Sample Week: Lesson 1

OBJECTIVES:

To recognise, say and write the sound ‘s’.

To practise hearing initial sounds.

To learn a rhyme and sequence the events.

RESOURCES:

VOCABULARY:

LESSON GUIDANCE:

Each day consists of 2 sections: phonics and English. You may find it easier to do the sections at different times of the day. It is important to give your child a break between each section. You may find that your child needs to take a break during each section too.

Phonics

What to Get Ready

Print out sound cards Download sound cards for this week: s, a, t, p, i. Collect together some objects beginning with ‘s’, e.g. sand, salt, slippers, scissors, sticky tape. (Not objects that begin with ‘sh’).

Introduction

Show your child the ‘s’ sound card Download sound card. Say: We are going to be learning about the letter ‘s’ today.

Watch Sound ‘s’ Video together.

Say the sound together with your child. Say the letter ‘s’ is at the start of the word ‘snake’. We are going to move our arm like a snake when we say that sound.

Practise with your child making snake actions with your arm while saying the sound ‘s’.

Main Activity

Watch Writing ‘s’ Video.

Show your child your finger.

Say: I am going to pretend this finger is a magic pen! It is going to write in sparkly purple.

Help your child choose their magic pen finger and talk about what colour it might use.

Use your finger to draw a large ‘s’ in the air. Say the ‘s’ sound while you are making the letter. Ask your child to do the same.

Use your finger to draw ‘s’ on the table. Say the ‘s’ sound while you are making the letter. Ask your child to do the same.

Use your finger to draw ‘s’ on your child’s back. Say the ‘s’ sound while you are making the letter. Ask your child to do the same.

Ask your child to think of other places they can practise drawing ‘s’ with their magic pen finger.

Using a felt tip pen, write the letter ‘s’ on a piece of paper while saying the sound ‘s’.

Ask your child to draw the letter using their own felt tip pen. Your child should write this at a size they are comfortable with.

Extra Support

Your child could hold your pen with you while you make the letter ‘s’.

Next, your child could write the letter ‘s’ with their own pen, at the same time you write it with your pen.

Extra Challenge

Say: There are lots of words which begin with ‘s’. I can think of sand, snakes and sausages. Make the ‘s’ sound longer when saying the words, e.g. ‘sssand’, ‘sssnakes’, ‘sssausages’.

Ask your child: What words can you think of that begin with that sound?

Apply

Show your child the collection of objects beginning with ‘s’. Take turns to pick up each object saying the name.

Ask your child: Can you find other objects from around the room that begin with the letter ‘s’?

English

What to Get Ready

Print out and cut out Humpty Dumpty sequencing cards.

Main Activity

Show your child the Humpty Dumpty Rhyme Song Download Humpty Dumpty Rhyme Song .

WATCH - Humpty Dumpty Nursery Rhyme Links to an external site. together and listen carefully.

Watch again and join in singing the words together.

Ask your child:

What happens to Humpty?

Where was he sitting at the beginning of the song?
What happened to him next? Who tried to put him back together again?
Why do you think he couldn’t be put back together again?

Then ask your child to look at the Humpty Dumpty sequencing cards Download Humpty Dumpty sequencing cards. Talk about what is happening in each picture.

Ask your child:

What happened first?
What happened next?
What happened at the end?

Ask your child to put the cards in order. You could sing the song to help your child remember.

Use the Humpty Dumpty sequencing cards Download Humpty Dumpty sequencing cards to sequence the story.

Lay the cards out, in the wrong order, on the table in front of you and your child. Ask them to try to put them in the correct order on the 1-2-3-4 template.

As they work, ask them to tell you why they have chosen the order they have. Use questions such as:

Why have you chosen this card first?
How do you know that this card goes next?
How do you know this is the last card?

Extra Support

If your child needs extra support, continue to sing the rhyme together to help with sequencing. Use the key questions again:

What happened first?
What happened next?
What happened at the end?

You could also sing each part of the rhyme and leave a gap for your child to fill in the missing word. Sing: ‘Humpty Dumpy sat on the … Humpty Dumpty had a great …”

Extra Challenge

If your child needs an extra challenge, print out another copy of the 1-2-3-4 sequencing template Download 1-2-3-4 sequencing template to ask your child to draw a different picture in each box to show what happens to Humpty Dumpty.