Read the title together and look at the cover illustration. Ask your child to discuss what a hideaway is and to describe Bob’s hideaway, using the picture to support their ideas.
Learning objectives: read words containing –s, –es, –ing, –ed, –er and –est endings.
High frequency words: had, but, it, for, that, only, he, would, there, night, then, all, friends, they, was, so.
1. Read a story that features a grandparent
2. Demonstrate creating a family tree of the family in the story for the child. This resource may be helpful http://www.fotolip.com/wp-content/uploads/2016/05/Family-Tree-14.jpeg
3. Suggest that the child work with their mother or father or older sibling to create their own family tree in time for the next time you will contact them.
- Reread the story, with the child listening, sharing or rereading independently as appropriate for each child.
- Discuss the grandparent and what they do for the child. Introduce the idea that even though the grandparent looks old now, they were once a child.
- Using the composition procedures from a RR lesson, devise some questions orally that would help the child learn about their grandparents and their family when they were growing up. Use the key vocabulary of questions to support: When What Who.
- Ask the child to phone or skype their grandparents to interview them about their family and their life when they were a child.
1. On another day, when the interviews have taken place, use the ideas to co-author some writing about what life was like when their grandparents were children. You could act as a scribe for the child who needs it or provide verbal prompts for a child that can write it for themselves.
2. This then becomes a reading task both to be read to the grandparents who were interviewed but also for the child in future lessons.
This lesson sequence will not only develop empathy, link reading and writing context but also offer some contact opportunities for older people in the community.