Lesson Focus Learning Area / Strand Year Level Implementation Date
Sounds, syllables, consonants, English Year 1 5/2/24
vowels. Literacy and Language Duration
20 mins
Prior knowledge of learners
Students have used the sound PowerPoint in previous lessons as most of it is revision from last year.
Familiar with the ‘Better Alphabet song’ as students hear and interact with it every morning.
Students know the vowels and syllables
Lesson objective/s
By the end of this lesson, students should be able to:
Recognise and use phonemic knowledge to sound out unfamiliar words or letter sounds.
Read sentences with the sight words added.
Count the syllables in words using the clap technique.
Identify and share which letters are vowels and consonants.
Identify letter patterns.
Learn and create a sentence using new sight words to express meaning.
Identify punctuation in sentences.
Links to Curriculum (identify relevant Strands and Content Descriptors)
AC9E1LA09 recognise the vocabulary of learning area topics
AC9E1LA10understand that written language uses punctuation such as full stops, question marks and
exclamation marks, and uses capital letters for familiar proper nouns
AC9E1LY02use interaction skills including turn-taking, speaking clearly, using active listening behaviours and
responding to the contributions of others, and contributing ideas and questions
AC9E1LY04 read decodable and authentic texts using developing phonic knowledge, phrasing and fluency, and
monitoring meaning using context and grammatical knowledge
AC9E1LY09segment words into separate phonemes (sounds) including consonant blends or clusters at the
beginnings and ends of words (phonological awareness)
AC9E1LY10 orally manipulate phonemes in spoken words by addition, deletion and substitution of initial, medial
and final phonemes to generate new words (phonological awareness)
AC9E1LY11use short vowels, common long vowels, consonant blends and digraphs to write words,
and blend these to read one- and two-syllable words
AC9E1LY12 understand that a letter can represent more than one sound and that a syllable must contain
a vowel sound
Evidence of learning
Participation in the learning.
Asking individual students to sound, blend, read aloud, distinguish vowels and consonants in words,
syllables.
Identify letter sounds in words accurately.
Students can identify the vowel and consonants in words.
Students can read sentences aloud by segmenting and blending words.
Classroom Management Strategies
Allow students to share their responses without being interrupted. I will achieve this by ensuring the class
is reminded of this rule and I stop others from calling out the answer.
Movement in the classroom enables children to be a detective and find words around the classroom that
contains /k/ sounds. Students can complete the work at their own pace, stay on task and keep busy
during the activity.
Maintaining routines set out by the supervising teacher (the same songs selected during morning
session).
Transitions between activities. This allows the students to not race each other to the next activity.
Outline rules and expectations.
Keeping all students busy, this may require the progression onto other activities sooner.
Resources
Term 1 Week 3 Phonics Slides - Google Slides
Spelling Scrabble [Link] Scrabble Points, Syllables and Vowel Sound List [Link]
Interactive whiteboard
Students whiteboards and markers.
Differentiation strategies
Faster paced students:
Segment and blend larger words displayed around the classroom to distinguish what /k/ sound the word
contains.
Independently read sentences aloud.
Independently identify the consonants, vowels and rhyming patterns in /k/ words.
Identify the meaning of sight words in the activity.
Slower paced students:
Supporting phoneme and blending of words.
Encourage participation when reading sentences containing sight words. Ask if they can read it aloud
independently with support.
Remind students what letters are vowels and consonants.
Support when clapping the syllables.
Lesson Introduction Display the letter alphabet song on the projecting screen- play for 8 minutes.
Introducing the topic
Engagement of the Better Alphabet with Katie and Anchors - Original Song version 1080.mp4
learners
Transition the screen to the ‘Phonics PowerPoint’. Outline the expectations (being
involved, trying your best, when one student is asked to say the word or letter sound
that this will be the only person sharing). [Link]
Support and model sounds and words to the students if required. Ask individuals to
respond to ‘what sound, what letter’. Run through the sounds slides once. Along the way
ask boys, girls, whole class and individuals to respond to the sounds, sight words and
sentences. Transition the sentences when students lack interest.
Lesson Body Brain Break- Students stand up, hop on one leg, arms out, stretching to the sky.
Delivering the
content through Outline the intention for the lesson: play a scrabble game on the board using /k/
specific strategies sounding words.
Questions
- What are syllables (groups of sounds in a word)
- What are vowels (a, e, i, o, u)
- What are consonants (every other letter in the alphabet that isn’t a vowel).
Spelling Scrabble [Link] Scrabble Points, Syllables and Vowel Sound List
[Link] using the words on the board from this unit of spelling.
Complete the word study as a class for the first examples.
When students are more confident, ask students to use their mini whiteboards to
respond the questions on the document such as how many vowels, consonants?
Differentiation:
Fast learners: select are longer word that has a /k/ sound such as caravan, crocodile.
Students need to identify the letter patterns, vowels, consonants and scrabble order.
Slower learners- work at the student’s pace, re-explain the definition to some sections if
required.
Lesson Conclusion
Concluding activities Students return the whiteboard and marker.
Summarizing the Move the students into a snake line.
lesson
1st person- says a word that contains a /k/ sound.
2nd person- counts the syllables in the word.
3rd person- uses a whiteboard to spell the word.
4th person- says the word in a sentence.
5th person- shares how many vowels are in the word (can use a whiteboard to write
down).
6th person- shares how many consonants are in the word (can use a whiteboard)
7th person- names a rhyming word to the selected word.
Evaluation / Reflection
Students participated well during the PowerPoint and letter song.
Students knew what vowels and syllables are before completing the task.
I explained the example and students were struggling to follow.
I selected a student to pick a word from the /k/ word wall. Allowed this student to answer most of the questions.
Using the paper and the whiteboard allowed students to find out where we were up to and spell the words correct.
I assessed students by asking for thumbs if they understood, no one had their thumbs up so I selected a different
child to complete the next example. By the time we completed the word study it was fruit break time.
I chose the transition that students needed to name a word from the word wall that contained a /k/.
