_1teacher_bookingles.pdf

IndexWelcome to Pips Phonics 2

What is synthetic phonics? 3

Teaching and learning resources 4

Methodology for young bilingual learners 6

Step by step to learning new sounds 8

Step by step to consolidating learned sounds 10

Reading books 12

Teaching tips 13

Ideas banks 15

Teaching notes 18

Assessment 99

Letter to parents 102

Photocopiable material 103

Gill BudgellNatalie Jane Gmez ONeill

1

PipsPhonicsTeachers Resource Book

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Pips Phonics is a carefully structured synthetic phonics scheme for young learners of English aged between 4 and 6. Its unique feature is that it has been written specifically for Spanish speaking children learning English. It takes the very best of synthetic phonics teaching and combines it with the very best of English language teaching to produce a course that will work perfectly for you and your class.

Pips Phonics offers support for English and bilingual teachers as well as the children, as it builds confidence in teaching and learning techniques. Through a series of highly structured teaching units, Pips Phonics ensures that children understand the relationship between letters and sounds in the English alphabetic system so that they can begin to develop independence in their mastery of English. The course will help children to read and write in English as well as developing their pronunciation skills.

Key features include: A synthetic phonics approach to learning

to read; a structured teaching sequence of letters and sounds in order to blend (read) and segment (spell) words which are appropriate for young children learning a second and/or foreign language.

Content that is meaningful and appropriate to young learners of English in terms of characters, themes, vocabulary and language structures.

Small steps of progression from unit to unit. Cumulative progression: after each set

of three units there is a practice and consolidation unit.

Clear and direct support for teachers with step-by-step lesson plans, pronunciation tips and letter formation guidance as well as activity ideas, record-keeping and checks.

A full suite of resources to enable the teacher to bring phonics alive in the classroom: students books, pop-outs, stickers, jingles, photocopiable resources and ideas banks. Each level features an i-book in order to project the students book pages onto the IWB (Interactive white board).

A set of reading books to encourage independent reading.

The aim of Pips Phonics is to support children in their understanding of the English

alphabetic code (the relationship between letters and sounds) and then to build

their confidence in using and applying this knowledge in speaking, listening, reading

and writing in English.

The Pips Phonics programme consists of 3 levels:Level 1 begins with the very simplest letter / sound correspondences: one letter, one sound. Level 2 continues with the simple letter sounds but also introduces the first two letters, one sound (e.g. sh, th, ch) as well as qu as kw and x as ks.Level 3 builds on the notion of two letters, one sound, as well as reading two adjacent consonants (e.g. stop, pest).

High frequency (HF) words are introduced and tackled from the very beginning but split into those which are entirely decodable using phonic knowledge and those that are not.

Welcome to Pips Phonics

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Synthetic phonics is a process of teaching children the relationship between letters (graphemes) and sounds (phonemes) for reading, spelling and handwriting. The word synthetic relates to the process of identifying, sounding out and then synthesising or blending the sounds in a word from left to right in order to read it. This enables learners to decode from print to speech.

For example:To read the word cat:1. Recognise the letters (graphemes): c, a, t.2. Say the sounds (phonemes) for each letter:

k-a-t.3. Blend the sounds (phonemes) to hear the

word: cat.

For L1 learners this method can support comprehension but for L2 learners we must offer additional support to ensure that the vocabulary becomes part of the oral vocabulary. Therefore we sometimes offer visual support for EFL or bilingual learners that would not be appropriate for L1 learners.

In English speech we have 44 phonemes but only 26 letters in the alphabet with which to represent these sounds in writing. Unlike most other languages, English has many spelling alternatives for a sound as well as many letters which can be pronounced in more than one way. Pips Phonics ensures that children know some of these associations, rules and anomalies in order to crack the code for speaking, listening, reading and writing.

Spelling and writing are the reverse part of the blending and reading process;

so we blend to read but segment to spell.

To spell the word dog:1. Recognise each sound heard from beginning

to end of the spoken word: d, o, g.2. Write the letter or letters for each sound

(phonemes): d, o, g.3. Blend the sounds (phonemes) to check that

the word you hear is the one you wanted to spell: dog.

PronunciationEnglish speakers pronounce words differently depending on regions. In Pips Phonics we provide pronunciation guidance for each sound but there will always be a degree of variance.

Letter sequenceYou may wonder why the letters and sounds are not taught in an A-Z sequence. In synthetic phonics it is crucial that a sequence of letters and sounds is taught in an order that most quickly allows learners to use their phonic knowledge and skills to read and write. So we teach s, i, t followed by p, a, n so that many simple consonant-vowel-consonant (CVC) words can be read early on.

What is synthetic phonics?

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Teaching resources

i-bookThis exciting classroom tool helps to capture the childrens attention and make their learning more meaningful. The Students Book can be projected onto the IWB in order to introduce and practise each sound session. It contains direct links to all the resources necessary for the session: audios, teaching notes, photocopiable worksheets, flashcards, pronunciation guide and an illustrated grapheme guide.The jingles have been recorded in a variety of ways: fast, slow, as a chant and without music, to suit all learning needs. They are taught with actions to promote TPR (total physical response) and one of these actions can then be used later as a mnemonic. The range of actions also practises fine and gross motor skills.

i-flashcardsThe flashcards can be projected or printed out. They are divided into four different types:

Jingle cardsThe jingle appears on one side and the corresponding image on the other. This is ideal when listening to the jingle or as a quick visual reminder of the letter and sound.

Sound cardsThese are used for learning the letters and sounds. On one side we see the grapheme in both capital and small letter, on the other an image which helps to fix the sound in the childrens mind.

Picture flashcardsEach sound has four picture flashcards to help reinforce the sound as well as some of the vocabulary.

Decodable word cardsChildren will be able to decode these CVC words after learning the corresponding sounds. It is important that children can read and pronounce them even if they do not know the meaning.

Teachers Resource Book There are comprehensive teaching notes for each sound to cover five sessions as well as notes for the consolidation sections of the Students Book. This useful resource book also has many practical sections to help the teacher: A bank full of ideas to make the teaching sessions as fun and creative as each teacher prefers. Evaluation charts. A photocopiable vocabulary activity for each sound. A photocopiable letter formation activity for each sound. A photocopiable creative activity for each sound. Photocopiable sound cards, CVC and HF word cards for games and individual practice. Photocopiable certificates for encouragment. Photocopiable writing practice worksheets.

Pip'

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SsSal likes the sun, Sal likes the sea. Sal likes sunglasses, Just like me!

Pip'

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s 1

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L.

S s

Pip'

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Pip'

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Pip'

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Pip'

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Pip'

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s 1

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sit

Pip'

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Learning resources

Students Book 15 single sounds are introduced, each one with two pages of clear, systematic activities. The children practise hearing, saying, seeing and writing each sound.

After every three sounds there is a consolidation section to review what has been learned. The children are also encouraged to try reading and writing words which use the sounds they know.

At the end of the book there are pages to practise all the sounds learned so far and discover how many words they can now read!

Stickers

Every new sound includes fun stickers to support the learning as well as helping to practise new vocabulary.

Pop-outs

These pre-punched cards help to consolidate the learning in a fun, hands-on way. Children can use their creativity while at the same time reinforcing their memorisation of the sounds.

Reading books

These three decodable reading books featuring the course characters are an ideal tool to practise reading in a meaningful context.

See page 12 for more detailed information.

Stick.Find and ring.

23

Digging dog, digging dog,

Dig, dig, dig.

Digging dog, digging dog,

Dig, dig, dig.

Draw something with D d

My words

Say the words.Say the first sound.

25

gdo

GOD

Join the letters to the pictures.

Say the sounds. Join the letters.

dgo

Say the sound.Finger write the letters.

Say the sound. Write the letters.

24

D D D d d d

og

a uck on a og

a og in a ress

a rink for a

a oll and a inosaur

My d drawing

26

Say the sounds.Try to read.

dog

dig

pig

dadSay the word. Write the letter for the start sound.

Say the sounds. Read the words. Ring the pictures.

on

go

Sal and a dog

a sad dog

a pig and a dog

ants in sand

s t a di p on g

A tiger mask

Pip

s Ph

onic

s

Sant

illan

a Ed

ucac

in,

S.L

. 20

13

fun stickers to support the

Sal.

Sit, Pip.

4 5

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Methodology for young bilingual learners

Given the intended audience for Pips Phonics, we worked closely with EFL teachers in Spain to ensure that the phonics approach took account of the fact that these young learners are battling with the alphabetic code of a second language. We therefore make no apology for occasionally breaking a few synthetic phonic rules in order to fully support the bilingual learner who is searching for meaning.

Pips Phonics Level 1 Students Book We focus on hearing the sound represented by a letter at the beginning of words as well as

being able to write the letter correctly. We use and build a vocabulary base suitable for L2 learners which feature the focus letter sound.

We provide a mnemonic image for each letter to help children remember the letter sound.

We provide a jingle that features words beginning with the focus letter sound and uses TPR. These are for hearing and saying the sound in an alternative, fun way, not for reading.

We ask children to find and ring objects in a picture beginning with the focus sound. We then ask them to add stickers of items that feature this sound. We do not usually expect these bilingual learners to be able to hear the sound in different positions in the word at this stage. We also provide plenty of visual images to support their understanding and vocabulary development.

Stick.Find and ring. Draw something with

3

S s

Sal loves the sun. Sal loves the sea.Sal loves sunglasses, Just like me!

P p


3

S s


P p


3

S s


P p

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We ask children to draw items beginning with the focus letter sound to make their own vocabulary collection. This can be a word from the lesson, another word they know or even a classmate whose name starts with that sound.

We ask children to finger trace and then write both capital and lower case letters.

We ask children to write the focus letter within words that they cannot necessarily read and for which we therefore provide an illustration. This would not feature in an L1 synthetic phonics programme but is essential for these learners.

We provide icons to support the instructional language.

ring

stick

draw

say

finger write

write

join

read


3

S s


P p


4

un un hat ungla e andal

S S S s s s

al


Sea and sand


4

un un hat ungla e andal

S S S s s s

al


Sea and sand

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Step by step to learning new sounds

Each session should last between 10 and 20 minutes.

Session 1: Introducing the letter sound1. Introduce the letter and the letter sound using the sound card. 2. Model how to say the sound.3. Introduce new vocabulary using the picture flashcards.4. Show the IWB screen to further consolidate the letter and sound.

Session 2: Practise see, hear, and say the letter sound1. Sing the jingle again from the last lesson.

Revise the sound picture cards to review vocabulary. Revise some of the additional vocabulary learned from Session 1 and found in the picture.

2. The children complete the corresponding page in the Students Book.

a. Consolidate the sound and introduce the iconic image for this letter sound.

b. Sing or say the jingle.

c. Model Find and ring, Stick and Draw. d. Find and teach additional letter sound vocabulary if appropriate to your class.

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Stick.Find and ring. Draw something with P p

Pip in the park,Stop, stop, stop!Pip in the park,Pop, pop, pop!

P pP p

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12

op! op! op! izza anda ig u et

ip


My park

P P P p p p

Session 3: Practise saying the letter sound and writing the letter 1. Show the IWB screen.

2. The children complete the corresponding page in the Students book.

Session 4: Practise the letter sound with a creative activityThere is always a pop-out item for the children to enjoy making and using in creative play.

Session 5: Practise the letter sound with the whole class and in group activitiesRevisit the sound, vocabulary and jingles. Set up a variety of whole class or small group games and activities as suggested in the Teachers Resource Book (see pages 13-17).

After every three sounds there will always be a set of four cumulative consolidation sessions. These sessions follow a similar pattern but use and mix all three of the letter sounds just learned.

a. Teach the finger tracing of the letter formation and then practise writing it in the air together.

b. Model the formation as you write it on the board. Always say the sound as you write.

c. Revisit the vocabulary for these items. Establish the missing letter sound. Demonstrate writing the missing letter on the line.

d. Model how to use the stickers and drawings.

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Step by step to consolidating learned sounds

Each session should last between 10 and 20 minutes.

Session 1: Consolidating the letter soundsRevisit the three newly learned letter sounds, key vocabulary and jingles either with the flashcards or the corresponding Students Book pages.

Session 2: Practise see, hear, say the letter soundsChildren complete the corresponding page in the Students Book.

a. Review how to say the sounds and then match the small and capital letters.

b. Ensure the children can recall the vocabulary, model how to say the word and say the first letter sound.

c. Model how to join the letters to the pictures and invite children to help you.

d. Model how to add words of your own. If you have a child in the class whose name begins with one of the letters, then add their names to the box. Children can always return to this page to add words as they learn them.

My words

Say the words.Say the first sound.

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apn

NAP

Join the letters to the pictures.

Say the sounds. Join the letters.

p

n

a

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Session 3: Practise reading and writing the letter sounds previously learned in this level

a. Revisit previously learned letters. b. Work with the children to show how to complete the activity. Model how to blend each word, for example: P-i-p is Pip.

c. With the children, look at each picture, say the word, identify the correct letter and sound and then write the letter for each.

d. Model how to blend these sounds in order to read the words. Help the children with meanings where necessary.

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Say the sounds.Try to read.

Pip

ant

in

sitSay the word. Write the letter for the start sound.

Pip

ant

Say the sounds. Read the words. Ring the pictures.

it

in

Pip and an ant

ants in my pants

Its Pip.

Its Sal and Tom.

No, Pip!

s t ai p n

Session 4: Consolidate and practiseRevisit the sounds, vocabulary and jingles for these letters. Set up a variety of whole class or small group games and activities as suggested in the Teachers Resource Book (see pages 1317).

When the necessary letter sounds have been taught, you may also introduce the children to the reading books during this set of sessions. Each book offers systematic practice of taught letter sounds to encourage reading independence.

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Reading books

Pips Phonics 1 is accompanied by three reading books, each one carefully written by the course author to ensure that the children can use their newly acquired phonics knowledge to decode (read) them. The language has also been chosen so that children whose first language is not English can understand them.

The artwork contains many images which the children will have seen and can recognise from the Students Book so they can practise their vocabulary development as well.At the back of each book there is a fun quiz to check comprehension.

The books can be enjoyed together as a class using the class audio CD.It is also very important that the children read the books independently, in small groups, in pairs, at home and individually to the teacher.

Pips Phonics reading books offer children tiny steps of ensured success on the road to independent reading!

Book

1. Sit, Pip!

2. Mud on Pip

3. Top dog Pip!

Characters

Sal, Tom, Pip

Sal, Tom, Pip

Sal, Tom, Pip, Mum, Dad

Phonically decodable

words

sitget

suncapcatmud

HF / Tricky words

a

a

Phonically decodable HF words

and it

on

its and

When to read

after learning e

after learning u

after learning r

Sun on Sal.

Sun on Tom.2 3

catmugnetpenpot

redratkisstop

Sit, Pip.Sal.

12 13

Mud on Pip!

16

16

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Pips tips

General Phonic Teaching Tips

This course is designed to be as flexible as the teacher needs it to be; each sound can be covered in a day, a week or however long is needed.

Teach the units in the order presented within the course as the content is cumulative and designed to both support and develop learning.

Lessons are most effective when based on: review, teach, practise, apply, check and progress. Keep the sessions short and snappy. Practise both oral/aural and reading/writing work. But remember that writing usually follows

behind reading development in the early stages. Never ask the children to read or write a word that is beyond their level of phonic knowledge. At the start of every session review the sounds already learned using the sound cards; this

can get faster and faster as the children become more familiar with them. Whenever possible during the day, review the sounds the children have learned as the

occasion arises; for example, in the dining room: Look, you are eating ssssspaghetti; when listening to a story: This is a story about a duck, what is the first sound of duck? Look, here is the word duck.

As the children learn new sounds, put them on view in the classroom, permanently if possible. This could be done in a practical way, for example: stick a d on the door, t on the teachers table, or make a cumulative letter / sound frieze to run around the classroom wall.

Use technology wherever possible to engage and motivate the children in a multisensory way with photos, video, reading and writing on-screen: If possible take photos of the Tom, Sal or Pip pop-outs in different places or with different

objects to coincide with each new sound. Play the jingles to children while they are working on a creative worksheet. Video record the children acting out a jingle, sound record the children singing the jingle,

then play it back for others to enjoy.

Pronunciation

Always promote correct pronunciation from the beginning and remind children to use their English head when speaking or reading. It is preferable that the children pronounce correctly using the English sounds not their native language sounds to avoid typical mistakes.

Practise the sounds yourself using online sites or the sounds videos on the i-book and ensure that you say the sounds purely e.g. mmm, not muh. This will help the children to blend the sounds for reading more easily.

Know that some phonemes can be represented by two letters, one sound e.g. ch, ng; three letters, one sound e.g. ear; one letter, two sounds e.g. x.

Let the children see your mouth clearly as you pronounce sounds. Exaggerate the position of your mouth, teeth and tongue so the children can see how to move their own mouths into position.

Encourage them to watch themselves in mirrors or each other as they practise forming the shapes with their mouths.

Encourage them to touch their throats or put their fingers in front of their lips for different sounds to feel the difference between them.

Use the jingles repeatedly and enjoy them they are written specifically for you and the children to practise saying the focus letter sound.

Use technology wherever possible to record the children saying the sounds and play it back for them (they love this!).

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Pips tips

Reading It is important that children know that reading and writing are reversible processes different

sides of the same coin! Remember that reading will usually be a little bit ahead of writing. Do not ask children to read a word if it contains letter sounds which they do not know yet. Encourage children to use their phonics knowledge as a first strategy to read a word or phrase

and discourage guessing from pictures. Use letter sound cards, magnetic letters, or other resources which are now available in order to

practise grapheme-phoneme correspondence. Children should have access to a wide range of books for sharing and enjoying. They should not

be expected to read books independently which contain words they cannot yet decode. Encourage the children to read in pairs sometimes too. High frequency words need to be taught but some of these are less easy to decode. Show the

children how to use a phonics first approach and then tweak the parts of the word that are irregular. Words like one, the, who are very tricky and may need additional strategies; for example, devise a mnemonic to help them to remember, look at the word shape, etc.

Letter formation Try writing something yourself using the hand you do not normally use in order to understand

the difficulties for the children! Ensure that you are confident about correct letter formation for both capitals and lower case. Use the grapheme guide on the i-book to see correct letter formation. For children who are not physically ready to write letters, try to give them gross motor skill

practice. Remember, a child who cannot run round a hoop in the hall will almost certainly not be able to write the letter O on a small piece of paper.

Ensure the children are holding their pencils correctly. Ensure the paper is angled correctly depending on whether the child is right or left handed:

For right handers the top right hand corner of the paper is tilted up. For left handers the top left hand corner of the paper is tilted up.

Make sure the children are sitting correctly with their feet on the floor, head up, not resting on the desk, spare hand steadying the paper.

Always model writing with your back to the children so they can see where you start and which direction to write in.

Encourage the children to practise letter formation in the air, on the palm of their hand, on a partners back, in sand, in paint, and eventually on paper.

Explain that all small letters start in the air, they never start on the line. Make a set of textured letters using fine sandpaper, textured wallpaper, plasticine or anything

else, to help the children feel the shapes. Keep example letters on view on the walls for the children to refer to.

Writing Do not ask children to spell a word with letter sounds which they do not know. Children may be asked to write the focus letter in words which are not yet decodable this is just

for letter formation practice and gives an opportunity to develop oral vocabulary too. If available, use mini white or chalk boards for writing practice. Use magnetic letters to show children how to build words for spelling. Use large letter cards for children to hold or wear like a necklace so they can physically

organise themselves into words, phrases or sentences. Use simple dictations once children are confident.

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Ideas bank

Games

Print out and photocopy various copies of all the flashcards and laminate them if possible. Put on the wall as many sounds as the children have learned. Call out two to four

children and give each one a fly squatter. Say a sound and the first child to hit it wins a point. (They can also do this just with their hands if no fly squatters are available.)

In the school gym or playground, put up all the sounds they have learned around the walls. Call out sounds or instructions and the children go to the corresponding one. For example: Run to T. / Girls, go to A. / Go to the first sound of your name. / Blue eyes jump to S.Alternatively, ask the children to bring letters; for example, ask individual children to bring certain letters or say: Bring me the letters for dog.

Put magnetic letters into a box full of shredded paper / polystyrene and, using a magnetic fishing rod, ask the children fish for letters. Alternatively, make magnetic letters or words by attaching a paper clip to the word or sound card.

Give all the children a word in an envelope and tell them to look at it in secret. Call out two words and the children with those words change places.

Give out various sound cards. Say a word and tell the children who are holding one of the sounds from that word to come out. Help them to stand in order to spell the word correctly. The rest of the class can say whether it is correct or not.

Put the children into pairs and give them a set of cards to play Snap! Put the children into pairs and give one of them a secret CVC word. This child dictates

the sounds to their partner, who writes down the letters. They then compare if the two words, the one on the card and the one written down, are the same.

Ask the children to bring objects or pictures to school that start with the letter you are focusing on for oral work. Give out the objects and the children in turn stand up and say the name of the object they have.

Hands-on

Note: Some of these ideas can be messy so are best done in small groups. Have a bowl of water, tissues or wipes readily available.

Using flour/ chocolate powder / sand / salt etc. sprinkled on a plastic plate, say a letter or a word and the children use their finger to write it. (Tell them not to lick their fingers afterwards!)

Make sand / textured letters by putting glue on a large letter and letting the children sprinkle sand on.

Call out a letter or a word and the children make it using pipe cleaners / string / wool. These can then be stuck down on card.

Put shaving foam onto a paper plate and the children trace the letters you say into it using their finger.

Make a collage with coloured paper and card, sticking the paper in the shape of the letter.

Use gomets in different colours to recreate the shape of a letter. For children who find it harder, draw the line for them to stick the gomets on; those who find it easier can do it independently.

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Creative ideas

These ideas can be as creative as each teacher chooses them to be.Some of these ideas can be messy so are best done in small groups.

Make a sun using tissue paper. Make a snake from a sock. Make a spiral snake. Make a spider or a snail from plasticine. Make a pattern using squares of different sizes and materials. Skip!

Make insects from plasticine / modelling clay. Make insects from finger prints. Make musical instruments. Make invitations for people to visit your class. Decorate and hang huge in, is, if, it to help learn these HF words.

Make a toucan or a tree with handprints. Trace a turtle. Draw a television with a tiger or a tortoise on the screen. Make a play tent in the corner of the classroom. Make a pattern using triangles of different sizes and materials. Decorate and hang huge to, the to help learn these HF words.

Make a paper bag puppet. Make a pink and purple collage. Make a plasticine pizza. Make a police officers hat. Decorate a paper plate. Paint!

Make apple prints. Apple print a large letter A. Make an animal collage with pictures cut from magazines. Decorate and hang huge as, and to help learn these HF words.

Make a pasta necklace. Make plasticine nests. Make nurses hats. Paint a night picture. Decorate and hang a huge no to help learn this HF word.

Make an octopus. Mix red and yellow paint to make orange. Make an office corner in the classroom. Make an orange collage. Decorate and hang huge on, off to help learn these HF words.

Ideas bank

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Make glasses and decorate them with glitter. Make white ghosts on black card. Make a green, grey or gold collage. Make green grapes with plasticine. Decorate and hang a huge go to help learn this HF word.

Paint daisies on black card. Make a drum or a dinosaur. Dance. Dig in the sandpit. Decorate and hang a huge do to help learn this HF word.

Paint a hard-boiled egg. Decorate an envelope. Make an elephant with plasticine.

Make cat masks. Stick corn flakes onto a big C. Draw a clown or a castle. Make a colour chart using collage or paint. Practice catching a ball / beanbag. Make a carrot print caterpillar.

Make a kings crown. Glue silver paper onto a key shape. Fly a kite. Draw a kitten. Jump like a kangaroo.

Move to music. Design a monster. Make a map of the classroom. Draw your mum. Make a moon or a mirror with tin foil. Decorate and hang huge me, my to help learn these HF words.

Draw an ugly monster. Make an Im upset when ... book. Do an Up and under obstacle course. Decorate and hang a huge up to help learn this HF word.

Stick rice onto a large letter R. Sing and do Ring-a-ring-a-roses. Use rectangles to make a robot. Sing and paint a rainbow. Make a red collage. Use a paper towel tube to make a rabbit.

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Teaching the letter and sound: S

What are the children learning? To see, hear, say, read and write the

simple sound for the letter s. How to write s correctly both as a small

and a capital letter. To identify the sound s in words in any

position, e.g. sun, glasses. Some new vocabulary featuring s. A simple jingle with actions to use and

reuse as a mnemonic.

Warning:

Talk about Sals name; explain that Sal is not salt, it is short for Sally.

Dont focus on the s in the sh sound in shell or fish just yet. (see Book 2)

Say a long sssss sound, not a short s, s, s sound.

Help the children to avoid saying e before the s sound. Ask them to put a finger to their lips to avoid saying es. Tell them to say a long sss sound and then say the word straight away, e.g. sssnake, ssstop.

Main Vocabulary:Sal, sunglasses, sun, sun hat, sandal

Vocabulary in the scene:sea, sand, sky, surf, swim, salad, sandcastle, spade, swing, slide, seesaw

Additional Vocabulary:six, starfish

S JingleSal loves the sun, (point to the sun)Sal loves the sea. (make wave actions)Sal loves sunglasses, (hold hands as if lenses up to eyes)Just like me! (point to self)

Main action: SunglassesMake a circle with each hand and hold them up to the eyes.

Teaching and learning focus in each session:

Session 1: Introducing the letter sound Introduce the letter sound. Introduce new vocabulary. Introduce the iconic image. Sing or say the jingle.

Session 2: Practise see, hear and say the letter sound Sing the jingle again. Review new vocabulary. Complete Students Book, page 3.

Session 3: Practise saying the letter sound and writing the letter Finger trace the letter. Review the vocabulary. Complete Students Book, page 4. Session 4: Practise the letter sound with a creative activity Make the pop-out sun.

Session 5: Practise the letter sound with the whole class and in group activities Review the sound. Review the vocabulary. Whole class and group activities (see

Teachers Book, pages 14-17).

Optional extra materials Photocopiable vocabulary activity,

Worksheet S1, see page 103. Photocopiable letter formation activity,

Worksheet S2, see page 104. Photocopiable craft activity,

Worksheet S3, see page 105.

Class audio S Sound: Track 1. S Jingles: Tracks 2-5.

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Session 1: Introduce SMaterials: Pip pop-out i-book Sound card for s Picture flashcards for s Jingle card for s CD Photocopiable vocabulary worksheet (Optional Follow up Activity)

Warm upIntroduce Pip the dog to the children using the pop-out. Explain that he knows a lot of sounds in English and that he is going to help them to learn them too. Pip says: Hello and the children say: Hello, Pip!Give a special voice to Pip and use him to ask the children their name. Tell the children that Pip is excited and wants to teach them the first sound but that they need to say: Whats the sound today, Pip? Encourage the children to repeat the question several times. Pip then answers: S.Tell them that Pip has a special friend called Sal. Explain that Sal is not salt; it is the short name for Sally. Ask the children if they would like to meet Sal.

See, hear, say Display the Students Book, page 3 or the IWB and use Pip to introduce the sound of the day. He points to Sal and says: Look, this is Sal! Exaggerate the S for Sal. Show the sound card for s and say: S! (Make sure that you say sssss not suh.) Play the sound for the children to hear and repeat. Point to your own mouth to model the way you hiss the s sound. Play the video for this sound in the i-book to demonstrate correct pronunciation.Repeat the sound, ask the children to say it several times. Choose various children to model the sound in front of the class.Show the picture flashcards of sunglasses, sandal and sun. Say each word with emphasis on the s sound. Ask children to come out and point to each of the cards and say the word.

Use Pip to say a word and invite volunteers to come out and touch the corresponding card.Mix up the cards and repeat until the children are joining in saying all the words.Once you have introduced all the words start saying them without the exaggerated s sound.

Present the scene Point to the S at the top and reiterate the sound whilst you trace the letter shape. Point to Sal and repeat her name. Then point to the pictures and ask the children to name sunglasses, sun, sun hat and sandal as you see the items in the picture. Encourage the children to repeat and join in as much as possible. Depending on the level of the class and their language acquirement skills you could point out other s words that appear in the picture: salad, swing, slide, seesaw, surf, swim, sand, spade, sandcastle, sea, sky.

Jingle Explain to the children that there is a great song that Pip likes about the sound s. Show them the flashcard of the jingle and then play the chant version while demonstrating the actions. Play the jingle again and encourage the children to join in, both saying it and with the actions.Point to the pictures Sal, sun, sea, sunglasses as they appear in the jingle and then point to yourself on the last line. Repeat the jingle and encourage the children to join in again. If there is someone in the class whose name begins with S you can substitute Sal for their name.Divide the class into two groups and ask them to sing the different versions of the jingle in turn.Use the instruments in the classroom, if you have them, to accompany each group.Say: Give yourselves a round of applause! You are all super singers!

Optional Follow up Photocopiable vocabulary activity, Worksheet S1, see page 103. Use the i-book to demostrate the activity.

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Session 2: See, hear and say SMaterials: Pip pop-out CD i-book Sound card for s Students Book, page 3 Students stickers for s Pencils and crayons

Warm up Remind the children who Pip is. Pip says: Hello, its phonics time! Ask the children if they can remember the sound Pip told them in the last session. Do the main action to remind them. Play the jingle and encourage the children to join in.

See, hear, say Show the s sound card and ask all the children to identify and say: ssss.

Quickly revisit the main picture and find the s words. If the children do not know them, point out the pictures of the sandcastle and spade. If you have a sand tray available, the children can make sandcastles!

Lets work! Hand out the Students Books and s sticker sheet.Using the IWB or Students Book page 3, point to and demonstrate the Find and ring activity. Remind the children what they need to do and give them a few minutes to do it. Repeat with the Stick activity. Finally, elicit words that start with s and ask the children to draw one or two pictures in the space provided. Give lots of praise for their work: Super!

Session 3: Say and write SMaterials: Pip pop-out i-book Picture flashcards for s Students Book, page 4 Students stickers for s Photocopiable writing worksheet (Optional Follow up Activity) Plasticine or dough (optional)

Warm up Remind the children to ask: Whats the sound today, Pip? Pip whispers: S. The children repeat the question and Pip responds with a louder: S!Pip can then ask: Whats the sound today, children? They reply either loudly or quietly: S.

Say and write Show the s card and everyone calls out: ssss. Make the s shape in the air with your back to the children so they can copy it correctly. Ask the children to draw a big S in the air and then draw it very small on the palm of their hands. They can also finger draw it on their table or on their friends back. If there are ribbons available the children can use these to draw the s in the air.Call out: Big s! or Small s! and encourage the children to sky-write it accordingly.

Lets work! Using the IWB or Students Book page 4, point to the letters at the top and demonstrate how to finger write both letters, pronouncing the s as you

do so. Encourage the children to say the letter and finger write it in their books. Use the grapheme guide in the i-book to demostrate the correct letter formation.Demonstrate how to write the capital S for Sal on the IWB or chalk board and invite volunteers to come out and have a go. Point to the picture of Sal and ask the children what is the first sound of her name. Tell them to write the missing letter from Sals name in their books.The children then complete the rows of S and s in their books.Point to the pictures at the bottom of the page and ask the children to identify them. Tell them that all the letters s are missing and that they have to write them in. The children are not expected to read the words. Hand out the S sticker sheet. Point to the picture of the beach and tell the children they are going to decorate it with s words, they can use their stickers and do drawings too if they like. As they work, ask them to tell you what pictures they have put in.

Optional Follow upPhotocopiable letter formation activity, Worksheet S2, see page 104. Use the i-book to demonstrate the activity. Introduce the word starfish. Use the worksheet for writing practice, making sure the pattern is followed correctly. The children can then trace the drawings and colour them.

Lets work! Using the IWB or Students Book page 4, point to the letters at the top and demonstrate how to finger write both letters, pronouncing the s as you do so. Encourage the children to say the letter and finger write it in their books. Use the grapheme guide in the i-book to demostrate the correct letter formation.Demonstrate how to write the capital S for Sal on the IWB or chalk board and invite volunteers to come out and have a go. Point to the picture of Sal and ask the children what is the first sound of her name. Tell them to write the missing letter from Sals name in their books.Draw some capital S in a row on the board and ask volunteers to come out and write some more to complete the row. Repeat with the small s. The children then complete the rows of S and s in their books.Point to the pictures at the bottom of the page and ask the children to identify them. Tell them that all the letters s are missing and that they have to write them in. The children are not expected to read the words. Hand out the S sticker sheet. Point to the picture of the beach and tell the children they are going to decorate it with s words, they can use their stickers and do drawings too if they like. As they work, ask them to tell you what pictures they have put in.

Optional Follow up (en negrita)Photocopiable letter formation activity, Worksheet S2, see page 104. Use the i-book to demonstrate the activity. Introduce the word starfish (cva). Use the worksheet for writing practice, making sure the pattern is followed correctly. The children can then trace the drawings and colour them.

Teaching the letter and sound: S

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Session 5: Review SMaterials: i-book Picture flashcards CD Objects the children know starting with s Optional craft resources Crayons Photocopiable craft activity (Optional Follow up) Scissors, glue, pencils and crayons.

Warm up Display the Students Book scene and ask: What can you see? I can see (the sun).Note: It doesnt have to be something with s, but encourage them to use s words if they can and to answer using a sentence.

Whole class work Put the picture flashcards and s objects around

the classroom. Point to the suns from the previous session and say: Look, its a sunny day. Ask the children to say a chant using the words from the flashcards and objects:Sunny day, sunny day,What can we say?We can say (sandal).

Sing the jingle, as fast as the children can manage.

Play Sal Says (like Simon Says) using the words sit and stand:Sal says sit. All sit.Sal says stand. All stand.Sit! Stay standing, you didnt say Sal says...

Group workDivide the children into groups and have them play or create different things to practise s. Here are some examples but there are more ideas on page 16.

Make a giant S mobilePhotocopy the shape of the sound s onto A4 card. The children use a bradawl or scissors to cut out the shape and then decorate it. Hang them from the ceiling.

Make a seaside scene in the sand trayUsing the sand tray, the toys in the classroom or other items, they create a seaside scene. Ask the children about the items you can see.

Pictures with sand The children put glue onto an s shape drawn

on card and then sprinkle sand on. Create a seaside scene on a piece of card. The

children divide the card horizontally with a black curved line. They paint or colour the top half blue like the sea, and then smear glue on the bottom half and sprinkle sand onto it as the beach. They can cut out pictures from magazines to stick on.

Optional Follow upPhotocopiable craft activity, Worksheet S3, see page 105.Ask the children to say all the s words they can see on the picture. Tell them that Sal is at the beach and she wants to make a sandcastle with her spade! Ask them to colour the scene, then cut out and stick the two pictures next to Sal.

Session 4: Play with SMaterials: Sound card for s i-book S Pop-out Crayons Decorating materials (glitter, sequins, paint etc.) CD

Warm up Do the main action and show the sound card for s. Ask the children to say the sound and to finger write it in the sky.

Lets work! Use the i-book to demostrate the activity. Show the children the pop-out sun and help them to push it out. They decorate their sun with an s pattern and colour it. This is good practice for letter formation but let them enjoy the mark-making. The children can use other craft materials to decorate them.As they work, play the different versions of the jingle.When they have finished, hang the suns up around the classroom.

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Teaching the letter and sound: I


simple sound for the letter i. How to write i correctly both as a small

and a capital letter. To identify the sound i in words in any

position, e.g. insect, six. Some new vocabulary featuring i. A simple jingle with actions to use and


Warning:

It is important to teach the short sound i (like in) not the name (like I am).

This is a short, punchy sound. It is not ee.

Main Vocabulary:insects, in, ink, ink pad

Vocabulary in the scene:insects, in, ink, ink pad

Additional Vocabulary:six, big, instruments

I JingleInsects, insects, (wiggle fingers)Big and small. (hands to make big, finger and thumb to make small) Insects, insects, (wiggle fingers)I like them all! (wiggle fingers in a circle to show all)

Main action: InsectsWiggle the fingers like insects crawling.




Session 3: Practise saying the letter sound and writing the letter Finger trace the letter. Review the vocabulary. Complete Students Book, page 6. Session 4: Practise the letter sound with a creative activity Make the pop-out insect mobile.

Session 5: Practise the letter sound with the whole class and in group activities Review the sound. Review the vocabulary. Whole class and group activities (see

Teachers Book, pages 14-17).


Worksheet I1, see page 106. Photocopiable letter formation activity,

Worksheet I2, see page 107. Photocopiable craft activity,

Worksheet I3, see page 108.

Class audio I Sound: Track 6. I Jingles: Tracks 7-10.

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Session 1: Introduce IMaterials: Pip pop-out i-book Sound card for s, i Picture flashcards for i Jingle card for i CD Photocopiable vocabulary worksheet (Optional Follow up Activity)

Warm up Show the s sound card and ask the children what it is. Tell them that Pip has a new sound today. Show the Pip pop-out and remind children to ask: Whats the sound today, Pip? Get the children to repeat the question several times. Pip then answers: I.

See, hear, say Show the sound card for i and say: I. Play the sound for the children to hear and repeat.Point to your own mouth to model the way you say it. Stretch your mouth a little so the sound is a short, sharp i (neither ee nor eye). Play the video for this sound in the i-book to demonstrate correct pronunciation.Repeat the sound and ask the children to say it several times. Choose various children to model the sound in front of the class.Show the picture flashcards of insects, in, ink and instruments. Say each word with emphasis on the i sound. Ask the children to repeat the words.Play Snap with the previously printed out flashcards: Place them on the board and invite four volunteers to come out. Say: One, two, three (insects). The first child to snap the card wins.

Present the scene Display the Students Book, page 5 or the IWB and use Pip to point to and say the sound of the day. Point to the I at the top and reiterate the sound whilst you trace the letter shape. Get the children to repeat and join in. Point to the insects and say: Look, insects emphasising the initial letter and demonstrating the main action as you say it.Depending on the level of the class and their language acquirement skills you could point out other i words that appear on the picture like: ink pad, in.

Jingle Show the flashcard of the jingle and then play the chant version, while demonstrating the actions. Play the jingle again and encourage the children to join in.Divide the class into two groups. Ask one group to sing the jingle while the other group do the actions.

Optional Follow up Photocopiable vocabulary activity, Worksheet I1, see page 106. Use the i-book to demostrate the activity.Get the children to point to the insects and say the sound. Then ask them to draw something with i. Finally, in each pair of pictures they circle if the insect is in the hand, in the glass or in the apple. Review the sounds learned so far at the bottom of the page.

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Session 2: See, hear and say IMaterials: i-book Students Book, page 5 Students stickers for i Pencils and crayons

Warm up Get the children in turns to come to the IWB and point to the vocabulary previously learned. Play a quick game of Snap on the IWB with some volunteers.

See, hear, say Invite the children in turn to point to and ring insects, in, ink pad.

Remind them of the jingle and ask them to find a big insect and a small insect. Ask them to find an insect in something.Then, get the children in turn to drag the pictures into their correct space on the scene.

Lets work! Hand out the Students Books and i sticker sheet.Using the IWB or a Students Book, page 5, point to and demonstrate what the children have just done so they can ring and stick in their own books.Get the children to draw their favourite insect in the space provided in their books and colour it.Give the children lots of praise for their work: Incredible insects!

Session 3: Say and write IMaterials: i-book CD Sound card for i Students Book, page 6 Students stickers for i Photocopiable writing worksheet (Optional Follow up Activity) Plasticine or dough

Warm up Show the i card and everyone calls out: i. Sing the jingle together.

Say and write Make the i and I shapes in the air with your back to the children. Ask them to draw a big i in the air and then draw it very small on the palm of their hands. They can also finger draw it on their table or on their friends back. Check that all the children are drawing the i correctly. Call out: Big I! or Small i! and encourage the children to sky write it accordingly. See page 14 for Pips tips on letter formation.

Lets work! Hand out the Students Books and the i sticker sheet. Using the IWB or a Students Book, page 6, point to the letters at the top and demonstrate how to finger write both the letters, pronouncing the i as you do so. Encourage the children to say the letter and finger write it in their books.

Use the grapheme guide in the i-book to demostrate correct letter formation. Demonstrate how to write the capital I for Insects on the IWB or chalk board and tell the children to write the missing letter from the word in their books.Draw some capital Is in a row on the board and ask volunteers to write some more to complete the row, remember to give lots of praise for effort! Repeat with the small i. The children then complete the rows of I and i in their books.Point to the pictures at the bottom of the page and ask the children to identify them. Tell them that all the letters i are missing and that they have to write them in.Point to the picture of the hand and tell the children they are going to choose their favourite insects and place them in the hand.

Optional Follow up Photocopiable letter formation activity, Worksheet I2, see page 107. Use the i-book to demostrate the activity.Introduce the new word by explaining what an igloo is. Use the worksheet for writing practice making sure the pattern is followed correctly. They can decorate the igloo with their spare insects from the sticker sheet.Hand out a small amount of plasticine or dough. Demonstrate how to make a big I and a small i and get the children to make them. Once they have finished, they trace both letters with their fingers.

Teaching the letter and sound: I

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Session 5: Review IMaterials: i-book CD Flashcards Continuous paper / large piece of card A piece of card per child Coloured pipe cleaners Crayons / finger paint / ink stamps / insect stickers Photocopiable craft worksheet (Optional Follow up Activity)

Warm up Sing the jingle with the children.Go round the classroom finding objects with i including the mobiles, dough patterns, picture flashcards and IWB picture.

Whole class work Give the children different coloured pipe cleaners and get them to model a capital I, a small i, some insects and if they can, an ink pad. They can then stick them on a piece of card.

Group workDraw a big I and a small i on the large piece of continuous paper or card.Demonstrate how to decorate them by drawing insects, or big and small Is inside them. The children as a group then decorate the letters to make a wall display. They can also use their pipe cleaner creations, insect stickers or ink stamps to decorate too.

See page 16 for more creative ideas to reinforce the letter I.

Optional Follow upPhotocopiable craft activity, Worksheet I3, see page 108.Get the children to colour the cards and cut them out.Explain to the children that they are going to play a memory game. They place their flashcards face down on the table and lift two at a time. If they are identical insects they can keep them. Let the children play alone and then in pairs or small groups.

Session 4: Play with IMaterials: Pip pop-out i-book CD I Pop-out Crayons, ink stamps, glitter and glue. 1 coat hanger per child or 2 lollypop sticks per child. String or wool

Warm up Go on an insect hunt in the playground. Get the children to point to any insect they see and shout: Insect! Get Pip to do it first to demonstrate.

Lets work! Use the i-book to demostrate the activity. Show the children the pop-out of the insects and help them to push it out.Hand out the ink stamps if you have any or the crayons and let them decorate them as they choose. Explain that they are going to make a mobile to hang from the ceiling and so they must decorate both sides.The children can add glitter to their favourite insect!Tie the insects to string in different lengths and then onto the hanger.Hang the mobiles around the classroom.

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Teaching the letter and sound: T


simple sound for the letter t. How to write t correctly both as a small

and a capital letter. To identify the sound t in words in any

position, e.g. Tom, boot. Some new vocabulary featuring t. A simple jingle with actions to use and


Warning:

It is important to teach the short sound for t. It is neither tuh, teh nor tea.

Say t, tongue tip up.This is a quiet sound with a little explosion of air.

Main Vocabulary:Tom, toy(s), tiger, teddy, boot/trainer, torch, train

Vocabulary in the scene:tortoise, tissues, tent, treasure box, trousers, tennis racket, tennis ball

Additional Vocabulary:telephone, ten

T JingleToy tiger, toy tiger, (make a clawing action)1, 2, 3. (hold up fingers)Toy tiger, toy tiger, (make a clawing action)Talk with me! (make chatter action with hand)

Main action: TigerMake a clawing movement like a tiger.




Session 3: Practise saying the letter sound and writing the letter Finger trace the letter. Review the vocabulary. Complete Students Book, page 8. Session 4: Practise the letter sound with a creative activity Make the pop-out tiger mask.

Session 5: Practise the letter sound with the whole class and in group activities Review the sound. Review the vocabulary. Whole class and group activities (see pages

14-17).


Worksheet T1, see page 109. Photocopiable letter formation activity,

Worksheet T2, see page 110. Photocopiable craft activity,

Worksheet T3, see page 111.

Class audio T Sound: Track 11. T Jingles: Tracks 12-15.

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Session 1: Introduce TMaterials: Pip pop-out i-book Sound cards for s, i, t Picture flashcards for t Jingle card for t CD Photocopiable vocabulary worksheet (Optional Follow up Activity)

Warm up Show the s and the i sound cards and ask the children what they are. Show the Pip pop-out and remind the children to ask: Whats the sound today, Pip? Get the children to repeat the question several times. Pip then answers: T.Introduce Tom. Explain that Tom is Sals brother and his favourite toy in the whole world is his toy tiger.

See, hear, say Display the Students Book, page 7 or the IWB and use Pip to point to and say the sound of the day. Show the sound card for t and say: T. Play the sound for the children to hear and repeat.Point to your own mouth to model the way you say it. Remember to say a short t noise (neither tuh, teh nor tea). Play the video for this sound in the i-book to demonstrate correct pronunciation.Repeat the sound and ask the children to say it several times with Pip as the leader. Choose various children to model the sound in front of the class.Show the picture flashcards of toy tiger, train, torch and teddy. Say each word with emphasis on the t sound and ask the children to repeat the words.

Present the scene Point to the T at the top and reiterate the sound whilst you trace the letter shape. Get the children to repeat and join in. Point to Tom and say: Hello Tom! Depending on the level of the class and their language acquirement skills you could point out other t words that appear on the picture like: tortoise, poster, laptop (computer), tissues, tent, treasure box, trousers, tennis racket, tennis ball.

Jingle Show the flashcard of the jingle and then play the chant version, while demonstrating the actions. Play the jingle again and encourage the children to join in.Get the children to sing the jingle in groups whilst doing the actions.

Optional Follow up Photocopiable vocabulary activity, Worksheet T1, see page 109. Use the i-book to demonstrate the activity.Get the children to point to the t in the centre and say the sound. Then ask them to name all the pictures and raise their hands if the word starts with a t. Finally, ask them to draw a line from all the words starting with t to the letter in the centre. Review the sounds learned so far at the bottom of the page.

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Session 3: Say and write TMaterials: Picture flashcards for t Students Book, page 8 Students stickers for t i-book Photocopiable writing worksheet (Optional Follow up Activity) Paper and different-sized gomets (Optional)

Warm up Quickly revisit the vocabulary with the flashcards. Play Hide and seek: hide the flashcards around the room and get the children to look for them. When they have found them get them to say: My (train)!

Say and write Using the IWB or a Students Book, page 8, point to the letters at the top and demonstrate how to finger write both the letters, pronouncing the t as you do so. Encourage the children to finger write in the air or on their desks and say the letter.See page 14 for Pips tips on letter formation.

Lets work! Hand out the Students Books and the t sticker sheet. Using the IWB or a Students Book, page 8, point to the letters at the top and tell the children to say the letter and finger write it in their books. Use the grapheme guide in the i-book to demonstrate correct letter formation.

Demonstrate how to write the capital T for Tom on the IWB or chalk board and tell the children to write the missing letter from his name in their books.Draw some capital Ts in a row on the board and ask volunteers to come out and write some more to complete the row. Repeat with the small t. The children then complete the rows of T and t in their books.Point to the pictures at the bottom of the page and ask the children to identify them and then write all the missing letters t. Tell them that Toms name needs a capital T.Point to the picture of Toms toy box and tell them to stick in their favourite toys from the sticker sheet. As they work, ask them to name the toys they have put in.

Optional Follow up Photocopiable letter formation activity, Worksheet T2, see page 110. Use the i-book to demonstrate the activity.The children practise writing the letter t. Ask them to count how many tigers there are in each line. They then write the same numbers as letters t.Give each child a piece of paper and some different-sized gomets. Get them to make a big T and a small t with the gomets. Demonstrate by doing one yourself. Once they have finished, the children finger trace both letters.

Session 2: See, hear and say TMaterials: Pip pop-out i-book Students Book, page 7 Students stickers for t Pencils and crayons

Warm up Do the main action and ask the children to call out the sound t. Get the children in turns to come to the IWB and point to the vocabulary previously learned. Play a quick game of Snap on the IWB with some volunteers. Get Pip to play a round of snap with them too!

See, hear, say Revisit the vocabulary from the previous session, toy tiger, train, torch and teddy. Invite the children in turn to point to and ring other t words, for example: tent, tissues, turtle.Get the children to drag the pictures into their correct space on the picture.

Lets work! Hand out the Students Books and t sticker sheet.Using the IWB or a Students Book, page 7, point to and demonstrate what the children have just done so they can ring and stick in their own books.Get the children to draw their favourite t word in the space provided in their books and colour it.Give them lots of praise for their work: Terrific!

Teaching the letter and sound: T

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Session 5: Review TMaterials: CD Crayons Finger paint A large piece of paper Orange and black wool or pipe cleaners Photocopiable craft worksheet (Optional Follow up Activity)

Warm up Use the masks from the previous class and get the children to sing the jingle and pretend to be tigers while on the floor on hands and knees.

Whole class work Draw Toms toy box in the middle of a large piece of paper. Give the children black and orange wool or pipe cleaners and show them how to make some letters t / T using one colour for the stick of the letter and the other colour for the cross bar. They can decorate the toy box with their letters.

Group workGet the children to draw on a piece of paper their favourite toy from Toms bedroom. Once they have finished colouring it, they cut it out and stick it in the toy box. Display the decorated toy box.

See page 16 for more creative ideas to reinforce the letter T.

Optional Follow upPhotocopiable craft activity, Worksheet T3, see page 111.Tell the children that they are going to make a toy box! Ask them to write on it all the t words they can remember or draw pictures of t words on it, and then colour it. When they have finished, they can cut it out. Show them how to fold and glue the sides together.

Session 4: Play with TMaterials: CD i-book T Pop-out Orange and black wool Orange and black crayons / finger paint Black elastic or lolly sticks Glue

Warm up Sing the jingle together. Tell the children to pretend to be tigers, call out: (Big) tigers and the children act by pretending to be big or small tigers.

Lets work! Use the i-book to demonstrate the activity. Give out the pop-out of the tiger mask and help the children to push it out. Give out the crayons or paint and ask them to colour them. They can add wool to make whiskers. Thread the elastic or wool so the children can wear their masks. Alternatively, they can be stuck onto lolly sticks so the children hold them in front of their faces. Say: Now you are all tigers!

Note: Save the masks for the next session.

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Consolidating the letters and sounds: S I T


simple sounds for the letters s, i, t. Some new vocabulary featuring the

letters. To begin to put these letter sounds

together in order to blend them to read. To begin to hear a word and segment the

sounds in order to spell it.

Main Vocabulary:Sal, sun, sandal, starfish, sitinsects, in, ink pad, instrumentsTom, tiger, teddy, torch, toys, train

HF Words:it, its, and

Words to read and write

itsit

Warning

The word is can be taught but as a tricky word because the s has a different pronunciation (iz).


Session 1: Consolidate the letter sounds Revisit the letters and sounds s, i, t. Review new vocabulary linked to the letter

sounds. Sing or say the jingle.

Session 2: Consolidate see, hear and say the letter sound Recognise the letters both capital and

small. Review initial sounds of words. Introduce independent writing. Complete Students Book, page 9.

Session 3: Practise reading and writing the letter sounds Say sounds. Review the vocabulary. Introduce reading. Write initial letter sounds. Complete Students Book, page 10.

Session 4: Consolidate and practise Review the letters and sounds s, i, t. Whole class and group activities (see pages

14-17).

Class audio Tracks 1-15.

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Session 1: Consolidate S, I, TMaterials: i-book Flashcards for s, i, t CD

Warm up Show the sound flashcards for s, i, t. Check that the children can say the sounds for the letters and can name Sal, Tom and insects. Put the flashcards on the board and call out a letter or word, then ask volunteers to come out and touch the corresponding card.Sing the three jingles.

Practise Put a vocabulary flashcard on the board and invite a volunteer to come and select the correct first letter sound for it. Continue with other pictures.Practise writing the letters on the board or on paper. See page 15 for some fun ideas to practise letter formation.

Lets work! Show the IWB or Students Book, page 9. Point to the letters at the top, both capital and small, and reiterate the sounds.Get the children to repeat and join in as much as possible.Point to the pictures on the right and ask the children to say each word and then the initial sound. The word instruments will be new here to them.Invite a child to the board and ask them to point first to the letter s and then to a picture that starts with s. Repeat with the other sounds.Ask the children to call out all the words they can think of which start with s, i, or t.

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Session 3: Practise reading and writing the letter sounds

Materials: i-book Picture flashcards for s, i, t Students Book, page 10

Warm up Put some picture flashcards on the board or IWB. Call out a sound and ask volunteers to come out and point to a corresponding picture. Then ask children to come out and write the letter under each picture.

Read and write Show the IWB or Students Book, page 10. Point to the letters at the top of the page and ask the children to call them out.Point to the word Sal and ask if anyone can remember or guess what it says. Then point to the pictures of Tom and Sal and ask them which picture belongs to the word Sal. Draw a ring around the picture of Sal. Repeat with sit and Tom.Point to the picture of the sandal and ask a volunteer to come and write the start sound on the board. Repeat with starfish, train, toys, ink pad and in.

Help the children try to blend and read the words on the right. Show them how to look and say each sound and then to join the sounds together to make a word: s, i, t, sit. Say the sounds and read the words together as a group. The HF word and is introduced here and will need a lot of practice as the children do not yet know these sounds.

Lets work! Hand out the Students Books.Using the IWB or a Students Book, page 10, point to and demonstrate what the children have just done so they can do it in their own books.Ask individual children to try to read some of the words to you.

Session 2: Consolidate see, hear and say the letter sounds

Materials: i-book Flashcards for s, i, t Students Book, page 9

Warm up Show the sound card for each sound s, i, t. Ask the children to call out the sound. Show them in a different order, getting faster and faster try to catch them out by repeating some consecutively!Repeat with the vocabulary flashcards.

Practise Show the IWB or Students Book, page 9. Invite volunteers to come and draw a line between the pairs of letters and between the letters and the pictures.Point to the pictures on the right and ask individual children to say the word and say the first sound.

Lets work! Hand out the Students Books.The children complete the joining activities. Get the children to draw their favourite s, i, t words in the space provided in their books and colour them. Also, let the children have a go at writing the word sit; write it on the board as well if necessary so they can copy it. They can also try to write the character names, Sal and Tom.

Consolidate the letters and sounds: S I T

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Session 4: Consolidate and practiseMaterials: Sound card for s, i, t Flashcards for s, i, t 3 large cards each with a letter on Crayons, felt tips, paint

Warm upPlay I spy around the classroom using s, i or t, say: I spy something (someone) starting with (s). Once the children understand the idea of the game, let volunteers take over your role.

Whole class work If possible take the children to the playground. Put the sound and picture flashcards around the walls. Call out a sound or a word and let the children specific go to the correct card. Then give the children specific instructions, for example: Girls go to i, boys go to t.

Group workDivide the class into three groups and give each group a card with one of the letters on. Tell them to decorate their letter however they want. When they have finished, cut them out and display the letters around the room. Use them to review the sounds and vocabulary on a regular basis.

Photocopy various copies of the s, i, t sound cards from pages 148 and 150. Give half the class a lower case letter each and the other half a capital letter. Tell them to walk around, find and hold hands with someone who has the same letter but as a small or capital.

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Teaching the letter and sound: P


simple sound for the letter p. How to write p correctly both as a small

and a capital letter. To identify the sound p in words in any

position, e.g. stop, pig. Some new vocabulary featuring p. A simple jingle with actions to use and


Warning:

It is important to teach the short sound for p. It is neither peh nor pea.

To say p, begin with the lips together. This is a quiet sound with a little explosion of air through the lips.

Children may find it tricky to hear the p at the end of Pip and pop so practise saying these words with them lots of times and model how you must say the sound at the beginning and at the end.

Main Vocabulary:Pip, pizza, pop, pig

Vocabulary in the scene:park, pink, purple, paint, panda, penguin, pencil, pea pod, pie, picnic, pear, pram, people, police officer

Additional Vocabulary:puppet, pirate, parrot, stop

P JinglePip in the park,Stop, stop, stop! (children hold hands to mouth as if calling)Pip in the park,Pop! Pop! Pop! (children clap hands as the balloons pop)

Main action: Pop!Clap the hands together with the fingers

spread wide and then continue the movement upwards and outwards to make a circle.




Session 3: Practise saying the letter sound and writing the letter Finger trace the letter. Review the vocabulary. Complete Students Book, page 12. Session 4: Practise the letter sound with a creative activity Make the pop-out finger puppets.

Session 5: Practise the letter sound in whole class and group activities Review the sound. Review the vocabulary. Whole class and group activities (see pages

14-17).


Worksheet P1, see page 112. Photocopiable letter formation activity,

Worksheet P2, see page 113. Photocopiable craft activity,

Worksheet P3, see page 114.

Class audio P Sound: Track 16. P Jingles: Tracks 17-20.

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Session 1: Introduce PMaterials: Pip pop-out i-book Sound card for p Picture flashcards for p Jingle card for p CD Photocopiable vocabulary worksheet (Optional Follow up Activity)

Warm upShow the Pip pop-out and ask the children what his name is. Tell them that Pip is very excited because todays sound is in his name. Ask the children if they can guess what it might be. Encourage them to repeat the p sound several times. Ask them to put their fingers in front of their lips so they can feel the air being forced out as they say the sound.

See, hear, say Show the sound card for p and say: P. Play the sound for the children to hear and repeat. Point to your own mouth to model the way you say it with a little explosion of air. Remember to say a short puh noise (neither peh nor pea). Play the video for this sound in the i-book to demonstrate correct pronunciation.Repeat the sound, ask the children to say it several times. Choose various children to model the sound in front of the class.Show the picture flashcards of pig, puppet, pizza, pink, purple and park. Say each word with emphasis on the p sound. Ask children to come out and point to each of the cards and say the word.

Present the scene Display Students Book page 11 or the IWB and use Pip to introduce the sound of the day. He points to himself and says: Look, thats me, Pip! Exaggerate the P for Pip. Point to the P at the top and reiterate the sound whilst you trace the letter shape. Get the children to repeat and join in.

Depending on the level of the class and their language acquirement skills you could point out other p words that appear on the picture like: Pip, parrot, pirate, puppy, paint, panda, and penguin.

Jingle Show the flashcard of the jingle and then play it, while demonstrating the actions. Play the jingle again and encourage the children to join in.Get the children to make a little explosion as they sing the jingle in every p they pronounce!

Optional Follow up Photocopiable vocabulary activity, Worksheet P1, see page 112. Use the i-book to demonstrate the activity.This is also a revision worksheet of the four sounds learned so far.Ask the children to write s, i, t and p on the balloons that the characters are holding according to the first letter of their name. Then get them to match the picture balloons to the letter balloons using a different colour for each one.

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Session 3: Say and write PMaterials: i-book CD Picture flashcards for p Students Book, page 12 Students stickers for p Photocopiable writing worksheet (Optional Follow up Activity) Plasticine or dough (optional)

Warm up Sing the jingle together. Quickly revisit the vocabulary with the IWB and the flashcards.

Say and write Show the P card and everyone calls out: P. Make the p shape in the air with your back to the children so they can copy it correctly. Ask the children to draw a big P in the air and then draw it very small on the palm of their hands. They can also finger draw it on their table or on their friends back. Check that all the children are drawing the p correctly, starting at the top, going down, up and then round.See page 14 for Pips tips on letter formation.

Lets work! Hand out the Students Books and the p sticker sheet.Using the IWB or a Students Book, page 12, point to the letters at the top and demonstrate how to finger write both the letters, pronouncing the p as you do so. Encourage the children to say the letter and finger write it in their books. Use the grapheme guide in the i-book to demostrate correct letter formation.

Demonstrate how to write a capital P on the IWB or chalk board. Tell the children to write the missing P from Pips name.Ask some volunteers to come out and draw some letters P and p on the board. The children then complete the rows of letters in their books. Use the grapheme guide in the i-book to demonstrate correct letter formation.Ask the children to identify the pictures at the bottom and to complete the words with the letter p. Read the words with the children to practise that exploding p sound.Point to the picture of the park and ask the children to stick the balloon seller holding his four p balloons and Pip where they like. As they work, ask them about the pictures and give them lots of praise: Perfect!

Optional Follow up Photocopiable letter formation activity, Worksheet P2, see page 113. Use the i-book to demonstrate the activity.Introduce the new word to the class by explaining what a pocket is, point to the pockets on their clothes and your own pockets too. Use the worksheet for writing practice making sure the pattern is followed correctly. When the children have finished, they can decorate the pockets.Hand out a small amount of dough. Get the children to make a capital P and a small p. Demonstrate by doing one yourself. Once they have finished, ask them to trace both letters and say the sound.

Session 2: See, hear and say PMaterials: i-book Sound cards for s, i, t, p Students Book, page 11 Students stickers for p Pencils and crayons

Warm up Show the s, i, t, and p sound cards one at a time and ask the children to call out the sounds. Show them again in a mixed-up order, getting faster and faster.

See, hear, say Invite the children in turn to point to and ring Pip, pizza, pop and pig. Ask volunteers to come out, point to and name other words starting with p.Then, get the children in turn to drag the pictures into their correct space on the scene.

Lets work! Hand out the Students Books and p sticker sheet.Using the IWB or a Students Book, page 11, point to and demonstrate what the children have just done so they can do it in their own books.Get the children to draw and colour something with p in the space provided.

Teaching the letter and sound: P

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Session 5: Review PMaterials: CD Popcorn Big P drawn on a large card Pink and purple paint Glue Paint brushes Card circles Crayons and decoration material Photocopiable craft activity (Optional Follow up) Glue, scissors, pencils and crayons

Warm up Get the children to use their finger puppets from the last session to say good morning to each other and to sing the jingle.Play Stop, please! Ask the children to play with their finger puppets. When you say: Stop, please! the children must freeze. If you say only: Stop! then they continue playing.

Whole class workGive each child a handful of popcorn and ask them to stick it onto the big letter P. If you have time you can ask the children to paint the popcorn pink or purple before sticking it. Use this as a classroom display.

Group work Divide the class into groups of four. Give each group a card circle and explain that they are going to make a pizza! Make sure that the pizzas have lines drawn on so that each child will have a piece to decorate.

Show pictures of different pizzas on the IWB to help them with their decoration. The children create their favourite pizzas.

See page 16 for more creative ideas to reinforce the letter P.

Optional Follow upPhotocopiable craft activity, Worksheet P3, see page 114. Ask the children to say all the p words they can see on the picture. Tell them that Pip is all alone in the park and he wants to have a picnic with the penguin and the panda and they are going to eat pizza! Ask them to colour the scene, then cut out and stick the three pictures next to Pip. You can display the park scenes with the big popcorn P.

Session 4: Play with PMaterials: i-book P pop-out Crayons

Warm upAsk the children to go around the classroom and pick up anything that has the sound p in it. Its a p hunt!

Lets work! Use the i-book to demonstrate the activity. Show the children the pop-out of the finger puppets and ask them to name the pictures, Pip, parrot, panda and penguin.

Show the children pictures of parrots and penguins to give them ideas of how to colour them. The children decorate their puppets and then pop them all out.

Get the children to play with the finger puppets straight away:

Say: Show me the penguin. Show me Pip.

Note: Keep the puppets for the next session.

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simple sound for the letter a. How to write a correctly both as a small

and a capital letter. To identify the sound a in words in any

position, e.g. hands, ants. Some new vocabulary featuring a. A simple jingle with actions to use and


Warning:

Talk about a being a short sound neither uh nor ay.

Say a with the tongue quite flat at the bottom of the mouth behind the teeth. This is a sound that comes from the throat.

Children may find it tricky to hear the a in the middle of words but it is the most common place to find it so practise saying these words with them lots of times and model how you can say each letter sound to identify it for example, p-a-n-t-s: pants!

Main Vocabulary:ants, arrow, apple, ambulance

Vocabulary in the scene:animals, alphabet

Additional Vocabulary:acrobat, and, a, at, an, hands, pants

A JingleAnts in my hair, (point to hair)Ants in my hands. (cup hands to show they are in the hands)Ants in my pants, (point to bottom)Ants, ants, ants! (children wriggle on their bottoms!)

Main action: AntsWriggle around




Session 3: Practise saying the letter sound and writing the letter Finger trace the letter. Review the vocabulary. Complete Students Book, page 14. Session 4: Practise the letter sound with a creative activity Make the pop-out ant.

Session 5: Practise the letter sound with the whole class and in group activities Review the sound. Review the vocabulary. Whole class and gr

Documents

_1teacher_bookingles.pdf