| Full lesson | Create for a teacher a set of content for giving a lesson, beginning with the lesson plan. Each new block of materials must begin with an H1 heading (other subheaders must be H2, H3, etc). When you describe required pictures, write those descriptions in curly brackets, for example: {A picture of a triangle} |
| Which subject | No subject |
| What topic | Phonics |
| What length (min) | 30 |
| What age group | Preschool / Nursery |
| Class size | 20 |
| What curriculum | |
| Include full script | |
| Check previous homework | |
| Ask some students to presents their homework | |
| Add a physical break | |
| Add group activities | |
| Include homework | |
| Show correct answers | |
| Prepare slide templates | |
| Number of slides | 5 |
| Create fill-in cards for students | |
| Create creative backup tasks for unexpected moments |
Phonics
Preschool / Nursery
No subject
30 minutes
20 students
This lesson corresponds to the Early Years Foundation Stage (EYFS) curriculum, specifically focusing on Communication and Language Development and Literacy.
| Step Number | Step Title | Length | Details |
|---|---|---|---|
| 1 | Introduction | 5 min | Begin with a brief welcome and explain what phonics is. Introduce the objectives of the lesson. |
| 2 | Phonics Sound Song | 5 min | Play a phonics sound song to engage students. Encourage them to sing along and mimic the sounds. |
| 3 | Introduction to Sounds | 5 min | Introduce a few letter sounds (e.g., 'a', 'b', 'c') using visual aids like flashcards. Encourage repetition. |
| 4 | Printable Cards Activity | 10 min | Distribute the printable phonics cards to students. Instruct them to fill in the cards with the sounds they learned. Provide support as needed. |
| 5 | Random Checking of Cards | 5 min | Collect the filled-in cards or check them randomly while circulating around the room to assess understanding without formal presentations. |
| 6 | Conclusion and Wrap Up | 2 min | Review the sounds learned in the lesson and encourage students to practice at home. Hand out small rewards for participation. |
Students are encouraged to practice the sounds at home using songs or by identifying objects around them that start with the sounds learned in class.
"Good morning, everyone! Welcome to our phonics class today! I'm so happy to see all of your smiling faces! Today, we are going to learn about some sounds that letters make. This is called phonics. Can anyone tell me what they think phonics is?
[Pause for student responses]
Fantastic! Phonics is all about the sounds of letters and how they help us read and speak. By the end of our lesson, we will be able to say some letter sounds together and even use them to fill in some fun card activities. Are you ready to have some fun with phonics?"
"Alright, let's get our bodies moving! We are going to listen to a phonics sound song. When it plays, I want you all to try to sing along and make the sounds together with me!
[Play the phonics sound song]
Now that we have sung our phonics song, did you have fun? Let’s try mimicking some of those sounds one more time. I want to hear everyone say the sounds as loud as they can!
[Encourage repetition of sounds]
Great job, everyone! You are amazing!"
"Now, let’s take a closer look at some of the sounds we just heard. I have some flashcards here that show different letters. The first sound we are going to learn is the sound for the letter 'a'.
[Show flashcard for 'a']
Can everyone say ‘a’?
[Pause for response]
Wonderful! Now, let’s try the sound for the letter 'b'.
[Show flashcard for 'b']
Can we all say ‘b’?
[Pause for response]
Fantastic! Lastly, let’s learn the sound for the letter 'c'.
[Show flashcard for 'c']
Say ‘c’ with me!
[Pause for response]
Well done, everyone! You are really catching on!"
"Now it’s time for us to make our very own phonics cards! I will hand out some printable cards, and each of you will get to fill in the letters and the sounds we just learned - 'a', 'b', and 'c'.
[Distribute printable phonics cards]
Remember, you can draw a picture next to the sound to help you remember it. For example, next to the letter 'a', you could draw an apple. If you need help, just raise your hand, and I will come to assist you.
Let’s get started, everyone!"
[Walk around the classroom and support students as they work]
"Okay, stars, let's see how you did! I’m going to go around and look at some of your cards to check your answers. When I come to you, just show me your card and let's see the sounds you've written.
[Begin circulating around the room]
Wow! Look at all these amazing cards! You are all doing so well with your phonics!"
"We've come to the end of our lesson today! Let's take a moment to review. Who can tell me the sounds we learned today?
[Encourage students to respond]
Bravo! You all did an outstanding job. Remember, you can practice these sounds at home, maybe by singing our song again or by looking for objects around you that start with those letters.
As a little reward for your hard work today, I have some stickers and stamps for everyone!
[Distribute rewards]
Great job today, everyone! I can’t wait to see you all next time for more fun with phonics!"
| Question | Answer |
|--------------------------------------------------------------------|--------|
| What is phonics? | |
| Can you name the sound for the letter 'a'? | |
| What sound does the letter 'b' make? | |
| Can you say the sound for the letter 'c'? | |
| How can drawing a picture help you remember phonics sounds? | |
| What are some objects you can find that start with the letter 'a'?| |
| Why is it important to learn letter sounds in reading? | |
| How did you feel while singing the phonics sound song? | |
| What did you enjoy most about today's phonics lesson? | |
| Can you think of another word that starts with 'b'? | |