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APPENDIX 1. GENERAL LESSON PLAN INFORMATION AND LESSON PLANS ON E TO TEN GENERAL INFORMATION FOR LESSONS ONE TO TEN
Activity Task Description Time
Alphabet Letters/Sounds Oral
Teacher flashes flashcards of letters in random order to
child and says
• What sound does it make?
• What letter does it belong to?
• Children need to respond by saying sound and letter.
After a few lessons, children will be expected to rapidly
and automatically recite them.
• Children revisit short and long vowel sounds by using
visual cues of clapping for the short vowel sounds and
outstretched arms for the long.
• Knowing their letters and sounds is a requisite for
further teaching of phonological awareness as is the
knowledge of which letters constitute a vowel and that
vowels make both short and long sounds.
2 mins
Activity Task Description Time
Letter Patterns Oral and games
• Cluster Patterns reviewed in Letter Pattern
Workbook.
• High frequency words were used as cues for each
letter cluster pattern to assist memory of sounds.
(Appendix 7)
Teacher says What sounds do these letters make?
If child forgets, teacher cues the child by referring to the
trigger word.
Child responds by saying the sounds or as modelled by
teacher saying
er (sound) like in the word her or ee (sound) like in the
word see with your eyes.
• Teacher randomly writes letter cluster patterns of
previous session on a small white board and gets
child to say them.
• Teacher reviews letter patterns with flashcards to
further consolidate sounds . (Appendix 3)
Flashcards can be randomly flashed or used as a SNAP or
CONCENTRATION type game.
Children have then seen these clusters in a variety of
ways. This variation is also good to give a stimulating
challenge to the children
a) Revisit letter patterns to which the child was
exposed prior to the intervention or during
intervention sessions in letter pattern workbook..
b) Introduce new letter cluster/s in letter pattern
workbook by writing the cluster/s and the
corresponding trigger words.
10 mins
Activity Task Description Time
Analogies / Onsets Oral C = Consonant V = Vowel
Explicit teaching of consonant blends and CV onsets.
(See examples of charts in Appendix10 &12)
Teacher teaches explicitly all the onsets beginning with
Consonant +L or Consonant +R. Teacher will then
proceed to S + Consonant and digraphs. (appendix 10)
Teacher teaches how to blend two sounds together saying
b-l together says bl / b+r together says br / s+ m
together says sm and so forth for each unit block.
Teacher needs to demonstrate the digraphs and teach
children to recognise these combinations of letters as only
one unit.
Teacher will also instruct explicitly the onset combinations
of Consonant + vowel. This will be done in either two or
three parts depending on how quickly the child acquires
the strategy. (appendix 12)
ba – ha / ja – pa / qua – za or ba – ma / pa – za
With these onsets, some combinations will blend together
and make two letter words eg. to, ma and we . Children will
be taught to read all these combinations using the short
vowel sound first and if a combination of letters also makes
a word, they will be instructed to recognise this and blend
the combinations and change the vowel to the long sound
to say a complete two letter word. These words are
highlighted on the charts in yellow.(appendix 12)
Children need to learn that they need to read using the
short vowel sounds first when attempting words with CVC
combinations.
All these onsets will be written in child’s word attack work
book for revision to be done in the session and at home.
10 mins
Activity Task Description Time
Rimes Rhyming, blending and segmenting activities Oral C = Consonant V = Vowel
Explicit teaching of
• V+ digraph rimes
• letter cluster rimes
• Initial and consonant blend onsets + letter clusters +
single final consonant ending.
See example of charts in appendix4
• Review blending initial sounds with letter patterns:
using Poster Charts. Read in sequence using a single
letter onset and then an initial consonant blend.
(appendix 4) Note that the words on charts have been
segmented into onset and rime and the segments are
differentiated by different colours.
Many children are visual and seeing the segments in this
way triggers the memory to the meaningful parts.
As lessons progress, randomly select words in columns on
charts progressing from initial single letter onsets to initial
two letter consonant blends. Only read in sequence the
rimes of the new letter clusters introduced in the session.
When child is proficient, nearing the latter sessions, child
reads rimes including letter clusters +single final consonant
ending. (appendix 5)
Children will consolidate letter patterns in a more
meaningful context and see where the segments of words
lie in a more explicit form.
7 mins
Activity Task Description Time
Teacher says a high frequency word which is a “ trigger”
word (appendix7) with other word/s using the onsets, letter
clusters and rimes taught in the previous sessions and
child writes it on a piece of paper.
In the first session go over the phonological units already
covered prior to intervention otherwise leave this section till
the next session.
For Example
er ee er ee sh er
her see her see ship her
shop
Spelling Writing using the strategies of hearing the sounds, segmenting, blending and recording.
Please note child is only to write the words not the letter
clusters.
This is done to practise linking and matching the spoken
phonological sounds to the orthographic patterns.
10 mins ee see
Activity Task Description Time
Analogies Rimes Oral and writing C = Consonant V = Vowel
Reading Rimes
Teach and revisit short vowel + C pattern rimes as endings
to words. First teach by reading the different combinations
blended together starting with the short vowel a + C on
charts. eg. ab, ad, ap Then proceed to the next vowel
combinations which are e+C eg. eb, ed, em and so forth.
When the V+C+jumping e has been introduced, you
proceed to read a+C+jumping e on charts. eg. abe, ace,
ade and again proceed to the next vowel e eg. ene, ete
etc.
Writing Rimes
Children are instructed to complete the rimes of V+C
combinations. The initial consonant onsets and the
initial two letter consonant blend onsets have already
been recorded for the children and they need only
complete the word by writing the rime. Eg. cab, dab
Begin with letter a worksheet and complete worksheet,
working on a column at a time( See Appendix 8a). Do a
couple of columns in session and child can complete the
rest at home. Since time didn’t allow for children to do all
the worksheet, I completed some of the tasks and then the
child could read some in session and practice the rest at
home. As the new sheets were distributed in subsequent
lessons, a review of previous session work was done by
randomly selecting the rime units to read.
Worksheets with initial letter onsets were given first and
then the worksheets with 2 letter onsets were given (See
Appendix 8a). Sometimes these were given simultaneously
nearing the latter sessions as time was running out. Once
these are covered teacher can move onto V + Jumping E
rimes (See Appendix 8b)
This activity also aims to activate the phonological and
orthographic information. It also assists in building the
children’s word bank
6 mins
Activity Task Description Time
Teachers to use magnetic letters to blend and segment
words into meaningful learnt parts. These words include
initial consonants onsets and blends + letter patterns or
short vowel sounds + signal final consonant ending.
Teacher can interchange onsets and rimes or letter
patterns within the words made.
Examples:
ash ash ck ash
bash bash ba ck bash
cash cash b ack cash
clash clash back clash
crash crash black crash
bash bash bash
Make and Break Segmenting and blending A= analogies
Please note the bold letters represent the interchangeable
magnetic letters.
This will assist children recognising sounds and sound
units in words.
5 mins
Activity Task Description Time
Elkonin type Boxes
Teacher says a word with varying combinations of letters
and the child needs to say the word out aloud an push a
counter in a square every time he/she hears a sound. If the
child hears ee or ch, he/she needs to push the counter
only in one square. However, if the child hears two sounds
like the consonant blend bl, even though the child has
learnt it as a unit, he/she needs to recognise that there are
two sounds in this unit and so pushes the counter into two
separate squares. This is to teach the children that even
though we recognise that combinations of letters go
together, we need to specifically understand how many
sounds constitute that segmented phonological unit.
This section is not introduced until the latter sessions.
See appendix 6
4 mins
Reading Child reads scaffolded levelled texts using appropr iate
information and strategies taught in the session an d
/or reads words on flashcards with all combinations in
a game called ” Beat Your Score” whereby the child
reads the words and has to beat his number of word
reading within a particular time. In this case one or two
minutes were ample.
This will give teachers some indications as to whether the
child uses the phonological knowledge and skills in context
of a word and prose. This also gives the child the
opportunity to apply what has been learnt.
5 mins
Meta phonemic Awareness
Teacher asks child what he has learnt and what he
knows about letters and words.
This is to assist the child’s self efficacy of literacy
awareness.
1 min
Please note that words and the amount of words used for the make and break, Elkonin boxes and spelling components can be change d according to teacher
design and child’s needs.
The sequence and introduction of letter patterns ca n also be changed accordingly.
LESSON ONE:
Activity Task Description – LESSON ONE Time
Alphabet Letters/Sounds Oral
Per general information
Teacher flashes flashcards of letters in random order to child
and says
• What sound does it make?
• What letter does it belong to?
• Children need to respond
• Revisit short and long vowel sounds
2 mins
Letter Patterns Oral and games
Per general information
a) Revisit the following letter patterns to wh ich the
child was exposed prior to the intervention or duri ng
intervention sessions.
sh, ch-, -tch, -ck, er, ay, ee, wh, ph, th
• Cluster Patterns reviewed in Letter Pattern Workboo k.
Teacher says What sounds do these letters make?
Child responds by saying the sounds or as modelled by
teacher saying
er (sound) like in the word her or ee (sound) like in the word
see with your eyes.
• Randomly write letter cluster patterns on board
• Review letter patterns with flashcards
Game: Snap
b) Introduce new letter cluster/s
10 mins
Analogies / Onsets Oral
Per general information
Introduce the following onsets
bl and br unit blocks (appendix 10)
ba – ha consonant + vowel onsets (appendix !2)
Revisit the following onsets
10 mins
Activity Task Description – LESSON ONE Time
Analogies/Rimes Rhyming, blending and segmenting activities Oral
Per general information
Read posters with the following rimes
ee, ay, ack, ash,
Read posters with new letter cluster rimes
7 mins
Spelling Writing using the strategies of hearing the sounds, segmenting, blending and recording.
Per general information
Teacher says a high frequency word and child writes it on
a piece of paper or in a spelling workbook.
10 mins
er ee -ck ay ch sh
her see back day chip ship
chop shop
Analogies Rimes Oral and writing
Per general information
Reading Rimes
Introduce worksheets to be done in session and for
homework
a +C rimes with initial letter onset
Writing Rimes
Introduce worksheets to be done in session and completed
for homework
a + C rimes with initial letter onset
6 mins
Per general information
Teacher to make and break the following words with magnetic
letters
ash her see an + A ck
bash he fee an + A ba ck
cash her flee b ack
clash er back
crash black
Make and Break Segmenting and blending A= analogies
bash
5 mins
Activity Task Description – LESSON ONE Time
Per general information
Teacher says words and child needs to push the counters
in the appropriate number of squares
The following words need to be segmented into the
Elkonin boxes
see her back can cash
Elkonin Boxes
4 mins
Reading Per general information
Child reads scaffolded levelled texts using appropr iate
information and strategies taught in the session.
Reads words on flashcards with all combinations in a
game called ” Beat Your Score”
See Appendix 13 for some random words used
5 mins
Meta phonemic Awareness
Teacher asks child what he has learnt and what he k nows
about letters and words.
1 min
LESSON TWO:
Activity Task Description – LESSON TWO Time
Alphabet Letters/Sounds Oral
Per general information
Teacher flashes flashcards of letters in random order to
child and says
• What sound does it make?
• What letter does it belong to?
• Children need to respond
• Revisit short and long vowel sounds
2 mins
Letter Patterns Oral and games
Per general information
a) Revisit the following letter patterns to whi ch the
child was exposed prior to the intervention or
during intervention sessions.
sh, ch-, -tch, -ck, er, ay, ee, wh, ph, th
• Cluster Patterns reviewed in Letter Pattern
Workbook.
Teacher says What sounds do these letters make?
Child responds by saying the sounds or as modelled by
teacher saying
er (sound) like in the word her or ee (sound) like in the
word see with your eyes.
• Randomly write letter cluster patterns on the board
• Review letter patterns with flashcards
Game: Snap
b) Introduce new letter cluster/s
ea, ar
10 mins
Analogies / Onsets Oral
Per general information
Introduce the following onsets
sn unit blocks
ja – pa consonant +vowel onsets
Revisit the following onsets
bl and br unit blocks
ba – ha consonant + vowel
10 mins
Activity Task Description – LESSON TWO Time
Rimes Rhyming, blending and segmenting activities Oral
Per general information
Read posters with the following rimes
ee, ay, ack, ash,
Read posters with new letter cluster rimes
ar
7 mins
Per general information
Teacher says a high frequency word and child writes it
on a piece of paper.
er ee -ck ay ch sh ar
her see back day chip ship car
chop shop
ea
Spelling Writing using the strategies of hearing the sounds, segmenting, blending and recording.
sea
10 mins
Analogies Rimes Oral and writing C = Consonant V = Vowel
Per general information
Revisit Rimes
a +C rimes with initial letter onset
Correct rimes homework and read each column.
Reading Rimes
Introduce worksheets to be done in session and for
homework
Writing Rimes
Introduce worksheets to be done in session and
completed for homework
a + C rimes with two letter consonant blends
6 mins
Activity Task Description – LESSON TWO Time
Per general information
Teacher to make and break the following words with
magnetic letters
ash sea her see an + A ck ar
bash beach he fee an + A ba ck car
cash her flee b ack far
clash er back are
crash black
Make and Break Segmenting and blending A= analogies
bash
5 mins
Per general information
Teacher says words and child needs to push the
counters in the appropriate number of squares
The following words need to be segmented into the
Elkonin boxes
see bash back black car are sea
beach
Elkonin Boxes
4 mins
Reading Per general information
Child reads scaffolded levelled texts using appropr iate
information and strategies taught in the session.
Reads words on flashcards with all combinations in a
game called ” Beat Your Score” Begin game
See Appendix 13 for some random words used
5 mins
Meta phonemic Awareness
Teacher asks child what he has learnt and what he
knows about letters and words.
1 min
LESSON THREE:
Activity Task Description – LESSON THREE Time
Alphabet Letters/Sounds Oral
Per general information
Teacher flashes flashcards of letters in random order to
child and says
2 mins
Letter Patterns Oral and games
Per general information
• Cluster Patterns reviewed in Letter Pattern
Workbook.
• Randomly write letter cluster patterns on board
• Review letter patterns with flashcards
Game: Snap
b) Introduce new letter cluster/s
or /oor / ore ai
10 mins
Analogies / Onsets Oral
Per general information
Revisit the following onsets
bl and br unit blocks (appendix 10)
ba – pa consonant + vowel (appendix !2)
Introduce the following onsets
qua - za
10 mins
Rimes Rhyming, blending and segmenting activities Oral
Per general information
Read posters with the following rimes
ee, ay, ack, ash, ar
Read posters with new letter cluster rimes
oor, ore
7 mins
Spelling Writing using the strategies of hearing the sounds, segmenting, blending and recording.
Per general information
Teacher says a high frequency word and child writes it
on a piece of paper.
10 mins
Activity Task Description – LESSON THREE Time
er ee -ck ay ch sh ea
her see back day chip ship sea
free sick play chop shop
lock
luck
ar
car
far
Analogies Rimes Oral and writing C = Consonant V = Vowel
Per general information
Revisit rimes on charts
a + C and e +C
Reading Rime
Correct homework and read rimes
a +C rimes with initial letter onset
a + C with 2 letter cons. blends
Writing Rimes
Introduce worksheets to be done in session
e + C rimes with initial letter onset
6 mins
Make and Break Segmenting and blending A= analogies
Per general information
Teacher to make and break the following words with
magnetic letters
5 mins
ash sea her see an + A ck ar
bash beach he fee an + A ba ck car
cash her flee b ack far
clash er back are
crash black car
bash card
for
fort
form
Elkoin Boxes Per general information
Teacher says words and child needs to push the
counters in the appropriate number of squares
The following words need to be segmented into the
Elkonin boxes
4 mins
Activity Task Description – LESSON THREE Time
back black see seem for fort car
card trash
Reading Per general information
Child reads scaffolded levelled texts using appropr iate
information and strategies taught in the session.
Begin to read
Reads words on flashcards with all combinations in a
game called ” Beat Your Score”
See Appendix 13 for some random words used
5 mins
Meta phonemic Awareness
Teacher asks child what he has learnt and what he
knows about letters and words.
1 min
LESSON FOUR:
Activity Task Description – LESSON FOUR Time
Alphabet Letters/Sounds Oral
Per general information
Teacher flashes flashcards of letters in random order to
child and says
2 mins
Letter Patterns Oral and games
Per general information
a) Revisit the following letter patterns
sh, ch-, -tch, -ck, er, ar, ay, ee, wh, ph, th, ea, or, oor, ore,
ai
• Cluster Patterns reviewed in Letter Pattern
Workbook.
• Randomly write letter cluster patterns on the board
• Review letter patterns with flashcards
Game: Snap
b) Introduce new letter cluster/s
ing, ang, ong, ung, ir
10 mins
Analogies / Onsets Oral
Per general information
Revisit the following onsets
bl –br –sn unit blocks and ba – za
10 mins
Rimes Rhyming, blending and segmenting activities Oral
Per general information
Read posters with the following rimes
ee, ay, ar, oor, ore
Read posters with new letter cluster rimes
ing, ang, ong, ung
7 mins
Activity Task Description – LESSON FOUR Time
Per general information
Teacher says a high frequency word and child writes it
on a piece of paper or in workbook.
er ee -ck ay ch sh or
her see back day chip shot for
free black play shop
luck chat shed oor
ea lock door
sea
Spelling Writing using the strategies of hearing the sounds, segmenting, blending and recording.
beach
10 mins
Analogies Rimes Oral and writing C = Consonant V = Vowel
Per general information
Reading Rimes
Revisit Rimes on charts
a + C e + C
Correct homework and Read Rimes
a + C rimes with initial letter onset and 2 letter onset
e +C with initial letter onset
Writing Rimes
Introduce worksheets To be done in session and
completed for homework
e+ C rimes with two letter consonant blends
6 mins
Per general information
Teacher to make and break the following words with
magnetic letters
ash for her see an + A ck ar
bash fort he fee an + A ba ck car
cash form her flee b ack far
clash er back are
crash black car
Make and Break Segmenting and blending A= analogies
bash card
5 mins
cart
art
arm
Activity Task Description – LESSON FOUR Time
Per general information
Teacher says words and child needs to push the
counters in the appropriate number of squares
The following words need to be segmented into the
Elkonin boxes
card sheep brick form
Elkonin Boxes
4 mins
Reading Per general information
Child reads scaffolded levelled texts using appropr iate
information and strategies taught in the session.
Reads words on flashcards with all combinations in a
game called ” Beat Your Score”
See Appendix 13 for some random words used
5 mins
Meta phonemic Awareness
Teacher asks child what he has learnt and what he
knows about letters and words.
1 min
LESSON FIVE:
Activity Task Description – LESSON FIVE Time
Alphabet Letters/Sounds Oral
Per general information
Teacher flashes flashcards of letters in random order to
child and says
2 mins
Letter Patterns Oral and games
Per general information
a) Revisit the following letter patterns
sh, ch-, -tch, -ck, er, ar, ay, ee, wh, ph, th, ea, or, oor, ore,
ai, ing, ang, ong, ung, ir
• Cluster Patterns reviewed in Letter Pattern
Workbook.
• Randomly write letter cluster patterns on the board
• Review letter patterns with flashcards
Game: Snap
b) Introduce new letter cluster/s
oy/oi and jumping E
10 mins
Analogies / Onsets Oral
Per general information
Revisit the following onsets
bl –br –sn unit blocks and ba – za
10 mins
Rimes Rhyming, blending and segmenting activities Oral
Per general information
Read posters with the following rimes
ar, oor, ore, ing, ang, ong, ung
Read posters with new letter cluster rimes
oy / oil
7 mins
Activity Task Description – LESSON FIVE Time
Per general information
Teacher says a high frequency word and child writes it
on a piece of paper or in workbook.
er ee -ck ay ch sh or
her see Back day chip shot for
seen Black play chin shop
Pick today chat shed
Sock tray
ea ar Ing ong -tch ir oor
sea car Sing long catch girl door
beach card
Spelling Writing using the strategies of hearing the sounds, segmenting, blending and recording.
10 mins
Analogies Rimes Oral and writing C = Consonant V = Vowel
Per general information
Reading Rimes
Revisit Rimes on charts
a + C e + C i + C
Correct homework and Read Rimes
e + C rimes with two letter consonant blends
Read Rimes randomly
a + C rimes with initial letter onset and 2 letter consonant
onsets
e + C with initial letter onset and 2 letter consonant onsets
Writing Rimes
Introduce worksheets To be done in session and
completed for homework
i + C with initial letter consonant onsets
6 mins
Activity Task Description – LESSON FIVE Time
Per general information
Teacher to make and break the following words with
magnetic letters
eed eat for irt art
eem eam ord dirt arm
een eak orn irl arp
eet leak fort g irl ard
meet form ird card
Make and Break Segmenting and blending A= analogies
bird
5 mins
Per general information
Teacher says words and child needs to push the
counters in the appropriate number of squares
The following words need to be segmented into the
Elkonin boxes
card seed sick form eat girl but
start sheep brick from seat
Elkonin Boxes
sleep
4 mins
Reading Per general information
Child reads scaffolded levelled texts using appropr iate
information and strategies taught in the session.
Reads words on flashcards with all combinations in a
game called ” Beat Your Score”
See Appendix 13 for some random words used
5 mins
Meta phonemic Awareness
Teacher asks child what he has learnt and what he
knows about letters and words.
1 min
LESSON SIX:
Activity Task Description – LESSON SIX Time
Alphabet Letters/Sounds Oral
Per general information
Teacher flashes flashcards of letters in random order to child
and says
2 mins
Letter Patterns Oral and games
Per general information
a) Revisit the following letter patterns
sh, ch-, -tch, -ck, er, ar, ay, ee, wh, ph, th, ea, or, oor, ore,
ai, ing, ang, ong, ung, ir, oy/oi and jumping E
• Cluster Patterns reviewed in Letter Pattern
Workbook.
• Randomly write letter cluster patterns on the board
• Review letter patterns with flashcards
Game: Concentration
b) Introduce new letter cluster/s
oo / oo all
10 mins
Analogies / Onsets Oral
Per general information
Revisit the following onsets
bl –br –sn unit blocks and ba – za
10 mins
Rimes Rhyming, blending and segmenting activities Oral
Per general information
Read posters with the following rimes
ing, ang, ong, ung oy / oil
Read posters with new letter cluster rimes
oo, all
7 mins
Activity Task Description – LESSON SIX Time
Per general information
Teacher says a high frequency word and child writes it
on a piece of paper or in workbook.
er ee -ck ay ch sh or
her see back play chip ship for
seen luck today chop shed
pick tray oor
door
ea ar ing ong -tch ir oy
sea car sing long catch girl boy
beach farm going song bird toy
star
oi a-e i-e
Spelling Writing using the strategies of hearing the sounds, segmenting, blending and recording.
oil mat/mate bit/bite
10 mins
Analogies Rimes Oral and writing C = Consonant V = Vowel
Per general information
Reading Rimes
Revisit Rimes on charts
a + C e + C i + C o + C
Correct homework and Read Rimes
i + C with initial letter consonant onsets
Read Rimes randomly
a + C rimes with initial letter onset and 2 letter consonant
onsets
e + C with initial letter onset and 2 letter consonant onsets
Writing Rimes
Introduce worksheets To be done in session and
completed for homework
i + C with 2 letter consonant blend onsets
6 mins
Activity Task Description – LESSON SIX Time
Per general information
Teacher to make and break the following words with
magnetic letters
seed meat for dirt art ring long
seem seat fort g irl dart bring song
seen seam form b ird hard
meet dream card
met
Make and Break Segmenting and blending A= analogies
5 mins
Per general information
Teacher says words and child needs to push the
counters in the appropriate number of squares
The following words need to be segmented into the
Elkonin boxes
hard ring form seat girl mat
start bring from dream bird mate
Elkonin Boxes
chart cheat
4 mins
Reading Per general information
Child reads scaffolded levelled texts using appropr iate
information and strategies taught in the session.
Reads words on flashcards with all combinations in a
game called ” Beat Your Score”
See Appendix 13 for some random words used
5 mins
Meta phonemic Awareness
Teacher asks child what he has learnt and what he
knows about letters and words.
1 min
LESSON SEVEN:
Activity Task Description – LESSON SEVEN Time
Alphabet Letters/Sounds Oral
Per general information
Teacher flashes flashcards of letters in random order to child
and says
2 mins
Letter Patterns Oral and games
Per general information
a) Revisit the following letter patterns
sh, ch-, -tch, -ck, er, ar, ay, ee, wh, ph, th, ea, or, oor, ore, ai,
ing, ang, ong, ung, ir, oy/oi and jumping E, oo / oo, all
• Cluster Patterns reviewed in Letter Pattern
Workbook.
• Randomly write letter cluster patterns on the board
• Review letter patterns with flashcards
Game: Concentration
b) Introduce new letter cluster/s
ou ouse ow
10 mins
Analogies / Onsets Oral
Per general information
Revisit the following onsets
bl –br –sn unit blocks and ba – za
10 mins
Rimes Rhyming, blending and segmenting activities Oral
Per general information
Read posters with the following rimes
oy / oil, oo, all, ook
Read posters with new letter cluster rimes
out, ouse, ow
7 mins
Activity Task Description – LESSON SEVEN Time
Per general information
Teacher says a high frequency word and child writes it
on a piece of paper or in workbook.
er ee -ck ay ch sh or
her see back play chip ship for
seen luck today chop shed
pick tray oor
door
ea ar ing ong -tch ir oy
sea car sing long catch girl boy
beach farm going song bird toy
star
oi oo all a-e i-e
oil look ball mat/mate bit/bite
Spelling Writing using the strategies of hearing the sounds, segmenting, blending and recording.
book tall
10 mins
Analogies Rimes Oral and writing C = Consonant V = Vowel
Per general information
Reading Rimes
Revisit Rimes on charts
a + C e + C i + C o + C
Correct homework and Read Rimes
i + C with 2 letter consonant blend onsets
Read Rimes randomly
a + C rimes with initial letter onset and 2 letter consonant
onsets
e + C with initial letter onset and 2 letter consonant onsets
i + C with initial letter consonant onsets
Writing Rimes
Introduce worksheets To be done in session and completed
for homework
o + C with initial letter consonant onsets
6 mins
Activity Task Description – LESSON SEVEN Time
Per general information
Teacher to make and break the following words with
magnetic letters
seed meat for dirt art ring long
seem seat fort g irl dart br ing song
seen seam form b ird hard
meet dream card
met
Make and Break Segmenting and blending A= analogies
5 mins
look out
book shout
Per general information
Teacher says words and child needs to push the
counters in the appropriate number of squares
The following words need to be segmented into the
Elkonin boxes
hard out ring bit seat look mat
start shout bring bite dream crook mate
Elkonin Boxes
chart cheat
4 mins
Reading Per general information
Child reads scaffolded levelled texts using appropr iate
information and strategies taught in the session.
Reads words on flashcards with all combinations in a
game called ” Beat Your Score”
See Appendix 13 for some random words used
5 mins
Meta phonemic Awareness
Teacher asks child what he has learnt and what he
knows about letters and words.
1 min
LESSON EIGHT:
Activity Task Description – LESSON EIGHT Time
Alphabet Letters/Sounds Oral
Per general information
Teacher flashes flashcards of letters in random order to child
and says
2 mins
Letter Patterns Oral and games
Per general information
a) Revisit the following letter patterns
sh, ch-, -tch, -ck, er, ar, ay, ee, wh, ph, th, ea, or, oor, ore, ai,
ing, ang, ong, ung, ir, oy/oi and jumping E, oo / oo, all, ou
ouse ow
• Cluster Patterns reviewed in Letter Pattern Workboo k.
• Randomly write letter cluster patterns on the board
• Review letter patterns with flashcards
Game: Concentration
b) Introduce new letter cluster/s
igh, ie
10 mins
Analogies / Onsets Oral
Per general information
Revisit the following onsets
bl –br –sn unit blocks and ba – za
10 mins
Rimes Rhyming, blending and segmenting activities Oral
Per general information
Read posters with the following rimes
oy / oil, oo, all, ook, out, ouse, ow
Read posters with new letter cluster rimes
ight
7 mins
Activity Task Description – LESSON EIGHT Time
Per general information
Teacher says a high frequency word and child writes it on
a piece of paper or in workbook.
er ee -ck ay ch sh or
her see luck play such dish for
pick tray much wish
oor
door
ea ar ing ong -tch ir oy
sea farm going long match girl boy
beach star
oi oo all ou ow ouse i-e
oil look ball out now house bit/bite
Spelling Writing using the strategies of hearing the sounds, segmenting, blending and recording.
boil book tall shout mouse
10 mins
Analogies Rimes Oral and writing C = Consonant V = Vowel
Per general information
Reading Rimes
Revisit Rimes on charts
a + C e + C i + C o + C u + C
Correct homework and Read Rimes
o + C with initial letter consonant onsets
Read Rimes randomly
a + C rimes with initial letter onset and 2 letter consonant
onsets
e + C with initial letter onset and 2 letter consonant onsets
i + C with initial letter consonant onsets and 2 letter consonant
blend onsets
Writing Rimes
Introduce worksheets To be done in session and completed
for homework
o + C with 2 letter consonant blend onsets
6 mins
Activity Task Description – LESSON EIGHT Time
Per general information
Teacher to make and break the following words with magnetic
letters
look out house bit oil now look
book shout mouse bite boil now + A book
grouse crook
ball
tall
Make and Break Segmenting and blending A= analogies
stall
5 mins
small
Per general information
Teacher says words and child needs to push the counters
in the appropriate number of squares
The following words need to be segmented into the
Elkonin boxes
call boil ring bit wow look wait
small oil bring bite down shook snail
Elkonin Boxes
brown
4 mins
Reading Per general information
Child reads scaffolded levelled texts using appropr iate
information and strategies taught in the session.
Reads words on flashcards with all combinations in a
game called ” Beat Your Score”
See Appendix 13 for some random words used
5 mins
Meta phonemic Awareness
Teacher asks child what he has learnt and what he k nows
about letters and words.
1 min
LESSON NINE:
Activity Task Description – LESSON NINE Time
Alphabet Letters/Sounds Oral
Per general information
Teacher flashes flashcards of letters in random order to child
and says
2 mins
Letter Patterns Oral and games
Per general information
a) Revisit the following letter patterns
sh, ch-, -tch, -ck, er, ar, ay, ee, wh, ph, th, ea, or, oor, ore, ai,
ing, ang, ong, ung, ir, oy/oi and jumping E, oo / oo, all, ou,
ouse, ow, igh, ie
• Cluster Patterns reviewed in Letter Pattern Workboo k.
• Randomly write letter cluster patterns on the board
• Review letter patterns with flashcards
Game: Concentration
b) Introduce new letter cluster/s
ell, ill
10 mins
Analogies / Onsets Oral
Per general information
Revisit the following onsets
bl –br –sn unit blocks and ba – za
10 mins
Rimes Rhyming, blending and segmenting activities Oral
Per general information
Read posters with the following rimes
oy / oil, oo, all, ook, out, ouse, ow, ight
Read posters with new letter cluster rimes
ell, ill
7 mins
Activity Task Description – LESSON NINE Time
Per general information
Teacher says a high frequency word and child writes it on
a piece of paper or in workbook.
er ee -ck ay ch sh or
her see stick play such dish for
stuck tray much wish
igh oor
night floor
ea ar ing ong -tch ir oy
sea star going long match girl boy
beach start
oi oo all ou ow ouse o-e
boil look ball out now house not/note
Spelling Writing using the strategies of hearing the sounds, segmenting, blending and recording.
spoil book small shout down mouse
10 mins
Analogies Rimes Oral and writing C = Consonant V = Vowel
Per general information
Reading Rimes
Revisit Rimes on charts
a + C e + C i + C o + C u + C
Correct homework and Read Rimes
o + C with 2 letter consonant blend onsets
Read Rimes randomly
a + C rimes with initial letter onset and 2 letter consonant
onsets
e + C with initial letter onset and 2 letter consonant onsets
i + C with initial letter consonant onsets and 2 letter consonant
blend onsets
o + C with initial letter consonant onsets
Writing Rimes
Introduce worksheets To be done in session and completed
for homework
u + C with initial letter onset & 2 letter consonant blend onsets
6 mins
Activity Task Description – LESSON NINE Time
Per general information
Teacher to make and break the following words with magnetic
letters
look out house bit oil now look
book shout mouse bite boil now + A book
grouse down crook
ball night
tall br ight
Make and Break Segmenting and blending A= analogies
stall
5 mins
small
Per general information
Teacher says words and child needs to push the counters
in the appropriate number of squares
The following words need to be segmented into the
Elkonin boxes
bell stick cash bit wow look tail
spell block smash bite down shook trail
Elkonin Boxes
shell fresh brown stain
4 mins
Reading Per general information
Child reads scaffolded levelled texts using appropr iate
information and strategies taught in the session.
Reads words on flashcards with all combinations in a
game called ” Beat Your Score”
See Appendix 13 for some random words used
5 mins
Meta phonemic Awareness
Teacher asks child what he has learnt and what he k nows
about letters and words.
1 min
LESSON TEN:
Activity Task Description – LESSON TEN Time
Alphabet Letters/Sounds Oral
Per general information
Teacher flashes flashcards of letters in random order to child
and says
2 mins
Letter Patterns Oral and games
Per general information
a) Revisit the following letter patterns
review all letters to date
• Cluster Patterns reviewed in Letter Pattern Workboo k.
• Randomly write letter cluster patterns on the board
• Review letter patterns with flashcards
Game: Snap
b) Introduce new letter cluster/s
10 mins
Analogies / Onsets Oral
Per general information
Revisit the following onsets
bl –br –sn unit blocks and ba – za
10 mins
Rimes Rhyming, blending and segmenting activities Oral
Per general information
Read posters with the following rimes
ight, ell, ill and choose rimes randomly
Read posters with new letter cluster rimes
7 mins
Activity Task Description – LESSON TEN Time
Per general information
Teacher says a high frequency word and child writes it on
a piece of paper or in workbook.
er ee -ck ay ch sh or
her see stick play such dish for
stuck tray much wish
igh oor
night ar ing ong -tch ir floor
star going long match girl
ea start oy
sea boy
beach oo all ou ow ouse
look ball out now house
oi small shout down mouse o-e
boil not/note
spoil ell ill
sell hill
Spelling Writing using the strategies of hearing the sounds, segmenting, blending and recording.
spell spill
10 mins
Analogies Rimes Oral and writing C = Consonant V = Vowel
Per general information
Reading Rimes
Revisit Rimes on charts
a + C e + C i + C o + C u + C jumping E
Correct homework and Read Rimes
u + C with initial letter onset & 2 letter consonant blend onsets
Read Rimes randomly
a + C rimes with initial letter onset and 2 letter consonant onsets
e + C with initial letter onset and 2 letter consonant onsets
i + C with initial letter consonant onsets & 2 letter consonant blend onsets
o + C with initial letter consonant onsets and 2 letter consonant blend onsets
Writing Rimes
Introduce worksheets To be done in session and completed
for homework
Jumping E
6 mins
Activity Task Description – LESSON TEN Time
Per general information
Teacher to make and break the following words with magnetic
letters
Make and Break Segmenting and blending A= analogies
5 mins
Per general information
Teacher says words and child needs to push the counters
in the appropriate number of squares
The following words need to be segmented into the
Elkonin boxes
Elkonin Boxes
shell fresh brown
4 mins
Reading Per general information
Child reads scaffolded levelled texts using appropr iate
information and strategies taught in the session.
Reads words on flashcards with all combinations in a
game called ” Beat Your Score”
See Appendix 13 for some random words used
5 mins
Meta phonemic Awareness
Teacher asks child what he has learnt and what he k nows
about letters and words.
1 min