4b第18课bessies飞行马戏团.pdfVIP

Bessie’s Flying Circus Group/Guided reading Introducing the story Read the title together. Help the children to sound out and blend the word circus, c-ir-c-u-s. Ask the children to identify the two different sounds the grapheme “c” makes ircus. Draw their attention to “c” as /s/ and “c” as /k/. (Predicting) Look at the picture under the title and ask: What do you think happens at this type of circus? Pay attention to the tricky words (people, looked, called, asked) used in the book. Read these words for the children if necessary, to help build familiarity before they read the story tly. Strategy check Remind the children to use their knowledge of phonics to sound out and blend new words, for example -n-e, c-o-l-d. Reading the story ● Ask the children to read the story aloud and help where necessary. Praise and encourage them as they read. Pause at of ①, help the children to sound out and blend the word museum, m-u-s-e-u-m. Talk about museums and ask the children to give examples of any museums they have visited. ( ysing) On ⑥ draw attention to the wing walkers in the picture. Talk about the wing walkers and ask: Why do you think Wilf says “They must be brave!”? ( ysing) On ⑫, ask: Can you think why the woman might have changed over the petrol cans? Do you think she is trying to help Bessie? (Clarifying) At of ⑭, help the children to sound out and blend the word passengers, p-a-ss-e-n-g-er-s . Ask: Why do you think the people looked surprised by the pass