Sample Week: Lesson 5
Getting Started
OBJECTIVES:
To know the sound a letter makes.
To blend to read the sounds in a word.
To know that print is read from left to right, and top to bottom.
To make links to own experience.
RESOURCES:
Laptop, PC or tablet | Mini whiteboard and pen | Counters | Paper | Pencil | Coloured pencils | Your child's Insect poem from Week 1 Lesson 4
Sound Flashcards 1 Download Sound Flashcards 1 | Sound Actions Download Sound Actions | Writing Template Download Writing Template | Lined Paper Resource Download Lined Paper Resource | High Frequency Word List Download High Frequency Word List | Alphabet Mat Download Alphabet Mat
VOCABULARY:
Words in bold can be found in the Year 1 English Glossary Download Year 1 English Glossary.
phoneme | grapheme | PGC | sound | letter | blend | segment
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.
New Learning
No new sounds are introduced today.
Spend some time with your child practising the sounds learnt so far and their matching actions. You may want to set your child some fun challenges, using the flashcards Download 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?
Blend to Read
Remind your child 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 child how to blend to read it.
Write the following words onto the whiteboard one at a time and support your child as they blend to read them: ram, can, mill, hit.
Split to Spell
Tell your child they will be splitting words into sounds. Say the word ‘tan’. What sounds can the child 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 child as they complete this activity with the words hit, mat, man, pot.
Extra Support
If your child 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.
Extra Challenge
If your child 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 child 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 child 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 child has already completed. Ask them to point out pieces make them feel most proud and why.
Writing
Explain to your child that they are now going to be writing up their insect poem on the Writing Template Download 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 Download Alphabet Mat in front of them.
Extra Support
Your child 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.
Extra Challenge
If your child 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.
What to Notice
While they are doing this activity remember to praise your child 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.’
Handwriting and Spelling
During this part of the lesson you will continue to test your child spelling of all the High Frequency Words Download High Frequency Words they aim to learn during Year 1.
Read out the next 20 words for your child to spell. Circle the words on the list that they can already spell on their own. This will let you know which spellings your child needs to work on in the coming weeks. Keep this sheet as you will need it later in the unit of work.