- Supporting the children in their ability to identify where the story takes place, who is involved and what happens. Introduce the words 'character', 'setting', 'events'. Demonstrating how to apply word reading skills and strategies and involve the children in using these strategies themselves.
- To support the children in being able to identify the main events in a story and re-enact them by using, for example, props, pictures or puppets.
- To support the children in being able to identify and discuss a familiar experience in a story, for example, having a friend come round for tea, with the children making links between the story and with their own experiences.
- Provide time to explore imaginative ideas arising from this using of role-play, for example, having our own tea parties and using this play to stimulate emergent pieces of writing. To make a simple story plan, for example using a sequence of photos from the drama activity. To demonstrate how to write sentences to tell the story. To reinforce the application of spelling strategies and correct sentence punctuation. Make a class book.
- This learning project will conclude with each child creating a recount their own real or imagined experiences orally. They record their plan by drawing a sequence of pictures, then by writing sentence(s) to retell the story in writing. After the children have had time to plan, record and revise their ideas they will create their own stories inspired by Judith Kerr's, "The Tiger Who Came To Tea" and the learning experiences they have been involved in over these few weeks.
Learning Expectations:
We will expect the children to develop these skills:
1. Speaking
- Tell stories and describe incidents from their own experience in an audible voice
- Retell stories, ordering events using story language
2. Listening and responding
- Listen with sustained concentration, building new stores of words in different contexts
4. Drama
- Explore familiar themes and characters through improvisation and role-play
5. Word recognition: decoding (reading) and encoding (spelling)
- Recognise and use alternative ways of pronouncing the graphemes already taught
- Recognise and use alternative ways of spelling the graphemes already taught
- Identify the constituent parts of two-syllable and three-syllable words to support the application of phonic knowledge and skills
- Recognise automatically an increasing number of familiar high frequency words
- Apply phonic knowledge and skills as the prime approach to reading and spelling unfamiliar words that are not completely decodable
- Read more challenging texts which can be decoded using their acquired phonic knowledge and skills, along with automatic recognition of high frequency words
- Read and spell phonically decodable two-syllable and three-syllable words
6. Word structure and spelling
- Spell new words using phonics as the prime approach
- Segment sounds into their constituent phonemes in order to spell them correctly
- Recognise and use alternative ways of spelling the graphemes already taught
- Use knowledge of common inflections in spelling, such as plurals, -ly, -er
- Read and spell phonically decodable two-syllable and three-syllable words
7. Understanding and interpreting texts
- Identify the main events and characters in stories, and find specific information in simple texts
- Use syntax and context when reading for meaning
8. Engaging with and responding to texts
- Select books for personal reading and give reasons for choices
- Visualise and comment on events, characters and ideas, making imaginative links to own experiences
9. Creating and shaping texts
- Independently choose what to write about, plan and follow it through
- Use key features of narrative in their own writing
- Create short simple texts on paper and on screen that combine words with images (and sounds)
10. Text structure and organisation
11. Sentence structure and punctuation
Learning outcomes:
- Children can identify the main character and setting in a story using evidence from the illustrations and text.
- Children can write three simple sentences to tell a story.
- Children can re-enact a story, sequencing the main events and using phrases from the text.
- Children can identify the main character and setting in a story using evidence from the illustrations and text.
- Children can write three simple sentences to retell events based on personal experience.
This book has been a children’s classic since it was first published in 1968 by Judith Kerr. The story is about a little girl called Sophie, and her her mother, who have tea with a tiger. The tiger drinks all the tea, eats all the food in their house and drinks everything, including draining the water from the taps so that Sophie cannot have a bath! The tiger leaves her house, leaving a big mess behind.
Sophie’s father comes home and suggests that they all go out for a wonderful meal in a café. The next day Sophie and her mother go out to buy some food at the supermarket, including a big tin of tiger food, but the tiger never returns.
Judith Kerr was born in Germany. In 1933, when the Nazis came to power and Judith was thirteen, she and her family moved to the United Kingdom as Jewish refuguees. They were forced to leave because her father, the noted drama critic Alfred Kerr, was wanted by the Nazi authorities.
During the second World War, Kerr worked for the Red Cross before becoming an artist and a BBC televsion scriptwriter.
Kerr thought of the story after visiting a zoo with her three year old daughter. The book took a year to write and illustrate (Kerr also drew the pictures). The Tiger Who Came to Tea is one of the best selling children's books of all time.
In England, almost every city has a stage adaptation of this book. Children, including my daughter Naomi, love this book. She looks at the tiger and says “roar”. She also looks at each page and says what she sees in the pictures as the illustrations are magnificent!
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