Appendix 1 General Lesson Plan Information And Lesson Plans … · 2012. 10. 10. · APPENDIX 1. GENERAL LESSON PLAN INFORMATION AND LESSON PLANS ONE TO TEN GENERAL INFORMATION FOR

APPENDIX 1. GENERAL LESSON PLAN INFORMATION AND LESSON PLANS ON E TO TEN GENERAL INFORMATION FOR LESSONS ONE TO TEN

Activity Task Description Time

Alphabet Letters/Sounds Oral

Teacher flashes flashcards of letters in random order to

child and says

• What sound does it make?

• What letter does it belong to?

• Children need to respond by saying sound and letter.

After a few lessons, children will be expected to rapidly

and automatically recite them.

• Children revisit short and long vowel sounds by using

visual cues of clapping for the short vowel sounds and

outstretched arms for the long.

• Knowing their letters and sounds is a requisite for

further teaching of phonological awareness as is the

knowledge of which letters constitute a vowel and that

vowels make both short and long sounds.

2 mins


Letter Patterns Oral and games

• Cluster Patterns reviewed in Letter Pattern

Workbook.

• High frequency words were used as cues for each

letter cluster pattern to assist memory of sounds.

(Appendix 7)

Teacher says What sounds do these letters make?

If child forgets, teacher cues the child by referring to the

trigger word.

Child responds by saying the sounds or as modelled by

teacher saying

er (sound) like in the word her or ee (sound) like in the

word see with your eyes.

• Teacher randomly writes letter cluster patterns of

previous session on a small white board and gets

child to say them.

• Teacher reviews letter patterns with flashcards to

further consolidate sounds . (Appendix 3)

Flashcards can be randomly flashed or used as a SNAP or

CONCENTRATION type game.

Children have then seen these clusters in a variety of

ways. This variation is also good to give a stimulating

challenge to the children

a) Revisit letter patterns to which the child was

exposed prior to the intervention or during

intervention sessions in letter pattern workbook..

b) Introduce new letter cluster/s in letter pattern

workbook by writing the cluster/s and the

corresponding trigger words.

10 mins


Analogies / Onsets Oral C = Consonant V = Vowel

Explicit teaching of consonant blends and CV onsets.

(See examples of charts in Appendix10 &12)

Teacher teaches explicitly all the onsets beginning with

Consonant +L or Consonant +R. Teacher will then

proceed to S + Consonant and digraphs. (appendix 10)

Teacher teaches how to blend two sounds together saying

b-l together says bl / b+r together says br / s+ m

together says sm and so forth for each unit block.

Teacher needs to demonstrate the digraphs and teach

children to recognise these combinations of letters as only

one unit.

Teacher will also instruct explicitly the onset combinations

of Consonant + vowel. This will be done in either two or

three parts depending on how quickly the child acquires

the strategy. (appendix 12)

ba – ha / ja – pa / qua – za or ba – ma / pa – za

With these onsets, some combinations will blend together

and make two letter words eg. to, ma and we . Children will

be taught to read all these combinations using the short

vowel sound first and if a combination of letters also makes

a word, they will be instructed to recognise this and blend

the combinations and change the vowel to the long sound

to say a complete two letter word. These words are

highlighted on the charts in yellow.(appendix 12)

Children need to learn that they need to read using the

short vowel sounds first when attempting words with CVC

combinations.

All these onsets will be written in child’s word attack work

book for revision to be done in the session and at home.

10 mins


Rimes Rhyming, blending and segmenting activities Oral C = Consonant V = Vowel

Explicit teaching of

• V+ digraph rimes

• letter cluster rimes

• Initial and consonant blend onsets + letter clusters +

single final consonant ending.

See example of charts in appendix4

• Review blending initial sounds with letter patterns:

using Poster Charts. Read in sequence using a single

letter onset and then an initial consonant blend.

(appendix 4) Note that the words on charts have been

segmented into onset and rime and the segments are

differentiated by different colours.

Many children are visual and seeing the segments in this

way triggers the memory to the meaningful parts.

As lessons progress, randomly select words in columns on

charts progressing from initial single letter onsets to initial

two letter consonant blends. Only read in sequence the

rimes of the new letter clusters introduced in the session.

When child is proficient, nearing the latter sessions, child

reads rimes including letter clusters +single final consonant

ending. (appendix 5)

Children will consolidate letter patterns in a more

meaningful context and see where the segments of words

lie in a more explicit form.

7 mins


Teacher says a high frequency word which is a “ trigger”

word (appendix7) with other word/s using the onsets, letter

clusters and rimes taught in the previous sessions and

child writes it on a piece of paper.

In the first session go over the phonological units already

covered prior to intervention otherwise leave this section till

the next session.

For Example

er ee er ee sh er

her see her see ship her

shop

Spelling Writing using the strategies of hearing the sounds, segmenting, blending and recording.

Please note child is only to write the words not the letter

clusters.

This is done to practise linking and matching the spoken

phonological sounds to the orthographic patterns.

10 mins ee see


Analogies Rimes Oral and writing C = Consonant V = Vowel

Reading Rimes

Teach and revisit short vowel + C pattern rimes as endings

to words. First teach by reading the different combinations

blended together starting with the short vowel a + C on

charts. eg. ab, ad, ap Then proceed to the next vowel

combinations which are e+C eg. eb, ed, em and so forth.

When the V+C+jumping e has been introduced, you

proceed to read a+C+jumping e on charts. eg. abe, ace,

ade and again proceed to the next vowel e eg. ene, ete

etc.

Writing Rimes

Children are instructed to complete the rimes of V+C

combinations. The initial consonant onsets and the

initial two letter consonant blend onsets have already

been recorded for the children and they need only

complete the word by writing the rime. Eg. cab, dab

Begin with letter a worksheet and complete worksheet,

working on a column at a time( See Appendix 8a). Do a

couple of columns in session and child can complete the

rest at home. Since time didn’t allow for children to do all

the worksheet, I completed some of the tasks and then the

child could read some in session and practice the rest at

home. As the new sheets were distributed in subsequent

lessons, a review of previous session work was done by

randomly selecting the rime units to read.

Worksheets with initial letter onsets were given first and

then the worksheets with 2 letter onsets were given (See

Appendix 8a). Sometimes these were given simultaneously

nearing the latter sessions as time was running out. Once

these are covered teacher can move onto V + Jumping E

rimes (See Appendix 8b)

This activity also aims to activate the phonological and

orthographic information. It also assists in building the

children’s word bank

6 mins


Teachers to use magnetic letters to blend and segment

words into meaningful learnt parts. These words include

initial consonants onsets and blends + letter patterns or

short vowel sounds + signal final consonant ending.

Teacher can interchange onsets and rimes or letter

patterns within the words made.

Examples:

ash ash ck ash

bash bash ba ck bash

cash cash b ack cash

clash clash back clash

crash crash black crash

bash bash bash

Make and Break Segmenting and blending A= analogies

Please note the bold letters represent the interchangeable

magnetic letters.

This will assist children recognising sounds and sound

units in words.

5 mins


Elkonin type Boxes

Teacher says a word with varying combinations of letters

and the child needs to say the word out aloud an push a

counter in a square every time he/she hears a sound. If the

child hears ee or ch, he/she needs to push the counter

only in one square. However, if the child hears two sounds

like the consonant blend bl, even though the child has

learnt it as a unit, he/she needs to recognise that there are

two sounds in this unit and so pushes the counter into two

separate squares. This is to teach the children that even

though we recognise that combinations of letters go

together, we need to specifically understand how many

sounds constitute that segmented phonological unit.

This section is not introduced until the latter sessions.

See appendix 6

4 mins

Reading Child reads scaffolded levelled texts using appropr iate

information and strategies taught in the session an d

/or reads words on flashcards with all combinations in

a game called ” Beat Your Score” whereby the child

reads the words and has to beat his number of word

reading within a particular time. In this case one or two

minutes were ample.

This will give teachers some indications as to whether the

child uses the phonological knowledge and skills in context

of a word and prose. This also gives the child the

opportunity to apply what has been learnt.

5 mins

Meta phonemic Awareness

Teacher asks child what he has learnt and what he

knows about letters and words.

This is to assist the child’s self efficacy of literacy

awareness.

1 min

Please note that words and the amount of words used for the make and break, Elkonin boxes and spelling components can be change d according to teacher

design and child’s needs.

The sequence and introduction of letter patterns ca n also be changed accordingly.

LESSON ONE:

Activity Task Description – LESSON ONE Time


Per general information

Teacher flashes flashcards of letters in random order to child

and says



• Children need to respond

• Revisit short and long vowel sounds

2 mins



a) Revisit the following letter patterns to wh ich the

child was exposed prior to the intervention or duri ng

intervention sessions.

sh, ch-, -tch, -ck, er, ay, ee, wh, ph, th

• Cluster Patterns reviewed in Letter Pattern Workboo k.



teacher saying

er (sound) like in the word her or ee (sound) like in the word

see with your eyes.

• Randomly write letter cluster patterns on board

• Review letter patterns with flashcards

Game: Snap

b) Introduce new letter cluster/s

10 mins

Analogies / Onsets Oral


Introduce the following onsets

bl and br unit blocks (appendix 10)

ba – ha consonant + vowel onsets (appendix !2)

Revisit the following onsets

10 mins


Analogies/Rimes Rhyming, blending and segmenting activities Oral


Read posters with the following rimes

ee, ay, ack, ash,

Read posters with new letter cluster rimes

7 mins



Teacher says a high frequency word and child writes it on

a piece of paper or in a spelling workbook.

10 mins

er ee -ck ay ch sh

her see back day chip ship

chop shop

Analogies Rimes Oral and writing


Reading Rimes

Introduce worksheets to be done in session and for

homework

a +C rimes with initial letter onset

Writing Rimes

Introduce worksheets to be done in session and completed

for homework

a + C rimes with initial letter onset

6 mins


Teacher to make and break the following words with magnetic

letters

ash her see an + A ck

bash he fee an + A ba ck

cash her flee b ack

clash er back

crash black


bash

5 mins



Teacher says words and child needs to push the counters

in the appropriate number of squares

The following words need to be segmented into the

Elkonin boxes

see her back can cash

Elkonin Boxes

4 mins

Reading Per general information

Child reads scaffolded levelled texts using appropr iate

information and strategies taught in the session.

Reads words on flashcards with all combinations in a

game called ” Beat Your Score”

See Appendix 13 for some random words used

5 mins


Teacher asks child what he has learnt and what he k nows

about letters and words.

1 min

LESSON TWO:

Activity Task Description – LESSON TWO Time




child and says



• Children need to respond

• Revisit short and long vowel sounds

2 mins



a) Revisit the following letter patterns to whi ch the

child was exposed prior to the intervention or

during intervention sessions.

sh, ch-, -tch, -ck, er, ay, ee, wh, ph, th


Workbook.



teacher saying

er (sound) like in the word her or ee (sound) like in the

word see with your eyes.

• Randomly write letter cluster patterns on the board


Game: Snap


ea, ar

10 mins




sn unit blocks

ja – pa consonant +vowel onsets


bl and br unit blocks

ba – ha consonant + vowel

10 mins


Rimes Rhyming, blending and segmenting activities Oral



ee, ay, ack, ash,


ar

7 mins


Teacher says a high frequency word and child writes it

on a piece of paper.

er ee -ck ay ch sh ar

her see back day chip ship car

chop shop

ea


sea

10 mins



Revisit Rimes


Correct rimes homework and read each column.

Reading Rimes

Introduce worksheets to be done in session and for

homework

Writing Rimes

Introduce worksheets to be done in session and

completed for homework

a + C rimes with two letter consonant blends

6 mins



Teacher to make and break the following words with

magnetic letters

ash sea her see an + A ck ar

bash beach he fee an + A ba ck car

cash her flee b ack far

clash er back are

crash black


bash

5 mins


Teacher says words and child needs to push the

counters in the appropriate number of squares


Elkonin boxes

see bash back black car are sea

beach

Elkonin Boxes

4 mins





game called ” Beat Your Score” Begin game


5 mins




1 min

LESSON THREE:

Activity Task Description – LESSON THREE Time




child and says

2 mins




Workbook.

• Randomly write letter cluster patterns on board


Game: Snap


or /oor / ore ai

10 mins




bl and br unit blocks (appendix 10)

ba – pa consonant + vowel (appendix !2)


qua - za

10 mins




ee, ay, ack, ash, ar


oor, ore

7 mins




on a piece of paper.

10 mins


er ee -ck ay ch sh ea

her see back day chip ship sea

free sick play chop shop

lock

luck

ar

car

far



Revisit rimes on charts

a + C and e +C

Reading Rime

Correct homework and read rimes


a + C with 2 letter cons. blends

Writing Rimes

Introduce worksheets to be done in session

e + C rimes with initial letter onset

6 mins




magnetic letters

5 mins

ash sea her see an + A ck ar

bash beach he fee an + A ba ck car

cash her flee b ack far

clash er back are

crash black car

bash card

for

fort

form

Elkoin Boxes Per general information




Elkonin boxes

4 mins


back black see seem for fort car

card trash




Begin to read




5 mins




1 min

LESSON FOUR:

Activity Task Description – LESSON FOUR Time




child and says

2 mins



a) Revisit the following letter patterns

sh, ch-, -tch, -ck, er, ar, ay, ee, wh, ph, th, ea, or, oor, ore,

ai


Workbook.



Game: Snap


ing, ang, ong, ung, ir

10 mins




bl –br –sn unit blocks and ba – za

10 mins




ee, ay, ar, oor, ore


ing, ang, ong, ung

7 mins




on a piece of paper or in workbook.

er ee -ck ay ch sh or

her see back day chip shot for

free black play shop

luck chat shed oor

ea lock door

sea


beach

10 mins



Reading Rimes

Revisit Rimes on charts

a + C e + C

Correct homework and Read Rimes

a + C rimes with initial letter onset and 2 letter onset

e +C with initial letter onset

Writing Rimes

Introduce worksheets To be done in session and


e+ C rimes with two letter consonant blends

6 mins



magnetic letters

ash for her see an + A ck ar

bash fort he fee an + A ba ck car

cash form her flee b ack far

clash er back are

crash black car


bash card

5 mins

cart

art

arm






Elkonin boxes

card sheep brick form

Elkonin Boxes

4 mins







5 mins




1 min

LESSON FIVE:

Activity Task Description – LESSON FIVE Time




child and says

2 mins





ai, ing, ang, ong, ung, ir


Workbook.



Game: Snap


oy/oi and jumping E

10 mins





10 mins




ar, oor, ore, ing, ang, ong, ung


oy / oil

7 mins






her see Back day chip shot for

seen Black play chin shop

Pick today chat shed

Sock tray

ea ar Ing ong -tch ir oor

sea car Sing long catch girl door

beach card


10 mins



Reading Rimes


a + C e + C i + C


e + C rimes with two letter consonant blends

Read Rimes randomly

a + C rimes with initial letter onset and 2 letter consonant

onsets

e + C with initial letter onset and 2 letter consonant onsets

Writing Rimes



i + C with initial letter consonant onsets

6 mins




magnetic letters

eed eat for irt art

eem eam ord dirt arm

een eak orn irl arp

eet leak fort g irl ard

meet form ird card


bird

5 mins





Elkonin boxes

card seed sick form eat girl but

start sheep brick from seat

Elkonin Boxes

sleep

4 mins







5 mins




1 min

LESSON SIX:

Activity Task Description – LESSON SIX Time




and says

2 mins





ai, ing, ang, ong, ung, ir, oy/oi and jumping E


Workbook.



Game: Concentration


oo / oo all

10 mins





10 mins




ing, ang, ong, ung oy / oil


oo, all

7 mins






her see back play chip ship for

seen luck today chop shed

pick tray oor

door

ea ar ing ong -tch ir oy

sea car sing long catch girl boy

beach farm going song bird toy

star

oi a-e i-e


oil mat/mate bit/bite

10 mins



Reading Rimes


a + C e + C i + C o + C



Read Rimes randomly


onsets


Writing Rimes



i + C with 2 letter consonant blend onsets

6 mins




magnetic letters

seed meat for dirt art ring long

seem seat fort g irl dart bring song

seen seam form b ird hard

meet dream card

met


5 mins





Elkonin boxes

hard ring form seat girl mat

start bring from dream bird mate

Elkonin Boxes

chart cheat

4 mins







5 mins




1 min

LESSON SEVEN:

Activity Task Description – LESSON SEVEN Time




and says

2 mins




sh, ch-, -tch, -ck, er, ar, ay, ee, wh, ph, th, ea, or, oor, ore, ai,

ing, ang, ong, ung, ir, oy/oi and jumping E, oo / oo, all


Workbook.



Game: Concentration


ou ouse ow

10 mins





10 mins




oy / oil, oo, all, ook


out, ouse, ow

7 mins






her see back play chip ship for

seen luck today chop shed

pick tray oor

door


sea car sing long catch girl boy

beach farm going song bird toy

star

oi oo all a-e i-e

oil look ball mat/mate bit/bite


book tall

10 mins



Reading Rimes


a + C e + C i + C o + C


i + C with 2 letter consonant blend onsets

Read Rimes randomly


onsets



Writing Rimes

Introduce worksheets To be done in session and completed

for homework

o + C with initial letter consonant onsets

6 mins




magnetic letters

seed meat for dirt art ring long

seem seat fort g irl dart br ing song

seen seam form b ird hard

meet dream card

met


5 mins

look out

book shout





Elkonin boxes

hard out ring bit seat look mat

start shout bring bite dream crook mate

Elkonin Boxes

chart cheat

4 mins







5 mins




1 min

LESSON EIGHT:

Activity Task Description – LESSON EIGHT Time




and says

2 mins





ing, ang, ong, ung, ir, oy/oi and jumping E, oo / oo, all, ou

ouse ow




Game: Concentration


igh, ie

10 mins





10 mins




oy / oil, oo, all, ook, out, ouse, ow


ight

7 mins




a piece of paper or in workbook.


her see luck play such dish for

pick tray much wish

oor

door


sea farm going long match girl boy

beach star

oi oo all ou ow ouse i-e

oil look ball out now house bit/bite


boil book tall shout mouse

10 mins



Reading Rimes


a + C e + C i + C o + C u + C



Read Rimes randomly


onsets


i + C with initial letter consonant onsets and 2 letter consonant

blend onsets

Writing Rimes


for homework

o + C with 2 letter consonant blend onsets

6 mins




letters

look out house bit oil now look

book shout mouse bite boil now + A book

grouse crook

ball

tall


stall

5 mins

small





Elkonin boxes

call boil ring bit wow look wait

small oil bring bite down shook snail

Elkonin Boxes

brown

4 mins







5 mins




1 min

LESSON NINE:

Activity Task Description – LESSON NINE Time




and says

2 mins





ing, ang, ong, ung, ir, oy/oi and jumping E, oo / oo, all, ou,

ouse, ow, igh, ie




Game: Concentration


ell, ill

10 mins





10 mins




oy / oil, oo, all, ook, out, ouse, ow, ight


ell, ill

7 mins






her see stick play such dish for

stuck tray much wish

igh oor

night floor


sea star going long match girl boy

beach start

oi oo all ou ow ouse o-e

boil look ball out now house not/note


spoil book small shout down mouse

10 mins



Reading Rimes


a + C e + C i + C o + C u + C


o + C with 2 letter consonant blend onsets

Read Rimes randomly


onsets


i + C with initial letter consonant onsets and 2 letter consonant

blend onsets


Writing Rimes


for homework

u + C with initial letter onset & 2 letter consonant blend onsets

6 mins




letters

look out house bit oil now look

book shout mouse bite boil now + A book

grouse down crook

ball night

tall br ight


stall

5 mins

small





Elkonin boxes

bell stick cash bit wow look tail

spell block smash bite down shook trail

Elkonin Boxes

shell fresh brown stain

4 mins







5 mins




1 min

LESSON TEN:

Activity Task Description – LESSON TEN Time




and says

2 mins




review all letters to date




Game: Snap


10 mins





10 mins




ight, ell, ill and choose rimes randomly


7 mins






her see stick play such dish for

stuck tray much wish

igh oor

night ar ing ong -tch ir floor

star going long match girl

ea start oy

sea boy

beach oo all ou ow ouse

look ball out now house

oi small shout down mouse o-e

boil not/note

spoil ell ill

sell hill


spell spill

10 mins



Reading Rimes


a + C e + C i + C o + C u + C jumping E


u + C with initial letter onset & 2 letter consonant blend onsets

Read Rimes randomly

a + C rimes with initial letter onset and 2 letter consonant onsets


i + C with initial letter consonant onsets & 2 letter consonant blend onsets

o + C with initial letter consonant onsets and 2 letter consonant blend onsets

Writing Rimes


for homework

Jumping E

6 mins




letters


5 mins





Elkonin boxes

Elkonin Boxes

shell fresh brown

4 mins







5 mins




1 min

Documents

Appendix 1 General Lesson Plan Information And Lesson Plans … · 2012. 10. 10. · APPENDIX 1. GENERAL LESSON PLAN INFORMATION AND LESSON PLANS ONE TO TEN GENERAL INFORMATION FOR