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Lesson objectiveShare and check understanding of the lesson objective: ‘We are learning a new phoneme (sound) and grapheme (letter). Our new phoneme is /s/.’

SayModel saying the sound: ‘/s/ is a long sound. I put my teeth together and make smiling lips to say it. I do not use my voice; it is a quiet sound.’Point to the picture on this card: ‘This is a sun. The first sound you can hear in “sun” is /s/.’Point to the grapheme ‘s’ on this card: ‘This is how we write the sound /s/’.Say it together: ‘/s/’. Point to the picture and then the grapheme: ‘sun, /s/, sun, /s/ ...’. Ask: ‘What is the new sound?’

HearPractise phonemic awareness. Show 3–5 items or pictures starting with the sound /s/ (e.g. star, sink, snail, sand, sock). Show 1–2 non-examples (e.g. tap, fish). Say the name of each item. Tell students whether an item begins with the /s/ sound or not.Say the name of each item together. Get students to select one of the items and ask: ‘Does this begin with our new sound /s/? Do thumbs up or thumbs down. Show your partner. Now show me.’

WriteWrite the grapheme ‘s’ on the board and say the sound /s/. Repeat.‘When I point here [to “s”] you say /s/.’ Repeat.Next, practise skywriting ‘s’. ‘Now write it on your mini whiteboard and “chin it”.’

Review‘Today we learnt the phoneme /s/.’‘What did we learn, everyone?’

Independent practiceComplete the application activity in the Teacher Resource Book.

/s/ as in sunLesson 1

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RevisionDo snappy sounds using Teaching Card: s. Students say the sound quickly when you show the card. You can also point to the picture and then to the grapheme: ‘sun, /s/, sun, /s/ ...’.

Lesson objectiveShare and check understanding of the lesson objective: ‘We are learning a new phoneme (sound) and grapheme (letter). Our new phoneme is /a/.’

SayModel saying the sound: ‘/a/ is a short sound. I open my mouth to say it. I use my voice to say it; it is a loud sound.’Point to the picture on this card: ‘This is an ant. The first sound you can hear in “ant” is /a/.’ Point to the grapheme ‘a’ on this card: ‘This is how we write the sound /a/.’Say it together: ‘/a/’. Point to the picture and then the grapheme: ‘ant, /a/, ant, /a/ ...’. Ask: ‘What is the new sound?’

HearPractise phonemic awareness.Show 3–5 items or pictures starting with the sound /a/ (e.g. apricot, ant, apple, ape, ankle). Show 1–2 non-examples (e.g. sand, bat). Say the name of each item. Tell students whether an item begins with the /a/ sound or not.Say the name of each item together. Ask students to select one of the items: ‘Does this begin with our new sound /a/? Do thumbs up or thumbs down. Show your partner. Now show me.’

Write Write the grapheme ‘a’ on the board and say the sound /a/. Repeat.‘When I point here [to “a”] you say /a/.’ Repeat.Next, practise skywriting ‘a’. ‘Now write it on your mini whiteboard and “chin it”.’

Review‘Today we learnt the phoneme /a/.’‘What did we learn, everyone?’

Independent practice Complete the application activity.

/a/ as in antLesson 2

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RevisionDo snappy sounds using Teaching Cards: s, a. Students say the sound quickly when you show the card.You can also point to the picture and then to the grapheme: ‘sun, /s/, sun, /s/ ...’; ‘ant, /a/, ant, /a/ ...’.

Lesson objectiveShare and check understanding of the lesson objective: ‘We are learning a new phoneme and grapheme to read and spell new words. Our new phoneme is /t/.’

SayModel saying the sound: ‘/t/ is a short, quiet sound. I put my tongue tip behind my top teeth to say it. I do not use my voice.’Point to the picture on this card: ‘This is a tap. The first sound you can hear in “tap” is /t/.’ Point to the grapheme ‘t’ on this card: ‘This is how we write the sound /t/.’Say it together: ‘/t/’. Point to the picture and then the grapheme: ‘tap, /t/, tap, /t/ ...’. Ask: ‘What is the new sound?’

HearPractise phonemic awareness. Show 3–5 items or pictures starting with the sound /t/ (e.g. tag, tin, tool, tape). Show 1–2 non-examples (e.g. mat). Say the name of each item. Tell students whether an item begins with the /t/ sound or not.Say the name of each item together. Ask students to select one of the items: ‘Does this begin with our new sound /t/? Do thumbs up or thumbs down. Show your partner. Now show me.’

Write Write the grapheme ‘t’ on the board and say the sound /t/. Repeat.‘When I point here [to “t”] you say /t/.’ Repeat.Next, practise skywriting ‘t’. ‘Now write it on your mini whiteboard and “chin it”.’

ReadWrite some words on the board using the word list on this card. Model sounding out and blending to read the word, while tracking your finger below the word. Students read words on the board, tracking with their fingers as they sound out and blend to read the word.

SpellSay a word from the word list. Model segmenting to spell the word using fingers and dashes. Dictate words and the caption for students to write on mini whiteboards. Ask them to ‘chin it ’ to check for understanding.

Review‘Today we learnt the phoneme /t/. What did we learn, everyone?’ Ask students to read words from the list you wrote on the board earlier. ‘We can also read and write these words. Let’s read them together. What words can we read?’

Independent practice Complete the application activity.

god

/t/ as in tapLesson 3

s a t m p i n d g o

Word list

at sat

Extensiontat

Captions

I sat.

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RevisionDo snappy sounds using Teaching Cards: s, a, t. Students say the sound quickly when you show the card.Do snappy words using Flashcards: at, sat. Students say the sounds and blend them to read the word.

Lesson objectiveShare and check understanding of the lesson objective: ‘We are learning a new phoneme and grapheme to read and spell new words. Our new phoneme is /m/.’

SayModel saying the sound: ‘/m/ is a long sound. I put my lips together to say it. I use my voice to say it.’Point to the picture on this card: ‘This is a mat. The first sound you can hear in “mat” is /m/.’Point to the grapheme ‘m’ on this card: ‘This is how we write the sound /m/.’Say it together: ‘/m/’. Point to the picture and then the grapheme: ‘mat, /m/, mat, /m/ ...’. Ask: ‘What is the new sound?’

HearPractise phonemic awareness. Show 3–5 items or pictures starting with the sound /m/ (e.g. map, mug, mints, mouse, man). Show 1–2 non-examples (e.g. sun, fan). Say the name of each item. Tell students whether an item begins with the /m/ sound or not.Say the name of each item together. Ask students to select one of the items: ‘Does this begin with our new sound /m/? Do thumbs up or thumbs down. Show your partner. Now show me.’

Write Write the grapheme ‘m’ on the board and say the sound /m/. Repeat.‘When I point here [to “m”] you say /m/.’ Repeat.Next, practise skywriting ‘m’. ‘Now write it on your mini whiteboard and “chin it”.’

ReadWrite some words on the board using the word list on this card. Model sounding out and blending to read the word, while tracking your finger below the word. Students read words on the board, tracking with their fingers as they sound out and blend to read the word. Try with some captions listed on this card.

SpellSay a word from the word list. Model segmenting to spell the word using fingers and dashes. Dictate words and the captions for students to write on mini whiteboards. Ask them to ‘chin it ’ to check for understanding. Play ‘Sound swap’, if time allows.

Review‘Today we learnt the phoneme /m/. What did we learn, everyone?’ Ask students to read words from the list you wrote on the board earlier. ‘We can also read and write these words. Let’s read them together. What words can we read?’

Independent practice Complete the application activities.

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/m/ as in matLesson 4

s a t m p i n d g o

Word list

am mat

Tam Sam

Extensionmats

Captions

Sam sat.

Tam sat.

I am Sam.

I am Tam.

I sat at a mat.

ExtensionTam and Sam sat at a mat.

I am at the mats, Sam!

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RevisionDo snappy sounds using Teaching Cards: s, a, t, m. Students say the sound quickly when you show the card.Do snappy words using Flashcards: at, sat, am, mat. Students say the sounds and blend them to read the word.

Lesson objectiveShare and check understanding of the lesson objective: ‘We are learning a new phoneme and grapheme to read and spell new words. Our new phoneme is /p/.’

SayModel saying the sound: ‘/p/ is a short, quiet sound. I put my lips together to begin to say it and then open my mouth. I do not use my voice.’Point to the picture on this card. ‘This is a pan. The first sound you can hear in “pan” is /p/.’ Point to the grapheme ‘p’ on this card: ‘This is how we write the sound /p/.’ Say it together: ‘/p/’. Point to the picture and then the grapheme: ‘pan, /p/, pan, /p/ ...’. Ask: ‘What is the new sound?’

HearPractise phonemic awareness. Show 3–5 items or pictures starting with the sound /p/ (e.g. paper, person, pie, pot, pin). Show 1–2 non-examples (e.g. bat, mug). Say the name of each item. Tell students whether an item begins with the /p/ sound or not.Say the name of each item together. Ask students to select one of the items: ‘Does this begin with our new sound /p/? Do thumbs up or thumbs down. Show your partner. Now show me.’

Write Write the grapheme ‘p’ on the board and say the sound /p/. Repeat.‘When I point here [to “p”] you say /p/.’ Repeat.Next, practise skywriting ‘p’. ‘Now write it on your mini whiteboard and “chin it”.’

ReadWrite some words on the board using the word list on this card. Model sounding out and blending to read the word, while tracking your finger below the word. Students read words on the board, tracking with their fingers as they sound out and blend to read the word. Try with some captions listed on this card.

SpellSay a word from the word list. Model segmenting to spell the word using fingers and dashes. Dictate words and captions for students to write on mini whiteboards. Ask them to ‘chin it ’ to check for understanding. Play ' ‘Sound swap’, if time allows.

Review‘Today we learnt the phoneme /p/. What did we learn, everyone?’ Ask students to read words from the list you wrote on the board earlier. ‘We can also read and write these words. Let’s read them together. What words can we read?’

Independent practice Complete the application activities.

god

/p/ as in panLesson 5

s a t m p i n d g o

Word list

pat tap map Pam sap

Extensiontaps pats maps

Captions

Pat Sam.

Pat the map.

Pat Pam.

I sat at the tap.

ExtensionPam taps a map.

Sam pats the mat.

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