Sample phonic unit on how to introduce the grapheme ‘p ...



Foundation Level Sample unit: Teaching the grapheme 'p' and its phoneme /p/Sample phonic unit on how to introduce the grapheme ‘p’ and its phoneme /p/Unit Overview:There are many different approaches to the teaching of phonics reflected in the practices teachers choose to use with their students and their specific learning needs. Regardless of which approach is employed, it must contain the following:explicit teaching of the grapheme and phonememultiple exposures to the grapheme and phoneme through meaningful textsmultiple exposures to the grapheme and phoneme through meaningful contextssystematic teaching of graphemes and phonemes based on what students need to learn (e.g. known knowledge versus new knowledge. Do not teach what students already know - build on known knowledge)explicit links to handwriting and how the upper and lower case grapheme is represented?This unit of work is an example of how a teacher might introduce a new grapheme and its common phoneme in a Foundation classroom.Curriculum Links:Victorian Curriculum (English), Reading and Viewing, Language: Phonics and word knowledgeFoundation: Recognise all upper- and lower-case letters and the most common sound that each letter represents (VCELA146)Victorian Curriculum (English), Reading and Viewing, Literacy: Interpreting, analysing, evaluatingFoundation: Read texts with familiar structures and features, practicing phrasing and fluency, and monitor meaning using concepts about print and emerging phonic, semantic, contextual and grammatical knowledge (VCELY152)Victorian Curriculum (English), Writing, Language: Phonics and word knowledgeFoundation: Understand that spoken sounds and words can be written and know how to write some high-frequency words and other familiar words including their name (VCELA157)Victorian Curriculum (English), Writing, Literacy: Creating textsFoundation: Understand that sounds in English are represented by upper- and lower-case letters that can be written using learned letter formation patterns for each case (VCELY162)Victorian Curriculum (English), Speaking and Listening, Language: Phonics and word knowledgeFoundation: Identify rhyming words, alliteration patterns, syllables and some sounds (phonemes) in spoken words (VCELA168)Victorian Curriculum (English), Speaking and Listening, Literacy: Interacting with othersFoundation: Listen to and respond orally to texts and to the communication of others in informal and structured classroom situations using interaction skills, including listening, while others speak (VCELY174).Resources Required:Texts that support the introduced grapheme ‘p’ and its phoneme /p/ such as:The Paperbag Princess by Robert Munsch and illustrated by Michael Martchenko (Annick Press, 1992)Pig the Pug by Aaron Blabey (Scholastic, 2014)Possum Magic -30th Birthday Edition by Mem Fox and illustrated by Julie Vivas (HMH Books for Young Readers, 1983) YouTube access: watch?v=BboBeS-vhjgMix a Pancake traditional nursery rhyme by Christina RossettiPancake recipePossible teaching sequence (over several lessons):Explicitly introduce the grapheme ‘p’ (upper and lower case) and the phoneme /p/Read/view a text such as Possum Magic by Mem Fox and illustrated by Julie Vivas.Ask students to listen for the /p/ sound. As they hear the sound write the grapheme in the air with their finger (e.g. model this to students first by standing with your back to them so that they can easily see the correct starting points and formation)If using an enlarged text, students locate all upper and lower case ‘p’ graphemes in the textInnovate on the alliteration in the story (e.g. In Perth they ate pears, pizza and pickled peppers). Write these examples for students modelling the ‘p’ grapheme and sound. Illustrate and display in classroom.Identify objects with the initial sound /p/ including any student names. With students, compile an anchor chart of words with the initial sound /p/ (known words and from the classroom environment)Write all the student names on cards and match names to the relevant students. Investigate how many students have a ‘p’ grapheme in their name. Discuss were the ‘p’ grapheme comes in their name and their sounds (/p/ made by ‘p’ or ‘pp’ or /f/ made by ph)Teach the nursery rhyme Mix a Pancake with an enlarged version of the text. Students view one of the many YouTube clips of the rhyme and/or learn the actions to accompany the rhyme.Identify the upper and lower case ‘p’ graphemes.Give students an individual copy of Mix a Pancake to include in a display folder. This can be revisited and read during independent reading time.Students circle all the upper and lower case ‘p’ graphemes on their individual copy.Choral reading-Students work in groups of 4 or 5 to reread the poem together. As they are practising, the group can work on possible actions, sounds effects (may be with musical instruments) or prosody to highlight the phoneme /p/ and make their version interesting. Present to classmates.Students clap along to the rhythm of the text identifying the pattern of the rhyme. Discuss what words contain one clap (e.g. single syllable ‘mix’, ‘stir’ or two syllables ‘pancake’). Introduce this metalanguage.Innovate on the rhyme by asking students to think of other action verbs that could be used instead of mix, stir, pop, flip, toss and catch.e.g the pancake, the pancake, it in the pan, the pancake, the pancake, it if you can.Make pancakes as a Language ExperienceDisplay an enlarged text of a pancake recipe. Discuss the organisation and purpose of the non-fiction text. Highlight all the words that start with grapheme ‘p’.While making pancakes, reuse words that have the initial phoneme /p/ (e.g. pancake, procedure, pour). Explicitly link the /p/ phoneme to the grapheme.Write a wall story or classroom text on Making Pancakes. Explicitly focus on the ‘p’ grapheme and /p/ phoneme during modelled or shared writing.Make individual Language Experience books. Students highlight the ‘p’ grapheme in the sentence/s they write. House individual Language Experience books in student book boxes to be read during independent reading.Read Pig the Pug by Aaron BlabeyStudents identify upper and lower case initial /p/ graphemes in words (e.g. Pig, pug, paw, puff, pile). Write these words on cards with other words from the text. Students sort words by their initial letter looking for ‘p’ grapheme. A further sort could be words that contain 3 letters, 4 letters etc. Revise notion of letter and word.Identify words in the text that rhyme with pig such as ‘wig’. Articulate both words to students and ask them to identify the part of both words that sounds the same. Ask them to think of other words that sound like or rhyme with ‘pig’ accepting real and made up words.Make the word ‘pig’ with magnetic letters on a whiteboard or via an interactive whiteboard. Break the one syllable word into its onset ‘p’ and rime ’ig’. Provide other onsets (e.g. w, f, d, w, b, tw) and manually remove the grapheme ‘p’ and substitute with another onset. Make new words and explicitly show how knowing the word ‘pig’ can help readers and writers ‘know’ other words that look and sound like it.Read The Paperbag Princess by Robert Munsch and illustrated by Michael Martchenko.As the teacher reads the text, students write the grapheme ‘p’ on their whiteboard every time they hear a word that begins with the initial sound /p/. Before beginning reading, explicitly teach and model the correct handwriting formation for upper and lower case ‘p’, keeping in mind correct grip.Students make a paperbag princess or prince puppet. Whilst decorating the paperbag puppets, orally reinforce the grapheme and phoneme.Students work with a partner to retell the story from the two different perspectives. One from the prince and the other from the point of view of the paperbag princess. The listener claps every time they hear a word that begins with the phoneme /p/.Students search their own texts to find words that contain the initial letter ‘p’. Students find examples of words that begin with upper and lower case ‘p’ words. Revise the use of the metalanguage upper and lower case and its purpose. Students also look for ‘p’ graphemes within a word or end in the grapheme ‘p’. Record, share and add to class anchor chart.Students participate in activities that involve repetition and multiple exposures of the grapheme and phoneme ‘p’ such as:locating all the 'p' graphemes in their guided/shared reading text by using sticky notes as they readidentifying upper and lower case p graphemes in a pile of magnetic lettersidentifying and cutting out words that contain p graphemes in magazinesplay ‘I spy with my little eye something beginning/ending with /p/’ ................
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