Appendix 1

LESSON PLAN
SCHOOL OF EDUCATION
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LESSON ORGANISATION
Year Level: 1 Time: 10:30 Date: 1/3/2019 Students’ Prior Knowledge:
Students recognise letters of the English letters
Learning Area: English in both upper and lower case. They also know
how to use the most common sounds
represented by most letters. The students can
read high-frequency words and blend sounds
orally to read consonant-vowel-consonant words

Strand/Topic from the Australian Curriculum Segment sentences into individual words and
Literacy strand: orally blend and segment onset and rime in
single syllable spoken words, and isolate, blend
Recognise sound–letter matches including common and manipulate phonemes in single syllable
vowel and consonant digraphs and consonant words (ACELA1819)
blends (ACELA1458).
Recognise and generate rhyming words,
Read supportive texts using developing phrasing,
fluency, contextual, semantic, grammatical and alliteration patterns, syllables and sounds
phonic knowledge and emerging text processing (phonemes) in spoken words (ACELA1439)
strategies, for example prediction, monitoring
meaning and re-reading (ACELY1659).
General Capabilities (that may potentially be covered in the lesson)
Literacy Numeracy ICT Critical and Ethical Personal and Intercultural
competence creative behaviour Social understanding
thinking competence

Cross-curriculum priorities (may be addressed in the lesson)

Aboriginal and Torres Strait Islander Asia and Australia’s engagement with Sustainability
histories and cultures Asia

Proficiencies:(Mathematics only)
Lesson Objectives (i.e. anticipated outcomes of this lesson, in point form beginning with an action
verb)

As a result of this lesson, students will be able to:

• Identify, as a group, the strategy used while the book was being read
• State, as a group, how the ‘sounding out’ strategy can help them in their own reading

Teacher’s Prior Preparation/Organisation: Provision for students at educational risk:

Providing a suitable book to read to the children.
Choose words used in the book to use the ‘sounding
out’ technique.
Make sure the words chosen, the students are
already familiar with some of the sounds used in the
words.
Write the words on a post it note and stick it at the
back of the book.
Read the book out loud a times to develop fluency
when reading.
Students who have a hearing and/or visual
impairment can sit at the front next to the
teacher.
Students who are fidgety or can't sit still, the
teacher can give them a balloon, that isn't blown
up, that is filled with powder for them to fiddle
with.

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Time Motivation and Introduction: Resources/
Introduce the text to the students, eg The Gruffalo’s Child by Julia References
10:30 Donaldson and Axel Scheffler. The Gruffalo’s Child
Ask the children what they think this book will be about and why. book.
Also ask the children who they think the main character of the book Sticky notes.
will be and why they think that.
Explain the strategy that will be presented:
Today we will be learning the reading strategy called ‘sounding out’.
What do you think this strategy is about?
When we read a book and come across a word we don't know how to
pronounce, the sounding out strategy helps us figure out how to
pronounce the word.
While I read this book I want you to listen for the sounding out
strategy.

Lesson Steps (Lesson content, structure, strategies & Key

Questions)
10:33 I will begin to read The Gruffalo’s Child.

Page number 4
Word: Strong
Think aloud statement: “Years 1’s I'm not sure how to pronounce this
word. I think I'll use my ‘sounding out’ strategy. S/t/r/o/n/g, strong”.
Re-read sentence again.

Page number 6
Word: Brave
Think aloud statement: “I'm having a bit of trouble with this word year
1’s. Let me use my ‘sounding out’ strategy. B/r/a/ve, brave .” Re-read
sentence again.

Page number 7
Word: Snow
Think aloud statement: “I'm not quite sure of this word year 1’s. I'll use
the sounding out strategy for this word. S/n/o/w, snow.” Re-read
sentence again

Page number 11
Word: Marks
Think aloud statement: “Here's a word I don't know. Let's use the
‘sounding out’ strategy. M/ar/k/s, marks. Re-read the sentence.

Page number 18
Word: Trick
Think aloud statement: “Here's a word I'm not sure of. Let's work it out
using the ‘sounding out’ strategy. Tr/i/ck, trick.” Re-read the sentence.

Page number 19
Word: Least
Think aloud statement: Year 1’s I'm not sure of this word. The
‘sounding out’ strategy can help me figure this word out. L/ea/s/t,
least.” Re-read the sentence.

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 Page number 23
Word: Round
Think aloud statement: “Here is another word I don't know. I'll use the
‘sounding out’ strategy to help me. R/ou/nd, round.” Re-read the
sentence.

10:40 Lesson Closure:(Review lesson objectives with students)

Ask students the following questions:

What did you think of the story?

What was your favourite part of the story?

What strategy did I use while reading this book?

How does sounding out help us in our reading?

Do you think you can use sounding out in your own reading?

Transition: (What needs to happen prior to the next lesson?)

10:45 Students will wait on the mat waiting for further instructions regarding
the next activity in continuation of the modelled reading.

Assessment: (Were the lesson objectives met? How will these be

judged?)
Students will be asked questions about the strategy used while I was
reading the book, such as “What was the strategy I used in the book?
How would this strategy help in your future reading?” I would also
assess the children based on the questions that they ask to see if
they need another demonstration on how the strategy is used.

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