• Quick retrieval from earlier learning (Describing words for the five senses; Feeling words: how does each character feel?). Students answer on mini whiteboards.
• Show answers together and note who needs support in the main task.

1. Which describing word tells how it looks? (tiny / booming / bumpy / tangy) → tinyPrompt: Think about which sense you would use: eyes, ears, nose, tongue or hands.
2. It was very late. Nina yawned and rubbed her eyes. How does Nina feel? (sleepy / angry / scared / excited) → sleepyPrompt: Imagine it happened to you. How would you feel?
3. Choose the describing word that fits best. The ___ socks had been in my bag all week! (sparkly / smelly / sweet / squeaky) → smellyPrompt: Which sense does the sentence use: taste, sound, touch, smell or sight?

• Read the first lines of a short text aloud and ask what students predict will happen and why.
• Share the objective: Find the words that show senses and feelings. Read the success criteria together.

• Work through the example out loud, saying why you do each step, not just what you do.
• Example: The baby giggled and squealed as the bubbles popped on her nose. Which word tells a sound the baby made?
• Step 1: Writers choose words that help us see, hear, smell, taste, touch and feel.
• Step 2: So the answer is: squealed
• Answer: squealed
• Pause after each step and ask a student to say what comes next.

• Do these together. Students try each step on whiteboards before you reveal it.
• Use the hints as prompts rather than giving the answer.

1. Kofi stroked the hedgehog. Its spines felt prickly, but its tummy was soft. Which word tells how the spines felt? (soft / tummy / prickly / stroked) → pricklyPrompt: Which sense or feeling is the question about?
2. What feeling do these clues show? His lip trembled and a tear rolled down his cheek. (proud / excited / silly / sad) → sadPrompt: Act out what the character is doing.

• Students work on the student sheet. Circulate and check the first two answers of every student early.
• Students who finish: write a question of their own for a partner, with the answer.

The 8 questions are on the student sheet below, with answers in the key.

• Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.

1. What feeling do these clues show? Her cheeks went red and she stared at the floor. (excited / sleepy / embarrassed / angry) → embarrassedPrompt: Act out what the character is doing.
2. The old shed was damp and musty. Cobwebs hung in every corner. Which word tells how the shed smelled? (corner / cobwebs / old / musty) → mustyPrompt: Which sense or feeling is the question about?

Free online practice with hints and printable worksheets for this skill: eurekami.com/english/grade-1.