Teacher / Teaching Assistant:
Teacher / Teaching Assistant:
• |Children’s names:
•
•
• |
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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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