KSSR ENG YEAR 1 TEACHING PHONICS 3

UNIT 4 LISTEN TO ME
New Phonemes: /m, n/
Graphemes: m n
Words: man, map, nap, an, ant, pan, Nat, am, Pam, , tan, ap, apt
(Bold- words taught in the textbook. The rest are other words including 'nonsense words'.)

Lesson 1
Phonemes: /m, n/
Graphemes: m, n
Content
Standard: 2.1
Learning
Standard: 2.1.1, 2.1.2(b), 3.1.2(a), (b)
Teaching Aids: Sound card 'm'(3), 'n'(3); pocket chart; Picture cards of words beginning with 'm' and 'n' - man, map, mop, net,nest, nap.

Time: 30 minutes

Activity:
1. Revise phonemes /s æ t p/. Flash sound cards and sing Association Action Song.

2. Teacher introduces /m/. Follow Basic Teaching Steps to introduce a sound(Refer Teaching Phonics 1)

3. Sing Association Action Song(from Cory cat Phonics Song), Mickey Mouse m m m(Rub your tummy ).

4. Repeat Steps 1-3 for phoneme /n/; Action Song - Nelly Nightingale n n n(driving a sports car).

5. Play 'Throw Me In'. Introduce picture names for words beginning with /m/ and /n/ as pupils play the game.

6. Do writing activities(model the correct way of writing the grapheme):

• touch sandpaper letter
• form 'm' with modelling clay
  
• copy, write 'm' (AB pg 16; intergrate ICT, use Microsoftword. Let pupils choose font, colour it and print.)

(Ask 'What are you doing?' as pupils do the writing activity. Train them to say the sound not the letter name. Use the term 'sound' when teaching phonics NOT 'letter'.)

REFLECTION:

LESSON 2
Phonemes: /m, n/
Graphemes: m, n
Content
Standard: 2.1
Learning
Standard: 2.1.1, 2.1.2(b)
Teaching Aids: Sound card 'm'(3), 'n'(3); Picture cards of words beginning with 'm' and 'n' - man, map, mop, net,nest, nap.
Time: 30 minutes

Activity:
1. Teacher revises the phonemes /m n/.

2. Play 'Put It Right', Textbook pg 15.

3. Do writing activity AB pg 17.

REFLECTION:

LESSON 3
Phonemes: /m/, /n/
Graphemes: m, n
Content
Standard: 2.1
Learning
Standard: 1.1.1(g), 2.1.1, 2.1.2(b),2.1.3, 2.1.4
Teaching Aids: Sound cards 'm', 'n', 'p', 't' and 'a'; pocket chart;
Time: 30 minutes

Activity:
1. Teacher revises the phonemes /s æ t p m n/.

2. Do Oral Blending for words in the word list 'Sound It Right', Textbook pg
16.

3. Play 'Sound It Right', Textbook pg 16. Divide pupils into 2 groups. Teacher says /m-æ-n/(sound-by-sound) and pupils compete to put the corresponding sound cards together. Then they read and segment the word, for eg 'man', /m-æ-n/.
Don't forget to ask the whole class to read and segment the word too.

4. Do writing activity AB pg 18. Encourage the pupils to say the sounds as they write each word. For instance for the word 'sat', encourage them to say /s- æ -t/ as they write.

REFLECTION:

LESSON 4
Phonemes: /m/, /n/
Graphemes: m, n
Content
Standard: 2.1
Learning
Standard: 2.1.1, 2.1.2(b),2.1.3
Teaching Aids: Sound cards 'm', 'n', 'p', 't' and 'a'; pocket chart; Reading Text, textbook pg 16; Sight word cards - 'on', 'the' (written in blue)
Time: 30 minutes

Activity:
1. Revise blending words quickly.

2. Read the text on page 16 together. Teach pupils to read the blue words(sight words) using look & say method(use flash cards).

3. Next let the pupils take turns to read in groups. Then pair them up and let them read the text to each other.

4. Do dictation ( For abled students - sentence level. Show sight word cards if they have problem writing the sight words; for the less abled - word level )

5. Do manipulaton. The suggested manipulation sequence for sounds represented by /s æ t p m n/ is:

a - an - am - pam - map - man - pan - tan - tap - nap - map - ap - apt - ant

This manipultaion exercise is very powerful because you are training your pupils to read any possible sound combinations.

REFLECTION:

Readeasy Multi-Sensory Teaching Instruction

According to Tony Buzan, the author of "Brain Child' the brain learns better if we use colours. In Readeasy Phonics, we use three main colours. Red are for vowels, black for consonants and blue for Look & Say words. The children will understand that red and black letters can be blended whereas blue words are to be memorized. These colour codes will help them decode words easily.

The brain also learns better if we use multisensory techniques. In Readeasy Teaching Instruction, multisensory techniques are used at all levels. We teach each sound by associating it to an action in a song. The sound /b/ is associated to the action of bouncing a ball while singing 'Bobby Bear b b b'; the sound /n/ is associated to the action of driving a race car while singing 'Nelly Nightingale n n n'.
When we relate a reading activity(left-brain activity) to singing(right-brain activity), we are optimizing the child's brain(ie using both sides of the brain) for learning. The child will be able to remember the sound & symbol with ease. The brain also remembers better if there are feelings involved when children are learning. Singing and doing an action for each sound with fun will help them remember the sound & symbol easily.

The children are also taught to touch sandpaper letters or form the letter using modelling clay for each sound that they learn. They are trained to say the sounds as they do these activites.

When reading/blending words, we advise teachers & parents to encourage their children to use their fingers to point to or tap the letters as they blend the sounds. Children should also use sound cards to form words. For some children who are lagging behind, we get the parents to do Listen & Build activity using sound cards with them at home so that they go through a sensory process when reading.

For spelling/segmenting, get the children to do karate chops for each sound that they say.

At the word or sentence level, do dictation with your children. Writing is a sensory process that will help reinforce their learning.

In my personal experience, no child will be left behind if you follow these steps when teaching them to read. Moreover the reading texts in Readeasy Phonics presents highly decodable texts.