Snail and Whale

Overview

Year Group: 1
Duration: 55 minutes
Class Size: 30 students
Subject: English
Curriculum Reference:

National Curriculum for England - English – Key Stage 1
Focus: Reading – Word Reading and Comprehension (Years 1)
Key Content Domains:
- Listening to and discussing a wide range of stories
- Predicting what might happen on the basis of what has been read so far
- Learning new vocabulary and spelling patterns

Learning Objectives (WALT)

WALT: Make predictions about a story using the title and pictures.
WALT: Read and listen to a story with fluency and expression.
WALT: Identify and understand new vocabulary from a story.
WALT: Contribute new vocabulary to a working wall to improve word knowledge.

Success Criteria

I can look carefully at the title and pictures to say what I think will happen in the story.
I can listen to the story and join in with repeated phrases.
I can recognise and understand new words from the story.
I can help add interesting words to the class vocabulary wall.

National Curriculum Links

Reading – Word Reading:
Pupils should be taught to:
- Apply phonic knowledge and skills as the route to decode words.
- Respond speedily with the correct sound to graphemes for all 40+ phonemes.
Reading – Comprehension:
Pupils should be taught to:
- Participate in discussions about what is read to them, taking turns and listening to what others say.
- Explain clearly their understanding of what is read to them.
- Make predictions based on the title and illustrations.
- Develop pleasure in reading, motivation to read, vocabulary, and understanding.
Vocabulary, Grammar and Punctuation:
- Understand new vocabulary introduced through stories and discuss what new words mean.

Resources

Picture book: The Snail and the Whale by Julia Donaldson (large format or projected for shared reading)
Whiteboard and markers
Working wall space with chart paper or large board
Vocabulary cards or sticky notes
Prediction worksheet (with images, space to draw/write predictions)
Phonics sound mats (for support during reading)
Visual storyboard prompt cards
Word bank starter: simple descriptive adjectives and sea-related nouns

Lesson Structure

Time	Activity	Details & Differentiation
0 – 10 min	Engagement & Prediction Introduction	- Show book cover and title. Ask, “What do you think this story is about?” - Children discuss in pairs or small groups. - Teacher records ideas on working wall, linking picture cues to predictions. - Use sentence starters: “I think… because…” - Differentiation: Provide picture prompts for EAL/SEN learners. Use visual word cards for scaffolding predictions.
10 – 25 min	Shared Reading: The Snail and the Whale	- Teacher reads aloud with expression and pace, showing pictures. - Pause to invite children to join in repeated refrains. - Use phonics mats to decode challenging words (Introduce new vocabulary visually). - Children track text with finger or pointer. - Differentiation: More able learners can predict what might happen next as you read (pause at cliffhangers). SEN: Listen-only option with visual story map for comprehension support.
25 – 40 min	Vocabulary Hunt & Working Wall Building	- Ask children to listen for and identify new or interesting words (e.g., “glistening”, “whale”, “island”, “adventure”). - Discuss meanings in simple terms. - Write words on sticky notes or cards; add to working wall. - Engage children to provide definitions or illustrate word meanings. - Differentiation: Visual aids or realia for abstract terms. Challenge advanced learners to use new words in their own sentences.
40 – 50 min	Prediction Review & Discussing the Story	- Revisit initial predictions: Did the story confirm or surprise you? - Use thumbs up/down or show simple emoji cards to express agreement. - Discuss how the snail and whale’s journey might feel and what lessons the story could teach us. - Extension: Ask advanced learners to sequence story events or recount main story points orally or through drawing.
50 – 55 min	Plenary & Reflection	- Quick quiz: Match new vocabulary words to images or meanings. - Exit ticket: Write or draw one new word learned and one thing they enjoyed about the story. - Display created working wall words for ongoing reinforcement. - Celebrate contributions and class engagement.

Differentiation Strategies

For EAL Learners: Use visual support, demonstrations, gesture, and paired talk. Pre-teach key vocabulary before reading.
For SEN Pupils: Flexible seating, chunking story into smaller sections, use storyboards and symbol supports. Provide opportunities for oral rather than written responses.
For More Able Students: Challenge with inference questions (e.g., “Why do you think the snail wanted to travel with the whale?”), predict beyond the text, write sentences using new vocabulary.

Extension Activities

Creative Writing: Write a short sentence or caption describing an imagined adventure snail and whale might have next.
Role Play: In small groups, re-enact parts of the story using props or puppets focusing on key vocabulary.
Art Integration: Create a class mural showing scenes from their favourite parts of the story. Label using the new vocabulary words added to the wall.
Vocabulary Challenge: Create “word detectives” who find other new words in storybooks or around the classroom to add to the working wall daily.

Assessment & Evidence

Informal observation during paired talk and class discussions focusing on use and understanding of new vocabulary.
Contribution to working wall vocabulary reflects comprehension and engagement.
Exit tickets provide evidence of individual understanding of vocabulary and personal response to the story.
Teacher notes on children’s ability to predict and make links within the story.

This lesson plan not only aligns tightly with the National Curriculum standards for Year 1 English but also embeds key language skills through creative, interactive, and differentiated activities that will engage young learners and support their vocabulary development and comprehension skills effectively.

Teaching Instructions