1.

Two pupils come to the front of the class to hold up the cards (A4 pdf) showing 'n' and
'g' and say the sound their card makes.

2. Whole class repeat the sound. Then pupils stand together and replace their two cards
with one that shows 'ng' (A4 pdf).

3. Pupils holding the card to say the sound. Teacher to explain that this sound usually
comes at the end of a word, and give some examples e.g. 'bang'.

4. Teacher to load 'Double Consonants: Exploring words that end in ng' reading game on to
the interactive whiteboard. Explain to the class that Wellington the turtle is learning his sounds
as well and needs some help to complete the game. If they help him they also clean up the sea
by putting rubbish into the recycling bin.

5. Teacher to begin game, and model clicking and dragging 'ng' to a word stem. Ask pupils
to sound out the word that has been made.

6. Teacher to then select pupils to continue the game until all 20 words have been
correctly completed and sounded out.

7. Choose different pupils to click and drag the rubbish into the recycling bin.

8. With each set of four words, ensure that the class sounds out the words carefully before
progressing to the next set.

9. PLENARY: Practice saying the 'ng' sound and then ask pupils to call out as many words
from the game as they can remember. Teacher to tick these off from the list of words (A4 pdf)
used in the game. Teacher to scribe words called out on to the board. Can they remember all 20
words?

Go through flashcards for todays high frequency words Revise the graphemes (letter
strings) that we have covered previously show children clue cards with each grapheme
on the front and a clue word on the back. Have them say the clue word, then the sound
that the grapheme represents e.g. bat, (b) Show the children several images of words
containing todays grapheme/s Say the word aloud that each image represents, without
letting the children see the words Ask children to think, pair, share which sound they can
hear in all of the words Ask children where the sound comes in the words i.e. at the
beginning of the word, in the middle of the word at the end of the word, or in more than
one position Show children the images again, this time with the word underneath each
image Ask children to think, pair, share what pattern (i.e. what grapheme) they can see
in all of the words Show children images again, this time with the words under each
image and the grapheme highlighted Ask them to see if they spotted the pattern
correctly Discuss where in the words we find the grapheme Have children repeat this
phrase N G represents (ng) Repeat this phrase several times in different voices e.g.
loudly, quietly, quickly, slowly etc

Free Phonics Reading Lesson Plan: Week 15: Day 1

Date:

Objectives:

(1) Teach children the skills and review skills taught in Fantastic Phonics Decodable
Book 29. Skills include a review of words with the ng ending and words with beginning
blends str, spr and digraphs wr and th.

(2) Practice with flash cards

(3) Complete activities in Fantastic Phonics Decodable Book 29: Comprehension

Questions and sentence completion
(4) Read 2 stories, one in the morning and another 10 minutes before you release
students home, and ask comprehension questions about story elements

Materials:

(1) New cards for these words (or write them on the board): song, long, strong, wrong,
sing, string, thing, spring, begin.

(2) Review the following words: hook, look, food, moon, boy, ouch, out, more,
make, bake, lake, by, cry, food, moo.

(3) Review some sight words. Learn new sight words: begin, encouraged, problem.

(4) Read aloud text: Fun During Reading Class and another story you select.

Instructional Model for teaching Phonics (3-4 minutes)

Review: Write the words eat, seat, outside, boy, more, share, book, foot, make,
bake, cry, by, food, moo, hook, look, jumped, tall on the board. Ask students to
read the words.

New: Teach the skill using the model below:

Skill

Teacher
I do

Teacher and Students

We do

Students practice

You do

Phonics

(WRITE)

We are going to review sounds we have learned and we will learn some new words.

Remember the words with the ng sound like song?

Write the words song, long, strong, wrong, sing, string, thing, spring on the board.

Lets look at the word spring. Ill sound it out:

/s/ /p/ /r/ // //.

Spring!

Now lets do it together. Point to the word spring on the board.

See this word?

Class, look at the end of this word. What sound is at the end?

(Together with class)

Lets sound it out:

/s/ /p/ /r/ // //.

Now what word?

(whole class) spring

Your turn. Point to the word spring on the board: Ask students to raise their hands if
they can read the word.

(Call on a student to come to the board to read the word spring.)

If student is correct, write the word spring on the board and ask another student to
come up and read it.
Then, write long, song on the board and ask a student to read both words.

Phonics and Fluency Practice (5-10 minutes): PRACTICE INCLUDING SIGHT WORDS

1. Sight Words: words REVIEW: next, share, and, on, the, a, to, has, is, you, no, his, it,
was, are, all, but, what, there, enjoy, can, an, said, their, which, your, if, do, into, more,
her, two, could, make, went, first, stay, been, long, little, very, after, work, call, just, about,
where, for, must, before, look, many, also, know, get, much, through, back, more, her,
people, around, three, came, because, every, must, as, with, they, be, this, from, look,
into, under, where, show, found, hurt, never, once, walk, keep, come, gave, please, kind,
would, too, around, eat, those, them, were, blue, myself, read, together, sleep, different,
number, down, today, cry, fry, eye, by, began, stung, knee, much, hurt, bear, our, where,
threw, walked.

2. Play a Fluency game using the words for, must, before, look, many, also, know, get,
much, through, back, more, her, around, people, three, came, because, every, must, as,
with, they, from, this, be, look, show, where, found, hurt, never, once, walk, keep, gave,
come, again, always, please, kind, would, too, around, eat, those, them, were, blue,
myself, read, laugh, just, together, sleep, different, number, each, time, down, today,
swat, knee, eye, bye-bye, swat, knee, where, threw, walked, encouraged, problem,
begin, encouraged, problem with students.

Explain to students that you want them to raise their hands as soon as they know the
word on the card you hold up (or point to the words on the board). Tell them that you will
hold up each card (or point to each word on the board) as quickly as possible to get to
the next one so they need to raise their hands as soon as they can read the word. Select
someone with hand raised to read the word.

3. Take the Fantastic Phonics Decodable Book 29 The Song.

a. Ask students to find that story in their books.

b. Ask students to look at the new words and the review words: song, long, strong,
wrong, sing, string, thing, spring, begin. Read them from the board, then have the class
read them with you, and then ask several students to read the words aloud.

c. Ask students to read the book with you.

d. Read it slowly and make sure that students are reading with you.

e. Stop when you see a comma (,). Tell students that a comma means to pause. Stop
when you see a (.) period the pause is longer than a comma.

f. Ask 2 students to read the story independently. Provide any words that they miss
and explain to them how to figure out what the word is.

4. Writing Practice: Tell students they can spell some words. Say the word spring. Ask
a student to spell it. Ask others to write the words: wrong, string, brook, look, wall,
tall, ball, small, where, too, roof, our, bear, share.

5. Correct errors. (EXAMPLE) The student spells spring as sprig. Say, spring. Lets
write it on the board. spring. (Now point to word on the board as you say and point to
the sounds). Ill sound it out. /s/ /p/ /r/ // /. Note that the /spr/ is a 3-letter blend and
each letter makes its sound. Also, the // sound is spelled n g. Erase the board. Your
turn. You spell spring. Have the SAME student give the answer correctly. Ask others to
come up and spell song, string. Then try previously learned words: look, make,
somebody, try, arm, joy, noise, ouch, house, food, roof and other words with
other students.

6. Complete comprehension questions and sentence completion in Fantastic Phonics

Decodable Book 29.
Reading Fantastic Phonics Decodable Books: Read at least 3 of these to review and
have students practice reading aloud at their desks and to the class.

Fantastic Phonics Decodable Books 10-14: The Dog in the Well, Will is Ill, Pop and His
Pot, Hog and the Dog, A Bug in the Mud

Fantastic Phonics Decodable Book 18: The Fox in the Box (Note: remind students that
the letter x makes the sounds /k/ /s/. Practice the words that end in x together.)

Fantastic Phonics Decodable Book 20: Tom Sows His Seeds

Fantastic Phonics Decodable Book 22: Pa and His Car. IMPORTANT INSTRUCTIONS:
Note that the sight words for today are in this book. Show students that the word sigh
sounds like /s/ //. The igh makes an // sound. There are some 2-syllable words: write
the words market and village on the board. Show students that market can be sounded
out like mar-ket and village like vill-age.

Fantastic Phonics Decodable Book 23: Ma Darns Her Socks

Fantastic Phonics Decodable Book 24 The Fly and the Bee

Fantastic Phonics Decodable Book 25 Make a Mud Cake

Fantastic Phonics Decodable Book 26 On My Roof

Fantastic Phonics Decodable Book 27 We All Play Ball

Fantastic Phonics Decodable Book 28 A Fish to Cook

Fantastic Phonics Decodable Book 39: The Clown. Note that this story includes the /ow/
sounds.

Fantastic Phonics Decodable Book 44: I Knew a Boy This story includes the /r/ as in
share sounds.

Fantastic Phonics Decodable Book 45: We Went to the River Note that this story
includes more /ow/ sound words.

Listening Comprehension 1 (10 minutes): Read the following story to students. NOTE:
Vocabulary and sight words are in bold print and underlined. Write them on the board.
Stop and point to them as you say the word.

Fun During Reading Class

Miss Weah, a first grade reading teacher at Zondo Public school, always encouraged
her students to read well. Garjay had a problem with the last letter sounds in the word he
read. It was always fun when Garjay came up to read. Miss Weah asked Garjay to stay
after school for help. He tried so hard with his reading lesson until Garjay became the
best in Miss Weahs reading class.

Story Elements

1. Who are the main persons/characters in the story? (Miss Weah, Garjay)

2. Where does the story take place? (in school in Miss Weahs class)

3. What happens? What is the problem? (Garjay is having trouble reading)

4. How does he solve his problem? (Miss Weah spends time with Garjay after school to
teach him to read and becomes the best reader in the class)

Activity: Write the words encouraged and problem on the board. Help students with the
definition and usage. Encouraged means to inspire with confidence. Problem means that
Garjay had difficulty with sounding out some words.

Listening Comprehension 2 (10 minutes): 10 minutes before you release children to go

home, read another story to them and ask comprehension questions. Choose a story
from the library books that were provided to you. It is important that you do this.

Homework: Request that students retell the story Fun During Reading Class to their
family members.