Unit overview
This 5-lesson unit uses the supplied read-alongs in their fixed sequence. Every lesson keeps one objective, one shared question and one evidence requirement across solo, supported and listening routes. Learners build towards comparing evidence across the unit's poetry — traditional rhymes texts.
Success criteria
- I can select accurate evidence from every read-along.
- I can explain how evidence supports an idea.
- I can compare what I learn across the unit's texts.
Coursebook connection
Learning objectives
- 1Ri.14Notice rhyme and repeated lines while joining in with familiar stories and poems.
- 1Rv.05Listen for and talk about sounds, rhyming words and rhythm in texts.
- 1Ra.02Say along with repeated words and phrases in familiar stories and poems.
- 1SLp.02Say simple poems from memory, keeping to the rhythm.
Join in: Incy Wincy Spider
The Itsy Bitsy Spider · 1Ra.02
Evidence requiredOne precise word, phrase, sentence, text feature or event, plus an explanation.
Source check: verified TBL transcript · 664 characters
- 3 min
Connect to the text
Read-along: Show the cover and title before starting the audio.
Teacher: Introduce the shared question for The Itsy Bitsy Spider without revealing an answer.
Learners: Share an initial idea and name what evidence they will listen or look for.
- 8 min
Read or listen for the whole text
Read-along: Use the complete read-along with the text highlighted; pause only at a natural section boundary.
Teacher: Keep the objective visible and prompt learners to track the relevant words, features or events.
Learners: Follow the complete text and mark or remember evidence connected to the learning objective.
- 6 min
Locate the strongest evidence
Read-along: Replay or reread the section each learner selects as the strongest evidence.
Teacher: Model how to point to a precise word, phrase, sentence, feature or event without supplying the learner's choice.
Learners: Choose accurate evidence and explain how it connects to the shared question.
- 5 min
Discuss and compare
Read-along: Keep the chosen sections visible while pairs compare their evidence.
Teacher: Use the supplied supporting objective to structure partner talk and invite a respectful challenge or refinement.
Learners: Compare two pieces of evidence and improve the explanation after hearing a partner.
- 5 min
Make the response
Read-along: Learners reread independently or follow the audio while completing the response.
Teacher: Offer a spoken or written response frame while keeping the evidence requirement unchanged.
Learners: Create a response that states an idea and supports it with precise evidence from the text.
- 3 min
Reflect and check
Read-along: Return to the evidence section for one final accuracy check.
Teacher: Check the response against the objective and ask for one evidence-based revision.
Learners: Share the response, verify the evidence and revise one part if needed.
Solo
Read independently and mark the strongest evidence.
Supported
Read with the audio, pause at agreed evidence points and use the response frame.
Listening
Listen with highlighting, select evidence from displayed options and respond orally.
Assessment check: The learner gives an accurate response and links it to precise evidence from the read-along.
Find the rhyming words
Mary Had a Little Lamb · 1Rv.05
Evidence requiredOne precise word, phrase, sentence, text feature or event, plus an explanation.
Source check: verified TBL transcript · 978 characters
- 3 min
Connect to the text
Read-along: Show the cover and title before starting the audio.
Teacher: Introduce the shared question for Mary Had a Little Lamb without revealing an answer.
Learners: Share an initial idea and name what evidence they will listen or look for.
- 8 min
Read or listen for the whole text
Read-along: Use the complete read-along with the text highlighted; pause only at a natural section boundary.
Teacher: Keep the objective visible and prompt learners to track the relevant words, features or events.
Learners: Follow the complete text and mark or remember evidence connected to the learning objective.
- 6 min
Locate the strongest evidence
Read-along: Replay or reread the section each learner selects as the strongest evidence.
Teacher: Model how to point to a precise word, phrase, sentence, feature or event without supplying the learner's choice.
Learners: Choose accurate evidence and explain how it connects to the shared question.
- 5 min
Discuss and compare
Read-along: Keep the chosen sections visible while pairs compare their evidence.
Teacher: Use the supplied supporting objective to structure partner talk and invite a respectful challenge or refinement.
Learners: Compare two pieces of evidence and improve the explanation after hearing a partner.
- 5 min
Make the response
Read-along: Learners reread independently or follow the audio while completing the response.
Teacher: Offer a spoken or written response frame while keeping the evidence requirement unchanged.
Learners: Create a response that states an idea and supports it with precise evidence from the text.
- 3 min
Reflect and check
Read-along: Return to the evidence section for one final accuracy check.
Teacher: Check the response against the objective and ask for one evidence-based revision.
Learners: Share the response, verify the evidence and revise one part if needed.
Solo
Read independently and mark the strongest evidence.
Supported
Read with the audio, pause at agreed evidence points and use the response frame.
Listening
Listen with highlighting, select evidence from displayed options and respond orally.
Assessment check: The learner gives an accurate response and links it to precise evidence from the read-along.
Clap the rhythm
Sing a Song of Sixpence · 1Rv.05
Evidence requiredOne precise word, phrase, sentence, text feature or event, plus an explanation.
Source check: verified TBL transcript · 888 characters
- 3 min
Connect to the text
Read-along: Show the cover and title before starting the audio.
Teacher: Introduce the shared question for Sing a Song of Sixpence without revealing an answer.
Learners: Share an initial idea and name what evidence they will listen or look for.
- 8 min
Read or listen for the whole text
Read-along: Use the complete read-along with the text highlighted; pause only at a natural section boundary.
Teacher: Keep the objective visible and prompt learners to track the relevant words, features or events.
Learners: Follow the complete text and mark or remember evidence connected to the learning objective.
- 6 min
Locate the strongest evidence
Read-along: Replay or reread the section each learner selects as the strongest evidence.
Teacher: Model how to point to a precise word, phrase, sentence, feature or event without supplying the learner's choice.
Learners: Choose accurate evidence and explain how it connects to the shared question.
- 5 min
Discuss and compare
Read-along: Keep the chosen sections visible while pairs compare their evidence.
Teacher: Use the supplied supporting objective to structure partner talk and invite a respectful challenge or refinement.
Learners: Compare two pieces of evidence and improve the explanation after hearing a partner.
- 5 min
Make the response
Read-along: Learners reread independently or follow the audio while completing the response.
Teacher: Offer a spoken or written response frame while keeping the evidence requirement unchanged.
Learners: Create a response that states an idea and supports it with precise evidence from the text.
- 3 min
Reflect and check
Read-along: Return to the evidence section for one final accuracy check.
Teacher: Check the response against the objective and ask for one evidence-based revision.
Learners: Share the response, verify the evidence and revise one part if needed.
Solo
Read independently and mark the strongest evidence.
Supported
Read with the audio, pause at agreed evidence points and use the response frame.
Listening
Listen with highlighting, select evidence from displayed options and respond orally.
Assessment check: The learner gives an accurate response and links it to precise evidence from the read-along.
Spot the repeated lines
Old Mother Hubbard · 1Ri.14
Evidence requiredOne precise word, phrase, sentence, text feature or event, plus an explanation.
Source check: verified TBL transcript · 1,121 characters
- 3 min
Connect to the text
Read-along: Show the cover and title before starting the audio.
Teacher: Introduce the shared question for Old Mother Hubbard without revealing an answer.
Learners: Share an initial idea and name what evidence they will listen or look for.
- 8 min
Read or listen for the whole text
Read-along: Use the complete read-along with the text highlighted; pause only at a natural section boundary.
Teacher: Keep the objective visible and prompt learners to track the relevant words, features or events.
Learners: Follow the complete text and mark or remember evidence connected to the learning objective.
- 6 min
Locate the strongest evidence
Read-along: Replay or reread the section each learner selects as the strongest evidence.
Teacher: Model how to point to a precise word, phrase, sentence, feature or event without supplying the learner's choice.
Learners: Choose accurate evidence and explain how it connects to the shared question.
- 5 min
Discuss and compare
Read-along: Keep the chosen sections visible while pairs compare their evidence.
Teacher: Use the supplied supporting objective to structure partner talk and invite a respectful challenge or refinement.
Learners: Compare two pieces of evidence and improve the explanation after hearing a partner.
- 5 min
Make the response
Read-along: Learners reread independently or follow the audio while completing the response.
Teacher: Offer a spoken or written response frame while keeping the evidence requirement unchanged.
Learners: Create a response that states an idea and supports it with precise evidence from the text.
- 3 min
Reflect and check
Read-along: Return to the evidence section for one final accuracy check.
Teacher: Check the response against the objective and ask for one evidence-based revision.
Learners: Share the response, verify the evidence and revise one part if needed.
Solo
Read independently and mark the strongest evidence.
Supported
Read with the audio, pause at agreed evidence points and use the response frame.
Listening
Listen with highlighting, select evidence from displayed options and respond orally.
Assessment check: The learner gives an accurate response and links it to precise evidence from the read-along.
Say it from memory
This Old Man · 1SLp.02
Evidence requiredOne precise word, phrase, sentence, text feature or event, plus an explanation.
Source check: verified TBL transcript · 1,530 characters
- 3 min
Connect to the text
Read-along: Show the cover and title before starting the audio.
Teacher: Introduce the shared question for This Old Man without revealing an answer.
Learners: Share an initial idea and name what evidence they will listen or look for.
- 8 min
Read or listen for the whole text
Read-along: Use the complete read-along with the text highlighted; pause only at a natural section boundary.
Teacher: Keep the objective visible and prompt learners to track the relevant words, features or events.
Learners: Follow the complete text and mark or remember evidence connected to the learning objective.
- 6 min
Locate the strongest evidence
Read-along: Replay or reread the section each learner selects as the strongest evidence.
Teacher: Model how to point to a precise word, phrase, sentence, feature or event without supplying the learner's choice.
Learners: Choose accurate evidence and explain how it connects to the shared question.
- 5 min
Discuss and compare
Read-along: Keep the chosen sections visible while pairs compare their evidence.
Teacher: Use the supplied supporting objective to structure partner talk and invite a respectful challenge or refinement.
Learners: Compare two pieces of evidence and improve the explanation after hearing a partner.
- 5 min
Make the response
Read-along: Learners reread independently or follow the audio while completing the response.
Teacher: Offer a spoken or written response frame while keeping the evidence requirement unchanged.
Learners: Create a response that states an idea and supports it with precise evidence from the text.
- 3 min
Reflect and check
Read-along: Return to the evidence section for one final accuracy check.
Teacher: Check the response against the objective and ask for one evidence-based revision.
Learners: Share the response, verify the evidence and revise one part if needed.
Solo
Read independently and mark the strongest evidence.
Supported
Read with the audio, pause at agreed evidence points and use the response frame.
Listening
Listen with highlighting, select evidence from displayed options and respond orally.
Assessment check: The learner gives an accurate response and links it to precise evidence from the read-along.
End-of-unit task
Choose evidence from at least two unit read-alongs. Compare what each piece of evidence shows, then explain how both support the unit's guiding question.