If You Give a Pig a Pancake Read Aloud

​This department includes sample phonics lessons. The lesson sequences are examples and are not intended to comprehend all aspects of phonics.  There are numerous ways of education phonics through brusk introductions and activities such as word walls, individualised sound letter of the alphabet books, and analysing graphemes in new vocabulary.

On this page

• Phonics lesson: Unmarried messages and their common sounds
• Phonics lesson: Consonant digraphs
• Phonics lesson: Consonant blends
• Phonics lesson-Using a traditional tale to teach phonic elements
• Phonics Lesson -Teaching the long 'e' sound in context
• Foundation Phonics Lesson – Introducing the letter and sound: 's', /due south/
• Foundation Level Sample unit: Teaching the grapheme 'p' and its phoneme /p/
• Level 6 Phonics - Greek word origins

Phonics lesson: Unmarried messages and their common sounds

Lesson overview

This lesson is an illustration of how a teacher may back up a small group of students with learning individual messages/ graphemes and their common sounds/ phonemes. Depending on the students and their learning needs, the lesson focus may exist narrowed (to ane letter/grapheme and its common sound/ phoneme) or increased (to several letters/graphemes and their common sounds/phonemes). Appropriate metalanguage should be introduced to students prior to the lesson.

The lesson in this instance focuses on the graphemes 'r', 'h' and 'j' and the common sound/phoneme each alphabetic character makes. The instructor works with a small group of students who would benefit from repetition and overlearning of these letters.

The short intervention lesson would accept the place of a guided reading session and include:

• initial letter/sound work
• a shared reading of a text containing the identified letters/graphemes and sounds/ phonemes
• a follow upwardly activeness to reinforce the new or revised learning.

In addition:

• Information collected via the F-2 English Online Interview (Victorian Government schools) or through the Letter Identification Task (Clay, 1993; 2013), or DATE – Early Literacy in English Tool: Alphabet Messages would inform planning for pedagogy and learning.
• A text is chosen to support the focus for shared reading.

Resources required for this lesson include:

• a set of flashcards with the single lower-case messages 'r', 'h' and 'j' recorded for each student
• a shared reading text containing the initial lower-example messages 'r', 'h' and 'j' such as Emerge's new shoes by Beverley Randell, Jenny Giles and Annette Smith, published by Cengage.
• modest whiteboards and markers for each pupil.

Victorian curriculum links

English, Reading and Viewing, Language: Expressing and developing ideas

Foundation: Recognise that texts are made up of words and groups of words that make meaning (VCELA144)

English, Reading and Viewing, Language: Phonics and word knowledge

Foundation: Recognise all upper- and lower-case letters and the about mutual sound that each letter represents (VCELA146)

English, Writing, Literacy: Creating texts

Foundation: Sympathise that sounds in English are represented by upper- and lower-example letters that can exist written using learned letter of the alphabet formation patterns for each case (VCELY162)

Learning intention

Nosotros are learning to recognise the lower-case messages r, h and j and the common sound each alphabetic character makes.

Success criteria

I tin can name the lower-case letter of the alphabet 'r', 'h' and 'j'.

I can make the common sound for 'r', 'h' and 'j'.

Lesson sequence

1. Introduce the learning intention and ensure students know the focus of the lesson is about naming and making the common sound for the graphemes 'r', 'h' and 'j'.
2. Introduce the flashcards with the lower-case messages 'r', 'h' and 'j' written on them. Name each letter of the alphabet and ask students to repeat the name afterward each 1. Make the common sound for each alphabetic character and ask students to repeat the sound.
3. Turn the letters over so they are covered and play a game of tic-tac-toe with students. When students turn a letter over they must name information technology and make the common sound. The game may be repeated for multiple exposures (See High Impact Educational activity Strategies - Multiple exposures).
4. Innovate the shared reading text simply ensure all students have their own re-create likewise. Provide a nutshell statement of the text. For example, if using Emerge'due south new shoes by Beverley Randell, Jenny Giles and Annette Smith say, "This story is almost a girl called Sally who gets some new shoes. She loves her new shoes and goes almost everywhere in them. Do you remember she will wear her new shoes when she goes swimming at the puddle?"Students discuss their predictions and give reasons for them.
5. Read the championship and the first page to students modelling concepts of print such as left to correct, return sweep and top to bottom. Encourage students to finger track the text as they are post-obit the reading.
6. This text was called because it contained the action verbs 'run', 'hop' and 'leap'. On the pages where these words are institute, pause the reading, for case:
   • Read "I'm going to …". Wait, I can meet a give-and-take that starts with one of the messages we are learning today. What letter of the alphabet can y'all meet? What sound does it make? I am going to read on to the cease of the sentence. What activity could Emerge practise that starts with /r/ that could go at that place and make sense?
   • Students suggest action verbs that start with /r/. Cantankerous bank check with the printed word. More than supports may have to be put in place. For case, 'running' starts with the /r/ sound simply if we put 'running' into this sentence, can nosotros say it that fashion in English language? What could we say that sounds correct? Let's check the word (articulate the word slowly so students can hear the individual phonemes in run).
7. Repeat the procedure with the other pages and messages. This text was also chosen because it has a repeated structure. Equally the students recognise the repeated structure, encourage them to bring together in with the reading.
8. At the conclusion of reading the text, enquire students to revisit their initial predictions. Discuss and bank check for meaning.
9. Give students an individual set of lower-case letter flashcards and ask them to go back into the text and observe the letters 'r', 'h' and 'j'. Accept initial, medial or terminal alphabetic character examples.
10. Inquire students to use their whiteboard to record the words they accept found which incorporate the messages 'r', 'h' and 'j':
    • work at the point of demand with each individual educatee. As students are writing, ask them to identify the letter of the alphabet and the common audio it makes.
    • reinforce right alphabetic character formation, starting points and grip.
11. Return to the success criteria. Tin can students proper noun the messages 'r', 'h' and 'j'? Tin can they make the common sound/phoneme for each?

Going farther

See High Bear upon Teaching Strategies - Multiple exposures

• Give each student the set of three lower-case flashcards with r, h and j written on them. With a partner they can play retentivity or 'go fish'.
• Students sort magnetic messages to identify 'r', 'h' and 'j', lower and upper-case.• Students play audio/alphabetic character bingo with the targeted letters.
• Students play games such as 'I spy with my petty eye something starting with the letter….', I spy with my trivial center something ending with the audio….'.
• As students enter or leave the classroom they use a password (i.e. a word that starts with the letter…., a discussion that starts with the sound…., a discussion that ends with the alphabetic character…., a word that ends with the audio….).
• Students place the shared reading text in their book box to revisit during contained reading time.
• Students detect examples of words that contain the letters 'r', 'h' and 'j' in texts around the room. Tape in their reading response volume.
• Give students a further set of upper-instance messages 'R', 'H' and 'J'. Match to the lower-example letters.
• Students notice examples of 'r', 'h' and 'j' in magazines. Cutting out and brandish.
• Students use an iPad to photograph the letters 'Rr', 'Hh' and 'Jj' from around the room. Impress and makes copies for students to place in their reading volume box.
• Students brand their own personal dictionary. Focus on the letters 'r', 'h' and 'j'. Students draw pictures of words that will help them call back the common audio for each of these letters. Shop personal dictionary in student book box then it can be accessed during independent reading or writing.

References

Clay, M. (1993). An Observation Survey of Early Literacy Achievement. Birkenhead, Auckland: Heinemann Education.

Clay, M. (2013). An Observation Survey of Early Literacy Accomplishment (3rd Ed.). Portsmouth, NH: Heinemann.

Phonics lesson: Consonant digraphs

Lesson overview

This lesson is an illustration of how a instructor may back up a small grouping of students learning about consonant digraphs. Depending on the students and their learning needs, the lesson focus may be narrowed (to one digraph and its relating sound/phoneme) or increased (to several digraphs and their relating sounds/ phonemes). Appropriate metalanguage should be introduced to students prior to the lesson.

This lesson in this case focuses on the digraph 'sh' and the relating audio/phoneme it makes in the initial, medial and final position in a give-and-take. It involves the teacher working with a pocket-size group of students who would benefit from repetition and overlearning of this digraph. The lesson takes place through a guided reading session and would include:

• explicit teaching of the digraph. Explain the significant of 'digraph' – the prefix 'di' = two, the root word 'graph' = letter, so 'ii letters which make one sound/phoneme'
• independent reading of a text containing the identified digraph
• a follow up activeness to reinforce the new or revised learning.

In add-on:

• educatee running records volition inform the classroom teacher of decoding competencies including which consonant digraphs are known/unknown
• a text is chosen to support the focus for guided reading.

Resource required for this lesson include:

• a guided reading text containing the targeted digraph(southward) such equally Father Comport goes fishing past Beverley Randell, published by Cengage
• words written on cards from the text containing the focus consonant digraph 'sh' to include words with examples of the consonant digraph in the initial, medial and final position
• small whiteboards and magnetic letters

Victorian curriculum links

English language, Reading and Viewing, Language: Phonics and give-and-take knowledge

Level one: Recognise curt vowels, common long vowels and consonant digraphs, and consonant blends (VCELA181)

English language, Speaking and Listening, Phonics and Word Cognition

Level 1: Manipulate phonemes by addition, deletion and commutation of initial, medial and concluding phonemes to generate new words (VCELA204)

Learning intention

We are learning that the diagraph 'sh' is fabricated up of two letters that make one sound /sh/.

Success criteria

I can find an instance of a discussion that contains the 'sh' digraph.

I can make the audio for the 'sh' digraph.

Lesson sequence

1. Explain the learning intention and introduce the term 'digraph'. Explain its meaning; the prefix 'di' = two, the root word 'graph' = letter, and so 'ii letters which brand i sound'.  Enquire students if they know of any other digraph examples (e.m. 'th', 'ch', 'sh', 'ph', 'ck', 'wh'). Contextualise the learning intention by introducing the guided reading text. For example: "Today we are going to read the text Father Deport goes fishing past Beverley Randell. As we read nosotros volition find words in the text that contain the 'sh' digraph".
   
2. Front end load vocabulary that contain the targeted digraph 'sh'. Introduce flashcards with words containing 'sh'. Articulate each discussion slowly and inquire students to locate the /sh/ sound. For example, ask "Where can you lot hear the /sh/ sound in line-fishing? Is it at the beginning, in the center or at the stop of the word?"( fishing, fish, shouted)
3. Before reading the text, students utilize the cards every bit a reference to locate the words that comprise the 'sh' digraph. Discuss, locate the digraph and brand the digraph sound.
4. Before independent reading begins, provide students with a nutshell statement nigh the text to assistance pregnant making. For example: "This text is called Father Bear goes line-fishing. It is about a Father Bear who goes downwardly to the river to fish. At showtime, he didn't know where to look for the fish. Then he found some. He got fish for Mother Bear and Babe Acquit also." Let's turn to folio 11. Inquire "Can y'all find the words that say Male parent Comport? Mother Carry? Baby Acquit? They offset with capital letters considering that is their name."
5. Students read the text independently. Listen to private students read the text and back up at their betoken of demand. Ensure that words that contain the 'sh' digraph are decoded accurately.
6. Later reading, check for agreement.
7. To reinforce the new learning about the 'sh' digraph ask students to utilise a whiteboard and magnetic messages to make the discussion 'fish'. Model how to segment the sounds in the word 'fish' (eastward.g. f-i-sh). Enquire students to segment and locate where they hear and run across the 'sh' digraph. Remove the initial messages and requite students a 'w' and an 'i' to make a new word that ends in 'sh' ('wish'; repeat activity with other messages to make other words → e.g. dish, was', bush, button, dash, greenbacks)
8. Brand a word that begins with the 'sh' digraph (eastward.thousand. shop, send, shut, shed). Ask students to suggest another or give them the messages to make a new word keeping the 'sh' in the initial position. Segment discussion into phonemes (sh-e-d).
9. Make a word that contains 'sh' in the medial position (wishing, washing, pushing). Students copy.
10. Return to the success criteria. Can students find or brand a word that contains the 'sh' digraph? Tin students make the /sh/ sound? Students cocky-evaluate.

Going further

See High Impact Education Strategies - Multiple exposures

• Students detect examples of the 'sh' digraph in their guided reading and independent reading volume box. Record in their reading response book.
• Provide magnetic letters and whiteboards and enquire students to work independently to make examples of words that contain the 'sh' digraph.
• Detect examples of the 'sh' digraph in words in magazines. Cut out and display.
• Add words containing the 'sh' digraph to personal dictionaries and store in the student'due south book box for independent reading and writing activities.
• Provide other examples of guided reading texts that contain targeted digraphs.
• Students search big books and classroom texts to observe word examples that comprise the targeted digraph. Students locate, decode and write in their reading response volume or classroom anchor charts.
• Apply the name dominion if there is anyone in the class that has the targeted digraph in their name (Shana's dominion = 'sh' or Shahjadi's rule = 'sh')

Phonics lesson: Consonant blends

Lesson overview

This lesson is an example of how a teacher may back up a pocket-sized group of students practising words containing consonant blends.

Depending on the students and their learning needs, the lesson focus may exist narrowed (to one consonant alloy and its sounds/phonemes) or increased (to several consonant blends and their sounds/phonemes). Appropriate metalanguage should be introduced to students prior to the lesson.

This lesson in this instance focuses on the initial consonant blends 'pl' and 'br' and the relating sounds they make. The teacher works with a modest group of students who would do good from repetition and overlearning of these consonant blends. The lesson takes place through a guided reading session and would include:

• explicit educational activity of the consonant blends
• contained reading of a text containing the identified consonant blends
• a follow up activity to reinforce the new or revised learning.

In add-on:

• pupil running records will inform the classroom teacher of decoding competencies including which consonant blends are known/unknown
• analysis of student writing samples will also provide the instructor with information on which consonant blends students utilize accurately and which require explicit pedagogy
•  a text is chosen to support the focus for guided reading.

Resources required for this lesson include:

• a guided reading text containing the targeted consonant blends such as Insect Hunt past Hannah Reed, with photography past Michael Curtain. Published past Eleanor Curtain.
• words written on flashcards from the text containing the focus consonant blends. • consonant blend word slides for all students.

Accessed at: https://www.abcteach.com/documents/wordslide-blends-digraphs-pl-11074

Victorian curriculum links

English language, Reading and Viewing, Linguistic communication: Phonics and word knowledge

Level 1: Recognise short vowels, common long vowels and consonant digraphs, and consonant blends (VCELA181)

English, Speaking and Listening, Phonics and Word Knowledge

Level one: Dispense phonemes past addition, deletion and commutation of initial, medial and final phonemes to generate new words (VCELA204)

Learning intention

Nosotros are learning that a consonant alloy is fabricated upward of two or three consonant sounds blended together but you can notwithstanding hear the individual sounds.

Success criteria

I tin can make the sounds for the 'pl' consonant blend and notice an example of a give-and-take that starts with 'pl'

I tin can brand the sounds for the 'br' consonant alloy and detect an example of a discussion that starts with 'br'

Lesson sequence

1. Explain the learning intention and introduce/revise the term 'blend'. Explicate its meaning Differentiate 'alloy' from 'digraph' (a alloy is two or more consonant letters making ii or more consonant sounds/phonemes; a digraph is two letters making i sound/phoneme). Ask students if they know of any other consonant blends examples (Come across beneath for consonant blend examples). Contextualise the learning intention by introducing the guided reading text. For instance: "Today we are going to read the text Insect Hunt by Hannah Reed, with photography by Michael Curtain. Equally we read we volition find words in the text that contain the 'pl' and 'br' consonant blend."
2. Front load vocabulary that contain the targeted consonant blends. Innovate flashcards with words containing the 'pl' and 'br' consonant alloy. Articulate each word slowly and ask students to listen for the initial alloy, (plants, plastic, branch)
3. Before reading the text, students use the cards as a reference to locate the words that incorporate the 'pl' and 'br' consonant blends. Discuss, locate the consonant alloy and brand the relating sounds.
4. Before independent reading begins, provide students with a nutshell statement about the text to assist pregnant making. For instance,"This not-fiction text is called Insect Hunt by Hannah Reed. We are going to read pages 1 to 9 which tell us nearly where insects live and how to find them on a plant."
5. Students read the text independently. Listen to private students read the text and support at their indicate of need. Ensure that words that contain the 'pl' and 'br' consonant blends are decoded accurately.
6. After reading, check for understanding.
7. To reinforce the new learning, revisit the sounds made by the targeted blends. Ask students to brainstorm some other words that may brainstorm with 'pl' or 'br'. Articulate the words slowly to segment sounds and record. Prompt students to assistance with spelling patterns as words are recorded.
   For case: 'pl' = play, place, plastic, found, plan, plane, please, enough, plod, plot, plop, plod, plus, plug;  'br' = co-operative, encephalon, bran, brat, dauntless, bread, break, brim, brick, bring, blood brother, brush
8. Students brand a discussion slide with either the 'pl' or 'br' consonant blend. A google search volition locate commercial consonant alloy give-and-take slides which are freely available.  Alternatively, students make their own including some of the brainstormed words. For example:
   
9. Students read the words in their word slide and tape them in their reading response book. Ensure the targeted blend is underlined or written in another colour. As students work on their word slides, monitor individual students to reinforce the new learning. It is recommended that completed give-and-take slides are housed in private educatee brandish books which incorporate examples of phonic and phonological sensation resources. This volition ensure they are readily attainable when students read or write independently.
10. Render to the Success Criteria. Can students brand the 'pl' and 'br' consonant blend sounds? Can they advise a discussion that begins with these blends? Students self-evaluate.

Going further

1. During shared reading, ensure enlarged texts contain the targeted blends and make explicit reference to them.
2. Develop classroom consonant blend anchor charts with lists of the brainstormed words. Display.
3. Accept fun writing tongue twisters with the targeted blends. For example,
   Bridget brushes her brother's brain.
   Students write and illustrate.
4. Play oral language games such equally "I went shopping and I bought a ….plate, plug, institute, aeroplane etc"
5. Encompass the faces of a big die with a range of consonant blends. Students gyre the die, make the consonant blend sounds and suggest/describe/write a word that begins with the targeted blends. Students find examples of the targeted consonant blends when reading independently. Mark with a pasty note and share with the class at the lesson conclusion.

​Consonant blend	​Examples
​ii letter of the alphabet initial consonant blends	​ bl, br, cl, cr, dr, fl, fr, gl, gr, pl, pr, sc, sk, sl, sm, sn, sp, st, tr, tw
​ 2 letter terminal consonant blends	​ ft, ld, lk, lp, lt, mp, nd, ng, nk, nt, py, ry, sk, sp, st, ty
​3 letter of the alphabet initial consonant blends	​scr, spl, spr, str, squ

  (Hill, 2015, p. 249; Loma, 2016, p.52)

References

Colina, S. (2015). Developing early on literacy: Assessment and teaching. (2nd ed.). S Yarra, Commonwealth of australia: Eleanor Curtain Publishing

Hill, Southward. (2016). The Next Step: Developing Early Literacy-Resources for developing reading and writing according to identified needs (AlphaAssess). S Yarra, Commonwealth of australia: Eleanor Drape Publishing.

Phonics lesson - Using a traditional tale to teach phonic elements

Lesson overview

This lesson is an example of how a teacher may use a traditional tale such equally This Former Man (encounter words below) to teach phonic elements. Depending on the students and their learning needs, the lesson focus would vary (for example, silent messages, common long vowels, vowel digraphs, consonant digraphs, consonant blends). Advisable metalanguage should be introduced to students prior to the lesson.

This lesson in this instance provides an case on how to explicitly teach 2 phonic elements: the split digraph which makes a mutual long vowel audio and silent letters (although information technology is recommended that each element is taught separately). The instructor works with a group of students who would benefit from repetition and overlearning of these phonic elements. The lesson takes the place of a traditional guided reading session (for a small grouping) or tin can operate as a mini lesson for a larger grouping of students and would include:

• explicit teaching of the phonic chemical element
• shared and independent reading of a text containing the targeted phonic chemical element
• a follow up activity to reinforce the new or revised learning.

In addition:

• student running records will inform the classroom teacher of decoding competencies including which phonic elements are known/unknown
• analysis of student writing samples will too provide the teacher with data on which phonic elements students utilise accurately and which require explicit teaching
•  a traditional tale is chosen to support the focus for the lesson.

Resources required for this lesson include:

• an enlarged version and private copies of a traditional tale such as This Old Human being
• highlighters
• iPads

Victorian curriculum links

English, Reading and Viewing, Language: Phonics and word knowledge

Level 2: Recognise most letter-sound matches including silent letters, trigraphs, vowel digraphs and mutual long vowels, and understand that a sound can be represented by diverse letter combinations (VCELA218)

English language, Writing, Language: Phonics and give-and-take cognition

Level 2: Understand how to use digraphs, long vowels, blends, silent letters and syllabification to spell simple words including chemical compound words (VCELA226)

English language, Speaking and Listening, Linguistic communication: Phonics and word cognition

Level 2: Place all standard English phonemes, including short and long vowels, separate sounds in clusters (VCELA239)

Learning intention

When decoding a discussion that contains a silent letter, no sound is made for that letter.

Nosotros are learning that a split digraph tin make the long vowel sound.

Success criteria

I can identify a give-and-take that contains a silent letter.

I can utilize that cognition to assistance me decode the word.

I can highlight examples of divide digraphs making the long vowel sound in the text This Erstwhile Human being.

I can decode a word that contains a separate digraph long vowel sound.

Lesson sequence

1. Explicate the learning intention and introduce any unfamiliar terms such equally silent letter of the alphabet or dissever digraph (eastward.chiliad. 'a-eastward', 'e-eastward', 'i-e', 'o-due east', 'u-e'). Explicate their meaning (Run across Loftier Bear on Teaching Strategies - explicit education). Contextualise the learning intention by introducing the traditional tale. For example,"Today we are going to read a traditional tale called This Former Homo. You lot may already know it. As we read the tale nosotros are going to be looking for:
   • words that comprise silent messages
   • words that incorporate a long vowel audio and have a separate digraph spelling pattern."
2. Using the enlarged version of the text, read the traditional tale to students for enjoyment and agreement. As a revision, students turn and talk to a partner about what words they heard rhyme.
3. Render to the text and reread. Ask students to:
   • look for words that might comprise a silent letter as the text is being read, or
   • look for words that contain a split digraph and brand a long vowel audio.
4. Accentuate the words that are examples of each phonic element. For example:
   • silent messages - knick, knack, thumb, whack, knee joint, bone, came, home, v, hive, nine, spine, requite
   • carve up digraph long vowel sound -  bone, came, domicile, five, hive, 9, spine.
5. Ask students to identify the words that are examples of the targeted teaching. Highlight examples in the enlarged text with coloured markers. Discuss the examples. For instance:
   • How would you decode the give-and-take 'thumb' and 'whack'? Which office is silent? How would you decode the word 'come' and 'give'. Which part is silent?
   • Which words incorporate a dissever digraph and make a long vowel sound? How would you decode them? What are the spelling patterns? Why doesn't 'give' make the long vowel sound? (Discuss phonic exceptions and the importance of reading in context to establish meaning.)
6. Give students an private copy of This Old Man. Using a coloured highlighter, students marker all the words with:
   • a silent letter
   • contain a split digraph and make a long vowel audio.
7. Equally students highlight, bank check understanding of the targeted teaching with individual students. It is recommended that students store their individual copy of This Old Human in a brandish folder with other phonic and phonological sensation examples. It tin exist reread during independent reading time.
8. Students use an iPad to investigate words that contain:
   • silent letters. Students record any found examples in their reading response book.
   • a carve up digraph which makes a long vowel sound. Students record any found examples in their reading response book.
9. Share examples with the group and compile some anchor charts.
10. Return to the success criteria:
    • Tin students identify a word that contains a silent alphabetic character? Can they decode it accurately? How might they use this knowledge to assistance them with their reading? Writing?
    • Can students requite an example of a word in the traditional tale This Onetime Man that makes a long vowel sound and has a separate digraph spelling? Can they decode a word that contains a long vowel audio with split digraph spelling? How might they use this knowledge to assistance them with their reading? Writing?

Going further

• During shared reading, ensure enlarged texts contain the targeted phonic elements and make explicit reference to them.
• Students detect examples of the targeted phonic elements when reading independently. Mark with a sticky notation and share with the course at the lesson conclusion. Are there any exceptions?
• Choose guided reading texts that contain examples of the explicitly taught phonic elements to practise new learning.
• Conduct some research into the history of silent letters. The Give-and-take Spy (2008) (past Ursula Dubosarsky and illustrated by Tohby Riddle, published by Penguin Random Firm Commonwealth of australia) explains the history of silent messages, and the influence of the press printing on spelling. It besides contains interesting facts such every bit "about 60 per cent of words in English have a silent letter in them" (Dubosarsky, 2008, p.25).
• Brand spelling lists of silent letters and brandish every bit anchor charts or classroom references.

This Former Man (Words and music traditional)

This old man, he played one,
He played knick-knack on my pollex
Knick-knack paddy whack
Requite the dog the os
This old human came rolling habitation.

This former human, he played two
He played knick-knack on my shoe
Knick-knack paddy whack
Give the dog the os
This old man came rolling domicile.

This old man, he played three
He played knick-knack on my genu
Knick-knack paddy whack
Give the dog the bone
This former man came rolling abode.

This old man, he played 4
He played knick-knack on my door
Knick-knack paddy whack
Give the dog the bone
This old human came rolling habitation.

This onetime human, he played 5
He played knick-knack on my hive
Knick-knack paddy whack
Give the dog the bone
This erstwhile human being came rolling dwelling.

This old human, he played six
He played knick-knack with some sticks
Knick-knack paddy whack
Give the domestic dog the os
This sometime homo came rolling home.

This onetime man, he played seven
He played knick-knack up in Heaven
Knick-knack paddy whack
Give the domestic dog the bone
This old man came rolling abode.

This one-time homo, he played viii
He played knick-knack on my gate
Knick-knack paddy whack
Give the canis familiaris the bone
This old man came rolling domicile.

This onetime man, he played nine
He played knick-knack on my spine
Knick-knack paddy whack
Give the dog the os
This onetime man came rolling abode.

This old homo, he played x
He played knick-knack one time over again
Knick-knack paddy whack
Give the dog the bone
This old man came rolling home.

Phonics Lesson -Teaching the long 'eastward' sound in context

Text details

Bancroft, B. (2013) Remembering Lionsville, Allen and Unwin Children's books, Banner of Allen and Unwin.

Lesson overview

This lesson presumes that students have read the indigenous memoir text Remembering Lionsville by Bronwyn Bancroft for enjoyment and understanding. Students will be required to revisit the known text to investigate the long vowel audio /ē/. Advisable metalanguage should be introduced to students prior to the lesson.

The teacher volition reread the text so that students can heed and identify words that comprise the /ē/ audio. Later they will piece of work in pairs or small-scale groups to visually identify and annotate a section of the text that contains the letter patterns (graphemes) that correspond the /ē/ sound (phoneme).

In this text the long vowel audio /ē/ is represented by the graphemes and digraphs:

• e as in emu
• east-east as in these
• ee as in creek
• ea as in clean
• y as in story
• eo as in people
• ey as in valley
• ie as in carries
• ei equally in receive

Links to curriculum

Victorian curriculum (English), Reading and Viewing, Language: Phonics and word cognition Level 3: Sympathise how to apply cognition of letter-sound relationships, and blending and segmenting to read and use more complex words with less common consonant and vowel clusters (VCELA249)

Victorian Curriculum (English), Writing, Language: Phonics and discussion knowledge Level 3: Sympathize how to utilize letter-sound relationships and less common letter combinations to spell words (VCELA263)

Level 4: Empathise how to employ phonic generalisations to identify and write words with more complex letter patterns (VCELA294)

Reading model: Text decoder and Writing model: Text encoder

Learning intention

Nosotros are learning that at that place are many letter combinations which can make the long vowel audio /ē/.

Success criteria

I tin identify words in Remembering Lionsville that contain the long vowel /ē/ sound.

I can contribute to a group list showing the different letter combinations for the long vowel /ē/ sound by adding at least one example from my notebook or from the annotated page of the text.

Lesson sequence

1. Conspicuously explicate the learning intention.
2. Reread the text and ask students to listen for words that comprise the sound /ē/. As they hear words, jot them down on an individual whiteboard, iPad or notebook.
3. Turn and talk to a partner near their list. What do they notice nearly the spelling patterns of those words? Discuss with the whole group. Ask students where they hear the long vowel /ē/ audio?
4. In minor groups, requite students a copy of one of the pages in the text. Ask them to decode the words on the page and highlight words that comprise the long vowel sound /ē/.
5. Once words are identified, make a grouping list. Ask small groups to place the spelling pattern that makes the long vowel /ē/ sound from their investigation. Other examples from classroom wordlists or independent reading material may likewise exist sourced for examples.
6. Return to the success criteria. Ask group members to give each other feedback on their contribution to the list and select one fellow member to study dorsum to the whole course.
7. Render to the whole form. Students share their investigations. From the give-and-take, the teacher makes a class anchor nautical chart with all the spelling combinations for the long vowel /ē/ sound. For case,
   Hash out what an 'exception' is. Were there examples of the aforementioned letter of the alphabet combination making a different audio (east.k. eating and steak, these and were)?

Differentiation

• During group work the teacher scaffolds students who might accept difficulty decoding the text past working with a small grouping.
• Pairs can be of mixed ability containing a more confident decoder and a student who listens for the target long vowel /ē/ audio.
• Once letter combinations for the long vowel /ē/ audio are identified, students continue to notice other examples in their shared and contained reading texts over the week and add to classroom lists.
• Once letter combinations for the long vowel sound /ē/ are identified, extension groups might locate other words in the text that contain the same letter patterns but brand different sounds (e.thousand. eating and steak, these and were). Why do they notice about the words and letter combinations (due east.g. surrounding messages in the word, placement of the discussion in the sentence, or word origin)?

Foundation Phonics Lesson – Introducing the letter and  audio: 's', /s/

Links to the curriculum

Victorian Curriculum (English): Reading and Viewing-Phonics and word   cognition

Foundation: Recognise all upper- and lower-case letters and the most common audio that each alphabetic character represents

Reading Model: Text  decoder

Lesson overview

This lesson is an example of how a new grapheme and its common sound can be introduced to students

Grouping size: Whole class

Learning intention

• We are learning that the letter 's' can make a /s/  sound.
• We are listening carefully to words to hear the initial sound  /s/

Success criteria

I can recognise the alphabetic character s.

I can write the graphic symbol 's' and depict pictures/write words that start with 's'.

I tin can recognise words in stories with the initial sound of /s/  aurally

Part of the reader: Text decoder

Resource required

• Access to YouTube: Geraldine Giraffe:  https://www.youtube.com/spotter?v=sUmUpf-JNoU
• A text that contains examples of vocabulary with the initial letter 'south' e.thou. How to Catch a Star by Oliver Jeffers (2004)
• Blank half scrapbook or  workbook

Lesson sequence

1. Clearly articulate the learning  intention:
   • Today we are learning virtually the letter of the alphabet 's' and the /s/ sound.  We volition find words that start with the letter 's' and  make the /due south/ sound. Nosotros are going to showtime collecting words so we can create a letters, sounds and word book. The first words/pictures we will add to our books will be words starting with the letter or grapheme 'southward'. Character is another name for a letter shape.
2. Video clip most grapheme, for example, Geraldine Giraffe:
   • Let's watch Geraldine Giraffe practice the letter s audio. She is going to notice some things around her house that start with this sound.
   • When we hear the /s/ we are going to say it aloud and draw an 'due south 'in the air. Model this using the index finger. Make sure you use the mitt you write with.
3. Later the video clip, bring children's attending to the whiteboard/easel with a apparently A3 piece of paper fastened. Write the alphabetic character 's' at the acme then ask the children to recall some of the 'southward' objects Geraldine the Giraffe found starting with /s/ e.m. sunglasses, scarf, spoon, stinky smelly sock:
   • Draw a picture of the object then writing the word next to it, saying the word equally y'all write it.
4. Inquire students to pretend they are Geraldine Giraffe and look for things around the classroom that start with the /s/ sound. Encourage students to share the objects and reinforce the /southward/ audio. Record (draw and write) these objects on the A3 poster as well (e.g. scissors, sticky tape,  Sam, Sundus, seat, grin...) and   display.
5. Students then work individually. Ask them to write the letter 's' in their alphabetic character, audio and give-and-take volume and draw or   write some pictures and/or words from the affiche or their own examples. Children requiring support may work in a small group with the teacher to complete this chore.
6. Students return to the whole group. Read a story with a number of words starting with /s/. Encourage children to put their hands on their caput when they hear/see a word starting with  /s/
   • How to Catch a Star by Oliver Jeffers (2004) = star, stars, seek, heaven, sunrise, sat, some, sun, saw, still, spaceship, seagull, something, sand
   • Ask students to record (draw and/or write) one of the words they heard from the story into their letter, audio and word book. Model past adding a picture and word to the A3 poster. Ensure the affiche is displayed in the classroom   to support future reading and writing sessions.

Going further

This activeness can be repeated: s, a, t, p, i, north - This society of introduction of graphemes is i proposition as this sequence allows for the introduction of blending and segmenting of numerous words e.g. sat, pat, tap, pivot, pit, pan, tan, tin can, information technology, at, is, in.

Differentiation

Cut out pictures of dissimilar objects from magazines that start with the initial letter.

Foundation Level Sample unit: Teaching the grapheme 'p' and its phoneme /p/

Unit overview

Sample phonic unit on how to innovate the grapheme 'p' and its phoneme /p/

There are many unlike approaches to the educational activity of phonics reflected in the practices teachers choose to utilize with their students and their specific learning needs. Regardless of which approach is employed, information technology must incorporate the post-obit:

• explicit teaching of the grapheme and phoneme
• multiple exposures to the character and phoneme through meaningful texts
• multiple exposures to the character and phoneme through meaningful contexts
• systematic pedagogy of graphemes and phonemes based on what students need to learn (e.thou. known knowledge versus new knowledge. Practice not teach what students already know - build on known knowledge)
• explicit links to handwriting and how the upper and lower case grapheme is represented

This unit of work is an example of how a instructor might introduce a new grapheme and its common phoneme in a Foundation classroom.

Links to the curriculum

Victorian Curriculum (English), Reading and Viewing, Language: Phonics and word knowledge

Foundation: Recognise all upper- and lower-case letters and the about common sound that each letter represents (VCELA146)

Victorian Curriculum (English language), Reading and Viewing, Literacy: Interpreting, analysing, evaluating

Foundation: Read texts with familiar structures and features, practicing phrasing and fluency, and monitor significant using concepts about print and emerging phonic, semantic, contextual and grammatical noesis (VCELY152)

Victorian Curriculum (English language), Writing, Language: Phonics and discussion noesis

Foundation: Sympathize that spoken sounds and words can be written and know how to write some high-frequency words and other familiar words including their name (VCELA157)

Victorian Curriculum (English), Writing, Literacy: Creating texts Foundation: Empathize that sounds in English are represented by upper- and lower-case letters that can be written using learned letter of the alphabet formation patterns for each case (VCELY162)

Victorian Curriculum (English), Speaking and Listening, Language: Phonics and word knowledge

Foundation: Identify rhyming words, alliteration patterns, syllables and some sounds (phonemes) in spoken words (VCELA168)

Victorian Curriculum (English), Speaking and Listening, Literacy: Interacting with others

Foundation: Listen to and answer orally to texts and to the communication of others in informal and structured classroom situations using interaction skills, including listening, while others speak (VCELY174).

Resources required

Texts that support the introduced grapheme 'p' and its phoneme /p/ such equally:

• The Paperbag Princess by Robert Munsch and illustrated by Michael Martchenko (Annick Press, 1992)
• Pig the Pug by Aaron Blabey (Scholastic, 2014)
• Possum Magic -30th Altogether Edition past Mem Fox and illustrated by Julie Vivas (HMH Books for Young Readers, 1983) YouTube admission: world wide web.youtube.com/watch?v=BboBeS-vhjg
• Mix a Pancake traditional nursery rhyme by Christina Rossetti
• Pancake recipe

Possible pedagogy sequence (over several lessons)

1. Explicitly introduce the character 'p' (upper and lower instance) and the phoneme /p/
2. Read/view a text such as Possum Magic past Mem Play a trick on and illustrated past Julie Vivas:
• Ask students to listen for the /p/ sound. As they hear the sound write the grapheme in the air with their finger (e.yard. model this to students first by standing with your dorsum to them so that they tin easily encounter the correct starting points and germination)
• If using an enlarged text, students locate all upper and lower case 'p' graphemes in the text
• Innovate on the ingemination in the story (eastward.g. In Perth they ate pears, pizza and pickled peppers). Write these examples for students modelling the 'p' character and sound. Illustrate and brandish in classroom.
3. Identify objects with the initial sound /p/ including whatever student names. With students, compile an ballast nautical chart of words with the initial audio /p/ (known words and from the classroom environment):
• Write all the educatee names on cards and lucifer names to the relevant students. Investigate how many students accept a 'p' graphic symbol in their proper noun. Hash out were the 'p' grapheme comes in their proper noun and their sounds (/p/ made by 'p' or 'pp' or /f/ made by ph)
4. Teach the nursery rhyme Mix a Pancake with an enlarged version of the text. Students view ane of the many YouTube clips of the rhyme and/or learn the actions to accompany the rhyme:
   • Identify the upper and lower instance 'p' graphemes.
   • Give students an individual re-create of Mix a Pancake to include in a display folder. This can be revisited and read during contained reading time.
   • Students circle all the upper and lower example 'p' graphemes on their individual re-create.
   • Choral reading-Students work in groups of 4 or 5 to reread the verse form together. As they are practising, the grouping tin work on possible actions, sounds effects (may exist with musical instruments) or prosody to highlight the phoneme /p/ and make their version interesting. Nowadays to classmates.
   • Students clap along to the rhythm of the text identifying the pattern of the rhyme. Discuss what words contain one clap (e.thousand. single syllable 'mix', 'stir' or 2 syllables 'pancake'). Introduce this metalanguage.
   • Innovate on the rhyme by asking students to recall of other action verbs that could be used instead of mix, stir, popular, flip, toss and grab such as_________the pancake,_________the pancake,_________it in the pan,_________the pancake,_________the pancake,_________it if you lot can.
5. Make pancakes every bit a language experience:
   • Display an enlarged text of a pancake recipe. Discuss the organisation and purpose of the non-fiction text. Highlight all the words that start with character 'p'.
   • While making pancakes, reuse words that have the initial phoneme /p/ (east.g. pancake, procedure, pour). Explicitly link the /p/ phoneme to the character.
   • Write a wall story or classroom text on Making Pancakes. Explicitly focus on the 'p' grapheme and /p/ phoneme during modelled or shared writing.
   • Brand individual Linguistic communication Feel books. Students highlight the 'p' grapheme in the sentence/s they write. House private Language Experience books in student book boxes to exist read during independent reading.
6. Read Pig the Pug by Aaron Blabey:
   • Students place upper and lower instance initial /p/ graphemes in words (eastward.chiliad. Pig, pug, paw, puff, pile). Write these words on cards with other words from the text. Students sort words by their initial letter looking for 'p' grapheme. A farther sort could be words that contain 3 letters, four letters etc. Revise notion of letter and word.
   • Identify words in the text that rhyme with pig such as 'wig'. Articulate both words to students and ask them to place the function of both words that sounds the same. Ask them to think of other words that sound like or rhyme with 'hog' accepting existent and made up words.
   • Make the word 'sus scrofa' with magnetic letters on a whiteboard or via an interactive whiteboard. Break the one syllable word into its onset 'p' and rime 'ig'. Provide other onsets (eastward.g. w, f, d, w, b, tw) and manually remove the grapheme 'p' and substitute with another onset. Make new words and explicitly show how knowing the word 'pig' tin can help readers and writers 'know' other words that await and sound like it.
7. Read The Newspaper Bag Princess by Robert Munsch and illustrated by Michael Martchenko:
   • As the teacher reads the text, students write the character 'p' on their whiteboard every time they hear a give-and-take that begins with the initial audio /p/. Before beginning reading, explicitly teach and model the correct handwriting germination for upper and lower instance 'p', keeping in mind correct grip.
   • Students make a paper bag princess or prince puppet. Whilst decorating the paper handbag puppets, orally reinforce the grapheme and phoneme.
   • Students work with a partner to retell the story from the ii different perspectives. Ane from the prince and the other from the point of view of the newspaper bag princess. The listener claps every time they hear a word that begins with the phoneme /p/.
8. Students search their own texts to detect words that contain the initial letter 'p'. Students find examples of words that begin with upper and lower instance 'p' words. Revise the employ of the metalanguage upper and lower case and its purpose. Students also wait for 'p' graphemes inside a word or cease in the grapheme 'p'. Record, share and add together to class anchor chart.
9. Students participate in activities that involve repetition and multiple exposures of the graphic symbol and phoneme 'p' such as:
   • locating all the 'p' graphemes in their guided/shared reading text by using sticky notes as they read
   • identifying upper and lower case p graphemes in a pile of magnetic letters
   • identifying and cutting out words that contain p graphemes in magazines
   • play 'I spy with my piffling heart something beginning/ending with /p/'and its phoneme /p/

Level half-dozen Phonics -  Greek word origins

Links to the curriculum

Victorian Curriculum (English) Writing: Phonics and discussion cognition

Level 6: Understand how to use banks of known words, word origins, base of operations words, prefixes, suffixes, spelling patterns and generalisations to read and spell new words, including technical words and words adopted from other languages (VCELA354).

Resources

Text containing Greek origins such as Percy Jackson and the Greek Heroes by R. Riordan (2004, UK: Puffin).

Examples of words of Greek origins and Advanced (Tier 2/3) vocabulary east.1000. claustrophobic, technically, prophecy, chaos, swaddling

Grouping size

Pocket-size group

Learning intention

We are learning how words of Greek origin influence today's English.

We are developing our ability to use phonic knowledge to recognise increasingly complex  words.

Success criteria

I can recognise patterns in words of Greek origin. I can discover additional words that fit these patterns.

Role of the reader

Text decoder

Lesson sequence

1. Clearly articulate the learning intention:
   • We are going to continue reading about Greek Gods. A good case of a proper noun of Greek origin is a graphic symbol from the book - Persephone. Nosotros can employ our existing understanding that 'ph' makes a /f/ sound and that an 'east' on the terminate of a discussion of Greek origin sometimes makes a long sound = per-sef-on-ee. Let's keep reading and see if there are some other words that fit this blueprint.
   • If possible, provide students with copies of the book or make a copy of the text that students can read along with.
2. Read the text to the students, stopping to discuss pronunciation of words of Greek origin as advisable. e.g. 'y' sometimes makes a long 'i' sound e.thousand.'cyclops', 'Hyperion' and sometimes a short 'i' sound due east.g  'Olympus', and  'Dionysus'
3. Other 'ph' words in the text - Aphrodite, prophecy, Delphi, claustrophobic, photo
4. After reading, ask students to record some of the words that prove these letter-sound patterns.
5. As a group, brainstorm other words from existing knowledge that could be added e.1000. telephone, graph, cipher, philosophy e.one thousand. bike, Cypress vs cymbals, circle

Going further

This activity links to developing understanding of Greek morphemes. Other letter-sound patterns from Greek discussion origins include:

• 'ch' = /k/ - e.g. anarchy, stomach, chronology, technical
• 'ps' = /s/ - e.g. psychic, pseudonym, psychology

Differentiation

Support tin exist provided by teacher in this modest group environment.  Extension through students standing to read independently and identifying other examples of these letter-sound patterns.

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Source: https://www.education.vic.gov.au/school/teachers/teachingresources/discipline/english/literacy/readingviewing/Pages/phonicslessons.aspx

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