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Getting Started
Objectives
To know the sound a letter makes.
To orally segment the sounds in a word.
Resources
Laptop, PC or tablet | Mini whiteboard and pen | Counters | Big Cat Books: Jump and Fly
Grab a Giggling Grapheme - Phase 2 (Phonics Play) | 📄 Sound Flashcards 1 | 📄 Sound Actions | 📄 Alphabet Mat
Vocabulary
Words in bold can be found in the 📄 Year 1 English Glossary.
phoneme | grapheme | PGC | sound | letter | blend | segment| story | meaning
Today's Lesson
What to Get Ready
During this course, you will be accessing Phonics Play. You will need to log in to Phonics Play. Instructions how to log in can be found here.
Before the lesson, watch Video 3: Blending to Read and Video 2: Phonics Games.
Check that you know the actions for the following sounds: m, n, i.
It may help to have the 📄 Sound Actions resource next to you.
Log in to Big Cat Books.
Search for the story Jump and Fly. If you need help to log in, please read this page.
Phonics - Quick Fire
On a blank piece of paper, play the game 'Letter Match' with your student (shown in Video 2: Phonics Games).
Use the following letters: Z, z, B, b, C, c, A, a.
Phonics - New Learning
Lay the 📄 flashcards m, n and i out in front of your student. Ask them to point to one they know and to tell you the sound it makes. Repeat the sound and demonstrate the matching action, asking your student to join in with you. Complete for each of the cards.
Now turn the flashcards face-down and play 'Flip Over' and/or 'Slow Reveal' (shown in Video 2: Phonics Games). Include the flashcards that were taught yesterday.
Phonics - Split to Spell
Tell your student they will be chopping sounds out of their words (this is called segmenting).
Say the word ‘cat’. What sounds can they hear? Count the sounds together: c-a-t. There are three sounds.
Draw three sound boxes on thewhiteboard: ◻◻◻
Put a counter underneath each of the boxes. Say the sound ‘c’ and push the counter into the first box. Say the sound ‘a’ and push the second counter into the box. Say the sound ‘t’ and push the third counter into the box. Run your finger beneath the boxes and say, ‘cat’.
Support your student as they complete this activity with the words ‘cod’, ‘dig’, ‘mat’, ‘dog’.
Phonics - Blend to Read
Tell your student that they can use the sounds they know to read simple words. This is called blending.
When we blend, we:
Say the sounds.
Blend the sounds.
Read the word.
As shown in Video 3: Blending to Read, write the word ‘man’ on the whiteboard. Point to each letter and say its sound: m-a-n. Repeat a little faster and then blend the sounds to read the word ‘man’. Repeat with the following words: ‘nod’, ‘dot’, ‘tin’.
Phonics Play
Log in to Phonics Play. Open the game 'Grab a Giggling Grapheme'.
PLAY - Grab a Giggling Grapheme - Phase 2 (Phonics Play)
Select the option '+ i n m d' for your child to play.
Phonics - Extra Support
If your student needs extra support, you can split the words into sounds with your child pushing a counter into each square as you say each sound. Then swap jobs.
Phonics - Extra Challenge
Allow your student to complete the task independently, then repeat with the following words: ‘cats’, ‘dogs’, ‘mats’. Make sure you add a fourth box and a fourth counter, as each of these words has four sounds (for example, c-a-t-s).
Reading - Read
Ask your student to read Jump and Fly again to you.
Remind them to:
Read the words with your eyes and your finger.
Use your letter sounds.
Make sure the story makes sense.
anel 9 Content.
Reading - Speaking and Listening
Talk about the book:
Go back to the beginning of the book. Can your student find these words in the book:
bird, tweets, jumps, falls, flaps
Ask them how they found them. For example, I looked for a word beginning with ‘b’.
Look again together at the pictures. Ask your student: How is the character feeling? How do you know?
Reading - Extra Support
If you noticed yesterday that your student wasn’t doing one or more of these things, you can remind them as they read.
For example:
‘What sound can you hear there?’
‘Does that make sense in the story?’
‘What would make sense?’
Reading - Extra Challenge
Challenge your student to make their reading sound exciting with their voice.
Reading - What to Notice
Questions to think about:
Is your student following the words with their finger, reading one word for every word on the page?
Is your student looking at the pictures and thinking about the story when trying new words?
Is your student looking for sounds they know when trying new words?
Ensure you praise your student for doing these things.