Lesson Sequence: .au



Foundation Phonics Lesson – Introducing the letter and sound: 's', /s/Links to the curriculum:Victorian Curriculum (English): Reading and Viewing-Phonics and word knowledgeFoundation: Recognise all upper- and lower-case letters and the most common sound that each letter represents Reading Model: Text decoderLesson Outline: This lesson is an example of how a new grapheme and its common sound can be introduced to studentsGroup size: Whole classLearning intention:We are learning that the letter 's' can make a /s/ sound.We are listening carefully to words to hear the initial sound /s/Success criteria:I can recognise the letter s.I can write the grapheme 's' and draw pictures/write words that start with 's'. I can recognise words in stories with the initial sound of /s/ aurallyRole of the reader Text decoder Resources required:Access to YouTube: Geraldine Giraffe: text that contains examples of vocabulary with the initial letter 's' e.g. How to Catch a Star by Oliver Jeffers (2004)Blank half scrapbook or workbookLesson Sequence:Clearly articulate the learning intention.Today we are learning about the letter 's' and the /s/ sound. We will find words that start with the letter 's' and make the /s/ sound. We are going to start collecting words so we can create a letters, sounds and word book. The first words/pictures we will add to our books will be words starting with the letter or grapheme 's'. Grapheme is another name for a letter shape.Video clip about grapheme, for example, Geraldine Giraffe: ’s watch Geraldine Giraffe practice the letter s sound. She is going to find some things around her house that start with this sound.When we hear the /s/ we are going to say it aloud and draw an 's 'in the air. Model this using the index finger. Make sure you use the hand you write with.After the video clip, bring children’s attention to the whiteboard/easel with a plain A3 piece of paper attached. Write the letter 's' at the top then ask the children to recall some of the 's' objects Geraldine the Giraffe found starting with /s/ e.g. sunglasses, scarf, spoon, stinky smelly sockDraw a picture of the object then writing the word next to it, saying the word as you write it.Ask students to pretend they are Geraldine Giraffe and look for things around the classroom that start with the /s/ sound. Encourage students to share the objects and reinforce the /s/ sound. Record (draw and write) these objects on the A3 poster too (e.g. scissors, sticky tape, Sam, Sundus, seat, smile...) and display.Students then work individually. Ask them to write the letter 's' in their letter, sound and word book and draw or write some pictures and/or words from the poster or their own examples. Children requiring support may work in a small group with the teacher to complete this task. ?Students return to the whole group. Read a story with a number of words starting with /s/. Encourage children to put their hands on their head when they hear/see a word starting with /s/e.g. How to Catch a Star by Oliver Jeffers (2004) = star, stars, seek, sky, sunrise, sat, some, sun, saw, still, spaceship, seagull, something, sandAsk students to record (draw and/or write) one of the words they heard from the story into their letter, sound and word book. Model by adding a picture and word to the A3 poster. Ensure the poster is displayed in the classroom to support future reading and writing sessions.Going Further: this activity can be repeated: s, a, t, p, i, n - This order of introduction of graphemes is one suggestion as this sequence allows for the introduction of blending and segmenting of numerous words e.g. sat, pat, tap, pin, pit, pan, tan, tin, it, at, is, in etc.Differentiation: Cut out pictures of different objects from magazines that start with the initial letter. ................
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