Turn the letters over so they are covered and play a game of tic-tac-toe with students.Make the common sound for each letter and ask students to repeat the sound. Name each letter and ask students to repeat the name after each one. Introduce the flashcards with the lower-case letters ‘r’, ‘h’ and ‘j’ written on them.Introduce the learning intention and ensure students know the focus of the lesson is about naming and making the common sound for the graphemes ‘r’, ‘h’ and ‘j’.I can make the common sound for ‘r’, ‘h’ and ‘j’. I can name the lower-case letter ‘r’, ‘h’ and ‘j’. We are learning to recognise the lower-case letters r, h and j and the common sound each letter makes. small whiteboards and markers for each student.Įnglish, Reading and Viewing, Language: Expressing and developing ideasįoundation: Recognise that texts are made up of words and groups of words that make meaning ( VCELA144)Įnglish, Reading and Viewing, Language: Phonics and word knowledgeįoundation: Recognise all upper- and lower-case letters and the most common sound that each letter represents ( VCELA146)Įnglish, Writing, Literacy: Creating textsįoundation: Understand that sounds in English are represented by upper- and lower-case letters that can be written using learned letter formation patterns for each case ( VCELY162) Learning intention.
a shared reading text containing the initial lower-case letters ‘r’, ‘h’ and ‘j’ such as Sally’s new shoes by Beverley Randell, Jenny Giles and Annette Smith, published by Cengage.a set of flashcards with the single lower-case letters ‘r’, ‘h’ and ‘j’ recorded for each student.Resources required for this lesson include:
A text is chosen to support the focus for shared reading. Data collected via the F-2 English Online Interview (Victorian Government schools) or through the Letter Identification Task (Clay, 1993 2013), or DATE – Early Literacy in English Tool: Alphabet Letters would inform planning for teaching and learning. a follow up activity to reinforce the new or revised learning. a shared reading of a text containing the identified letters/graphemes and sounds/ phonemes. The short intervention lesson would take the place of a guided reading session and include: The teacher works with a small group of students who would benefit from repetition and overlearning of these letters. The lesson in this instance focuses on the graphemes ‘r’, ‘h’ and ‘j’ and the common sound/phoneme each letter makes. Appropriate metalanguage should be introduced to students prior to the lesson. Depending on the students and their learning needs, the lesson focus may be narrowed (to one letter/grapheme and its common sound/ phoneme) or increased (to several letters/graphemes and their common sounds/phonemes). This lesson is an illustration of how a teacher may support a small group of students with learning individual letters/ graphemes and their common sounds/ phonemes. Phonics lesson: Single letters and their common sounds Lesson overview Foundation Level Sample unit: Teaching the grapheme 'p' and its phoneme /p/. Foundation Phonics Lesson – Introducing the letter and sound: 's', /s/. Phonics Lesson -Teaching the long 'e' sound in context. Phonics lesson-Using a traditional tale to teach phonic elements. Phonics lesson: Single letters and their common sounds. There are numerous ways of teaching phonics through short introductions and activities such as word walls, individualised sound letter books, and analysing graphemes in new vocabulary. The lesson sequences are examples and are not intended to cover all aspects of phonics. This section includes sample phonics lessons.
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