English (Initial Lit) Thursday 17th of September Emma Forbes

Learning Area: English

Strand: Language
Sub-strand: Phonics and Word Knowledge
Content Descriptor/s:
 Recognise and name all upper and lower case letters (graphemes) and know the most common sound
that each letter represents (ACELA1440).
 Understand how to use knowledge of letters and sounds including onset and rime to spell
words (ACELA1438).
 Know how to read and write some high-frequency words and other familiar words (ACELA1817).
 Segment sentences into individual words and orally blend and segment onset and rime in
single syllable spoken words, and isolate, blend and manipulate phonemes in
single syllable words (ACELA1819
 Write consonant-vowel-consonant (CVC) words by representing some sounds with the appropriate
letters, and blend sounds associated with letters when reading CVC words (ACELA1820).
Learning Focus and Outcomes:
The focus for this Initial Lit lesson is for students to continue to develop their abilities in reading and writing
with their new sounds of ‘v’, ‘x’ and ‘y’. They will also be introduced to two new tricky words (like and very).
Specific Student Needs: Adjustment and Considerations
Henry: Ensure that these students are actively participating in Initial Lit activities.
Quite a lot behind his peers, Make an effort to call on them throughout sound and tricky word reviews,
struggles to engage and especially if they have their hands up.
participate. Move these students to the front during sentence writing to provide them
with closer support.
Luke R:
A little bit behind other If possible sit with these students while they are completing their worksheets
students due to missing quite to support them.
a lot of school.
Luke W:
Gets distracted quite easily
and is a little bit behind other
students.
Preparation, Organisation and Resources:
 Lesson 97 PowerPoint
 Vowel chart
 Student whiteboards
 Whiteboard markers
 English (Initial Lit) Thursday 17th of September Emma Forbes

 Lesson 97 worksheets (worksheet a and b)

 Words and sounds books
Lesson Running Schedule Approx. Time Frames
Transition 5 minutes.
Students will come in from recess and sit on the mat. We will play a quick game of
Miss Emma Says to get students settled and ready for learning and listening.
Introduction 5-10 minutes.
Activity One – Review
 Letter sound correspondence
We will run through our sound and letter flashcards
 Skywriting problematic and new letters (v, y, x, z, k, b, j)
I will write these on the board as we go along.
 Sound stamp
Students will stamp out the sounds in words that I give to them.
Dust, ship, feet, mend, step, steep, yet, tick and chop.
Student Focussed Work 60-65 minutes.
Activity Two – What is a vowel?
 Revisiting the word ‘vowel’ and what special letters are our vowels.
Emphasising that all of the words that we read and write need a vowel.
 Ask students to tell me what the vowel letter names are.
 Singing our special vowel song.
 Alphabet song, clapping when we get to our special vowel letters.
Activity Three – Sounding Out and Reading Words
 Run through a range of words on the board, sounding out each word, before
putting this together to read the word.
 I will be minimising support/instruction as we work through them.
 Students then magic read each word.
Activity Four – Mystery Words
 Students need to sound out some mystery or nonsense words using their new
sound ‘y’.
 Yeb, yick, yuch and yeep.
Thumbs Up, Thumbs Down
 Students sound out words and see if they think it’s a nonsense word or a real
 English (Initial Lit) Thursday 17th of September Emma Forbes

word.
 Yes, yem, chill, vet and vib.
Activity Five: Reviewing and Introducing Tricky Words
 Okay, everyone, time to move. Time to get up and do the groove. Shake your
tail feather just like the birds. It’s time to figure out some tricky words!
 Review tricky words that students already know.
 Introduce new tricky word ‘like’. The new tricky word ‘very’.
 Provide students with some sentences that use the new word.
 Students do a think, pair, share of a sentence that uses the new word.
 With support students will read a sentence using the new word.
 Final review of tricky words, incorporating the two new words.
Activity Six – Reading Sentences
 Students breakdown and read the provided sentence.
 To check for understanding students will answer some quick questions about
the sentence. Students will complete this for a few different sentences.
Activity Seven – Writing Sentences
 Students will write down provided sentences on a whiteboard to practice their
writing and spelling.
Worksheets
 Students will then go back to their tables and work on some worksheets to
support their understanding.
If time, students will be called down to work in their robot groups to work through the
sounds and words book.
Conclusion 5 minutes.
 Students will begin packing up at 12.45 for lunch.