Lesson 4 Week 4, Term 3 Topic Focus Content Outcomes Ausvels

Year: Date: Prep 7/8/2013 English - Language Phonemic awareness - Blends

Time Allocated: 1 session Student Adjustments Below At Above

Speaking and listening Language Recognise rhymes, syllables and sounds (phonemes) in Drew, Deecan, spoken words (ACELA1439) Ruby, Melissa, Jacob, Renee - listening to the sounds a student hears in the word, and writing letters to represent those sounds Blends die Blends wheel Blends slides C:\Users\Jenni\Pictures\2013-08-05\033.JPG Blends Mix n match (see pictures below). Whiteboard and markers Introduction: Ask students if they know what consonant blends are. Listen for answers and encourage thought processes. Explain to students what consonant blends are. Whole group focus Children on floor in circle. Teacher rolls a die and sounds the blend. Students put hands up to make a word from the consonant blend. Words can be nonsense words, but aim for actual words. Partner task Children will choose partners to rotate through three activites: Blends Mix n match, Blends slide and Blends wheel. Blend slides: The students will use the slide cards to determine what words they can make on each card. They must tell each other the word and be in agreement with Rohan, Megan, Trevor, Jeanette, Theresa, Melissa, Ruby, Aaron, Amy Katy, Jason, Craig, Bill, Annette, Caden

Resources

Sequenced Learning Activities Teaching approaches

Better suited to: Blends slide Blends Mix n Match

Blends wheel Mix n match Blends slide Better suited to: Blends Mix n match

each other before moving on. Blends Mix n Match: Both students have a card and find ends that match the blends on the card. When they have done this, they need to show their partner and say the words to each other. Blends Wheel: Move each segment of the wheel to make actual sensible words not nonsense words, using the pictures to help. Conclusion Share time. 3 sets of partners share the activity they were currently working on. Formative Product of activities. Summative Student participation, teacher observation, feedback. The students worked in their reading groups which worked ok. They could have been in mixed ability groups but the lesson was unscheduled and I thought it would be easier to put them in their groups. The lower group of students were spread between the four groups. I included the die throwing as a floor group and spent time with each of those groups after roving the room. The activity was received well by the students. They enjoy changing activities/rotations. This activity was reasonably successful although it was difficult to ensure all students understood the activities, and because not all students can read themselves and need help to connect the blends and ends. The high groups coped well with the activities and the lower groups struggled with the actual reading but enjoyed the activities. Mixed ability groups would be better in future; however there are only so many high students to go around!

Assessment

Evaluation/Reflection

What do the students already know?

Where do learners need and want to be?

How does this group best learn?