Get Reading Right Teacher Books Sample © Get Reading Right 2011 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? • We will be able to recognise and pronounce at least four new 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 (pg 167) - one per child • Thumbs Up? Thumbs Down? (pg 116) Getting ready: Seat the children on the carpet facing the teacher’s board. Seat any children requiring support at the front. Have the teaching assistant 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 the 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 the children to look at the letter and say the phoneme. Then ask the children to locate the 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 teaching assistant. The adult says the phoneme 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 of the eight phonemes. 12 Ideas for extra support Ask a teaching assistant/parent to repeat main lesson with those children identified as requiring extra support. Ensure that the phonemes are pronounced correctly by the adult. Unit 1