1. These are the target phoneme-grapheme correspondences you are explicitly teaching in this lesson. 2. This is your teaching objective, the learning intention in childspeak to share with children and a childspeak success criteria. 3. This box tells you what you need to teach this lesson. It is meant as a quick reference to check you have all the resources you need. Remember some of these can be substituted if required. 4. Tuning in is the part of the lesson where you review previous lessons and introduce this new lesson. It should be well paced. 5. Learn with me is the part of the lesson where you explicitly teach children the learning objective for the lesson. 6. Your turn is the part of the lesson where children practise and apply what has been taught. 7. Back together is the part of the lesson where children demonstrate what they have learned. This is also where you can deal with any misconceptions that children may have. 8. This is the space to keep a record of those children having difficulty. Use this information to seat children and to form guided reading groups. 9. These ideas for support are intended for an TA or parent helper. They are just ideas. What is important is that you provide some targeted extra support for those children. www.getreadingright.com © Get Reading Right 2011 3 Structure of Lessons Target phonemes — s m c t g p a o Lesson 1 of 10 Date: Teacher: What I’m teaching: • Explore and experiment with phonemes, words and text. • Link phonemes to letters. What we’re learning: We are learning to match some phonemes and letters together to help us read and spell words. How did we do? I will be able to recognise and pronounce at least four phonemes. What I need: • Teacher’s board with magnetic letters s m c t g p a o arranged in a line. • Individual Fly Swatter sheet - 1 per child. • Thumbs up? Thumbs down? (Page 114) game rules Getting ready: Seat children on the carpet facing the teacher’s board. Seat any children requiring support at the front. Have the TA at the back ready to support as required. Record of children requiring extra support. Tuning in Display and share childspeak learning intention and success criteria with the class. Learn with me Display the teacher’s whiteboard with magnetic letters. Select the letter ‘S’. Slide it to the middle of the board; as the letter is moved pronounce the phoneme /s/. Have children repeat the phoneme after you. Check for correct pronunciation with the whole class. Select individual children to pronounce phonemes to ensure understanding. Repeat for each of the target phonemes. Your turn Give each child an individual Fly Swatter sheet with the target phonemes written on the flies. Slide the letter ‘S’ to the middle of your whiteboard; ask children to look at the letter and say the phoneme. Then ask children to locate phoneme on the sheet; point to it and say the phoneme. Repeat for the remaining phonemes. To extend this activity, more able children could work with the TA. The adult says the sound rather than showing it on the magnetic board. Children then locate correct phoneme independently. Back together Review the childspeak target and success criteria. Play Thumbs up? Thumbs down? using phonemes rather than words. In the box below record the names of any children who cannot recognise at least four phonemes. Ideas for extra support. Ask TA/parent to repeat main lesson with children identified as requiring extra support. Ensure that the phonemes are pronounced correctly by the adult. 1 2 3 4 5 6 7 8 9
RkJQdWJsaXNoZXIy MTMxOTk0OQ==