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Getting Started
Objectives
To know the sound a letter makes.
To know that print is read from left to right, and from top to bottom.
Resources
Laptop, PC or tablet whiteboard and pen | Strips of card | Counters | Plain A4 paper | Pencils
Dragons Den - Phase 2 (Phonics Play) | 📄 Worm Picture | 📄 Apple and the Worm poem | 📄 Nobody Likes Me poem | 📄 Insect Collage | 📄 High Frequency Word List (marked with spellings your student does not yet know)
📄 Sound Flashcards 1 | 📄 Sound Actions | 📄 Blank Strips | 📄 Alphabet Mat | 📄 Lined Paper Resource
Vocabulary
Words in bold can be found in the 📄 Year 1 English Glossary.
phoneme | grapheme | PGC | sound | letter | blend | segment
Today's Lesson
What to Get Ready
Before the lesson watch Video 5: Caption Reading.
Cut strips of card. If needed you can print the 📄 blank strips resource on to card and then cut out.
Check that you know the actions for the following sounds: s, u and r (it may help to have the 📄 Sound Actions next to you).
Remember: grapheme means any letter or group of letters that make one sound. For example, t, p, sh, h.
Phonics - Quick Fire
On a blank piece of paper, play the game 'Letter Match' (shown in Video 2: Phonics Games) Use the following letters: G, g, H, h, I, i, U, u.
Phonics - New Learning
Lay the 📄 flashcards h, l, ll, e out in front of your student. Ask them to point to one they know and 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.
When introducing the grapheme ‘ll’ to your student, tell them that it is very rare to find it at the beginning of a word; explain that it is often found at the end of words.
Play 'Flip Over' and/or 'Slow Reveal' (shown in Video 2: Phonics Games). Include the flashcards for all sounds taught so far.
Phonics- Blend to Read
Remind your student how we blend to read a word:
Say the sounds.
Blend the sounds.
Read the word.
Write the word ‘hat’ onto the whiteboard and model blending to read it.
Write the following words onto the whiteboard one at a time, and support your student as they blend to read them: ten, doll, till, leg.
Phonics - Apply
Write the caption, ‘a hen on a rug’ on a strip of card. Tell your student they will be blending to read the words in order to understand the story they tell. Support your student as they read the caption, as modelled in Video 5: Caption Reading.
Remember to ask: ‘Where do you need to begin reading?’ and, ‘Which way do you need to go?’. Make sure your student follows the words with their finger.
Ask your student what the story is. Can they draw a picture of a hen on a rug? (You may want to keep your student's captions and then draw more detailed pictures to go with them outside of lesson time.)
Phonics Play
Log in to Phonics Play.
PLAY – Dragon's Den - Phase 2 (Phonics Play)
Select any of the 'Set 1' options for your student to play.
Phonics - Extra Support
If your student needs **extra support,**encourage them to use their finger to point to each grapheme in turn, saying its sound.
Phonics - Extra Challenge
If your student is ready for an extra challenge, ask them to blend to read the following words with four sounds: held (h-e-l-d), glad (g-l-a-d).
Reading & Writing - Introduction
Show your student the 📄 Worm Picture.
What do they think of worms? How would they describe them? How would it feel to eat one? What words could we use to describe how it might feel
For example, they might use the words oozy, slimy, squishy, squelchy, tough, muddy, gritty, and so on.
Reading & Writing - Speaking & Listening
Read your student the poems 📄 Apple and the Worm and then 📄 Nobody Likes Me. Discuss their reaction to the poems.
Did they like it? Did they find it funny/disgusting? Which words did they like?
Reading & Writing - Writing
Explain to your student that they are going to be writing a list poem about different insects and mini-beasts. Explain that today we are going to be collecting ideas and in the next lesson they will write it out neatly.
Write a list of insects with your student on the right-hand side of the 📄 Lined Paper. You could look at the 📄 Insect Collage to help you.
Choose an insect or mini-beast from your list (for example, a spider). Ask your student to think of words to describe that insect (for example, ‘black’, ‘crawly’, ‘creepy’, ‘tiny’ or ‘hairy’). Choose your student's favourite word and ask them to write it to the left of the insect name (for example, ‘creepy spider’).
Repeat this activity with the other insects.
Reading & Writing - Extra Support
If your student needs extra support, you could write the insect name list (spider, caterpillar, and so on) and they could just sound out to write the words to describe the insect.
When your student is spelling a word, first ask them to say the word slowly. Ask them ‘What is the first sound you can hear?’ then, ‘What is the last sound you can hear?’ and, ‘Can you hear any other sounds in the middle?’
You can also encourage them to use their 📄 Alphabet Mat to help them spot the sounds they can hear, but do not tell them the letters/sounds they need. It does not matter if spellings are incorrect.
Reading & Writing - Extra Challenge
If your student is ready for an extra challenge, you could ask them to write two words for each insect. For example, they could write ‘creepy hairy spider’ rather than just ‘hairy spider’.
Reading & Writing - What to Notice
While they are doing this activity, remember to praise your student for the skills they are using.
For example:
‘I can see you thinking hard to find exciting describing words.’
‘Well done for remembering to use your Alphabet Mat!’
‘I have noticed you forming your small letters carefully.’
Reading & Writing - Handwriting & Spelling
During this part of the lesson, you will continue to test your student's spelling of all the 📄 High Frequency Words they aim to learn during Year 1.
Read out the next 20 words for your student to spell. Circle the words on the list that they can already spell on their own. This will let you know which spellings your student needs to work on in the coming lessons.
Keep this sheet as you will need it later in the unit of work. When Assignment 4 is due, you will test your student again on the list of words and see how many new words they can now spell.