LESSON PLAN

! SCHOOL OF EDUCATION

LESSON ORGANISATION
Year Level: Year 1 Time: 11.00am Date: 28th Feb 2020 Students’ Prior Knowledge:

- in Pre-Primary the students would have

Learning Area: English read predictable texts and practised gaining

contextual, semantic, grammatical

Strand/Topic from the Australian Curriculum and phonic knowledge (ACELY1649)

Literacy: interpreting, analysing and evaluating - the behaviours of reading on, re-reading and

- Read decodable and predictable texts using developing phrasing, predicting as well as using the visual cues to

fluency, contextual, semantic, grammatical and phonic knowledge figure out unknown words have previously been

and emerging text processing strategies (eg. prediction, monitoring discussed

meaning and re-reading) (ACELY1659)

General Capabilities (that may potentially be covered in the lesson)
Literacy Numeracy ICT competence Critical and Ethical Personal and Social Intercultural
creative thinking behaviour competence understanding

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

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

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 that the sounding out strategy is used to help reading unknown words

• identify an unknown word when reading and utilise the sounding out process to complete the sentence

• explain how to practice the sounding out strategy, using the phrases: “breaking down” and “individual sounds”
Teacher’s Prior Preparation/Organisation: Provision for students at educational risk:

• discussion around the importance of reading • Maggie is half deaf so by moving her to the front

• make note of the words within the text that are going to be “sounded of the classroom she is able to better hear the

out” and practice these teacher and the lesson being taught.

• read through the text before the lesson to ensure its appropriate and

works well with the lesson objectives

• always take into consideration the students in the class, their needs

and their interests

• ensure the students have basic phonemic understanding

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LESSON DELIVERY (attach worksheets, examples, marking key, etc, as relevant)
Time Motivation and Introduction: Resources/References
11.00 Align these with the
- Invite students to the mat, ensure they are sitting quietly and transition runs segment where they will
be introduced.
smoothly (this can be done by making the students move in small groups around

the room rather then as a whole class)

use the text Girls Don’t
- Introduce the lesson by going over the previously learned strategies and asking Fart Okay!! written by
Lisa Regan to explore the
the children to explain what each on is and when you use it. reading behaviour of
sounding out.
“So today Year One’s, we will be learning another reading behaviour. Over the last few days

we have learnt four reading behaviours, can anyone name them for me?”

a. visual connections/understanding: using the pictures to make meaning of unknown words

b. re-reading: repeating a sentence to try and connect a meaning to difficult words

c. reading on: reading passed the unknown word to make sense of the sentence, going back

and filling the blank with a word that is grammatically correct.

d. predicting: readers make connections with what they see and what they know to have a

guess as to what is going to happen in a text

- Define and discuss what “sounding out” is and why it is useful when reading

* have the words HELP and MIDNIGHT written on the board

“Well done, you guys can remember all of the reading behaviours so far. Now we need to

learn about sounding out. Sounding out is when you, the reader, take the word apart and

sound out each letter or group of letters. So if we have the word “HELP” the broken down

sounds are “h, e, l, and p.” Then we can say these faster and faster, bringing the sounds

together to create the word. Now let’s do this word together (MIDNIGHT).”

11.05 Lesson Steps: (Lesson content, structure, strategies & Key Questions)

- Read the text, using think aloud’s and showing how to practice sounding out

“Awesome job! I’m going to read this story to you now. It’s called Girls Don’t Fart Okay!!

What a funny title. What do you think this text is about from the title and pictures that we

see?” “Okay, let’s get into it…”

- page one: “believe” b, e, l, ie, ve

- page two: “princess” p, r, i, n, c (s), e, ss
- page three: “gathered” g, a, th, er, ed
- page four: “adorable” a, d, or, a, b, le
- page five: “whispering” wh, i, s, p, er, i, ng
• five annotated pages attached at end of lesson plan

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Time Lesson Closure:(Review lesson objectives with students) Resources/References
Align these with the
11.15 - Give the students the opportunity to reflect on and discuss the strategy segment where they will
be introduced.
“Hopefully you enjoyed the book. Now what I want you to do is talk to the person next you

about what sounding is and how you do it (only 30 second discussion, write a few words on
use the text Girls Don’t
the whiteboard). Is there anyone who would like to try and sound out the words I have Fart Okay!! written by
Lisa Regan to explore the
written up here?” (if not do it as a class) reading behaviour of
sounding out.
a. clueless

b. sight

c. cloud

d. upset

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

- students complete a poster that must contain at least four (4) out of the five (5)

reading behaviours that have been taught

- they can decorate and draw relevant pictures to help them remember what each

strategy is and how to perform it when reading

- An end of semester assessment could be letter identification taken from the text “An

Observation Survey of Early Literacy Achievement” by Marie Clay (Clay, 2005).

- In this assessment children read multiple short texts and identify all the letters of the

alphabet and are given a reading grade

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LESSON EVALUATION (to be completed AFTER the lesson)

Assessment of Lesson Objective and Suggestions for Improvement:

Teacher self-reflection and self-evaluation:

[OFFICIAL USE ONLY] Comments by classroom teacher, HOPP, supervisor:

REFERENCES

Clay, M. (2005). An observation survey of early literacy achievement (3rd ed.). Auckland, N.Z.: Heinemann.

Regan, L. & Ernoult, A. (2016). Girls don't fart okay!!. Victoria, Australia: Bonney Press.

Winch, G., Ross-Johnston, R., March, P., Ljungdahl, L., & Holliday, M. (2014). Literacy (5th ed.). Australia: Oxford

University Press Australia.

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