WK 1 Lessons

1
Daily Lesson Plans
<-> represents letters. /-/ represents sounds. These symbols and the letters within /-/ are for teachers and not for showing to children.
Unfamiliar Words
For reading, if a word is not familiar to children, explain its meaning after they have read it.
For spelling, if a word is not familiar to children, explain its meaning before asking them to repeat it and say the sounds.
Week 1
Day 1: s
Day 2: a
Day 3: t
Day 4: i
Day 5: p
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Week 1 Day 1 s
Sound-Letter Correspondences
Content Teacher Children
/s/ Tell the children a short story about the sound /s/ Listen.
(e.g., about a snake that says /ssss/). Repeat /s/ and do the action.
Lessons and Progression Week 1 © Elizabeth Nonweiler www.teachtoread.com

2
Say /s/ with an action, related to the story.
<s> Show the lower case letter <s>. See <s>. Say /s/.
Point to <s>. "This is /s/." Say the sound, not the letter name.
Point to <s> again. "What is this?"
Point to <s> somewhere else (e.g., on the wall, in a book, on a card).
"What is this?"
Letter Formation
Write <s> on the board, while describing the movement. Watch and listen.
S
“Stand up. Hold up your writing finger. Let’s write /s/ in the air.” Stand. Hold up finger.
Form <s> in the air while describing the movement, Watch, listen, form <s> in the air.
taking care that children see the letter formed in the correct direction.
“Can you say /s/ as you write /s/ in the air?. Watch, listen, say /s/, form <s> in the air.
/s/ “Sit on your chair.” Check posture. Sit at table or desk with good posture.
“Pick up you pencil like this.” Hold pencil correctly.
Hold up pencil, demonstrating correct pencil hold.
“Show me /s/.”
Write: s
“Did you write it like this?”
S
Show the correct formation on the board again. Compare with own formation of <s>.

3
Do not slow the lesson by correcting individual children at this time.
Finish by singing a song about /s/.
After the lesson:
 Begin a Sound Book with each child. Write <s> on the first page. Ask the child to say the sound.
 Point to <s> on the wall display and ask the children, 'What is this?' They say /s/.
 Help each child to form <s> correctly, holding their pencils correctly, with good posture sitting on a chair at a table or desk.
.....................................................................................................................................................................................................................................................................
Week 1 Day 2 a
Begin by singing the song about /s/.
Revision
<s> Show <s>. “What is this?” See <s>. Do action. Say /s/.
/a/ Tell the children a short story about the sound /a/. Listen.

4
Say /a/ with an action, related to the story. Repeat /a/ and do the action.
<a> Show the lower case letter <a>.
Point to <a>. "This is /a/." Say the sound, not the letter name.
Point to <a> again. "What is this?" See <a>. Say /a/.
Point to <a> somewhere else (e.g., on the wall, in a book, on a card).
"What is this?"
Letter Formation
Write <a> on the board, while describing the movement. Watch and listen.
A
“Stand up. Hold up your writing finger. Let’s write /a/ in the air.” Stand. Hold up finger.
Form <a> in the air while describing the movement, Watch, listen, form <a> in the air.
“Can you say /a/ as you write /a/ in the air?. Watch, listen, say /a/, form <a> in the air.
“Sit on your chair.” Check posture. Sit at table or desk with good posture.
a
“Show me /a/.”
Write: a
A
Show the correct formation on the board again. Compare with own formation of <a>.

5
Dictation
/s/ “Show me /s/.”

Try to write: s
/a/ “Show me /a/.”
Try to write: a
Observe children and note who needs extra practice. Watch correct formation.
s a
Show correct formation.
Do not slow the lesson by correcting children at this time.
Finish by singing a song about /a/.
After the lesson:
 Write <a> for each child on the next page of the Sound Book. Child says /a/.
Check what children have learned by asking them individually to look at the letters in their Sound Book and say the sounds to the
teacher. Check a few children each day.
 Point to <a> on the wall display and ask the children, 'What is this?' They say /a/, with the action.
 Help each child to form <a> correctly, holding their pencils correctly, with good posture sitting on a chair at a table or desk.
.....................................................................................................................................................................................................................................................................

6
Week 1 Day 3 t
Begin by singing the songs about /s/ and /a/.
Revision
<s> <a> Show <s>. “What is this?” See <s>. Do action. Say /s/.
Show <a>. “What is this?” See <a>. Do action. Say /a/.
/t/ Tell the children a short story about the sound /t/. Listen.
Say /t/ with an action, related to the story. Repeat /t/ and do the action.
<t> Show the lower case letter <t>.
Point to <t>. "This is /t/." Say the sound, not the letter name.
Point to <t> again. "What is this?" See <t>. Say /t/.
Point to <t> somewhere else (e.g., on the wall, in a book, on a card).
"What is this?"
Reading

7
Sat “Today we are going to learn to read words.”
Write ‘sat’ on the board.
“Tell me the sounds.” Point with your finger under each letter. Say: /s/../a/../t/
Sat Repeat, but this time move your finger smoothly from one letter to the next, as you repeat Listen
each sound slowly, stretching out the /s/ sound to blend with the /a/ sound and stretching
out the /a/ sound to blend with the /t/ sound, blending all the sounds to read 'sat'. Say with the teacher:
“Read with me.” /sss/../a/../t/ ... sat
At Repeat this routine to read ‘at’. /a/../t/ ... at
Identifying Sounds for Spelling
sat “What are the sounds in ‘sat’?” Listen and watch.
“sat ... /s/” Hold up and pinch one finger.
“/a/” Hold up and pinch a second finger.
“/t/” and hold up and pinch a third finger.
“Now say the word and tell me the sounds.” Say: sat ... /s/../a/../t/,
Repeat, as the children join in. pinching a finger for each sound.
“Help me spell ‘sat’. Tell me the sounds and I shall write the letters.”

8
After children say a sound, write the corresponding letter. Say /s/. Watch.
Say /a/. Watch.
Say /t/. Watch.
“Let's check.” Follow the reading procedure:
Point at each letter, as children say sounds. Say: /s/../a/../t/
Run your finger under letters as children blend sounds. Say: sat
“You helped me to spell ‘sat’.”
Check in this way, every time, whether the word is correctly spelled or not.
Repeat the process with the word, ‘at’. Say: at ... /a/../t/,
pinching a finger for each sound.
Letter Formation
Write <t> on the board, while describing the movement. Watch and listen.
T
“Stand up. Hold up your writing finger. Let’s write /t/ in the air.” Stand. Hold up finger.
Form <t> in the air while describing the movement, Watch, listen, form <t> in the air.
“Can you say /t/ as you write /t/ in the air?” Watch, listen, say /t/, form <t> in the air.
T

9
“Show me /t/.”
Write: t
T
Show the correct formation on the board again. Compare with own formation of <t>.
Dictation
/s/ /a/ /t/ “Show me /s/.” “Show me /a/.” “Show me /t/.”

Try to write: s a t
s a t
Finish by singing a song about /t/.
After the lesson:
 Write <t> for each child on the next page of the Sound Book. Child says /t/.
 Check what children have learned by asking them individually to look at the letters in their Sound Book and say the sounds to the
 Point to <t> on the wall display and ask the children, 'What is this?' They say /t/, with the action.

10
 Help each child to form <t> correctly, holding their pencils correctly, with good posture sitting on a chair at a table or desk.
.....................................................................................................................................................................................................................................................................
Week 1 Day 4 i
Begin by singing the songs about /s/, /a/ and /t/.
Revision
<s> <a> <t> Show letters in any order. See letters. Do actions. Say sounds.
at sat “Let’s read this word.” Say: /a/../t/ ... at
Point at the letters as the children say the sounds. Say: /s/../a/../t/ ... sat
Blend the sounds to read the word.
at sat “What are the sounds in ‘at’? Say ‘at’ and tell me the sounds.”” Say: at ... /a/../t/, while pinching a
Hold up and pinch a finger for each sound. finger for each sound.
“Help me spell ‘at’. Tell me the sounds and I shall write the letters.” Repeat: /a/../t/.
After children say a sound, write the corresponding letter. Watch the teacher write.
“Let’s check.” Point at the letters as children say the sounds. Say: /a/../t/ ... at
Repeat the routine with the word, ‘sat’.

11
/i/ Tell the children a short story about the sound /i/. Listen.
Say /i/ with an action, related to the story. Repeat /i/ and do the action.
 Show the lower case letter .
Point to . "This is /i/." Say the sound, not the letter name.
Point to again. "What is this?" See . Say /i/.
Point to somewhere else (e.g., on the wall, in a book, on a card).
"What is this?"
Reading
sit “Today we are going to learn to read more words.”
Write ‘sit’ on the board.
“Tell me the sounds.” Point with your finger under each letter. Say: /s/../i/../t/
sit Repeat, but this time move your finger smoothly from one letter to the next, as you repeat Listen
each sound slowly, stretching out the /s/ sound to blend with the /i/ sound and stretching
out the /i/ sound to blend with the /t/ sound, blending all the sounds to read 'sit'. Say with the teacher:
“Read with me.” /sss/../i/../t/ ... sit
it Repeat this routine to read ‘it’. /i/../t/ ... it

12
sit “What are the sounds in ‘sit’?” Listen and watch.
“sit ... /s/” Hold up and pinch one finger.
“/i/” Hold up and pinch a second finger.
“/t/” and hold up and pinch a third finger.
“Now say the word and tell me the sounds.” Say: sit ... /s/../i/../t/,
“Help me spell ‘sit’. Tell me the sounds and I shall write the letters.”
After children say a sound, write the corresponding letter. Say /s/. Watch.
Say /i/. Watch.
Say /t/. Watch.
Point at each letter, as children say sounds. Say: /s/../i/../t/
Run your finger under letters as children blend sounds. Say: sit
“You helped me to spell ‘sit’.”
Repeat the process with the word, ‘it’. Say: it ... /i/../t/,

13
Letter Formation
Write on the board, while describing the movement. Watch and listen.
i
“Stand up. Hold up your writing finger. Let’s write /i/ in the air.” Stand. Hold up finger.
Form in the air while describing the movement, Watch, listen, form in the air.
“Can you say /i/ as you write /i/ in the air?” Watch, listen, say /i/, form in the air.
i
“Show me /i/.”
Write: i
i
Show the correct formation on the board again. Compare with own formation of .
Dictation
/s/ /a/ /t/ /i/ “Show me /s/.” “Show me /a/.” “Show me /t/.” “Show me /i/.”
Try to write: s a t i

14
s a t i
Finish by singing a song about /i/.
After the lesson:
 Write for each child on the next page of the Sound Book. Child says /i/.
 Point to on the wall display and ask the children, 'What is this?' They say /i/, with the action.
 Help each child to form correctly, holding their pencils correctly, with good posture sitting on a chair at a table or desk.
.....................................................................................................................................................................................................................................................................
Week 1 Day 5 p
Words to choose from for reading and spelling:
pit pat pits pats sip sips sap saps pap pip pips tap taps tip tips spat spit spits
Begin by singing the songs about /s/, /a/, /t/ and /i/.
Revision

15
<s> <a> <t> Show letters in any order. See letters. Do actions. Say sounds.
at sit “Let’s read this word.” Say: /a/../t/ ... at
Point at the letters as the children say the sounds. Say: /s/../i/../t/ ... sit
Blend the sounds to read the word.
it sat “What are the sounds in ‘it’? Say ‘it’ and tell me the sounds.”” Say: it ... /i/../t/, while pinching a
Hold up and pinch a finger for each sound. finger for each sound.
“Help me spell ‘it’. Tell me the sounds and I shall write the letters.” Repeat: /i/../t/
After children say a sound, write the corresponding letter. Watch the teacher write.
“Let’s check.” Point at the letters as children say the sounds. Say: /i/../t/ ... at
Repeat the routine with the word, ‘sat’.
/p/ Tell the children a short story about the sound /p/. Listen.
Say /p/ with an action, related to the story. Repeat /p/ and do the action.
 Show the lower case letter .
Point to . "This is /p/." Say the sound, not the letter name.
Point to again. "What is this?" See . Say /p/.
Point to somewhere else (e.g., on the wall, in a book, on a card).
"What is this?"

16
Reading
pat “Today we are going to learn to read more words.”
Write ‘pat’ on the board.
“Tell me the sounds.” Point with your finger under each letter. Say: /p/../a/../t/
pat Repeat, but this time move your finger smoothly from one letter to the next, as you Listen
repeat each sound slowly, stretching out the /a/ sound to blend with the /t/ sound,
blending all the sounds to read 'pat'. Say with the teacher:
“Read with me.” /p/../a/../t/ ... pat
sap Repeat this routine to read ‘sap’. /s/../a/../p/
Explain the meaning of ‘sap’. ... /sss/../a/../p/ ... sap
spit Repeat this routine to read ‘spit’. /s/../p/../i/../t/
... /sss/../p/../i/../t/ ... spit
tap “What are the sounds in ‘tap’?” Listen and watch.
“tap ... /t/” Hold up and pinch one finger.

17
“/a/” Hold up and pinch a second finger.
“/p/” and hold up and pinch a third finger.
“Now say the word and tell me the sounds.” Say: tap ... /t/../a/../p/,
“Help me spell ‘tap’. Tell me the sounds and I shall write the letters.”
After children say a sound, write the corresponding letter. Say /t/. Watch.
Say /a/. Watch.
Say /p/. Watch.
Point at each letter, as children say sounds. Say: /t/../a/../p/
Run your finger under letters as children blend sounds. Say: tap
“You helped me to spell ‘tap’.”
pit Repeat the process with the word, ‘pit’. Say: pit ... /p/../i/../t/,
Letter Formation
Write on the board, while describing the movement. Watch and listen.
p

18
“Stand up. Hold up your writing finger. Let’s write /p/ in the air.” Stand. Hold up finger.
Form in the air while describing the movement, Watch, listen, form in the air.
“Can you say /p/ as you write /p/ in the air?” Watch, listen, say /p/, form in the air.
p
“Pick up you pencil (chalk or pen) like this.” Hold pencil, chalk or pen correctly.
“Show me /p/.”
Write: p
p
Show the correct formation on the board again. Compare with own formation of .
Dictation
/s/ /a/ /t/ /i/ /p/ “Show me /s/.” “Show me /a/.” “Show me /t/.” “Show me /i/.” “Show me /p/.” Try to write:
s a t i
p
Observe children and note who needs extra practice. Watch correct
s a t i p
Show correct formation. formation.

19
Finish by singing a song about /p/.
After the lesson:
 Write for each child on the next page of the Sound Book. Child says /p/.
 Point to on the wall display and ask the children, 'What is this?' They say /p/, with the action.
 Help each child to form correctly, holding their pencils correctly, with good posture sitting on a chair at a table or desk.
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1

Daily Lesson Plans

Content Teacher Children

Lessons and Progression Week 1 © Elizabeth Nonweiler www.teachtoread.com

Say /s/ with an action, related to the story.

Point to <s> again. "What is this?"

Point to <s> somewhere else (e.g., on the wall, in a book, on a card).

Content Teacher Children

“Pick up you pencil like this.” Hold pencil correctly.

Hold up pencil, demonstrating correct pencil hold.

Lessons and Progression Week 1 © Elizabeth Nonweiler www.teachtoread.com

Do not slow the lesson by correcting individual children at this time.

Finish by singing a song about /s/.

After the lesson:

Begin by singing the song about /s/.

Content Teacher Children

Content Teacher Children

Lessons and Progression Week 1 © Elizabeth Nonweiler www.teachtoread.com

<a> Show the lower case letter <a>.

Point to <a> again. "What is this?" See <a>. Say /a/.

Point to <a> somewhere else (e.g., on the wall, in a book, on a card).

Content Teacher Children

Hold up pencil, demonstrating correct pencil hold.

Lessons and Progression Week 1 © Elizabeth Nonweiler www.teachtoread.com

Do not slow the lesson by correcting individual children at this time.

Content Teacher Children

/s/ “Show me /s/.”

Do not slow the lesson by correcting children at this time.

Finish by singing a song about /a/.

After the lesson:

teacher. Check a few children each day.

Lessons and Progression Week 1 © Elizabeth Nonweiler www.teachtoread.com

Begin by singing the songs about /s/ and /a/.

Content Teacher Children

Show <a>. “What is this?” See <a>. Do action. Say /a/.

Content Teacher Children

<t> Show the lower case letter <t>.

Point to <t> again. "What is this?" See <t>. Say /t/.

Point to <t> somewhere else (e.g., on the wall, in a book, on a card).

Lessons and Progression Week 1 © Elizabeth Nonweiler www.teachtoread.com

Content Teacher Children

Sat “Today we are going to learn to read words.”

Write ‘sat’ on the board.

“Read with me.” /sss/../a/../t/ ... sat

At Repeat this routine to read ‘at’. /a/../t/ ... at

Identifying Sounds for Spelling

Content Teacher Children

sat “What are the sounds in ‘sat’?” Listen and watch.

“sat ... /s/” Hold up and pinch one finger.

“/a/” Hold up and pinch a second finger.

“/t/” and hold up and pinch a third finger.

Lessons and Progression Week 1 © Elizabeth Nonweiler www.teachtoread.com

Say /a/. Watch.

Say /t/. Watch.

“Let's check.” Follow the reading procedure:

Point at each letter, as children say sounds. Say: /s/../a/../t/

“You helped me to spell ‘sat’.”

pinching a finger for each sound.

Content Teacher Children

Lessons and Progression Week 1 © Elizabeth Nonweiler www.teachtoread.com

Hold up pencil, demonstrating correct pencil hold.

Do not slow the lesson by correcting individual children at this time.

Content Teacher Children