the pupils to put the sticky notes into a complete sentence (I can see
Kipper.). Have the pupils talk about what else they can see and create sticky notes
with those items to create new sentences.
Repeat this action on the second page, beginning with I can see Kipper. and
changing what the students can see.
Repeat this action on the third page.
On the fourth page, allow the pupils to create their own sentence. Write each word
on a separate sticky note as it is said and then have the pupils put the sticky notes
on the book in the correct order.
Repeat this action on the last page.
Plenary
Ask the pupils to create a final sentence on the last page, in order, that says I can
see Kipper and his family.

Diagnostician: The teacher will be able to determine which pupils

need more explicit instruction and which pupils will be able to
move ahead.
Motivator: The teacher will be working on getting the pupils
excited to begin reading and preparing them to be successful
readers in the future.
Key Questions
Questions to be asked for each page:
o What order do these words go in?
o Where does the full stop go?
o What other items can you see in this picture? How could
we turn that into a sentence?
o What sentence can you make about this page?

Resources
Getting Up by Roderick Hunt and Alex Brychta
Sticky Notes
o 3 sets prewritten with I, can, see, Kipper, .
o Plenty of blank sticky notes
Marker / Pen

Assessment/ Monitoring
Informal assessment based on the observation of pupils: how attentive each pupil is, how often each pupil participates, how often the pupils are able to put each
sentence into the correct order, etc.