| 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 | Reading |
| What topic | phonics |
| What length (min) | 30 |
| What age group | Year or Grade 1 |
| Class size | 15 |
| What curriculum | INTO Reading |
| 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/Grade 1
Reading
30 Minutes
15 Students
Aligned with INTO Reading
| Step Number | Step Title | Length (minutes) | Details |
|---|---|---|---|
| 1 | Introduction to Phonics | 5 | Introduce the concept of phonics. Discuss why it is important for reading. Use examples on the whiteboard. |
| 2 | Printable Cards Distribution | 5 | Hand out phonics cards to each student. Explain how the cards will be used during the lesson. |
| 3 | Group Activity | 10 | Divide students into groups. Each group will work on a phonics activity using their cards. Encourage collaboration and discussion. |
| 4 | Physical Activity Break | 5 | Lead students into a brief physical activity (e.g., jumping jacks or a quick game) to refresh them. |
| 5 | Individual Work | 3 | Students fill in their phonics cards with provided prompts. Circulate the room to assist as needed. |
| 6 | Collecting Cards | 2 | Collect the completed phonics cards or randomly check a few to assess understanding. |
| 7 | Conclusion and Review | 5 | Review what was learned during the lesson. Allow for any questions and provide positive feedback. |
Assign students to practice phonics at home using their favorite books. They should identify and record five words that contain specific phonetic sounds discussed in class. Collect the homework in the next lesson without requiring anyone to present it in front of the class.
"Good morning, class! Today, we're going to explore an exciting topic called phonics. Can anyone tell me what they think phonics means?"
[Pause for responses]
"Great thoughts! Phonics is all about the sounds that letters make and how we use those sounds to read words. Understanding phonics is super important because it helps us become better readers. For example, when we see the word 'cat', we can break it down: /k/ /a/ /t/. Let's practice that together on the board!"
[Write "cat" on the whiteboard, sounding out each letter]
"Now, who can think of other words that start with the same sound as 'cat'?"
[Encourage students to share examples]
"Now, I have some fun materials for you! I'm handing out phonics cards. Each of you will get a card with different letters and pictures. Hold on to your cards, because we'll be using them shortly!"
[Distribute cards to each student]
"On your cards, you’ll see a letter and a picture that starts with that letter. Did everyone get their card? Great! We're going to do some fun activities with these cards, so keep them ready."
"Okay, class! Now I want you to get into groups of three or four. This is your chance to work together and have some fun with your phonics cards! Each group will pick one sound from their cards and think of as many words as you can that have that sound. Chat with your friends and write down your ideas!"
[Allow students 10 minutes to work together]
"Remember to help each other out and think creatively! I’ll come around to see what you’re all discussing."
"Alright, everyone! You've all worked really hard, and now it's time for a quick bio break! Let’s stand up and do some jumping jacks for one minute! Ready? 1, 2, 3… go!"
[Lead the students in jumping jacks or another quick physical activity]
"Great job! Now that we’re nice and refreshed, let's get back to our phonics work!"
"Now it’s time for you to take a closer look at your phonics cards. I want each of you to fill in your cards based on what we’ve learned today. Use the prompts I provided to help you think of words that match the sounds on your cards. You’ll have three minutes to do this, and I’ll be walking around to help if you need it!"
[Circulate the room while students work]
"Let’s finish up our individual work, everyone! I need you to pass your completed phonics cards to the front. I’ll either collect all of them or take a quick look at some to see how you did today."
[Collect cards or check some for understanding]
"Thank you for your hard work on those!"
"As we wrap up today’s lesson, let’s talk about what we learned. Can someone remind me why phonics is important in reading?"
[Encourage student responses]
"Awesome points today! Remember, being able to break down words into sounds helps us read new words we haven’t seen before. Do you have any questions about what we covered?"
[Allow time for questions]
"Before we leave, I want to give you all a big thumbs up for your great participation today! For homework, I’d like you to practice phonics using your favorite books. Find five words that contain the sounds we talked about and write them down. We’ll share those next time. Have a fantastic day, everyone!"
[End of class]
| Slide number | Image | Slide content |
|---|---|---|
| 1 | {Image: A teacher at a whiteboard} | - Introduction to phonics - Phonics = sounds letters make - Importance of phonics in reading - Example with the word "cat" /k/ /a/ /t/ |
| 2 | {Image: Phonics cards with letters} | - Distribution of phonics cards - Each student receives a letter and picture - Encourage students to keep their cards ready for activities |
| 3 | {Image: Students collaborating in groups} | - Group activity: work in groups of 3 or 4 - Choose a sound from cards - Brainstorm words containing that sound - Share ideas and help each other |
| 4 | {Image: Students doing jumping jacks} | - Physical activity break - Jumping jacks for refreshment - Transition back to phonics work - Importance of staying energized during lessons |
| 5 | {Image: Student filling out phonics cards} | - Individual work with phonics cards - Fill in cards with learned words - Use prompts provided - Collection of completed cards for review |
| 6 | {Image: Teacher facilitating a discussion} | - Conclusion and review of lesson - Importance of phonics recap - Questions and answers segment - Homework assignment to find words in books |
| Question | Answer |
|--------------------------------------------------------------------------------|--------|
| What does the term "phonics" refer to? | |
| Why is understanding phonics important for reading? | |
| Can you break down the word "cat" into its individual sounds? | |
| Name a few words that start with the same sound as "cat." | |
| What will you find on the phonics cards that we distributed? | |
| In groups, how many words can you come up with that share a common sound? | |
| What activity did we do to take a break before returning to our phonics work?| |
| What should you do during the individual work time with your phonics cards? | |
| Why do we collect the completed phonics cards at the end of the lesson? | |
| Can someone remind us of the importance of phonics in reading? | |
| What is one example of homework you will complete related to phonics? | |What sound does the letter 's' make, and can you list three words that start with that sound?
Can you think of a word that has the same ending sound as 'dog' and explain how you figured it out?
If you have a card with the letter 't', can you come up with a fun sentence using a few words that start with that sound?
How does understanding phonics help you when you see a new word in a book? Can you give an example?
If you could add one more picture to your phonics card, what word would it represent, and why do you think it fits well?
Let's get our bodies moving,
Feel the energy rise,
Here’s a list of exercises,
Time to energize!
1. **Jumping Jacks:**
Arms up, legs apart,
Jump and clap, let’s start!
2. **Run in Place:**
Lift those knees up high,
Pump those arms and fly!
3. **Squats:**
Sit back in a chair,
Stand up tall, show you care!
4. **Arm Circles:**
Make those circles wide,
Small to large, take pride!
5. **Clap Your Hands:**
Up above your head,
Clap, clap, let’s shed!
6. **Marching in Place:**
Lift those knees with grace,
March, march, in this space!
7. **Side Steps:**
Step to the right, then to the left,
Keep it smooth, no need for heft!
8. **High Knees:**
Bring those knees up high,
Run it fast, oh my!
9. **Heel Touches:**
Touch your heels, one at a time,
Move it quick, to the beat, it’s prime!
10. **Stretch It Out:**
Reach for the sky, then to the ground,
Take a deep breath, let joy abound!
Shake it off, feel that beat,
With these moves, we can’t be beat!
Let’s get moving, feel so bright,
Exercise makes everything right!