Sample Week: Lesson 1

Getting Started

OBJECTIVES:

To know the sound a letter makes.

To orally segment the sounds in a word.

To use knowledge of sounds to write new words.

RESOURCES:

Laptop, PC or tablet | Mini whiteboard and pen | Big Cat Books: Ladybird, Ladybird

Sound Flashcards 1 Download Sound Flashcards 1 | Sound Actions Download Sound Actions

VOCABULARY:

Words in bold can be found in the Year 1 English Glossary Download Year 1 English Glossary.

Introduction

Watch this week's introductory video with your child.

What to Get Ready

Before the lesson, watch the following videos: Video 1: Sound Cards and Actions, Sound Flashcards: Set 1, Video 2: Phonics Games and Video 6: Take a Peek.

Video 1: Sound Cards and Actions

Sound Flashcards: Set 1

Video 2: Phonics Games

Video 6: Take a Peek

Print and trim the Sound Flashcards 1 Download Sound Flashcards 1.

PHONICS

Quick Fire!

On a blank piece of paper, play the game 'Letter Match' with your child (shown in Video 2: Phonics Games). Use the following letters: Z, z, B, b, C, c, A, a.

New Learning

Lay the Sound Flashcards Download Sound Flashcards c, t, a, d, g, o out in front of your child. Ask your child to point to one they know and to tell you the sound it makes. Repeat the sound and demonstrate the matching action, asking your child to join in with you. Complete for each of the cards.

Watch

WATCH - Heidi Video 1: Talking Like a Robot

This is a game of ‘Heidi Says’; Heidi is saying the names for parts of the body, one sound at a time. Ask your child to listen carefully and to point to the correct part of their body.

When the video has finished, ask your child to take the role of Heidi and to play the game with you.

Extra Support

If your child needs extra support, use the following body parts and ask you child to tell you the sounds they hear:

hip (h-i-p); leg (l-e-g); mouth (m-ou-th); toe (t-oe).

Extra Challenge

If your child needs an extra challenge, ask them to write down any of the sounds they can hear in a chosen body part. Do not worry about correct spelling, but praise your child where they have written some correct letters. For example, if your child was to write ‘figa’ for ‘finger’, you could praise them for hearing and writing the ‘f’ and ‘i' at the beginning, and a ‘g’ in the middle of the word.

READING & WRITING

New Learning

Tell your child that they are going to be learning how to read a story they haven’t seen before. They will need to make sure they use their letter sounds to help them and they will also need to make sure the story makes sense.

Together, ‘Take a Peek’ (see Video 6: Taking a Peek) at the book together. Talk about what you can see and what the story might be about.

Main Activity

Tell your child that first we will be ‘taking a peek’ at the story (see Video 6: Taking a Peek).

Go through the pages of the book again and ask your child what they think the story might be about.

Tell your child that they are going to read the story to you.

Remind them:

Read the words with your eyes and your finger.

Use your letter sounds.

Make sure the story makes sense.

Support your child as they read the story to you.

Extra Support

If your child reads a word incorrectly, look at that word together. Offer your child help to read the word correctly. If the word begins with a sound they know, you could ask, ‘What sound can you hear at the beginning?’

Extra Challenge

Allow your child to read the book independently.

What to Notice

Questions to think about:

Is your child following the words with their finger, reading one word for every word on the page?

Is your child looking at the pictures and thinking about the story when trying new words?

Is your child looking for sounds they know when trying new words?

The answers to these questions can help you to know what reminders or ‘tips’ to give your child when they read a new book. It is also important to praise what your child has done well.