CROSS CONTENT LEARNING MATERIALS / DIFFERENTIATION TEACHER’S / CURRICULAR LEARNING OUTLINE STANDARD STANDARD REFERENCES STRATEGIES REMARKS ELEMENT MAIN SKILL MAIN SKILL Pre-lesson Task Picture flashcards of Language Strategies 1 or 3 may be 4 actions suitable. Reading Reading 3.1 3.1.2 One worksheet for each Use other strategies if Lesson delivery Recognise in linear Recognise and sound out appropriate. pupil, in two parts. Part Write the words on the board: and non-linear texts by with some support 1 see below. Part 2 – – play watch day game using knowledge of beginning, medial and sentences based on ball sounds final sounds in a word pupils’ responses in what hurray When writing the and letters Lesson 7) worksheet part 2, you Elicit the common letter (a). could choose pupils who Ask pupils to read the words to their participate less often, who partner. have lower proficiency or who have low motivation. COMPLEMENTARY COMPLEMENTARY This will help involve SKILL Model the /ei/ sound. Ask SKILL them more in their pupils to tell their partner which words learning. have this sound. Reading Reading Feedback on 1 and 2 whole class and 3.1 3.1.1 check pronunciation. Recognise words in Identify, recognise and linear and non-linear If appropriate, select name the letters of the texts by using suitable activities for your alphabet Elicit spellings for /ei/ sound: knowledge of sounds pupils from LINUS Module ay and a+C+e (ask pupils to say the and letters 1 to be added in to this letter names). lesson to focus on Ask pupils to write (or tell you) more phonemes from Lines a words which follow this rule. and b of the Year 1 Phonics Table (see syllabus) Give pupils the worksheet. Ask them to read the sentences in part 1 and circle the /ei/ sounds. Then they should read them with their partner before checking whole class. Ask pupils to read the sentences in Part 2 of the worksheet (these should be a mix of sentences about pupils, some true (or right), some false (or wrong), based on their responses in Lesson 7. See below). They should circle True or False.
CONTENT STANDARD LEARNING STANDARD LEARNING OUTLINE MATERIALS / REFERENCES CROSS CURRICULAR ELEMENT DIFFERENTIATION STRATEGIES TEACHER’S / REMARKS MAIN SKILL Reading 3.1 Recognise in linear and non-linear texts by using knowledge of sounds and letters COMPLEMENTARY SKILL Reading 3.1 Recognise words in linear and non-linear texts by using knowledge of sounds and letters MAIN SKILL Reading 3.1.2 Recognise and sound out with some support beginning, medial and final sounds in a word COMPLEMENTARY SKILL Reading 3.1.1 Identify, recognise and name the letters of the alphabet Pre-lesson Task 4 Lesson delivery Write the words on the board: play watch day game ball what hurray Elicit the common letter (a). Ask pupils to read the words to their partner. Model the /ei/ sound. Ask pupils to tell their partner which words have this sound. Feedback on 1 and 2 whole class and check pronunciation. Elicit spellings for /ei/ sound: ay and a+C+e (ask pupils to say the letter names). Ask pupils to write (or tell you) more words which follow this rule. Give pupils the worksheet. Ask them to read the sentences in part 1 and circle the /ei/ sounds. Then they should read them with their partner before checking whole class. Ask pupils to read the sentences in Part 2 of the worksheet (these should be a mix of sentences about pupils, some true (or right), some false (or wrong), based on their responses in Lesson 7. See below). They should circle True or False. Picture flashcards of actions One worksheet for each pupil, in two parts. Part 1 – see below. Part 2 – sentences based on pupils’ responses in Lesson 7) Language Strategies 1 or 3 may be suitable. Use other strategies if appropriate. When writing the worksheet part 2, you could choose pupils who participate less often, who have lower proficiency or who have low motivation. This will help involve them more in their learning. If appropriate, select suitable activities for your pupils from LINUS Module 1 to be added in to this lesson to focus on phonemes from Lines a and b of the Year 1 Phonics Table (see syllabus)
RPT-CEFR-YEAR-2-2018.docx