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Getting Started
Objectives
To know the sound a letter makes.
Resources
Laptop, PC or tablet | Mini whiteboard and pen | Counters | Paper | Pencil | Coloured pencils | Your student's Insect poem from Step 1 Lesson 4
📄 Sound Flashcards 1 | 📄 Sound Actions | 📄 Writing Template | 📄 Lined Paper Resource | 📄 High Frequency Word List | 📄 Alphabet Mat
Vocabulary
Words in bold can be found in the 📄 Year 1 English Glossary.
phoneme | grapheme | PGC | sound | letter | blend | segment
Today's Lesson
Phonics - Quick Fire
On a blank piece of paper, play the game, 'Letter Match' (shown in Video 2: Phonics Games). Use the following letters: F, f, X, x, A, a, N, n.
Phonics - New Learning
No new sounds are introduced today.
Spend some time with your student practising the sounds learnt so far and their matching actions. You may want to set your student some fun challenges, using the 📄 flashcards.
For example:
How many of the sounds can you read in one minute?
How quickly can you read all the sounds?
Can you beat your time?
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 ‘ram’ onto the whiteboard and show your student how to blend to read it.
Write the following words onto the whiteboard one at a time and support your student as they blend to read them: ram, can, mill, hit.
Phonics - Split to Spell
Tell your student they will be splitting words into sounds. Say the word ‘tan’. What sounds can the student hear? Count the sounds together: t-a-n. There are three sounds.
Draw three sound boxes on the whiteboard: ◻◻◻
Put a counter underneath each of the boxes. Say the sound ‘t’ and push the counter into the first box. Say the sound ‘a’ and push the second counter into the box. Say the sound ‘n’ and push the third counter into the box. Run your finger beneath the boxes and say, ‘tan’.
Support your student as they complete this activity with the words hit, mat, man, pot.
Phonics - Extra Support
If your student needs extra support, ask them to look at your mouth as you orally split the sounds in the words, then ask them to copy you.
Phonics - Extra Challenge
If your student needs an extra challenge, ask them to blend to read the four sounds in the following words: tram, nuts, tins, slop, slug, test, band.
Reading & Writing - Introduction
Explain to your student that today they will be ‘publishing’ their insect poem. Explain that publishing means they will be getting their writing ready for other people to look at. Talk about other writing that is published, for example, books, newspapers, comics.
Explain to your student that they don’t have to think about what they are going to write as they wrote it in Lesson 4. All they have to think about today is presenting their work beautifully. To do this, they will need to write slowly and to really concentrate on their letter shapes.
You may like to take some time to look through the writing your student has already completed. Ask them to point out pieces make them feel most proud and why.
Reading & Writing - Writing
Explain to your student that they are now going to be writing up their insect poem on the 📄 Writing Template.
Ensure they are sat straight on their chair and are using the correct pencil grip. Make sure their pencil is nice and sharp and that they have their 📄 Alphabet Mat in front of them.
Reading & Writing - Extra Support
Your student may need help following which word they are writing from their insect poem. They could place a counter under the word and move it along once they have completed that word.
Reading & Writing - Extra Challenge
If your student is ready for an extra challenge, they may first want to read through their original poem and see if there are any words they would like to improve. They might also like to write some extra lines.
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 moving your pencil slowly and carefully.’
‘Well done for remembering to use a finger space between words.’
Reading & Writing - Handwriting & Spelling
During this part of the lesson you will continue to test your student 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 Steps.
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 they can now spell.