Revisit and Review
Children have completed phase 1 and 2, and part of phase 3
Start by recapping sounds / diagraphs they have previously been taught with picture cues and incorporating these into words (Week 4 graphemes) - ai / ee / oa / oo
Game - children up and active: Identifying and sorting sounds by segmenting and blending the words together
This is interactive and engaging; however some children are getting over-excited and confused
Teacher using assessment for learning (AfL) - adapt teaching based on children's responses
Teach
Introducing the phoneme ur
Hear it, say it, see it - teacher says it first, children copy and say it and see the phonemes in front of them. The children are always embedding the phoneme into words and reinforcing it. Using different voices; loud, quiet, squeaky
Showing children the ur grapheme accompanied with a picture cue, e.g. curl.
Modelling segmenting and blending words containing ur - use sound buttons and phoneme frames to model segmenting - robot arms to hear the different phonemes
Teacher keeping a good pace of lesson; lots of content to get through
Practice
Game - new sound with a familiar game, making new learning fun. Children working together to identify nonsense and real words. Extension task: read words if children have sorted
Children may struggle on unfamiliar words they have no heard / seen before
Another AfL opportunity to see any need for reinforcement and clarification. Teacher using positive reinforcement and praise through one-to-one interaction
Encouraging the use of correct terminology and vocabulary - segmenting, blending, etc.
Application
Applying their newly learnt ur grapheme to sentences and matching to pictures, going through them all as a class
Majority of children will be able to follow this pace, intervention would be introduced for those who cannot, e.g. children with dyslexia often find the pace of phonics lessons too quick - teacher has to plan for where the children are at in terms of phases opposed to age