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English lesson plan · 1st grade (Year 2 in England) · 60 minutes

Who is speaking? Reading dialogue

Reading Comprehension

CCSS RL.1.6England: Y1 ReadingEngland: Y2 Reading

Objective and success criteria

Students will: Who is speaking? Reading dialogue.

  • I can answer questions on today's skill on my own, without help.
  • I can explain each step and say why it works.
  • I can check my answer and spot a mistake.

Before and after

Needs first: Characters and setting

Leads to: How do characters respond when things happen?; Who is telling the story? First person or third person

Materials: A short text or extract (one copy each), Highlighters, Question cards, Mini whiteboards, A short model text on the board, Printed student sheet (below).

Warm-up · 6 min

  • Quick retrieval from earlier learning (Characters and setting). Students answer on mini whiteboards.
  • Show answers together and note who needs support in the main task.
  1. Gus the goat loved to climb. He climbed rocks, hills and even the farmer's shed! What does Gus love to do? (swim / sing / sleep / climb) → climbPrompt: What does the character say and do?
  2. Under the sea, a little fish named Flo swam past the coral. Where does this story take place? (in a city / in a forest / under the sea / on a farm) → under the seaPrompt: What does the character say and do?
  3. Bear yawned and stretched. "Time to sleep until spring," he said, and curled up in his cave. Who is the main character? (a bird / Bear / Spring / the cave) → BearPrompt: What does the character say and do?

Hook · 6 min

  • Read the first lines of a short text aloud and ask what students predict will happen and why.
  • Share the objective: Who is speaking? Reading dialogue. Read the success criteria together.

I do: model it · 12 min

  • Work through the example out loud, saying why you do each step, not just what you do.
  • Example: "I lost my hat," said Ben. "I will help you look," said Ana. Who said "I will help you look"?
  • Step 1: Speech marks show the words someone says. 'said ___' tells us who.
  • Step 2: So the answer is: Ana
  • Answer: Ana
  • Pause after each step and ask a student to say what comes next.

We do: guided practice · 12 min

  • Do these together. Students try each step on whiteboards before you reveal it.
  • Use the hints as prompts rather than giving the answer.
  1. "Look, a rainbow!" shouted Mia. Jack looked up and smiled. Who saw the rainbow first and shouted? (Mia / the rainbow / Jack / a teacher) → MiaPrompt: Find the words inside the speech marks.
  2. "I can't find my lunchbox anywhere," sighed Omar. How does Omar feel? (sleepy / worried / proud / excited) → worriedPrompt: Find the words inside the speech marks.

You do: independent practice · 17 min

  • 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.

Exit ticket · 7 min

  • Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
  1. "I did it! I rode my bike with no help!" shouted Ella. How does Ella feel? (bored / scared / sad / proud) → proudPrompt: Find the words inside the speech marks.
  2. "Who wants pancakes?" asked Mum. "Me!" said Sam and Lola together. Who asked about pancakes? (Sam and Lola / Lola / Sam / Mum) → MumPrompt: Find the words inside the speech marks.

Watch out for

  • Answering from memory or opinion instead of evidence in the text.
  • Copying a long quote without explaining what it shows.

Support and stretch

Support

  • Review first: Characters and setting.
  • Use concrete materials: a short text or extract (one copy each).
  • Give the first step of each question, or a partly worked example to finish.
  • Pair with a confident partner for the guided practice.

Stretch

  • Move on to: How do characters respond when things happen?; Who is telling the story? First person or third person.
  • Explain a common mistake in writing and how to fix it.
  • Write a word problem that uses today's skill, then solve a partner's.

Homework and more practice

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

Free lesson plan from eurekami.com/lesson-plan-builder

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Who is speaking? Reading dialogue

Name

Date

Score/ 8

  1. Question 1

    Owl hooted, "Who is there?" "It is only me," squeaked Mouse. Who squeaked?

    • A. Owl
    • B. Mouse
    • C. a cat
    • D. nobody

  2. Question 2

    "Grandpa is coming today!" said Zack, jumping up and down. How does Zack feel?

    • A. worried
    • B. excited
    • C. bored
    • D. sad

  3. Question 3

    "The robot is broken," said Kai. "I can fix it," said Zoe. "Thanks!" said Kai. Who said "I can fix it"?

    • A. Zoe
    • B. the robot
    • C. Kai
    • D. Kai and Zoe

  4. Question 4

    "I can't find my lunchbox anywhere," sighed Omar. How does Omar feel?

    • A. worried
    • B. proud
    • C. sleepy
    • D. excited

  5. Question 5

    "Who wants pancakes?" asked Mum. "Me!" said Sam and Lola together. Who asked about pancakes?

    • A. Mum
    • B. Sam and Lola
    • C. Sam
    • D. Lola

  6. Question 6

    Nia said, "My kite is stuck in the tree." "I will get the ladder," said her brother. Who will get the ladder?

    • A. Nia
    • B. Nia's brother
    • C. the kite
    • D. a neighbour

  7. Question 7

    "I did it! I rode my bike with no help!" shouted Ella. How does Ella feel?

    • A. bored
    • B. scared
    • C. sad
    • D. proud

  8. Question 8

    "I am the fastest," said Hare. "We will see," said Tortoise slowly. Who said "We will see"?

    • A. Hare
    • B. both of them
    • C. Tortoise
    • D. a fox

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Answer key: Who is speaking? Reading dialogue

  1. 1. B. Mouse

  2. 2. B. excited

  3. 3. A. Zoe

  4. 4. A. worried

  5. 5. A. Mum

  6. 6. B. Nia's brother

  7. 7. D. proud

  8. 8. C. Tortoise