PHONICS LESSON PLAN

Day & date: Wednesday, 31/8/16

Time: 8:50-9:50
Curriculum
area &
Content

Year 4 English:
Understand how to use knowledge of letter patterns including
double letters, spelling generalisations,
morphemic word families, common prefixes and suffixes
and word origins to spell more complex words (ACELA1779).
Read and write a large core of high frequency words including
homophones and know how to use context to identify correct
spelling (ACELA1780).
Understand how to use phonic knowledge to read
and write multisyllabic words with more complex letter
combinations, including a variety of vowel sounds and known
prefixes and suffixes (ACELA1828).
Year 5 English:
Understand how to use knowledge of known words, base words,
prefixes and suffixes, word origins, letter patterns and spelling
generalisations to spell new words (ACELA1513).
Explore less common plurals, and understand how
a suffix changes the meaning or grammatical form of
a word (ACELA1514).
Understand how to use phonic knowledge to read and write less
familiar words that share common letter patterns but have
different pronunciations (ACELA1829).

Objectives

By the end of this lesson, students will be able to:

Spell certain words correctly and explain their meaning
(including homophones and plurals, and make spelling meaning
connections).
One hour.

Overall
duration
Student
prior
knowledge

Materials
and
resources
Learning

Students are expected to know structure of phonics lessons and are

familiar with explicit teaching of new spelling lists. Students are also
assumed to know spelling of basic words and their meanings.
Year 3 English:
Understand how to use letter-sound relationships and less
common letter patterns to spell words (ACELA1485).
Recognise and know how to write most high frequency words
including some homophones (ACELA1486).
Understand how to apply knowledge of letter-sound
relationships, syllables, and blending and segmenting to
fluently read and write multisyllabic words with more complex
letter patterns (ACELA1826).

Spelling lists colour coded.

Phonics books.

Only One third of the class: Other two thirds are completing previous

strategies &
activities:
introducto
ry 10
mins

Learning
strategies &
activities:
developm
ental
Learning
strategies &
activities:
concludin
g
10 mins
Modification
s
Assessment
Evaluation

spelling lists work backwards from blue to red (more time for those
struggling)
Red
Discuss meanings of words and ask students to look for homophones
(same pronunciation different word). Ear, hear and heard = spelling
meaning connection this may also help distinguish between hear and
here. Change in verb tense = hear and heard. Sort words into columns.
Find all words with the word ear in them and categorise them according
to sound/add additional words to columns.
Yellow
Discuss word meanings. The letter s or es is added to nouns to indicate
more than one (plural), but is also added to verbs (walk, walks)
underline base words (eg. Walk of walking). Ask: How do you know
when to add s and when to add es? All the base words end in sh, ch, s,
or x (if students suggest base words end in h draw their attention to
the word month).
Green
Discuss word meanings. W can influence the vowel (and u in quarter)
so ar in warmth to or and or in worker to er and a in watch o (although
only w words with wa or wo are influenced, eg. Window). Include words
such as toward and reward that do not begin with w (previously listed
under oddballs war).
Blue
Discuss word meanings. Relate spelling and meaning (doesnt include
design and designate though both came from to mark).
Sign/signature (silent g), muscle/muscular (silent c) to remember how
to spell a word think of a related word.
Cut out and sort lists teacher to check.
Spelling menu (resource file).

Students choose six words out of their list each word must begin with
a different letter. They then make six sentences that includes each
word (one of the words per sentence) and as many words in sentence
as you can must begin with the initial letter of the list word. Eg. Word =
cat, sentence = The crazy cat climbs, claws and crawls towards
Catherine as she is cradled, cuddling her cushions in her crib.
Use peg chart for positive AND negative behaviour, hands on
heads/frog for attention, raise hands for answers.
Check students spelling and sentences to ensure meaning.

Were students enjoying the learning activities?

Did students have enough time to complete the tasks?
Did students adhere to their classroom behaviour guidelines
throughout the lesson?
Was there anything that was not understood by the students,
and how should I include this in my next lesson?
Did all students have an equal opportunity to succeed at the
task at hand?

Was the sequence of learning effective?

What worked/didnt work, possible changes & follow up?