Lesson Plan Title:
Grade R Home Language Lesson Plan: Introduction to Phonics – The Sound /s/
Materials Needed:
– Picture cards with images starting with /s/ (e.g., sun, snake, socks)
– Flashcards with the letter ‘S’
– A phonics song or video clip featuring the /s/ sound
– Large chart paper and markers
– Magnetic letters or letter tiles
– A small whiteboard and markers
Learning Objectives:
– Recognise and articulate the /s/ sound.
– Identify words that begin with the /s/ sound.
– Write the letter ‘S’ in both upper and lower case.
– Connect the /s/ sound to corresponding letters and words.
Vocabulary:
1. Sound – A vibration we hear.
2. Letter – A symbol representing a sound in a language.
3. Sun – A star at the centre of our solar system.
4. Snake – A long, legless reptile.
5. Socks – A piece of clothing worn on the feet.
Previous Learning:
Students have become familiar with general language sounds and can identify some letters and sounds from stories and daily activities. They have discussed sounds in songs and rhymes to build phonemic awareness.
Anticipated Challenges and Solutions:
– Difficulty recognising the /s/ sound: Use repetitive auditory examples.
– Confusing ‘S’ with other letters: Use visual and tactile aids like letter tiles.
– Struggling to produce the /s/ sound: Demonstrate mouth positioning and practice as a group.
Beginning Activities: (4 minutes)
1. Greet the students and gather them in a circle.
2. Show them the letter ‘S’ and demonstrate the /s/ sound.
3. Play a short phonics song or video clip that emphasises the /s/ sound.
Middle Activities: (32 minutes)
1. Direct Instruction: (8 minutes)
– Show picture cards one by one, asking students to repeat the /s/ sound at the beginning of each word (e.g., “sun, snake”).
– Use the flashcards to show the letter ‘S’ and practise the sound together.
- Guided Practice: (12 minutes)
- Split students into small groups and give each group a set of magnetic letters.
- Provide words (sun, snake, socks) and let students use the magnetic letters to form the beginning ‘S’.
- Independent Practice: (12 minutes)
- Students will draw and colour an object that starts with the /s/ sound on a piece of paper.
- Allow them to practice writing the letter ‘S’ in both upper and lower case with teacher guidance.
End Activities: (4 minutes)
1. Review the /s/ sound with the whole class.
2. Use an exit ticket activity where each student must say a word that starts with the /s/ sound before leaving the circle.
Assessment and Checks for Understanding:
– Informal observation during guided and independent practice.
– Listening to each student produce the /s/ sound and list corresponding words.
– Checking students’ sketches and writing for correct identification and character formation of the letter ‘S’.
Differentiation Strategies for Diverse Learners:
– For students needing more support, provide additional one-on-one time with picture and letter cards.
– For advanced students, introduce additional /s/ words and have them form simple sentences.
– Use tactile activities, such as tracing the letter ‘S’ in sand, for kinaesthetic learners.
Teaching Notes:
– The goal is to foster early phonemic awareness, which is crucial for reading skills development.
– Use engaging and interactive activities to maintain student interest.
– Ensure all materials are accessible, including larger print for visibility and varied instructional methods (auditory, visual, kinaesthetic).
– Reinforce the /s/ sound throughout the day in various contexts to strengthen retention and understanding.