Curriculum Information
| Success Criteria |
Students learn to: recognise and generate syllables, rhyming words, alliteration patterns and phonemes in spoken words (phonological awareness) VC2EFLY03 Elaborations This may involve students: recognising and producing rhyming words when listening to rhyming stories or rhymes, for example ‘funny’ and ‘money’ identifying patterns of alliteration in spoken words, for example ‘helpful Hasma’ identifying syllables in spoken words (for example, clapping the rhythm of ‘Mon-day’, ‘Ja-cob’ or ‘Si-en-na’), which is also known as syllabification |
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https://youtu.be/WKpBv0m7JN8
The teacher says words with the sound in different positions and asks the students to identify where the sound can be heard.
Click here for a video version This may be used as a guided practice activity or for remote learning
Hearing the sound in words.
STAGE ONE
m,s,f,a,p,t,c,i
INSTRUCTIONS
Complete the hook activity.
Read through the success criteria.
Turn the screen off and complete the activity. Words can be chosen at random.
5. Read the success criteria and ask the students to give you a thumbs up, thumbs in the middle or thumbs down to indicate if they felt they achieved the success criteria.
Say:
Thumbs up. You achieved all the success criteria.
Thumbs in the middle. You achieved some of the success criteria.
Thumbs down. You didn’t achieve any of the success criteria.
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Beginning
Start
Middle
End
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Stage 1 Hook
In this activity, you will listen and feel the sound in words.
I will say the sound and show you a picture of the grapheme that represents the sound. Then you will tell me if the sound is at the word's start, middle or end.
Let's try to practice with the word cat.
Everyone say the word cat.
The teacher should show a card with the letter c or write the letter c on the board and touch the sound.
What does your mouth do when you make the /c/ sound?
Yes, your tongue is humped in the back of your mouth.
Say, 'Say the word cat again'.
Say, 'Can you tell me where the /c/ sound was in the word?' 'Was the sound at the beginning, middle or end?' When did your tongue hump?
Say, 'Let's count the sound in the word. How many sounds did you hear?' The teacher should model this.
I can hear the /c/ sound at the start of the word cat.
m, s, f, a, p, t, c, i
Success Criteria
Element 0.1
Learning Intention
Blend and segment onset and rime in single syllable words and isolate, blend and segment phonemes in single syllable words (First consonant, last consonant sound, middle vowel sound) (VCELA169)
Stage 1
Say; 'In this activity you are going to listen for the sound in words.'
Say; 'Watch my mouth as I say a word and listen for the sound…'
The teacher will place the letter card on the table and touch the card making the sound.
What does your mouth do when you make that sound?
Say; Can you tell me where the /.../sound was in the word?' 'Was the sound at the beginning, middle or end of the word?'
Say; ‘Let’s count the sound in the word. How many sounds did you hear?’
The teacher may finger tap or chop as a visual cue.
Corrective Feedback
If the students struggle with hearing the sound make the sound, cueing students into what your mouth does when making the sound
script
Stage01
/m/
map
Tim
hammer
Sam
milk
Mummy
am
mum
sum
/s/
sip
Miss
kissing
kiss
passing
floss
sent
less
missing
/f/
Fig
Self
Fish
Self
snowflake
Fan
Surfing
Leaf
/a/
ant
man
apple
Sam
camp
animal
dad
sad
/p/
Pad
tap
hippo
Pip
sip
apple
teapot
lip
pin
dropped
/t/
Tim
cat
beautiful
tack
time
sat
match
hat
Tam
sight
/c/
cap
sick
candy
focus
kite
sack
Chicken
kind
pack
packing
/i/
in
igloo
sit
insect
fit
flip
if
sniff
it
sin
is
m, s, f, a, p, t, c, i
Success Criteria
How did you go?
Learning Intention
Blend and segment onset and rime in single syllable words and isolate, blend and segment phonemes in single syllable words (First consonant, last consonant sound, middle vowel sound) (VCELA169)
Stage 1