| 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 | English |
| What topic | Phonics |
| What length (min) | 60 |
| What age group | Year or Grade 6 |
| Class size | 31 |
| What curriculum | Linguistic Phonics |
| 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
Year 6
English
This lesson corresponds to the Linguistic Phonics curriculum, focusing on developing foundational reading skills through phonics.
31 students
| Step Number | Step Title | Length (minutes) | Details |
|---|---|---|---|
| 1 | Introduction | 10 | Introduce the topic of phonics and its importance in reading. Briefly outline the day’s objectives and activities. |
| 2 | Phonics Instruction | 15 | Teach key phonics principles (e.g., phonemes, graphemes). Use examples and encourage student participation for engagement. |
| 3 | Group Task | 15 | Divide students into groups of 5. Each group will work on a task related to phonics, using provided resources. |
| 4 | Printable Cards Activity | 10 | Distribute printable cards to each student. Instruct them to fill in the cards with phonics examples as the lesson progresses. |
| 5 | Checking Cards | 5 | Randomly check the filled cards or collect them to assess student understanding. Provide immediate feedback. |
| 6 | Assigning Homework | 5 | Assign homework related to phonics skills without requiring presentations. Ensure students understand the homework tasks. |
| 7 | Conclusion and Recap | 5 | Wrap up the lesson by summarizing key points. Encourage students to ask questions about phonics or the homework. |
“Good morning, everyone! Today, we are going to explore an exciting topic: phonics! Phonics is important because it helps us understand how letters and sounds work together in reading. By mastering phonics, we become better readers, which opens up a world of stories and information.
Throughout today’s lesson, we will achieve a few key objectives:
Are you ready to dive into the world of phonics? Let’s get started!”
“Alright, let’s begin with some phonics instruction.
Phonics is all about sounds—particularly, phonemes and graphemes. A phoneme is the smallest unit of sound. For example, in the word ‘cat,’ there are three phonemes: /k/, /æ/, and /t/.
Now, a grapheme is how we write these sounds. For example, the phoneme /k/ can be represented by the grapheme ‘c’ or ‘k.’
Let’s look at some more examples together. Can anyone tell me a word that starts with the phoneme /s/?
[Wait for responses such as ‘sat’ or ‘sun’.]
Great! That word has the sound we’re talking about.
Now, let’s think of some words that have the phoneme /ɪ/.
[Encourage students to offer words. Affirm their responses.]
Fantastic! By recognizing these phonemes, we can decode words and understand them better. Would anyone like to share how knowing phonics has helped you with reading?”
“Now that we’ve gone over some fundamentals, it’s time to get into practical application!
I will divide you into groups of five. Each group will receive a task related to phonics, and you will use the provided resources to complete it.
[Divide students into groups and hand out resources.]
Each group will have 15 minutes to work together. Focus on your specific task, and remember to discuss and help one another. Use the resources available to you for assistance.
You have 15 minutes! Begin!”
“Fantastic work on your group tasks, everyone! Now, let’s switch gears a bit.
I have some printable phonics cards for each of you. I want you to fill in these cards with examples of phonemes and graphemes we’ve discussed today.
[Distribute the printable cards.]
As we work through the lesson, you can refer back to our discussions to fill these out. Make sure to be creative and think of as many examples as you can. You have 10 minutes to complete this activity!
Begin filling in your cards now!”
“Time’s up! I hope you found the cards engaging.
I will now randomly check some of your cards, and when I do, I’ll ask you to explain what you wrote. This will help me understand your comprehension of the phonics concepts we’ve covered.
[Go around the room checking cards, providing immediate feedback.]
Well done, everyone! I’m impressed with your understanding, and these examples show you’re grasping the concepts well.”
“Now that we’ve finished our activities for today, let’s talk about your homework.
I want each of you to complete a phonics worksheet that I’ll hand out shortly. This homework will involve decoding words and applying the principles we've learned today.
Make sure to take your time with it, and do not feel pressured to present this homework in class.
Any questions about the homework?”
“Before we finish for today, let’s quickly recap what we’ve learned.
We talked about phonemes and graphemes, completed group tasks that encouraged collaboration, and worked on phonics cards filled with examples.
Does anyone have any questions about what we covered today or about the homework?
[Encourage questions.]
Thank you all for your participation today! I really enjoyed our lesson on phonics, and I can see that you are all improving your reading skills. Don’t forget to work on your homework this week.
Have a great day, everyone!”
| Slide Number | Image | Slide Content |
|---|---|---|
| 1 | {Image: A teacher in front of a classroom} | - Introduction to phonics |
| - Importance of phonics for reading skills | ||
| - Lesson objectives: | ||
| - Understand basic phonetic principles | ||
| - Enhance decoding skills through activities | ||
| - Group collaboration and communication | ||
| - Homework assignment for continued learning | ||
| 2 | {Image: Phonemes and graphemes chart} | - Explanation of phonics, phonemes, and graphemes |
| - Definition of phoneme: smallest unit of sound (e.g., /k/, /æ/, /t/ in 'cat') | ||
| - Definition of grapheme: written representation of sounds (e.g., ‘c’ for /k/) | ||
| - Encouragement of student participation in identifying words | ||
| 3 | {Image: Students working in groups} | - Practical application of phonics through group work |
| - Students divided into groups of five | ||
| - Task related to phonics using provided resources | ||
| - Importance of collaboration and discussion | ||
| 4 | {Image: Printable cards with phonics examples} | - Introduction of printable phonics cards |
| - Task to fill in cards with examples of phonemes and graphemes | ||
| - Reference back to group discussions for assistance | ||
| - Time limit: 10 minutes for completion | ||
| 5 | {Image: Teacher checking students' work} | - Review and checking of filled phonics cards |
| - Opportunity for students to explain their examples | ||
| - Immediate feedback on comprehension | ||
| - Positive reinforcement of understanding phonics concepts | ||
| 6 | {Image: Homework assignment sheet} | - Discussion of homework assignment |
| - Completion of a phonics worksheet | ||
| - Focus on decoding words and applying concepts learned | ||
| - Reminder of no pressure to present homework in class | ||
| 7 | {Image: A classroom recap} | - Recap of lesson content before concluding |
| - Key points: phonemes and graphemes, group tasks, phonics cards | ||
| - Encouragement for questions and discussion | ||
| - Appreciation for student participation and progress | ||
| - Reminder to complete homework |
Define the terms 'phoneme' and 'grapheme'. Provide an example of each.
How many phonemes are in the word ‘plant’? List them.
Choose three words that start with the phoneme /b/. Write them down.
Using the phoneme /ʃ/, list four different words that include this sound.
Fill in the blanks: The grapheme ‘ch’ represents the phoneme , as in the word .
From the phonics cards activity, choose one grapheme you included. Give two different phonemes that can represent this grapheme.
Explain how understanding phonics can improve your reading skills. Write a short paragraph.
Create a list of five words. Identify the phonemes in each word and provide their corresponding graphemes.
Describe how collaboration in your group helped you understand phonics better. Give one specific example.
Using a word from the lesson, explain how you can decode it by breaking it down into its phonemes.
| Question | Answer |
|---|---|
| What is a phoneme? | |
| Can you give an example of a word that starts with the phoneme /s/? | |
| What is a grapheme? | |
| How many phonemes are in the word 'cat'? | |
| What phoneme does the letter 'k' represent? | |
| Can you think of a word that contains the phoneme /ɪ/? | |
| How does knowing phonics help you with reading? | |
| What was the main task for your group during the lesson? | |
| How long did each group have to complete their task? | |
| What activity did we do with the printable phonics cards? | |
| Why did we check the phonics cards at the end of the lesson? | |
| What homework task were you assigned at the end of the lesson? | |
| What did we recap at the end of the lesson? | |
| Do you have any questions about phonemes or graphemes? | |
| How can you apply the phonics principles we've learned in your reading? |
Can you think of another word that contains the phoneme /m/? How does knowing that phoneme help you read other words?
What is the difference between a phoneme and a grapheme? Can you give me an example of both from your reading?
How do you feel working in a group to learn phonics? Did you find it helpful to discuss your thoughts with your peers?
Can you share a time when understanding phonics made it easier for you to read a word you didn’t know before?
What creative ways can you think of to remember phonemes and graphemes? Would drawing or using songs help you?