Discovering Labels

Overview

In this first lesson of the 16-part unit “Labels, Facts and Sentences”, pupils explore labels as single words that name objects or parts of a picture. Through an “I do, we do, you do” sequence, they say words aloud before writing, leave spaces between words and place labels accurately.

Learning intentions

• WALT identify labels and explain their purpose.
• WALT say aloud the word we are going to write.
• WALT write clear words with spaces between words.
• WALT place labels correctly on objects or pictures.

Success criteria

• I can recognise a label.
• I can explain that a label names an object or part of a picture.
• I can write a clear word, leaving spaces where needed.
• I can place my label next to the correct object.

Curriculum links

• Writing – composition: saying aloud what is going to be written.
• Writing – composition: sequencing writing to form short narratives, developed through accurate words that can be used in later sentences.
• Writing – vocabulary, grammar and punctuation: leaving spaces between words.
• Reading – comprehension: recognising and joining in with predictable phrases and familiar language.

Lesson structure (45 minutes)

1. 0–10 min · I do: notice and model. Open with the opening question and label examples. Show an unlabelled classroom object, such as a chair, and ask, “How could we help someone know what this is?” Explain that a label is a clear word naming an object or part of a picture. Model saying “chair”, stretching the word, writing it with correct letter formation and placing the label beside the chair. Students identify other familiar classroom objects and orally rehearse their names with a partner.

2. 10–15 min · Model checking. Use the model-and-check slides to compare a correctly placed label with one that is too far away or points to the wrong object. Think aloud: “Does the word name the object? Is it clear? Is it in the right place?” Briefly model a label made from two words, such as “book shelf”, showing the space between the words. Students use thumbs up/down to assess examples and explain their choices.

3. 15–30 min · We do: shared picture. Display the shared classroom scene from the shared-picture slides and distribute the shared-picture labelling worksheet to pairs. Invite pupils to suggest labels for three or four visible objects. Say each word together, segmenting sounds where useful, then write each label on the board. Students help decide where each word should go and copy or place the labels on their picture. Pause after each label for partners to check: “Does it name the object? Is it clear? Is it beside the right thing?”

4. 30–45 min · You do: independent labelling. Give each pupil the three-object labelling task and revisit the independent-task instructions. Students choose or are given three familiar objects to label, either by drawing them or using the pictured objects on the sheet. They say each word to an adult or partner before writing, then place the label correctly. Circulate, prompting pupils to point, say, write and check in that order. Adults scribe the word or support letter formation without removing the pupil’s opportunity to choose and place the label.

5. 40–45 min · Review and share. Show the review prompts. Students hold up one label and tell a partner what it names. Invite two or three pupils to share a successful example; the class identifies whether the label is clear and correctly placed. Finish with the oral sentence: “A label helps us to know ____.” Collect worksheets for assessment.

Resources

• the Discovering Labels slide deck
• the shared-picture labelling worksheet
• Classroom objects, such as a chair, book, door and table
• Pencils, crayons and pencil grips
• Enlarged word cards or magnetic letters
• Visualiser or interactive whiteboard
• Plain paper for pupils who need a larger workspace

Assessment

• During modelling, listen for pupils who can explain that a label names an object and identify whether a label is correctly placed.
• During guided and independent work, check oral rehearsal, letter formation, word clarity, spaces between words and accurate placement.
• Use the completed worksheet as an exit assessment: identify pupils who can meet all four success criteria and note who needs further support with vocabulary, transcription or positioning.

Differentiation

• Support SEN/EAL pupils with picture and word banks, repeated oral rehearsal, gesture, real objects, large-print cards and partner talk. Accept pointing and oral identification before writing.
• Provide an enlarged worksheet, pencil grip, magnetic letters or tracing support for pupils with fine-motor or visual needs. An adult may scribe the word while the pupil says it, selects it and places it.
• Pair pupils strategically and model one label at a time. Reduce the independent task to two labels where necessary, while maintaining the same checking routine.
• Challenge confident Year 1 and Year 2 pupils to label a detailed classroom scene, add labels to parts of an object and independently check spelling and placement.

Extension

• Pupils add labels to a detailed scene, such as a classroom, garden or park, choosing additional objects without a word bank.
• Pupils write two-word labels and explain how the space helps the reader understand the label.