GREEN EGGS AND HAM_3

Year 1
Using
as a Stimulus for
Literacy Work
‘I would not like them
here or there.
I would not like them
anywhere.
I do not like
green eggs and ham.
I do not like them,
Sam-I-am.’
TM & © Dr. Seuss Enterprises, L.P. 2016
Year 1
1.
Sharing the book with the whole class
•
Read Green Eggs and Ham to the children.
•
The first time you read it, read straight through so the children can
listen to the story and the rhythm.
•
Then re-read the story slowly and with more emphasis, pausing so
children can contribute the next word.
Reading – comprehension
Pupils should be taught to:
•
develop pleasure in reading, motivation to read,
vocabulary and understanding by:
– recognising and joining in with predictable
•
phrases;
– learning to appreciate rhymes and poems, and to
recite some by heart.
participate in discussion about what is read to
them, taking turns and listening to what others say.
TM & © Dr. Seuss Enterprises, L.P. 2016
Year 1
2.
Whole class or small group reading games
BINGO
•
•
•
•
•
•
•
Create baseboards from different sentences in the books.
I
do
not
them
with
a
like
mouse.
I
do
not
them
in
a
like
house.
Each child should get their own baseboard and a duplicate copy should be cut
up into the individual words and put in a hat/bag.
An adult working with the children should make sure that they are all clear
about what their own baseboard says.
The adult then picks an individual card out of the hat and reads the card out.
The first child to find the word on their baseboard and correctly point to it gets
the chance to read it aloud.
If they read it correctly and it matches the word the adult said then they win it
and place the card over the corresponding word on their baseboard.
The first to fill their board is the winner.
RHYMING GAME
•
•
Write rhyming words from the text randomly on the white board. Include goat,
boat, mouse, house, train, rain, fox box, Sam, ham etc.
Circle a word and ask the children which of the other words written down it
rhymes with. When they answer correctly, circle the rhyming word and draw a
line between the two words. And so on.
Reading – word reading
Pupils should be taught to:
•
•
apply phonics knowledge and skills as the route to decode words;
read common exception words, noting unusual correspondences
between spelling and sound and where these occur in the word.
TM & © Dr. Seuss Enterprises, L.P. 2016
Year 1
3.
Whole class/group or individual work writing:
Creating our own sentences
•
With the children’s input, create a list on the board of places that
the children would not like to eat green eggs and ham, e.g. at the
beach, in the shop, in the bath.
•
Model to the children how to write sentences in a similar style to
those in the story. Use the structure, ‘I would not like them…’
•
More able children could develop the sentence structures similar
to others in the story.
•
Ask children to write their own sentences and then read them to a
partner or the class.
Writing – composition
Pupils should be taught to:
•
write sentences by:
– saying out loud what they are going to write about;
– composing a sentence orally before writing it.
•
read aloud their writing clearly enough to
be heard by their peers and the teacher.
TM & © Dr. Seuss Enterprises, L.P. 2016