Planning for Learning to Use Phonics : Rachel Sparks Linfield :
For more information about the phonics system look through our phonics articles, including ways to boost phonics confidence , details of the Year 1 Phonics Screening Check , parents' phonics questions answered and more. We also have a large selection of free phonics worksheets to download for your child.
Start your trial for FREE today! Access thousands of brilliant resources to help your child be the best they can be. Sort your phonemes from your graphemes, decoding from encoding and digraphs from trigraphs with our parents' guide to phonics teaching. Our step-by-step explanation takes you through the different stages of phonics learning, what your child will be expected to learn and the vocabulary you need to know. Subscribe to add to wishlist.
What is phonics? What is a phoneme? The phonemes used when speaking English are: Print out a list of phonemes to practise with your child or listen to the individual sounds being spoken with our phonics worksheets. Phonics learning step 1: decoding Children are taught letter sounds in Reception. Phonics learning step 2: blending Children then need to go from saying the individual sounds of each letter, to being able to blend the sounds and say the whole word. More like this. Phonics phases explained. Spelling in Year 1. Common phonics problems sorted. What is a grapheme?
Phonics games. Other letter-sound patterns from Greek word origins include:. Support can be provided by teacher in this small group environment. Extension through students continuing to read independently and identifying other examples of these letter-sound patterns. Our website uses a free tool to translate into other languages. This tool is a guide and may not be accurate.
For more, see: Information in your language. You may be trying to access this site from a secured browser on the server. Please enable scripts and reload this page. Skip to content. Page Content. A text is chosen to support the focus for shared reading. Victorian curriculum links English, Reading and Viewing, Language: Expressing and developing ideas Foundation: Recognise that texts are made up of words and groups of words that make meaning VCELA English, Reading and Viewing, Language: Phonics and word knowledge Foundation: Recognise all upper- and lower-case letters and the most common sound that each letter represents VCELA English, Writing, Literacy: Creating texts Foundation: Understand that sounds in English are represented by upper- and lower-case letters that can be written using learned letter formation patterns for each case VCELY Learning intention We are learning to recognise the lower-case letters r, h and j and the common sound each letter makes.
Name each letter and ask students to repeat the name after each one. Make the common sound for each letter and ask students to repeat the sound. Turn the letters over so they are covered and play a game of tic-tac-toe with students. When students turn a letter over they must name it and make the common sound.
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Introduce the shared reading text but ensure all students have their own copy also. Provide a nutshell statement of the text.
- Altri titoli da considerare.
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She loves her new shoes and goes almost everywhere in them. Do you think she will wear her new shoes when she goes swimming at the pool? Read the title and the first page to students modelling concepts of print such as left to right, return sweep and top to bottom. Encourage students to finger track the text as they are following the reading. Look, I can see a word that starts with one of the letters we are learning today. What letter can you see? What sound does it make? I am going to read on to the end of the sentence.
Cross check with the printed word. More supports may have to be put in place. What could we say that sounds right? Repeat the process with the other pages and letters. This text was also chosen because it has a repeated structure. As the students recognise the repeated structure, encourage them to join in with the reading.
At the conclusion of reading the text, ask students to revisit their initial predictions. Discuss and check for meaning. Accept initial, medial or final letter examples. As students are writing, ask them to identify the letter and the common sound it makes. Return to the success criteria. Going further See High Impact Teaching Strategies - Multiple exposures Give each student the set of three lower-case flashcards with r, h and j written on them.
As students enter or leave the classroom they use a password i. Students place the shared reading text in their book box to revisit during independent reading time. Record in their reading response book.
Match to the lower-case letters. Cut out and display. Print and makes copies for students to place in their reading book box. Students make their own personal dictionary. Students draw pictures of words that will help them remember the common sound for each of these letters. Store personal dictionary in student book box so it can be accessed during independent reading or writing.
References Clay, M. Phonics lesson: Consonant digraphs Lesson overview This lesson is an illustration of how a teacher may support a small group of students learning about consonant digraphs. The lesson takes place through a guided reading session and would include: explicit teaching of the digraph. Ask students if they know of any other digraph examples e. Contextualise the learning intention by introducing the guided reading text.
Is it at the beginning, in the middle or at the end of the word? Discuss, locate the digraph and make the digraph sound. Before independent reading begins, provide students with a nutshell statement about the text to assist meaning making. It is about a Father Bear who goes down to the river to fish. Then he found some. He got fish for Mother Bear and Baby Bear too.
Mother Bear? Baby Bear? They start with capital letters because that is their name. Listen to individual students read the text and support at their point of need. After reading, check for understanding. Segment word into phonemes sh-e-d. Students copy. Students self-evaluate. Provide other examples of guided reading texts that contain targeted digraphs. Students search big books and classroom texts to find word examples that contain the targeted digraph.
Students locate, decode and write in their reading response book or classroom anchor charts. The lesson takes place through a guided reading session and would include: explicit teaching of the consonant blends independent reading of a text containing the identified consonant blends a follow up activity to reinforce the new or revised learning.
Phonics lesson: Single letters and their common sounds
Resources required for this lesson include: a guided reading text containing the targeted consonant blends such as Insect Hunt by Hannah Reed, with photography by Michael Curtain. Published by Eleanor Curtain. Ask students if they know of any other consonant blends examples See below for consonant blend examples. Discuss, locate the consonant blend and make the relating sounds. We are going to read pages 1 to 9 which tell us about where insects live and how to find them on a plant.
To reinforce the new learning, revisit the sounds made by the targeted blends. Articulate the words slowly to segment sounds and record. Prompt students to assist with spelling patterns as words are recorded. A google search will locate commercial consonant blend word slides which are freely available. Alternatively, students make their own including some of the brainstormed words. For example: Students read the words in their word slide and record them in their reading response book.
Ensure the targeted blend is underlined or written in another colour. As students work on their word slides, monitor individual students to reinforce the new learning. It is recommended that completed word slides are housed in individual student display books which contain examples of phonic and phonological awareness resources. This will ensure they are readily accessible when students read or write independently.
Two Little Letters helps students learn the sounds of consonant digraphs th, ch, sh, kn, gn, and ph in beginning, medial, or final positions. Two Vowels Together. Talking and Walking teaches students the spelling rule for two vowels together within a word. Silent E teaches students the spelling rule for long vowel - silent e words. Outlaws helps students become familiar with groups of words with irregular spelling patterns. R-controlled Vowels. Bossy R teaches students to recognize words with r-controlled vowels.
The Right Diphthong gives students practice in spelling words with diphthong vowel patterns. Contraction Action helps students remember how to form different types of contractions. More Than One familiarizes students with words that require e-s endings for plural nouns and action words. Belongings helps students understand where to place the apostrophe in singular and plural possessive nouns. Irregular Spellings c-h Words.
phase 2 lesson plans of letters and sounds phonics
There Is No K in Christmas familiarizes students with irregular spellings in which the letters c-h sound like the letter k. Same But Different gives students practice in spelling homophones. Suffix t-i-o-n and variants. Extension Tension familiarizes students with the different ways that the suffix -tion can be spelled, including -sion, -ssion, and -cian. Contact Us. Our Guarantee.