# Lesson video

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Hi everyone, Miss Fryer here, for lesson five of our Honey and Trouble character unit.

In lesson four, we learnt all about adjectives, which are words we use to describe someone's character.

And we looked at yesterday, their appearance and their personality and how that showed in their actions.

Like today Miss Fryer has a red dress and colourful fluffy earrings.

That's a line about my appearance.

We can also say Miss Fryer is tired, because I didn't get much sleep last night.

It tells you what am like today.

I also left you with a trivia question.

It was about buffalo horns, do you remember? I asked you how many cubes, I would have to stack up in a big tower to make a tower the size of the longest buffalo horn.

How tall do you think it is? Should I show you? I made it out of stacks of 10 so we'll count tens to see how many there are.

Should we look? Here's the first, 10, 20, 30, 40, 50, 60, 70, 71, 72, 73, 74, 75.

I would have to make a cube tower, which I did of 75 cubes to make a horn as long as a buffalo's, wow! Seriously, look how long this horn is.

For our learning today we're going to start off with a tongue twister to warm up our brains.

Then we're going to do some spelling's Then we're going to check our strategies, because today we are going to do some reading together.

And then we're going to practise our inference skills, which is our clue finding detective skills that we use when we are reading a text.

In this lesson, you will need an exercise book or paper, a pencil and your brain.

So pause the video now, if you don't have any of those things and meet me back here.

Today, we're going to start off with a tongue twister to get our mouth all warmed up for speaking and reading together.

It goes like this.

The wise woman of the woods would walk wonkily while whistling, listen again.

The wise woman of the woods would walk wonkily while whistling.

Can you hear a sound that features a lot in that sentence? We can hear a lot of it.

Tell your screen now, what sounds you can hear.

Look at all those w sounds, at the start of almost every single word.

The wise woman of the woods would walk wonkily while whistling.

I'd like you to see if you can join in with me this time.

Can we try joining with me now? The wise woman of the woods would walk wonkily while whistling.

Let's make up some action, shall we? The wise woman of the woods would walk wonkily while whistling.

One more time.

The wise woman of the woods would walk wonkily while whistling.

Very good, I hope your mind and your tongues are all lovely and warmed up now.

Now we're going to practise some spelling's all week we've been looking at those two letter patterns, T C H and C H.

Both of them say the sound ch.

Can you say the sound for me, ch.

We were looking at lots of different words on lesson one.

And lesson three.

Should we take a look at them now? So we learned lots of words already.

Let's put our reading finger underneath the top word and T C H the purple words and let's read them.

So they go, fetch, match, pitch, witch, hutch, stitch.

Excellent job.

Now let's read those C H words, put your finger underneath the first word.

And let's read the green words.

Church, torch, March, pooch, beech.

Remember, words that have a short vowel sound on its own, like the e in fetch need a T C H and words with a diagraph in them, like the r digraph in church, need a C H on its own.

Today, because we're getting pretty good at these T C H and C H words, I'm going to give you a new rule.

Here's a new word.

This word is the word bench let's sound it out.

B-E-N-CH, bench.

Can you see that although bench has a short e sound in it, like fetch, the e has got a partner next to it, before the C H.

We have n sound which is next to the e sound.

So that partner means we only need to add C H.

So if the vowel has a letter partner, we just need C H.

Let's look at another one.

There's another one.

Here we've got the word, let's sound it out.

P-I-N-CH, pinch.

That short i sound like it is in pich.

Has a letter partner this time, the n sound, P-I-N-CH So we only need C H as they cut one more.

Sound is out for me, L-U-N-CH, lunch.

That one also has a letter partner of it, that n sound again, that short u sound his partner is N so therefore we only need C H.

Now it's time to play our game.

Remember, if I say a word and you think it has a T C H, you're going to point out the T C H, if you think it has a C H point at the C H.

Remember, if they have a short vowel sound on its own, it's T C H, if it has a diagraph or letter partner, it's C H my word is stretch, sound it out for me.

S-T-R-E-TCH, stretch.

T C H or C H, what do you think? Point your screen now? It's a T C H word it has a shot e sound without a partner before tch sound, so it's T C H.

Next one, my word is speech.

Sound it out, S-P-EE-CH, speech.

Which one do you think TCH, or CH.

It's CH, it has a digraph e in speech, so we need to just use CH.

My next word is the word munch, sounding out.

M-U-N-CH, munch.

Which one do you think? It has a C H.

That n sound is the partner of the short u sound in munch, so we just need a CH next one.

Scratch, S-C-R-A-TCH, scratch.

Which one do you think TCH, CH.

it's a TCH word, S-C-R-A.

No other sound partner before the tch, so it's TCH.

Last one, we're going to do the word ranch.

Let's sound it out, R-A-N-CH, ranch.

What do you think? What does ranch go.

It's a CH word.

We've got another n partner, with our short a sound.

So we just need ch.

For the last time with these letter patterns.

Pause the video now, so that you can write down your new words.

Now we're going to check our reading strategies.

What do we do, when we get to a word that we don't know? Well, always the first thing we do is we look at the letters make the sounds and blend the sounds together.

Say it with me, we look at the letters, make the sounds and blend the sounds together.

But there are a few other things that we can do.

If that doesn't work, sometimes we might not know a sound to use when we're sounding out, or word might be a tricky sight word that we can't sound out because it doesn't make sense with our phonics.

So there are a few other strategies that we can use instead.

For example, we can look for little words inside big words, say it with me, we can look for little words inside big words.

We can also break a word into chunks.

What can we do? We can break a word into chunks.

And we can read the word, say the word if we can't say the word, we read the rest of the sentence and come back to it.

What can we do, we can read the rest of the sentence and come back to it.

And that will help us.

Now today, our reading skill that we are going to be thinking about is inference.

Inference is a very tricky sounding word, for actually a skill that's not too complicated.

Inference just means looking for clues.

So get your detective skills ready, because you're going to need them today.

Our skills for inference are almost the same as our skills for retrieval.

We just use them in a different way.

The first thing we do is to read the question and look for the key words.

We read the question and look for the key words.

We scan the text with our finger to look for those key words and find the clues.

Clues in a reading text, will never be quite as obvious as information we will have to retrieve, but the clues will help us get the answer.

If not, don't worry, you can follow along with the screen like I am.

There's a few words I want to draw your attention to today before we start reading, there are two key words, that are going to happen lots in our story.

They are the words trouble and the words monkey.

What are they? Trouble and monkey? They are tricky words.

We can't sound them out, 'cause our phonics doesn't make sense.

We just have to remember.

And our story is called honey and trouble and it's about a monkey.

So we really need to learn those words and remember them.

Other words I want you to look at are these tricky words.

They are the words.

Was, can you say the word for me, was, was, excellent job.

I'll say then you say, when, when good job.

And last one, you, you, good job.

What I want you to do, if you spot any of those tricky words, we are going to put our tricky words spotting glasses on.

So if you read any those words or see them in the text, pop your glasses on, and we will see if we can spot them together.

Here's our text today.

Remember, we put our finger underneath the word we are reading.

Let's do it now underneath this first word, the, off we go.

The monkey, oh! What's this word? Let's sound it out? W-E-N-T, went okay.

The monkey went to the wise woman's hut, knocked and went in.

New sentence, the wise woman, are you wearing your tricky words spotting glasses? I just spotted the word was.

The wise woman was, oh! This one is a bit long.

I wonder if we can find the little words inside this big word.

Have a look now, tell your screen if you can spot a little word inside this big word.

I've got it.

I can see the little word sit inside that word.

So I'm going to use that to help me with my reading.

SIT-I-NG, sitting, there we go.

The wise woman was sitting.

Where was she sitting? Let's read, on the rug, reading a big oh! Help me sound this one out? TH-I-CK, thick.

A big, thick book.

That's one of our adjectives, isn't it? Now here is my first inference question.

My question is this.

Why do you think the woman of the forest is wise? Why do you think the woman of the forest is wise? Remember, we're looking for a clue.

The text doesn't tell us why she is wise, but it gives us clues.

You could use the sentence start up.

I think she is wise because, pause the video now to answer my question.

Let's have a look at it, shall we? Why do you think the woman of the forest is wise? I'm looking back at this sentence that we read to start off with.

It goes, the wise woman was sitting on a rug, reading a big, thick book.

Now, that is something from our character toolkit, I'm looking for the key word in the question and the key word is wise.

Why is she wise? Why is she like that? Why is her character like that? So I'm looking in my sentence for something about an action she does that shows her personality.

What is she doing in this sentence? She is reading a big, thick book.

Do you think people that read big thick books are wise? They might be, that might be a clue.

Perhaps she is wise because she reads big, thick books.

Pair a little bit more text this time.

Underneath with my finger, it's on the word.

Oh, here we go.

"Oh wise woman of the forest," he said.

I spotted a tricky word, did you? It's the tricky word, when.

"Oh wise woman of the forest," he said, when the wise woman looked up from her book.

That we were just talking about, I've found my.

Oh! F-A-V-O-U-R-I-T-E, oh! Looking at the letters, make the sounds and blending them together doesn't help here at all.

And I can't see the little words in big words.

I don't know if I can get rid of these chunks either.

I'll tell you what, I will read the rest of the sentence and come back to it and see if I can work it out.

I found my F thing in the world.

I just said that first sound to help me think about what it might be.

What do you think it is? I found my F thing in the world.

Maybe you remember the line from the story tell your screen, what you think that word might be.

I remember it was in the story.

I found my favourite thing in the world that has a very tricky spelling, isn't it? I found my favourite thing in the world.

I really like trouble and I wondered if you have.

Tricky word, any that? Tricky word.

You can give me, fingers ready on that first word.

Are.

There it is again, that same tricky word.

You sure, asked the woman B-R-IGH-T-L-Y, brightly Oh, yes! Certainly! Oh, this is a long word.

But I think I can say a little word in a big word.

Tell your screen, can you see a little word inside this big word? Just here beginning with n.

I can see one, I can see N-O-D, nod at the start.

N-O-DD-E-D, nodded nodded the monkey.

Oh, that one's tricky.

But luckily, I can see a little word inside the big word here as well.

I can see the word, R-I-GH-T, right.

Hmm right then.

All right then that makes sense, doesn't it? That makes much more sense, good so all right then I'll give you, that tricky word again.

I'll give you some, take this black bag to the edge of the, sound this word out for me? F-O-R-E-S-T, forest.

Tricky word.

W-H-E-N, when.

When, and that word again, you, Y-O-U spells you.

when you can't see? Oh so many sight words.

Any when you can't see any trees, open it.

It's full of trouble, there we go.

Here is my second inference question remember look for those clues.

My question is, how do you think the wise woman felt about the monkey's problem? You could use my sentence starter.

I think she felt hmm because hmm.

See if you can fill in those blanks for me.

And pause the video to tell me how you think she felt about his problem.

So how do you think the wise woman felt about the monkey's problem? The key word here in the question is the word felt.

We're looking for things that describe her thoughts and feelings.

That's part of our character toolkit, isn't it? So let's have a look at the text underneath.

What about it refers to her feelings that might give us a clue.

Here is a clue, she asked him brightly.

What do you think that means? What kind of voice, do you think she used? Are you sure? Are you sure? Are you sure? How do you think she would speak if she spoke brightly? I think if she was speaking brightly, she will be talking in a happy light kind of voice which means she's probably quite feeling quite good.

Maybe she's feeling a little bit cheeky, like he's going to pay a little bit of a joke on him.

Here's another clue about what she's thinking and feeling.

She says, I'll give you some, it's full of trouble.

So she knows, doesn't she, what's actually in that bag.

But she gives it to him anyway.

So I think she's being a little bit playful, playing a little joke on the monkey.

So I think that that's how she felt about the monkey's problem.

'Cause I'm looking for those clues.

My third question now, why do you think the woman asked the monkey to take the bag to the edge of the forest? Why do you think, you could use my sentence starter, I think she asked the monkey to take the bag to the edge of the forest, because, to give you a reason.

Pause the video now to answer my question.

Right, let's look for those clues.

Why do you think the woman asked the monkey to take the bag to the edge of the forest? This is more of a thinking question than a clue question.

You need to use your brain and think, why would she want him to take it to the edge of the forest? Why not just open the bag right there in the hut? Do you remember what was in the bags? The question is a why question.

Why do you think the wise woman doesn't want the three black dogs running around in her hut? Maybe they'll cause a big mess.

Maybe they'll break things.

Maybe they'll make lots of noise.

So I think she wants his trick to be played, but doesn't want it to cause her any trouble.

Here is a challenge question.

So we need to make inferences.

Thus look for those clues with this challenge question.

It goes like this, true or false.

The monkey respects the wise woman of the forest, the monkey respects the wise woman of the forest.

Key word here is respect.

What does that mean? Do we think he respects her? Do you think it's true or false? I think this is true because it says in the text, or I think this is false because it says in the text.

Have a think.

Pause the video to answer my challenge.

Let's have a look at my challenge question.

We're looking for that true or false.

So we need to know what respect means.

Respect means to treat somebody as important and worthy.

So does he think that the wise woman of the forest is important and worthy? Let's look for some clues in the text to help us decide.

He went to the wise woman's hut, knocked, and went in.

Oh that was very polite of him, wasn't it.

He knocked on her door.

He didn't just burge in, he knocked politely on her door.

Maybe that's a sign of respect.

Let's look for another clue.

"Oh wise woman of the forest," he said, when the wise woman looked up from her book.

Ah two clues there.

He addresses her as the wise woman of the forest.

So he wants to give her her proper title as a sign of respect.

And he waits for her to look up from her book, meaning that he's waiting patiently until she's finished reading.

So that is also very respectful.

I think it's true.

I think the monkey does respect the wise woman of the forest.

Now we're going to do our tongue twister again, to get ourselves nice and ready for finishing off our learning and continuing on with the rest of our day.

Remember how it goes? It goes.

The wise woman of the woods would walk wonkily while whistling.

I wonder if we can do it twice through.

Should we do it? One time and then two times.

Off we go.

The wise woman of the woods would walk wonkily while whistling.

And again, the wise woman of the woods would walk wonkily while whistling.

That was tricky, wasn't it? Did you manage it? Very well done if you did.

And that's it for lesson five.

I thought the lesson was fun.

Could you use an adjective to describe what you thought of the lesson today? Perhaps you could use one of your strategies to read a bedtime story tonight.

Or you could look for TCH and CH words in the next book you read.

In lesson six, we're going to be boxing up our story.

Which you might have done before or it might be new to you.

So I'll tell you what to do.

Remember, like with all our lessons, you can share your work with Oak National.

I would love to see all of the work that you've done so far on Honey and Trouble.

Last thing for me today.

Trivia again, that's my thing.

I have some forest trivia for you today.

It's about the Amazon rain forest, which is the biggest rain forest in the world.

How high do you think the tallest tree in the Amazon rain forest is? Have a think and I will tell you at the start of lesson six.

Bye.