Teacher / Teaching Assistant:



Teacher / Teaching Assistant:

• |Children’s names:

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• |

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• |Letters and Sounds Phase:

Phase 2, week 3

Date:

Sample lesson plan | |

|Introduction: | |

|Objectives and criteria for |In today’s lesson we are going to: |

|success |See which letters we are getting really good at (To say as quickly as possible the correct sound when a letter is|

| |displayed) |

| |Introduce another new sound. (g) (To learn a discrete phoneme, recognise and write the letter that represents |

| |that phoneme) |

|Revisit and Review: |Flashcards p52: |

| |Have the flashcards and mnemonic cards for s a t p i n m d |

| |Introduce the cards for previously learned letters one at a time. Encourage children to make the sound and do the|

| |action. If children struggle, turn over the card and use the mnemonic for recall. Speed up. |

| |Tell a quick story about class puppet saying that he wants to play a game where the children say the sound in |

| |different ways, e.g. sad, happy, laughing, cross, quiet, loud. |

| |Test some children individually or get them to compete against each other to be the first to say the sound as you|

| |hold the card. |

| |Hand a child the cards to shuffle and ask others to say the sound, child holding cards to say whether correct or |

| |not. |

| |Read simple words on flashcards that use these letters (Page 69) |

|Teach: |Teaching a letter p51: |

| |Have mnemonic card ‘g’ and ‘guitar’. Small whiteboards and pens. |

| |Show the guitar, strum or pluck the strings saying ‘g, g, g, guitar.’ |

| |Get the children to pretend to play an imaginary guitar and say he same; |

| |If any children gave ‘g’ in their name, say their names and accentuate the ‘g’/ Gary, Sarah Green; |

| |Use other objects in the classroom to consolidate; |

| |Show how to draw the ‘g’ for guitar shape; |

|Practise: |Children do this in the air, on each others backs, on the floor, with eyes closed etc; |

| |Finally practise writing on whiteboards. |

| | |

| |More able children use the letters that they know, and with magnetic letters arrange these into words. Choose 3 |

| |words to write. |

|Apply: |Use a selection of the letters known and build these into simple words. Segment and blend these words (include |

| |words with the new sound) |

| |Build these into simple captions. To read. |

| |Let more able groups share the words they wrote |

|Assess learning against |Note which children are confident with previously taught letters and which letters are causing difficulties – |

|criteria |plan further consolidation of these. Note which children are successfully blending to read and target those |

| |children needing additional practise to do this. |

|End of lesson notes on | |

|children’s progress and next | |

|steps: | |

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