| Objectives | Students will be able to: (1) identify the short "e" sound; (2) read short "e" CVC words; (3) differentiate "a" and "e". |
|---|---|
| Materials | Vowel picture cards (egg, elephant), letter tiles. |
| Key vocabulary | vowel, bed, red, ten, pen |
| Engage (starter) | (10 min) Show a red pen. "What colour is this? Red! What is it? Pen! Listen to the middle sound." |
| Develop (main) | (35 min) 1. Introduce short "e". 2. Blend words on the board (p-e-n). 3. Contrast with short "a" (pan vs pen). 4. Students complete a sorting worksheet for "a" vs "e" pictures. |
| Plenary (close) | (10 min) Teacher says a word; students hold up "A" or "E" cards. |
| Assessment | Correct completion of the vowel sort. |
| Teacher notes | Vowel discrimination is often tricky; go slowly. |
| Objectives | Students will be able to: (1) recognize new sight words; (2) read sentences containing them; (3) practice writing them. |
|---|---|
| Materials | Word wall cards, sand trays for tracing. |
| Key vocabulary | to, a, you, read, trace |
| Engage (starter) | (10 min) Hide the three new words around the room. Have students find them. |
| Develop (main) | (35 min) 1. Read the words together. 2. Trace the words in sand trays for tactile memory. 3. Read decodable sentences ("You have a red pen"). 4. Write the words in sentences in their books. |
| Plenary (close) | (10 min) Partner flashcard practice. |
| Assessment | Ability to trace and independently read the target words. |
| Teacher notes | Add to the classroom word wall. |
| Objectives | Students will be able to: (1) expand noun knowledge to places and animals; (2) identify them in text; (3) categorise nouns. |
|---|---|
| Materials | Sorting chart, animal and place flashcards. |
| Key vocabulary | place, animal, park, school, dog, cat |
| Engage (starter) | (10 min) "Where are we right now? School! School is a place." Ask for favourite animals. |
| Develop (main) | (35 min) 1. Review nouns (people, things). Add Places and Animals. 2. Show flashcards and sort into 4 columns. 3. Read a short text and circle the animals (e.g., "The dog is at the park"). 4. Draw a place and an animal. |
| Plenary (close) | (10 min) Noun charades: act like an animal, class guesses the noun. |
| Assessment | Correct categorization in the sorting activity. |
| Teacher notes | Reinforce that all 4 categories are "naming words". |
| Objectives | Students will be able to: (1) understand that sentences convey a complete thought; (2) start with a capital letter; (3) end with a full stop. |
|---|---|
| Materials | Sentence strips cut into individual words, pocket chart. |
| Key vocabulary | sentence, capital letter, full stop, complete |
| Engage (starter) | (10 min) Hold up a jumbled sentence. "Does this make sense? Let's fix it!" |
| Develop (main) | (35 min) 1. Explain the rules: capital at the start, full stop at the end, makes sense. 2. Reorder the jumbled words in the pocket chart. 3. Give pairs their own jumbled word cards to build a sentence. 4. Copy the corrected sentence into books. |
| Plenary (close) | (10 min) Read the built sentences aloud as a class. |
| Assessment | Capital letter and full stop present in notebook writing. |
| Teacher notes | Focus strictly on the mechanics of capitalization and punctuation. |
| Objectives | Students will be able to: (1) differentiate short a/e; (2) write a simple sentence; (3) identify 4 types of nouns. |
|---|---|
| Materials | Review worksheets, crayons. |
| Key vocabulary | review |
| Engage (starter) | (10 min) "Simon Says" using noun categories (e.g., "Touch a thing", "Point to a person"). |
| Develop (main) | (35 min) 1. Complete a comprehensive worksheet: circle the correct vowel, sort the nouns, trace and punctuate a sentence. 2. Teacher conducts small group check-ins while others work. 3. Colour the noun sorting pictures. |
| Plenary (close) | (10 min) Review worksheet answers together on the board. |
| Assessment | Worksheet accuracy, specifically sentence punctuation. |
| Teacher notes | Use this data to plan Term 1 Week 5 interventions. |