| Objectives | Students will be able to: (1) identify the short "a" sound; (2) read CVC words with short "a"; (3) write short "a" words. |
|---|---|
| Materials | Flashcards, whiteboard, CVC word worksheets. |
| Key vocabulary | vowel, sound, read, bat, cat, map |
| Engage (starter) | (10 min) Sing a short "a" phonics song. Ask students to listen for the repeating sound. |
| Develop (main) | (35 min) 1. Introduce short "a" using picture cards (apple, ant). 2. Blend CVC words on the board (c-a-t). 3. Have students build words with letter tiles. 4. Complete a worksheet matching words to pictures. |
| Plenary (close) | (10 min) "I spy" something that has a short "a" sound. |
| Assessment | Worksheet completion and verbal reading of 3 CVC words. |
| Teacher notes | Ensure clear pronunciation of the vowel sound. |
| Objectives | Students will be able to: (1) recognize sight words by memory; (2) use them in simple sentences; (3) spell them correctly. |
|---|---|
| Materials | Sight word flashcards, playdough, sentence strips. |
| Key vocabulary | sight word, the, is, and, sentence |
| Engage (starter) | (10 min) Flashcard rapid-fire game. "Who can shout out the word fastest?" |
| Develop (main) | (35 min) 1. Introduce each word. Explain they break phonetic rules. 2. Build words using playdough. 3. Read simple sentence strips together ("The cat is big"). 4. Students copy the words into their notebooks 3 times each. |
| Plenary (close) | (10 min) Sight word bingo (small 3x3 grids). |
| Assessment | Ability to read the three words without hesitation. |
| Teacher notes | Review these words daily. |
| Objectives | Students will be able to: (1) define a naming word; (2) identify naming words for people and things; (3) draw and label nouns. |
|---|---|
| Materials | Picture cards of people and objects, chart paper. |
| Key vocabulary | noun, naming word, person, thing |
| Engage (starter) | (10 min) Point around the room. "Everything has a name! What is this?" (desk, chair, boy). |
| Develop (main) | (35 min) 1. Explain that nouns are naming words. 2. Create a T-chart on the board: People / Things. 3. Sort picture cards into the chart. 4. Have students draw one person and one thing in their books and label them. |
| Plenary (close) | (10 min) Stand up if the word I say is a person, sit down if it is a thing. |
| Assessment | Correct sorting and labelling of nouns in notebooks. |
| Teacher notes | Keep definitions very simple. |
| Objectives | Students will be able to: (1) listen to a short story; (2) identify the main character; (3) recall one event. |
|---|---|
| Materials | Big Book or a visually engaging short story, character puppet. |
| Key vocabulary | character, story, happen, first |
| Engage (starter) | (10 min) Introduce the puppet. "This is our main character today. Let's read his story!" |
| Develop (main) | (35 min) 1. Read the story aloud, pausing to show pictures. 2. Ask "Who is the story about?" 3. Discuss what happened first. 4. Students draw their favourite part of the story and attempt to label the character. |
| Plenary (close) | (10 min) Have 3 students share their drawings and explain what is happening. |
| Assessment | Verbal identification of the character and drawing relevance. |
| Teacher notes | Focus on engagement and listening skills. |
| Objectives | Students will be able to: (1) recall short "a" words; (2) read sight words; (3) identify naming words. |
|---|---|
| Materials | Mini-whiteboards, review game board, markers. |
| Key vocabulary | review, practice |
| Engage (starter) | (10 min) Sing the phonics song from earlier in the week. |
| Develop (main) | (35 min) 1. Carousel activity: Station 1 (Sight word building), Station 2 (Noun sorting), Station 3 (CVC reading with teacher). 2. Rotate every 10 minutes. 3. Quick mini-whiteboard spelling test (3 words). |
| Plenary (close) | (10 min) Celebrate a successful week. Give out "Super Reader" stickers. |
| Assessment | Station participation and whiteboard spelling check. |
| Teacher notes | Note students struggling with blending for intervention. |