Phonics CVC \'n\' words - lesson plan PDF

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SUGGESTED FORMAT FOR INDIVIDUAL LESSON PLAN Please tick as appropriate  This is largely the School’s planning  I planned this with support from school  I planned this independently

LESSON PLAN Date: 06.02.18

Subject: Phonics Time: 1:00

NC/CGFS/PNS Links

Class: EYFS

My teaching target appropriate to this lesson: To make sure all children are paying attention and understand the lesson.

Learning Intentions: To blend words that have been segmented orally. To write the CVC words ending in ‘n’. Success Criteria: Can I identify a word using ‘Fred talk’? Can I say and write given CVC words?

Implications From Previous Learning / Assessment: The children have been learning all sounds so have previous understanding of sounds. They are also aware of ‘Fred talk’ so will be able to communicate via this. Time

Introduction & Teaching Input

Key Questions Points

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Teaching

Start off doing speed sounds. Go through all the cards learnt to date, showing one sound Make sure all children have a white card at a time. They should shout the sound board and pen with them. out as a group as quick as they can. Main: Fred talk the CVC words using pictures (below). e.g. B-I-N, S-U-N, T-I-N… Ask them how they think it’s spelt using sounds. Write these words on the whiteboard. Get them to write on their whiteboards how they think it’s spelt. Choose children to sound theirs out.

Ask them what they think the picture is before sounding it out, bouncing out the sounds.

Hold up the pictures again and ask who can sound it out – hands up.

Get Fred to say some words e.g. R-A-N, C-A- Fred whispers into my ear. N, M-A-N. Get the children to sound it out altogether. I will demonstrate how they are spelt on the board. Write these words onto their boards.

Time

Development / Pupils’ Activities The children should feel like they understand these sounds and have a rough idea on how to write them. I will develop this skill by ‘Fred talking’ some CVC words to stretch them further. Differentiation The children are already in their phonics groups so all children will have similar ability so there is no need to differentiate further. Plenary Go through the pictures again and get them to sound them out all together as a group and explain to the children how impressed I am that they have learnt so many sounds.

Scaffolding and the role of adults I will always model it first so they can copy me. When they are doing the activity on their whiteboards, I will walk around to see if they’re doing it correctly. Classroom Management: Reinforce good behaviour by saying ‘good sitting’ and ‘good listening’ when they’re doing so they respond by always doing it. Constant praise will be given. Resources Needed: Picture cards Speed sound cards Whiteboards and pens Health and Safety Make sure all pen lids are on when not using them to avoid children from putting them in their mouths. Extension/Further Activities Get the children to give me some CVC words and ask them how to sound it out so that Fred can understand....