Piglet Report: Sight Word Has in 4 Brilliant Clues
Continue the animal report lesson with sheet 39 and the other first grade words in the $4 collection.
See the opening model and all four has exercises inside the original frame.
The full 39 preview shows the illustration, handwriting guides, coloring hunt, sentence panel and finish line.
Animal report
Write down what belongs to the piglet
A piglet photographer shows one picture of the face and another of the curled tail. Bea has to write two short records that describe the same animal for a visitor who sees only one view. Bring out Sight Word Has after settling that question. Set the picture beside the words and let the listener check the speaker’s message. In the animal report, choose one short spoken exchange before the first pencil turn. Give the child a way to point, move a paper model, or read a caption back to a partner before asking for an explanation.
Look closely at the animal report picture
Blend h-a-s and notice that the final s normally makes a /z/ sound here. His changes the middle vowel, had changes the last letter, and was changes the beginning. Ask a reader to make one comparison aloud and a different comparison in writing on the heart search.
Four records for a classroom animal display · Sight Word Has
- Tail feature
- Say what the pig has and point to that feature instead of circling the whole animal.
- Nose feature
- Read a second statement with it. Check which animal the pronoun still refers to.
- One new animal
- Give a dog a new description. Let the sentence keep has even while the names change.
- Two animals
- Put two dogs on the desk. Try a comparable sentence and hear the switch to have.
Have a partner draw an animal from the report. Add a more specific detail if the drawing could fit more than one animal.
Match each feature to a useful sentence
| Try it | Read or do |
|---|---|
| Tail feature | Say what the pig has and point to that feature instead of circling the whole animal. |
| Nose feature | Read a second statement with it. |
| One new animal | Give a dog a new description. |
| Two animals | Put two dogs on the desk. |
Ask a class reader to name one feature of a piglet without showing the picture. An illustrator draws what that child described. Compare the drawings after two different reports, one for the tail and one for the nose. Each time, point out what in the spoken description tells the artist to add that feature to the pig rather than to the background.
Pair the printed lines with a listener’s job · has
The pig has a curly tail.
It has a pink nose.
Has describes what the piglet possesses or what feature belongs to it. The first line names the tail, and the second refers back to the pig with it and names the nose. Try a version with two pigs and hear have in place of has. Then return to the single pig in the printed exercise.
Start by having a listener tell which line would help them act out part of the scene. A partner reads the other line and asks a different question about the message. When the words are clear, find the target and circle it. Give the reader one more turn to say the full line with has included.
Give the next reader a fresh problem · animal report
Mix pictures of an animal with ears, a long tail or spots. Ask a partner to choose a single animal from a sentence containing has. If more than one animal fits, help the learner add a detail while keeping the same verb. Switch to a report about two animals and listen to the difference in the verb. End with one good reading of the worksheet's line about the tail.
A handwriting sample worth keeping · has
The s in has usually sounds like /z/. Compare had at the end and his at the vowel. Use one deliberate contrast before coloring.
Find the heavy print of has at the start of the guide. Read it once before putting a pencil down. Use a card under the guide if the other examples draw the eye away from the first copy. Let the learner give one copy all of their attention. Then ask what they would like a later reader to see more easily.
On a fresh slip, ask for one independent has. Compare the direction, height and spacing of that attempt against the model. Bring the slip to a new reader afterward, since a good check is whether someone can read it without help from the writer.
Two more turns from the animal report
Mix pictures of an animal with ears, a long tail or spots. Ask a partner to choose a single animal from a sentence containing has. If more than one animal fits, help the learner add a detail while keeping the same verb. Switch to a report about two animals and listen to the difference in the verb. End with one good reading of the worksheet's line about the tail.
Give an illustrator a piglet feature to include
A print check before the crayon comes out · has
The printable offers these six choices: has, was, has, has, his, had. Have the reader read a candidate under their breath and then compare it with the big spelling. Keep a finger on the spot until the reader can explain the decision. The choices was and had give the group two things to check before committing to a color.
Wait for three matches. If a child colors any good-looking shape without reading the word, give them a separate page for decoration and use a pointing turn here. Ask a new reader to verify one of the chosen has labels afterward. The crayon should leave the word readable.
Compare two records from the same animal display
Make one piglet picture big enough to cover parts of it with paper. Ask the first reporter to use has for the face and the second to use it for a feature from the side. The listener chooses which part of the picture to reveal based on what the report says.
After the second turn, show a pair of piglets. A child can change the description to talk about both and hear why the verb sounds different. Then give them the single piglet again and read one printed sentence before writing the missing word. Let the listener choose the better caption.
Take the animal report to a home or classroom table
At home. Choose a toy animal and make a note about one visible feature. Give the child another feature to report in a new line with has, and ask whether both belong to the same animal.
With classmates. Invite a class reporter to describe one drawn piglet from the front and another from the side. A listener checks which feature is visible in each image before the group reads the piglet statements aloud.
Use the same verb for a single drawing of a dog and change to have for two dogs. Let the learner point to the animals while reading so the spoken agreement has a visible reason. Return to the piglet sentence before adding the missing word to the finish line. Ask a reading partner to select two feature cards from a larger group. They can explain why a detail on the ground does not belong on the piglet's body.
Use the last line as a message to a new reader · has
Draw a pig. Write "has" to finish the sentence. The printed frame is The pig ___ a tail.. Give the illustrator a moment to pick one essential part of the picture. Have a partner say the finished line from start to finish before the child adds the missing spelling in pencil.
Bring the picture to a new reader and give them time to read the line unaided. Ask which marks in the animal report scene support the sentence and which information is supplied by has. Let the illustrator clarify the caption by reading it aloud.
What to listen for during has practice
- Read the whole word. Ask the reader to distinguish has from one nearby label without relying on the outline of its picture.
- Check a sound. Listen to has in the spoken example. Pick one part to read slowly, then practice saying it with the other words at ordinary speed.
- Guide a movement. Help the child steady the worksheet, make a careful copy of has, and look for a specific shape they can identify again later.
- Explain the message. Let a partner explain why the animal report scene makes sense after hearing one printed line. Give the first reader a chance to adjust their interpretation.
- Give the reader a choice. Invite them to return tomorrow with an object, sketch, or message of their own that uses has.
Suggested for first graders around six or seven. A child who can already use has in conversation may want to read a sentence before tracing. Another child may want to point at the animal report picture or try the word with an adult first. End a short visit after one clear read or copy. Let the learner choose what they want to show a family member or classroom partner the next time they see the page.
Print the original sheet 39 for another reading
Download the free worksheet for has. Eligible members can get the clean PDF without site markings. In the printer dialog, check portrait US Letter and look at one copy for the readability of the pale guides.
The $4 collection has this page at position 19 in the combined file. Look for the matching printed number to select a single page for a later visit.
Choose another reading turn if time permits, or practice reading leg in a new activity. To compare a different sound or spelling, listen to the short vowels or blend the short vowel in AT words.
Teachers and families can browse the UF Literacy Institute’s word activities and the Reading Rockets guide for frequently used words.
Other details to check on sheet 39
Related Topics
Popular Worksheets
Printable resources families and teachers are downloading now.
Free
Free
Free
Free