Fraser the Eraser - Descriptions

Key Skills
National Curriculum Key Stage 1
En2 Reading
1l focus on meaning derived from the text as a whole
1m use their knowledge of presentational devices
En3 Writing
1a use adventurous and wide ranging vocabulary
1c put their ideas into sentences
2b assemble and develop ideas on paper and on screen

Coverage National Curriculum Key Stage 1
Reading: Contextual understanding level 1
Writing: Composition level 1

Scotland: English Language 5-14
Reading for enjoyment level A
Functional writing level A

Northern Ireland
Reading: Expected outcomes c
Writing: Expected outcomes b/ c

Wales
Reading: Range 3 ICT; Skills 1 Grammatical knowledge
Writing: Skills 6

• Introduce the activity by talking about descriptions. Use the suggestions for descriptions of clothes. Make up some more that suit your children. Ask children to name the item you describe.
• Explain that Kipper will give a clue to an item in the picture. You have to choose the right item and move it to the right hand side of the screen.
• As the children work through the game, ask individuals to tell you how the clue helps them to choose an item.

• Introduce the activity as above. Read the clue together. Talk about the words that helps identify the object, e.g. on the Monster picture, is it enough to know that the item is green?
• Work through the clues together, involving as many children as possible.
• Praise children for explaining how they know a clue fits a particular item and for decoding new words independently.

• Introduce the activity as above. Let children work through the game at their own pace. If necessary remind them how to use the mouse to drag and drop.
• Notice whether the children are using the clues or moving objects at random until one is right.
• Ask children to make up a sentence about the finished monster.

Extension
Ask more fluent readers to help those with less confidence. Help your partner to read the clue, then let the other child find the item without any further help.

Use to plan offline lessons
You can print the screen from the activity (File - Print or printer icon or press control P). Use a print of the screen at the beginning of the activity as described in the off-line lesson plan. Alternatively, print the Monster picture at the end of the activity when all the pieces have been assembled. Use a colour printer if possible. If you enlarge this to A3 or print in black and white you will need to colour the items. Ask children to suggest sentences that describe the picture. Encourage them to attempt spellings for you to scribe, or write sentences by themselves. You can also print multiple copies on A4 for individuals. Ask them to use the picture to write three or four sentences about the picture.

Objectives NLS Year 1 Term
W10 new words from reading and shared experiences and make collections of personal interest or significant words and words linked to particular topics.
T5 to identify and record some key features of story language from a range of stories and to practise reading and using them

Resources required
Online activity for Fraser the Eraser
Suggestions for descriptions (adapt ideas to fit clothes your children are wearing):'They do up with Velcro and have white on them.' 'It has a collar and buttons and short sleeves.' 'It has the name of the school on it.' 'You have two the same and they are grey.' 'They have straps and buckles and go on your feet.'

• Select 'Fraser the Eraser' from the menu. Select 'Activity'.
• Look at the illustrations and talk about each item.
• Read Kipper's clue and ask a child which object it is describing.
• Show the children how to move the object into the right hand side of the screen.
• Continue until the picture has been finished.
• Go to the next screen and ask children to put their hands up if they can read and solve the clue. Show children how to use cues from the picture and the rest of the sentence to decode new words. Ask a child to use the mouse to move the object.
• Continue with other screens giving as many children as possible a turn to use the mouse. Ask children to explain how they worked out new words.

• Read the instructions together, then read the clue. Decide together which object to move. Ask everyone to use the mouse to put the picture on the right hand side of the screen.
• Work through the other clues together, asking different children to read the clue aloud each time.
• Talk about ways to work out new words, using phonics, the sense of the sentence and the picture.
• Ask children to work on other screens independently. Ask them to explain to you how they are solving the clues. Is it the colour word? Is it the shape?

Plenary
Use some of the clues from the screen game and ask children if they can remember, e.g. what was yellow and pointed? What was purple and curly? What was half green and half yellow? Ask children if they can remember a clue to ask the class to solve.

Suggested Homework: draw someone in your class or a member of staff. On the back of the paper write one clue about the person, e.g. 'She helps you if you fall over.' ' He has short black hair and laughs a lot.'

When to use this worksheet:
The level of difficulty is suitable for year 1 children. They need to know how to use phonics and the picture to help to decode new words.

• Enlarge the worksheet to A3 on a photocopier. Read the instructions with the children. Read the first clue and decide who it matches. What are the most important words? E.g. for Gran, 'she' tells us it is a girl or a lady, 'curly' tells us to look at the hair, and 'glasses' is useful because she is the only one wearing them.
• As you read the remaining clues together, look for the important words and also help children to decode new ones, e.g. 'collar' can be decoded by phonics and also by sense as it is the only item the one with floppy ears is wearing.
• In the second part of the sheet, look at each picture together. Without colouring the picture, make up sentences that describe each picture. Use other adjectives such as big, tall, long, warm, cold. Write the sentences on a board, asking the children to help you with spellings.

• Give each child a copy of the worksheet to complete independently. In the second half, ask them to colour the pictures and use colour words to describe each picture.

Extension:
Work with a partner. Tell your partner what to draw, e.g. 'Draw a sandy beach with two tall palm trees. Put three pink shells on the beach and an orange crab.' Allow time to discuss the drawings at the end of the session. Does the person who made up the description think the drawing is what s/he wanted?

Objectives
W10 new words from reading and shared experiences and make collections of personal interest or significant words and words linked to particular topics
T5 to identify and record some key features of story language from a range of stories and to practise reading and using them

Resources required
Copy of Fraser the Eraser worksheet each (select Print-out from story menu);
Print the monster screen from 'Fraser the Eraser' activity (keyboard: Ctrl P).
Enlarge to A3 and colour: yellow teeth, orange twirly ears, red head/body cloud shape, green eyes and hands, pink feet.
Pencils and paper for extension activity.I- spy clues: 'You can see through it and it opens and closes.' 'It is a rectangle, it's black (or white) and you write on it.' 'It is long and thin and you write with it.' 'It has four legs and a back and it is made of plastic.'

Teaching activities
Introduction: practise recognising objects from their descriptions by playing an I-spy game. Some sentences are suggested above. Make up some more to fit your classroom. Ask a child to describe something for everyone to guess.

• Use the enlarged print of the monster screen picture. Read the instructions and the clue together.
• Describe one item (or pair) yourself, e.g 'It is red and fluffy.' Ask a child to identify the item.
• Draw the item on a board or flipchart yourself to set the size appropriately. (Use coloured pencils/chalks/pens to draw the shapes so that you do not need to spend time colouring them in.)
• Ask another child to describe an item or pair and choose someone to guess what it is. Let a child draw the item in the correct position.
• Continue until the whole monster has been created.
• Ask the children to make up some sentences about the monster, e.g.'The monster has twirly whirly ears.'

• Give each child an A4 copy of the activity screen print.
• Read through the first description together and decide which picture it matches. Look for some more difficult words in the next sentences, e.g. 'collar'. Ask 'what is the last word in the next sentence? How do you know? Praise children for using phonics and the picture to decode a new word.
• Ask the children to match the remaining sentences. While they are working ask individuals how they could be sure which picture to match it to.
• Talk about the pictures in the second half of the sheet. Ask children to suggest a sentence to match the first one. Ask them to colour the pictures first, then write a sentence to match each picture.

Individual work:
Give a copy of the worksheet to each child. Read the first clue together and decide which picture it matches. Ask the children to match the other clues to the right pictures. In the second half of the sheet, ask them to colour the pictures and write a sentence about each one. Remind them to check their work.

Extension: Work with a partner. Describe an object for your partner to draw. e.g. 'Draw four pink flowers in a pot'. You will need to tell them how many, what colour and possibly what size and shape you wan the object to be.

Plenary
Ask particular children to read aloud one of the sentences they made up in the second half of the sheet. Ask the class which picture the sentence describes.

Suggested Homework:
write a sentence about your favourite television programme without naming it. Next day read the sentences and guess the programme.