Teacher / Teaching Assistant:
/ Children’s names:
/ / Letters and Sounds Phase:
Phase 2, week 3
Date:
Sample lesson plan
Introduction:
Objectives and criteria for success / In today’s lesson we are going to:
  • See which letters we are getting really good at (To say as quickly as possible the correct sound when a letter is displayed)
  • Introduce another new sound. (g) (To learn a discrete phoneme, recognise and write the letter that represents that phoneme)

Revisit and Review: / Flashcards p52:
Have the flashcards and mnemonic cards for s a t p i n m d
  • Introduce the cards for previously learned letters one at a time. Encourage children to make the sound and do the action. If children struggle, turn over the card and use the mnemonic for recall. Speed up.
  • Tell a quick story about class puppet saying that he wants to play a game where the children say the sound in different ways, e.g. sad, happy, laughing, cross, quiet, loud.
  • Test some children individually or get them to compete against each other to be the first to say the sound as you hold the card.
  • Hand a child the cards to shuffle and ask others to say the sound, child holding cards to say whether correct or not.
  • Read simple words on flashcards that use these letters (Page 69)

Teach: / Teaching a letter p51:
Have mnemonic card ‘g’ and ‘guitar’. Small whiteboards and pens.
  • Show the guitar, strum or pluck the strings saying ‘g, g, g, guitar.’
  • Get the children to pretend to play an imaginary guitar and say he same;
  • If any children gave ‘g’ in their name, say their names and accentuate the ‘g’/ Gary, Sarah Green;
  • Use other objects in the classroom to consolidate;
  • Show how to draw the ‘g’ for guitar shape;

Practise: /
  • Children do this in the air, on each others backs, on the floor, with eyes closed etc;
  • Finally practise writing on whiteboards.
More able children use the letters that they know, and with magnetic letters arrange these into words. Choose 3 words to write.
Apply: /
  • Use a selection of the letters known and build these into simple words. Segment and blend these words (include words with the new sound)
  • Build these into simple captions. To read.
  • Let more able groups share the words they wrote

Assess learning against criteria / Note which children are confident with previously taught letters and which letters are causing difficulties – plan further consolidation of these. Note which children are successfully blending to read and target those children needing additional practise to do this.
End of lesson notes on children’s progress and next steps: