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English Pre-primary

SET 1 Activity Book

ENGLISH Lesson Notes and Home Tutor Guide for this set can be viewed electronically.

I AM I CAN

Set 1 Activity Book

First published 2015

© Department of Education WA Revised 2017 (Revised 2020)

Whilst every effort has been made to ensure the accuracy of the information contained in this publication, no guarantee can be given that all errors and omissions have been excluded. No responsibility for loss occasioned to any person acting or refraining from action as a result of the material in this publication can be accepted by the Department.

Requests and enquiries concerning copyright should be addressed to:

Manager Intellectual Property and CopyrightDepartment of Education51 Royal StreetEAST PERTH WA 6004Email: [email protected]

Department of Education

This resource contains information from the Western Australian Curriculum Version 8.1. © School Curriculum and Standards Authority. The unaltered and most up to date version of this material is located at http://wacurriculum.scsa.wa.edu.au

https://creativecommons.org/licenses/by-nc/4.0/

Pre-primary English Alphabet chart

© Department of Education WA 2017 – ECEENGLISHPP

3

Alphabet chart

Aa Bb Cc Dd Ee Ff Gg

Hh Ii Jj Kk Ll Mm Nn

Oo Pp Qq Rr Ss Tt Uu

Vv Ww Xx Yy Zz

I am I can Let’s read and write – Day 1

© Department of Education WA 2017 – ECEENGLISHSet1

4

I am book 1

Staple here I am ____




5

I am book 2





6

I am book 3



I am I can Let’s explore phonics – Day 1

© Department of Education WA 2017 – ECEENGLISHSPPSet1

7

Let’s print Ii

I I I I I ____________ ____________ ____________ ____________

i i i i i____________ ____________ ____________ ____________

Circle the objects that begin with ‘i’.


© Department of Education WA 2017 – ECEENGLISHPPSet1

8

Phonics cards Ii Aa

IiAa

Pre-primary English Ready to print


9

Ready to print

Relax your shoulders and arms.

Place your non-writing arm on the desk and use the hand to hold the paper still.

Tilt the paper.

Place your feet comfortably on the floor.

Relax your fingers and pick up your pencil. Hold your pencil (or crayon) correctly.

Right handed grip. Thumb and second finger hold the pencil.

First (pointer) finger rests on top.

Left handed grip. Thumb and second finger hold the pencil.

First (pointer) finger rests on top

I am I can Let’s read and write– Day 1


10

Sight word cards

I I I I Am Am am am Can Can can can I am am can

I am I can Let’s share – Day 2


11

I am

I am upI am down

I am running all around.

I am highI am low

I am standing on my toes.

I am smallI am tall

I am curled into a ball.



12

Let’s print Aa

A A A A____________ ____________ ____________ ____________

a a a a____________ ____________ ____________ ____________

Loop the objects that begin with ‘a’.



13

Sorting

abcdef ghijklm nopqrst uvwyxz

Pre-primary English Letter formations chart


14

Letter formations chart



15

Phonics cards Mm Cc

Mm

Cc

I am I can Let’s share – Day 3


16

What am I?



17

Yummy food

Mmm Mm Yummy food

Mmm Mm Yummy food

I am I can Let’s explore phonics Day – 4


18

Curly cat Cc

C C C C____________ ____________ ____________ ____________

c c c c c____________ ____________ ____________ ____________

I am I can Let’s begin – Day 5


19

I can

I can _________I can _________

I can _______________

I can _________I can _________

I can _______________

I can _________I can _________

I can _______________



20

Letter cards

I i M M m m A a A N n a C c N I i n C c a


© Department of Education WA 2017 – ECEENGLISHSPP

21

Letter chart

UPPERCASE LETTERS lowercase letters



22

My five senses pictures

Cut out on dotted lines.



23

My senses book 1

Staple here I can

Staple here I can

Staple here I can



24

My senses book 2

Staple here I can

Staple here I can

Staple here My name is _______



25

Phonics card Nn

Nn



26

Sight word snap

I

am

can

I am I can Reflection – Day 5


27

Reflection Please complete this reflection to assist with assessment of the student’s skills and performance today. The student is not expected to complete the majority of the activities independently. Ticking the ‘Some help’ or ‘Lots of help’ columns does not indicate that the student is working below expected levels. Please add additional comments if required. Please return with the completed set.

The student can No help

Some help

Lots of help Comments

recognise that letters have a sound and a name

recognise that letters can be upper or lower case and group them

recognise upper and lowercase letter Ii

print upper and lowercase letter Ii

read sight word ‘I’

sound and read sight word ‘am’

label a picture

identify features of a book, eg covers, text, contents page

identify letters, words, sentences and pictures

demonstrate developing reading strategies, eg read text from left to right, turn pages

answer questions to display understanding of text

recognise beginning sounds in spoken words

recognise upper and lowercase letter Aa

print upper and lowercase letter Aa

I am I can Reflection – Day 5


28

The student can No help

Some help

Lots of help Comments

explain the use of uppercase or capital letters

recognise upper and lowercase letter Mm

print upper and lowercase letter Mm

recognise upper and lowercase letter Cc

print upper and lowercase letter Cc

sound and read sight word ‘can’

identify some letters on an pictorial alphabet chart

attempt to print a range of letters

print own first name

understand that uppercase and capital letters are the same

recognise rhyming words

create rhyming words

recognise upper and lowercase letter Nn

print upper and lowercase letter Nn

discuss, describe and experiment using own senses

Other comments

I am I can Set return checklist


29

Set return checklist

Day Item Check 1 Let’s print Ii

I am – photograph or scan of student work

Put on a show – video recording

2 Sorting – photograph/s

Let’s print Aa

3 Making letters – photographs

Reading I am books – video recording

Yummy food

4 Find and print – student printing

Curly cat Cc

5 I can

Think and print – student printing

Letter sort

Sight word snap

Reflection – Day 5


© Department of Education WA Revised 2020

PP

I am I can

Activity book

English Pre-primary

SET 1 Lesson Notes

ENGLISH Lesson Notes and Home Tutor Guide for this set can be viewed electronically.

I AM I CAN

Set 1 Lesson Notes

This resource contains information from the Western Australian Curriculum Version 8.1. © School Curriculum and Standards Authority. The unaltered and most up to date version of this material is located at http://wacurriculum.scsa.wa.edu.au

© School of Isolated and Distance Education (SIDE) WA

No part of this book may be reproduced without the written permission of SIDE.


First published 2015

© Department of Education WA Revised 2017 (Revised 2020)

Whilst every effort has been made to ensure the accuracy of the information contained in this publication, no guarantee can be given that all errors and omissions have been excluded. No responsibility for loss occasioned to any person acting or refraining from action as a result of the material in this publication can be accepted by the Department.

Requests and enquiries concerning copyright should be addressed to:

Manager Intellectual Property and CopyrightDepartment of Education51 Royal StreetEAST PERTH WA 6004Email: [email protected]

https://creativecommons.org/licenses/by-nc/4.0/

I am I can Overview


Overview Pre-primary Set 1: I am I can

Western Australian Curriculum

Early Childhood English Content strands

Language

Literature

Literacy

Content Descriptions

Language

Language variation and change

Understand that English is one of many languages spoken in Australia and that different languages may be spoken by family, classmates and community (ACELA1426)

Language for interaction

Explore how language is used differently at home and school depending on the relationships between people (ACELA1428)

Understand that language can be used to explore ways of expressing needs, likes and dislikes (ACELA1429)

Text structure and organisation

Understand that texts can take many forms, can be very short (for example an exit sign) or quite long (for example an information book or a film) and that stories and informative texts have different purposes (ACELA1430)

Understand that some language in written texts is unlike everyday spoken language (ACELA1431)

Understand that punctuation is a feature of written text different from letters; recognise how capital letters are used for names, and that capital letters and full stops signal the beginning and end of sentences (ACELA1432)

Understand concepts about print and screen, including how books, film and simple digital texts work, and know some features of print, for example directionality (ACELA1433)

http://wacurriculum.scsa.wa.edu.au/Curriculum/ContentDescription/ACELA1433

I am I can Overview


Language

Expressing and developing ideas

Recognise that sentences are key units for expressing ideas (ACELA1435)

Recognise that texts are made up of words and groups of words that make meaning (ACELA1434)

Explore the different contribution of words and images to meaning in stories and informative texts (ACELA1786)

Understand the use of vocabulary in familiar contexts related to everyday experiences, personal interests and topics taught at school (ACELA1437)

Phonics and word knowledge

Recognise and generate rhyming words, alliteration patterns, syllables and sounds (phonemes) in spoken words (ACELA1439)

Recognise and name all upper and lower case letters (graphemes) and know the most common sound that each letter represents (ACELA1440)

Understand how to use knowledge of letters and sounds including onset and rime to spell words (ACELA1438)

Know how to read and write some high-frequency words and other familiar words (ACELA1817)

Understand that words are units of meaning and can be made of more than one meaningful part (ACELA1818)

Segment sentences into individual words and orally blend and segment onset and rime in single syllable spoken words, and isolate, blend and manipulate phonemes in single syllable words (ACELA1819)

Write consonant-vowel-consonant (CVC) words by representing some sounds with the appropriate letters, and blend sounds associated with letters when reading CVC words (ACELA1820)



I am I can Overview


Literature

Literature and context

Recognise that texts are created by authors who tell stories and share experiences that may be similar or different to students’ own experiences (ACELT1575)

Responding to literature

Respond to texts, identifying favourite stories, authors and illustrators (ACELT1577)

Share feelings and thoughts about the events and characters in texts (ACELT1783)

Examining literature

Identify some features of texts including events and characters and retell events from a text (ACELT1578)

Recognise some different types of literary texts and identify some characteristic features of literary texts, for example beginnings and endings of traditional texts and rhyme in poetry (ACELT1785)

Replicate the rhythms and sound patterns in stories, rhymes, songs and poems from a range of cultures (ACELT1579)

Creating literature

Retell familiar literary texts through performance, use of illustrations and images (ACELT1580)

Innovate on familiar texts through play (ACELT1831)

Literacy

Texts in context

Identify some familiar texts and the contexts in which they are used (ACELY1645)

Interacting with others

Listen to and respond orally to texts and to the communication of others in informal and structured classroom situations (ACELY1646)

Use interaction skills including listening while others speak, using appropriate voice levels, articulation and body language, gestures and eye contact (ACELY1784)

Deliver short oral presentations to peers (ACELY1647)

http://wacurriculum.scsa.wa.edu.au/Curriculum/ContentDescription/ACELT1575







http://wacurriculum.scsa.wa.edu.au/Curriculum/ContentDescription/ACELY1645




I am I can Overview


Literacy

Interpreting, analysing, evaluating

Identify some differences between imaginative and informative texts (ACELY1648)

Read predictable texts, practising phrasing and fluency, and monitor meaning using concepts about print and emerging contextual, semantic, grammatical and phonic knowledge (ACELY1649)

Use comprehension strategies to understand and discuss texts listened to, viewed or read independently (ACELY1650)

Creating texts

Create short texts to explore, record and report ideas and events using familiar words and beginning writing knowledge (ACELY1651)

Participate in shared editing of students’ own texts for meaning, spelling, capital letters and full stops (ACELY1652)

Produce some lower case and upper case letters using learned letter formations (ACELY1653)

Construct texts using software including word processing programs (ACELY1654)





I am I can Overview


Early Childhood: Humanities and Social Sciences

Content strands

Knowledge and Understanding

Humanities and Social Sciences skills

Content Descriptions

Knowledge and Understanding – Geography

People live in places

The globe as a representation of the Earth on which Australia and other familiar countries can be located (ACHASSK014)

The representation of familiar places, such as schools, parks and lakes on a pictorial map (ACHASSK014)

The places people live in and belong to (e.g. neighbourhood, suburb, town, rural locality), the familiar features in the local area and why places are important to people (e.g. provides basic needs) (ACHASSK015)

The reasons some places are special to people and how they can be looked after, including Aboriginal and Torres Strait Islander Peoples' places of significance (ACHASSK017)(ACHASSK016)

Knowledge and Understanding – History

Personal and family histories

Who the people in their family are, where they were born and raised and showing how they are related to each other, using simple family trees (ACHASSK011)

The different structures of families and family groups today (e.g. nuclear, only child, large, single parent, extended, blended, adoptive parent, grandparent) and what they have in common (ACHASSK011)

How they, their family and friends commemorate past events that are important to them (e.g. birthdays, religious festivals, family reunions, community commemorations) (ACHASSK012)

How the stories of families and the past can be communicated and passed down from generation to generation (e.g. photographs, artefacts, books, oral histories, digital media, museums) and how the stories may differ, depending on who is telling them (ACHASSK013)

I am I can Overview


Humanities and Social Sciences skills

Questioning and researching

Identify prior knowledge about a topic (e.g. shared discussion, think-pair-share)

Pose and respond to questions about the familiar

Explore a range of sources (e.g. observations, interviews, photographs, print texts, digital sources)

Sort and record information and/or data into simple categories (e.g. use graphic organisers, drawings)

Analysing

Process information and/or data collected (e.g. sequence familiar events, answer questions, discuss observations)

Explore points of view (e.g. understand that their point of view may differ from others)

Represent information gathered in different formats (e.g. drawings, diagrams, story maps, role-plays)

Evaluating

Draw conclusions based on discussions of observations (e.g. answer questions, contribute to guided discussions)

Participate in decision-making processes (e.g. engage in group discussions, make shared decisions)

Communicating and Reflecting

Share observations and ideas, using everyday language (e.g. oral retell, drawing, role-play)

Develop texts (e.g. retell, describe personal stories)

Reflect on learning (e.g. drawings, discussions)

I am I can Overview


General Capabilities and Cross Curriculum Priorities General capabilities

Literacy

Numeracy

Information and communication technology (ICT) capability

Critical and creative thinking

Personal and social capability

Ethical understanding

Intercultural understanding

Cross-curriculum priorities

Sustainability

Aboriginal and Torres Strait Islander histories and cultures

Asia and Australia’s engagement with Asia

This resource contains extracts from The Western Australian Curriculum Version 8.1. © School Curriculum and Standards Authority.

The unaltered and most up to date version of this material is located at http://wacurriculum.scsa.wa.edu.au/

creativecommons.org/licenses/by-nc-sa/3.0/au/

http://creativecommons.org/licenses/by-nc-sa/3.0/au/

I am I can Lesson notes – Day 1


3

Day 1 Collect and prepare the items listed on the Materials checklist.

Materials checklist

Activity sheets (please print) Check

• Alphabet chart

• Sight word cards (cut out and stored in an envelope)

• Phonics cards Ii, Aa (cut out and stored in an envelope)

• Ready to print

• Let’s print Ii

• I am book 1, 2 and 3

Resources

• Lesson notes – Day 1

Reading books

• nil

Other resources

• mirror (1 x small and 1 x full length if possible)

• blank sheets of A3 or larger paper

• glue

• camera

• sheet of A4 card

• scissors

• drawing materials, eg crayons, felt tip pens

• stapler

• video camera



4

Storage folders A display book, sheet protector or envelope is required to store completed activity sheets for return to the teacher upon the completion of the set. Alternatively, create a folder on the computer to digitally store the student’s completed and scanned activity sheets. A display book, envelope or box is required to store charts, games and other materials that will be used by the student across all sets.

Background information As the student’s ability to read and print will vary depending on the activity, assist by reading to, or with, the student and printing responses. The student can refer to any of the charts when completing activities. The tutor uses the Lesson notes to guide the paper based and manipulative activities during the lesson. When requested, help the student make sound or video clips, take photographs and save activity sheets for return to the teacher.

Let’s begin Alphabet fun Materials: • activity sheet – Alphabet chart.Place the Alphabet chart on the table.

What can you tell me about this chart? Answers will vary, eg letters, pictures, alphabet. A chart gives us information. This alphabet chart tells us about the letters of the alphabet. (Point to the ant picture.) What is this? ant What sound do you hear at the beginning of ‘a a a ant’? a (Point to the letters.) These letters both say /a/, the sound you hear at the beginning of ant. (Point to the bear picture.) What is this? bear What sound do you hear at the beginning of ‘b b b bear’? b (Point to the letters.) These letters both say /b/, the sound you hear at the beginning of bear. A bear with a ball. (Point to the cat picture.) What is this? cat What sound do you hear at the beginning of ‘c c c at’? c (Point to the letters.) These letters both say /c/, the sound you hear at the beginning of cat. Curled up cat.



5

Continue along the chart, finishing on the letter /i/ for insect. Continue onto the other letters if the student wishes to.

Store the chart.

Let’s explore phonics Learning Ii Materials: • Phonics card: Ii

• mirror (small)

• activity sheet – Ready to print.

This set is called I am I can. What is the first word in the title? I (eye) ‘I’ (eye) or /i/ is very clever because it is a letter and a word. Let’s say some sentences using ‘I’. I can see you. What is your sentence? Answers will vary.

Take turns to say two more ‘I’ sentences each. Place the Phonics card Ii on the table with the mirror.

Letters can be upper case (point to the /I/) or lowercase (point to the /i/). (Point to the capital /I/.) This is the uppercase or capital /I/. Its name is /I/ (eye) and its sound is /i/. Look at the lips and teeth in the picture. Look into the mirror and say the letter sound /i/ three times. i i i Did your lips and teeth look like those in the picture? Answers will vary. Watch while I draw the uppercase /I/ in the air.

Use large arm movements and a pointed finger to draw a capital /I/, saying ‘Start at the top and go straight down.’ as you make the letter.

Now draw the uppercase /I/ in the air with me and say the words.

Draw the letter and say the words four times in the air together.

The uppercase or capital /I/ looks like the number 1. When do we use an uppercase or capital letter? Answers will vary, eg a name, the beginning of a sentence. Use your finger to draw some uppercase /I/s on the table top.

Place the Ready to print activity sheet on the table.



6

This chart gives us some pointers so we feel relaxed and can print clearly. Let’s read it together.

Read each instruction with the student and ask him/her to follow the instruction. Ask the student to pick up his/her pencil and check his/her fingers are in the correct position.

Are you right or left handed? Answers will vary. Let’s say a little rhyme that helps us check we are holding our pencil correctly.

Pick up a pencil and hold as shown on the chart. Show the student how to tap his/her first or ‘pointer’ finger on top of the pencil without dropping the pencil. Ask the student to copy your tapping. Tap the ‘pointer’ or first finger as you say: I can lift my pointer I can tap it too Thumb and tall man hold the pencil So I can print for you. Say the rhyme again as you both tap the pointer finger on the pencil.

(Point to the uppercase /I/). Place your pencil tip on the spot at the top of the uppercase /I/. Draw down slowly and carefully between the lines until you get to the bottom. You have drawn a capital or uppercase /I/.

Ask the student to choose different coloured pencils to draw the uppercase /I/ three more times, saying ‘Start at the top and go straight down.’ as he/she makes the letter.

(Point to the lowercase /i/.) What letter is this? Answers will vary, eg lowercase i. What is different about these letters? One is taller, one has a dot on the top The capital or uppercase /I/ looks like the number 1 and is tall, the lowercase /i/ has a dot on top. When do we use a lowercase letter? in words Watch while I draw the lowercase /i/ in the air.

Use large arm movements and a pointed finger to draw a lowercase /i/, saying ‘Start at the top, go down and curve to make a tail, add a dot.’ as you make the letter.

Now draw the lowercase /i/ with me and say the words.




7

Use your finger to draw some lowercase /i/s on the table top. Now it’s time to print. Check the Ready to print chart to make sure you are sitting and holding your pencil correctly. Place your pencil tip on the spot at the top of the lowercase letter. Draw slowly and carefully down between the lines and curve around to make the tail. Now add the dot on top. You have drawn a lowercase /i/.

Ask the student to choose different coloured pencils to draw the /i/ three more times, saying ‘Start at the top, go down and curve to make a tail, add a dot.’ as he/she makes the letter.

Let’s say some words that use lowercase /i/. I say ink. What do you say? Answers will vary.

Take turns to say four more /i/ words each. The /i/ sound can be in the middle of the word, eg fish. Ask the student to draw a picture of something that begins with /i/ on the card, eg ink, instrument, igloo, Indian, insect.

The Phonics card Ii and activity sheet Ready to print will be used in the next activity.

Let’s print Ii Materials: • Phonics card: Ii

• activity sheet – Ready to print

• activity sheet – Let’s print Ii.

Place the materials on the table. Ask the student to check the Ready to print chart and make sure he/she is sitting correctly

Now you are ready to trace and print some letters. Look at the uppercase /I/ on the Phonics card. Trace the uppercase /I/ using your pointer finger. Start at the top on the dot, trace down slowly and carefully between the lines. Use your finger to trace the five uppercase /I/s on the activity sheet.



8

Choose a pencil and show me how you hold it. (Check the chart with the student.) Start at the top of the uppercase /I/ with your pencil on the dot, draw down slowly and carefully between the lines. Now print the next two uppercase /I/s. Choose a different pencil. Look at the dotted uppercase /I/s. Start at the top with your pencil on the dot, trace down slowly and carefully until you get to the bottom. Trace the last /i/. Choose a different pencil. (Point to the short line in the second row.) Have a go at printing an uppercase /I/ on this line. Remember to start at the top and draw straight down until you touch the line. Print three more uppercase /I/s on the three lines.

Guide the student to complete the three uppercase /I/s in the correct formation. Check the pencil grip is firm (not tight) and produces a medium weight and thickness printing line.

Look at the lowercase /i/ on the Phonics card. Lowercase /i/ is half as tall as the uppercase /I/. Trace the lowercase /i/ using your pointer finger. Start at the top on the dot inside the /i/, trace down slowly and carefully between the lines and around the tail. Add the dot. Now use your finger to trace the five lowercase /i/s on the activity sheet. Show me how you hold your pencil. (Check the chart with the student.) Start at the top with your pencil on the dot inside the /i/, trace down slowly and carefully between the lines and around the tail. Add the dot. Now print the next two lowercase /i/s. Choose a different pencil. Look at the dotted lowercase /i/s. Start at the top with your pencil on the dot next to the number 1, trace down slowly and around the tail. Add the dot. Trace the last /i/. Choose a different pencil. (Point to the first short line in the fourth row.) Try to print a lowercase /i/.



9

Start on the spot and draw down, curve around to make a tail that sits on the line. Now add a dot in the space between the top of the /i/ and the top line. Now try another one. Start on the spot and draw down and then curve around to make a tail that sits on the line. Now add a dot in the space between the top of the /i/ and the top line. Now try to print two more.

Ask the student to say the name of each picture in the last row. Point to the pictures and say names with emphasis on the first letter sound; sssandwich, iiigloo, iiinsect, iiindian. Ask the student to loop the pictures beginning with the /i/ sound.

Store or scan and save the activity sheet Let’s print Ii. Store the Phonics card and Ready to print chart for future use.

Let’s read and write I am Materials: • activity sheet – Alphabet chart

• blank sheet of A3 paper

• sight word cards: I, am (one of each)

• glue

• mirror (full length if possible)

• camera.

Place the alphabet chart on the table.

Find the letter ‘eye; or /i/ on the chart and tell me the picture in the box. insect What do you know about insects? Answers will vary. The letter ‘I’ (eye) or /i/ is very clever because it is a letter and a word. I am (your name). Who are you? I am (student name). I am happy. How are you? Answers will vary, eg I am angry.

Place the word cards on the table. Point to ‘I’.



10

This is the word ‘eye’. Read it to me. I Choose a pencil and trace ‘I’, starting at the dot and drawing down between the lines. This is the word ‘am’. Read it to me. am Choose a pencil and trace /a/ /m/ am.

Guide the student so he/she prints each letter correctly. Place the paper on the table.

Fold paper as shown here. Bottom row is approximately 5 cm deep

Help the student to glue the words ‘I am’ at the beginning of the folded section across the bottom of the page. Ask the student to print his/her name after ‘am’. Guide the student so he/she prints each letter correctly. Ask the student to read the sentence. I am (student name). Ask the student take off his/her shoes and stand in front of the mirror.

Tell me what you see when you look in the mirror. Answers will vary, eg my head, face, legs, freckles, neck, mouth. You can see your whole body. Let’s start from the bottom of your body and say what we can see. (Point to the toes.) I can see your toes. Point to something near your toes and tell me what you can see. Answers will vary, eg feet. (Point to the ankle/heel.) I can see your (ankle/heel). Point to something and tell me what you can see. Answers will vary, eg shin, leg, knee.

Continue to move up the student’s body, pointing to and naming body parts.

Look closely at yourself in the mirror. Look at all your body parts. Which is your favourite part? Answers will vary. Why? Answers will vary.

Move back to the table. Ask the student to draw a large picture of him/herself in the large area above the fold line on the paper. Do not prompt the student with ideas. The student can choose his/her own drawing materials. The student can go back to the mirror to check his/her body parts if he/she wishes.



11

Point to the body parts you have drawn and tell me their names. Answers will vary. Do you wish to add anything else to your picture? Answers will vary.

Encourage the student to have one extra look in the mirror and add any last details. Do not prompt the student with ideas.

Let’s label the body parts. You tell me the name and print it next to the body part. Now draw a line to join the word with the body part.

If the student word cannot be deciphered, print the word clearly above his/her word. Continue until the student has labelled all the parts he/she wishes to label. Ask the student to read the labels and the sentence at the bottom of the page.

Take a photograph (or scan) the student work.

Save the photograph (or scan) into the Set holder. Display the work. Store the Alphabet chart.

I am book Materials: • activity sheets – I am book 1, 2 and 3

• activity sheet – Ready to print.

• 1 sheet of A4 blank card

• scissors

• drawing materials, eg crayons, pencils

• stapler.

Place the materials on the table. Place activity sheet I am book 1 in front of the student.

You used ‘I’ in the last activity to make a sentence. What did the sentence say? I am (student name). Let’s use those two words to make a book. Look at the activity sheet. Can you read the words in the top row? I am We know that /I/ is a letter and a word. How many letters in ‘am’? two



12

Point to the letters and say them if you know them. a m We can sound ‘am’. Listen while I do that. (Point to the letters.) a m am. Now you do it. a m am Let’s get ready to print. Use the Ready to print poster to check you are sitting properly. Choose a pencil and use the chart to check you are holding it correctly. Trace the letters in the two words. (Help with formations.) I am (your name). Who are you? Answers will vary. Print your name on the line after the word ‘am’. That is page one of our book. Read the sentence. I am (student name).

Check on the student’s pencil grip each time he/she prints.

Let’s make page two. Read the beginning of the sentence. I am Choose a pencil and trace the letters in the two words. (Help with formations.) Are you a boy or a girl? Answers will vary. Let’s print your word on the line. We need to print /a/ before the word. (Help with formation.) That is page two of our book. Read the sentence. I am (a girl/boy).

Help the student cut out the pages on the dashed lines. Place them at the top of the table. Place the I am book 2 activity sheet in front of the student.

These pages have the same sentence beginnings as page 1 and 2. Point to the words in the top row and read them. I am Let’s make page three. Choose a pencil and trace the words. This page tells us how old you are. How old are you? Answers will vary. Print your age number on the line after the word ‘am’. Read the sentence. I am (age). Read the page four sentence beginning. I am Choose a pencil and trace the words. What is something you like to do? Answers will vary, eg swim, read. Let’s add a word to the last sentence to make a sentence about you doing that.

Help the student print and spell the word to complete the sentence eg I am swimming. Ask the student to read the sentence. Help the student cut out the pages on the dashed lines. Place them at the top of the table.



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Place the I am book 3 activity sheet in front of the student.

What else do you like to do? Answers will vary, eg play. The sentence on page 5 will say ‘I am (student’s choice)’. Let’s print the word.

Help the student spell and print the word, eg I am playing. Ask the student to read the sentence. Help the student complete the last sentence in the same way. Help the student cut out the pages on the dashed lines. Place them at the top of the table. Ask the student to read each sentence and draw a picture after the last word. help with reading if required. Help the student fold the A4 card in half lengthways to make two long strips. Help the student cut along the fold. Place one piece of card in front of the student.

This is your front cover. The book is called ‘I am’. Copy the words ‘I am’ from one of your pages, onto the cover. Print your name on the cover too.

Help the student stack the pages in order on the back cover and place the front cover on top. Staple the pages together on the left side. Take care not to staple on top of the words. Ask the student to read the book to you. Ask the student to read the book to someone else.

The book will be used in the next activity.

Let’s share Put on a show Materials: • I am booklet (from previous activity)

• video camera.

You read your I am booklet very well. I’d like to video you reading so you can hear and see yourself. We begin a video recording by introducing ourselves. How could you do that? Answers will vary. You can begin by saying ‘I am (student name)’.



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Ask the student to sit comfortably.

Say your introduction. I am (student name). Now I’ll record you. Make sure you look at the camera while I do that.

Video the student as he/she says the introduction.

Next you can say some ‘I am’ sentences about yourself. What could you say? Answers will vary, eg I am five, I am tall. Now I’ll record you while you say two ‘I am’ sentences. Make sure you look at the camera while I do that.

Video the student as he/she says the sentences.

It’s time to read your book. You can practise first. Read the book and I’ll tell you any words you don’t know.

The student practises reading the book with your help. Position the camera so the book can be seen.

Video the student as he/she reads the book. Give help when required. Watch the video with the student. Discuss each part of the video, commenting on clear speech, volume, looking at the camera, reading.

Save the video into the Set folder.

Tutor Set return checklist Please complete the Set return checklist provided to ensure you have all the required items for Day 1 stored or saved.

Store the checklist and complete it at the end of each lesson.



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Materials checklist


• Sorting

• Let’s print Aa

• I am

Resources


• Alphabet chart (from Day 1)

• Phonics cards: Ii and Aa (from Day 1)

• Ready to print chart (from Day 1)

• Sight word cards: I, am Am (from Day 1)

Reading books

• I am

Other resources

• counters, buttons or similar

• small mirror

• scissors

• camera

• envelope



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Let’s begin Alphabet check in Materials: • Alphabet chart (from Day 1)

• counters, buttons or similar.Place the materials on the table.

Look at the chart and find the /i/ box. What begins with /i/? insect Cover the box with a counter. Find the letter that starts your name. Answers will vary. What begins with (letter sound)? Answers will vary. Cover the box with a counter. Do you know any other letters? Answers will vary.

If yes, continue the steps until the student has given the sound name and picture for the known letters. If no, point to the letter Aa box and ask the student to say the picture name. ant Ask the student to tell you the letter sound the word begins with. a Repeat for the letters (not in order) from b – h.

Store the materials.

Let’s explore phonics Aa for ant Materials: • Alphabet chart (from Day 1)

• Phonics card: Aa (from Day 1)

• small mirror

• Ready to print chart (from Day 1).

Put the phonics card Aa and the Alphabet chart on the table.

Look at the letters on the phonics card.



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Do you know their sound or name? Answers will vary. Find the same letters on the alphabet chart. What is the matching picture on the chart? ant A a ant. What letter sound does ant begin with? a Do you know the letter name for this letter? Answers will vary. Its name is /ay/. Ant and avocado begin with the /a/ sound. Tell me two more words that begin with the /a/ sound. Answers will vary, eg apple, action. What is different about these letters? Answers will vary, eg one is bigger, they look different, one capital/uppercase and one lowercase. What is the same? Answers will vary, eg both say /a/ and /ay/, both are letters. Why is there a large /a/ and a small /a/? Answers will vary. (Point to the big letter A.) This is the capital or uppercase letter. (Point to the small letter a.) This is the lowercase letter. (Point to the capital letter.) When would we use a capital letter? At the beginning of a sentence or name. Do you know a person’s name that begins with capital /A/? Answers will vary, eg Andrew, Alice, Annie, Aaron. (Point to the lowercase letter.) When would we use a lowercase letter? In word that is not at the beginning of a name or beginning of a sentence.

Place the mirror on the table. Point to the mouth picture on the Aa card.

This picture shows us how to make the sound of the letter /a/. a a a. Say the letter sound with me. a a a Let’s look in the mirror and make the /a/ sound. a a a Does your mouth look the same as the picture? Answers will vary.

Help the student to make the correct mouth formation by referring to the picture and checking in the mirror. Practise together while making the /a/ sound.

Let’s print an uppercase /A/ in the air. Watch and listen while I show you.

Use large arm movements and a pointed finger to draw an uppercase ‘A’ in the air. Say ‘down and down and across’ as you make each stroke.

Let’s do it together. Copy me and make a capital /A/ for Andrew. I’ll say the words as we make the letter. Down and down and across.



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Let’s do it again and this time you say the words too. Let’s print one more uppercase /A/ and say the /a/ sound while we print it. Now we are going to make a lowercase ‘a’.

Draw a lowercase /a/ in the air, saying ‘curl around to make a ball and add a little stick’. Ask the student to draw a lowercase /a/ in the air while you say the words. Repeat the air drawing, while the student says the words too. Repeat the air drawing, saying the /a/ sound. Repeat the air drawing, saying the letter name ‘ay’. Help the student use his/her finger to trace the uppercase /A/ on the phonics card, pointing out the starting place and tracing direction. Help the student use his/her finger to trace the lowercase /a/ on the phonics card, pointing out the starting place and tracing direction. Place the Ready to print chart on the table. Read the posture information with the student and ask him/her to show you how to sit when printing.

Choose a pencil. (Point to the pencil grip picture.) Show me how you hold your pencil. Point to the uppercase /A/. Put your pencil tip on the dot inside the top of the letter and draw slowly down, following the arrow. That’s the left leg. Now put your pencil tip on the dot again and draw slowly down the second leg. That’s the right leg. Now start at the cross bar on the left leg and trace across to the right leg.

Repeat three times on the letter using a different colour and saying the words each time.

Point to the lowercase /a/. Place your pencil tip on the spot and draw in the direction of the arrow. Draw across, down and around and back to the spot. Draw down to make a stick with a tail.

Repeat three times on the letter using a different colour and saying the words each time.

The Phonics card: Aa will be used in the next activity. The Ready to print chart will be used in another activity.



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Sorting Materials: • activity sheet – Sorting

• scissors

• Phonics cards: Aa and Ii (from Day 1)

• camera

• envelope or similar (to store picture cards).

Place the materials on the table. Ask the student to point to and say the name of the pictures on the activity sheet. (Help if required.)

What letter sound does igloo begin with? i What letter sound does ankle begin with? a What letter sound does arrow begin with? a

Continue until all beginning letters have been identified. Help the student cut out the picture cards on the dashed lines. Place the picture cards face down on the table. Take turns to turn over a card and say the picture name and starting letter sound. Leave pictures face up after they have been correctly identified. Place the Phonics cards: Aa and Ii on the table.

Point to the /i/ card. Point to the /a/ card. Let’s do some letter and sound matching. Choose one picture card. Tell me the picture name and starting letter. Answers will vary. Does the picture match the /i/ phonics card (point) or the /a/ phonics card (point)? Answers will vary. Place the picture below its matching phonics card. Choose another picture card. Tell me the picture name and starting letter. Answers will vary. Does the picture match the /i/ phonics card or the /a/ phonics card? Answers will vary. Place the picture below its matching phonics card.

Continue until all the picture cards are matched with a phonics card. Ask the student to remove the picture cards and place them face down on the table. Slide the pictures around so they are mixed.



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The student works independently on the next task:

• the student turns over one picture and says the name and starting sound

• the student matches the picture to the starting letter phonics card.

• continue until all cards are matched.

Take a photograph of each group.

Save the photographs into the Set folder. Store the picture cards (in the envelope) and the phonics cards.

Let’s read and write Let’s print Aa Materials: • activity sheet – Let’s print Aa


• printing pencil.

Place the materials on the table. Point to the Ready to print chart. Ask the student to check he/she has the correct pencil grip and sitting posture.

What letter are you learning to print today? a Put your pencil on the dot inside the top of the capital /A/ and draw slowly down, following the arrow. That’s the left leg. Now put your pencil on the dot again and draw slowly down the second leg. That’s the right leg. Now start at the cross bar on the left leg and trace across to the right leg. Draw inside the left leg on the next uppercase /A/. Now draw the right leg and then the cross bar. Look at the numbers on the dashed /A/s. Find number one and place your pencil on the dot next to it. Trace down the left leg in the direction of the arrow. Find number two and place your pencil on the dot next to it. Trace down the right leg in the direction of the arrow.



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Find number three and place your pencil on the start of the dashed line on the left leg. Draw across the cross bar in the direction of the arrow. Draw the second dashed uppercase /A/ by following the numbers and arrows. (Point to the first short line in the second row.) Have a go at printing a capital /A/ yourself. Start at the top and draw the left leg. Go back to the top and draw the right leg. Draw the cross bar from the left leg to the right leg.

Guide the student through the printing of the second /A/. Ask the student to have a go at printing two more /A/s on the next two lines. If the grip is too tight then encourage the student to relax his/her pencil grip. The grip must be firm (not tight) and produce a medium weight and thickness printing line. Guide the student to draw, trace and print the lowercase /a/ in the same way. Say ‘around the curve, up and down’ as the student works on each /a/. Ask the student to say the name of each picture along the bottom of the page. Point to the pictures and say names with emphasis on the first letter sound; aaapple, sssun, aaant, aaarrow, ttteddy. Ask the student to loop the pictures beginning with /a/.

Mark then store or scan and save the activity sheet.

Let’s read Materials: • reading book – I am

• Sight word cards: I x 1, Am x 1, am x 1.Place the sight word cards ‘I’ and ‘am’ on the table.

You made a book called ‘I am’. Point to the word card that says ‘I’. Point to the word card that says ‘am’. We are going to read another book called I am.

Place the book and the sight word card ‘Am’ on the table with the other word cards.

Look at the two ‘am’ word cards. What is the difference? One has a capital/uppercase A and one has a lowercase a. Read the title of the book. I Am Place the word card for ‘I’ on the book.



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Choose an ‘am’ to match the word ‘Am’ in the title. Which one did you choose? The one with the capital A. Sometimes all the words in titles have capital letters, like ‘Am’ in this book title. What can you tell me about the boy on the cover? Answers will vary, eg he is happy, his hair sticks up, he has a striped shirt. Open the book cover. What is the boy doing? bowing This is the title page. Can you see the book title? yes What does it say? I am Turn the page. Tell me what the boy is doing. eating Let’s read the sentence together. I am eating. You can read this page because you know ‘I am’ and you know what is in the picture. What is the boy doing on page three? drinking Let’s read the sentence together. I am drinking. You can read this page because you know ‘I am’ and you know what is in the picture. Turn the page. What is the boy doing on page four? reading Have a go at reading the words yourself.

Point to each word as the student reads. Help if required. Continue in the same manner for pages 5, 6 and 7.

Turn to page 8. What is the boy doing? sleeping We read that on page 7 so this page must say something different. Where is he sleeping? in his bed/cot Point to the words as I read. in bed. Now you read them. in bed Turn back to page 7 and read page 7 and page 8. I am sleeping in bed. (Help if required.) The boy had a very busy day doing lots of things so he is happy to be in bed.

Store the reading book and cards.



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Let’s share I am Materials: • activity sheet – I am.

Move to an open space with the activity sheet.

Let’s do some actions and use ‘I am’ to describe what we are doing. (Nod your head.) I am nodding. Now you nod and repeat what I said. I am nodding. Now you do an action and tell me what you are doing. Answers will vary, eg I am jumping. I’ll do it too and say your sentence.

Copy the student’s action and say the ‘I am’ sentence. Repeat, taking three more turns each.

I am going to read you an action poem. I want you to make actions to match the words.

Read the poem from the activity sheet so the student can make the actions.

Now I will read the line and you repeat the line and make the actions. I am up. I am up. I am down. I am down.

Continue for the whole poem. Move to the table.

Look at the words in the poem. Find /I/ in the first line. Choose a coloured pencil to trace the word. Find ‘am’ in the first line. Choose a coloured pencil to trace the letters in the word.

Check the student is starting and tracing each letter shape correctly. Ask the student to read the line.

Find /I/ in the second line. Choose a coloured pencil to trace the word. Find ‘am’ in the second line. Choose a coloured pencil to trace the letters in the word.



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Check the student is starting and tracing each letter shape correctly. Ask the student to read the line. Repeat for the third line.

Look at the second verse. What do all the lines begin with/ I am Choose a coloured pencil to trace the ‘I am’ words in the verse. Read each line to me.

Repeat for the third verse. Ask the student to draw pictures for the second verse.

Store the activity sheet.





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Materials checklist


• Phonics cards: Mm Cc (cut out and stored in an envelope)

• Yummy food

• What am I?

Resources


• Alphabet chart (from Day 1)

• Phonics cards: Ii, Aa (from Day 1)

• Student made book I am (from Day 1)

• Sorting pictures (from Day 2)

Reading books

• I am

Other resources

• plate containing 3 different foods the student likes to eat, twopieces of each, eg 2 strawberries, 2 banana pieces, 2 cheesepieces, small amount of ice-cream

• small mirror

• play dough or plasticine

• camera

• video camera

• scissors



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Let’s begin Find the letters Materials: • Alphabet chart (from Day 1)Place the Alphabet chart on the table.Point to each letter and say or sing the alphabet with the student, eg ay, bee, see,dee, ee, ef, gee.Point to each letter and say the letter names with the student, eg a, b, c.Ask the student to repeat any sounds he/she does not know.Say this rhyme and do the actions with the student.Shake my hands high and lowWriggle wriggle my fingersGo go go!Stretch my fingers stiff and tallMake two fists like little balls.Help the student to spell his/her name, pointing to the relevant letters on the alphabetchart.Help the student spell and identify letters in family names and titles, eg siblings, pets,mum, dad, pop.

Store the chart.

Let’s explore phonics Mmmmmm Materials: • plate containing 3 different foods the student likes to eat, two pieces of each, eg 2

strawberries, small amount of ice-cream, banana pieces, cheese pieces

• Phonics card: Mm

• mirror.

Place the plate (with food) on the table. Ask the student to tell you the name of each food. Take one piece of food and eat it, then say Mmmm I like (banana).



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You eat the other piece of (banana) and say the sentence too. Mmmm I like (banana). Choose another piece of food that you like and eat it. Say the sentence. Mmmm I like (banana). Now it’s my turn.

Take the other piece of the same food and eat it, then say Mmmm I like (banana).

Let’s do it together this time. We’ll eat the (cheese) and say the sentence. Mmmm I like (cheese) Do you know the name of the letter that makes the mmm sound? Answers will vary.

Place the Phonics card and mirror on the table.

This is the letter mmmm or /em/. Point to the uppercase or capital /M/. How many legs does it have? 4 Where would we use a capital letter? at the beginning of a sentence or name Point to the lower case /m/. How many legs does it have? 3 Where would we use a lowercase letter? in a word that is not at the beginning of a sentence or name Listen to these words, mop and mud. What sound do you hear at the start? mmm Say two words that start with the /m/ sound. Answers will vary, eg mad, mix. Listen to these words, drum, them. Where is the /m/ sound? at the end Say two words that end with the /m/ sound. Answers will vary, eg Tim, am. What can you tell me about this word, mum? It has /m/ at the beginning and end.

Point to the picture on the card.

This picture shows us how to make the sound of the letter M. Can you see any teeth? no Can you see a tongue? no Let’s look in the mirror to make the m sound. Say m m m. m m m Does your mouth look the same as the picture? Answers will vary.

Help the student to make the correct mouth formation by referring to the picture and checking in the mirror. Practise making the ‘m’ sound together.



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Let’s do some air printing. Watch while I make the four legs for uppercase /M/.

Draw a capital /M/ in the air, saying ‘down, down and up, down’ as you make the strokes. Ask the student to draw a capital /M/ in the air with you and say the words. Ask the student to choose a pencil. Check pencil grip and sitting position.

Now you can trace capital /M/. Start on the spot near the 1 and trace down. Go back to the spot and trace down the next leg, and continue up the third leg to the top. Trace down the fourth leg. Use a different coloured pencil and trace the capital /M/ saying ‘down, down and up, down’ as you print the letter. Now do it again with another colour.

Ask the student to watch and listen as you trace a lowercase /m/ in the air. Say ‘up and over and down, up and over and down, up and over and down, with a tail on the end’ as you make the strokes. Ask the student to draw a lowercase /m/ in the air with you and say the words. Ask the student to pick up a pencil. Check pencil grip and sitting position.

Now you can trace the lowercase /m/. Start on the spot near the 1 and trace up and over and down. Keep tracing up and over and down. Keep tracing up and over and down, with a tail on the end. Use a different colour pencil and trace the lowercase /m/, saying ‘up and over and down, up and over and down, up and over and down, with a tail on the end’ as you print the letter. Now do it again with another colour.

The Phonics card will be used in the next activity.



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Making letters Materials • Phonics card: Mm

• Phonics cards: Ii and Aa (from Day 1)


• camera.

Place the Mm phonics card and play dough on the table. Ask the student to make seven play dough sausages.

Our letter today is /m/. Look at uppercase /M/ on the phonics card. Trace the letter with your finger. Use four play dough sausages to make the letter. Look at lowercase /m/ on the phonics card. Trace the letter with your finger. Use three play dough sausages to make the letter.

Take a photograph of the two play dough letters. Place the /Ii/ phonics card on the table. Ask the student to make two play dough sausages.

Look at uppercase /I/ on the phonics card. Trace the letter with your finger. Use a play dough sausage to make the letter. Look at lowercase /i/ on the phonics card. Trace the letter with your finger. Use the play dough sausage to make the letter.

Take a photograph of the two play dough letters. Place the /Aa/ phonics card on the table. Ask the student to make four play dough sausages.

Look at uppercase /A/ on the phonics card. Trace the letter with your finger. Use three play dough sausages to make the letter. Look at lowercase /a/ on the phonics card.



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Look at uppercase /A/ on the phonics card. Trace the letter with your finger. Use three play dough sausages to make the letter. Look at lowercase /a/ on the phonics card.

Take a photograph of the two play dough letters.

Use the letters on the phonics cards to help you make the words ‘I am’.

The student works independently to make the words.

Take a photograph of the two play dough words.

Save the photographs into the Set folder. Store the phonics cards for later use.

Let’s read and write Reading I am books Materials • reading book – I am

• student made book – I am

• video camera.

Sit in a comfortable place with the student and both books. Ask the student to choose one book to read aloud. Encourage the student to read as independently as possible. Help when required. Ask the student to read the second book aloud. Encourage the student to read as independently as possible. Help when required. Move to a place where the student can sit comfortably to read the books while you video record the reading.

You can read both those books very well. I’d like to video you reading so you can hear and see yourself. We begin a video recording by introducing ourselves. How could you do that? Answers will vary. You can begin by saying ‘I am (student name)’. Say your introduction. I am (student name). Now I’ll record you. Make sure you look at the camera while I do that.



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Video the student as he/she says the introduction.

It’s time to read your book. Which book will you read first? Answers will vary.

If required, the student can read the book again before being recorded. Position the camera so the book can be seen.

Video the student as he/she reads the book. Give help when required. Repeat using the other book. Watch the video with the student. Discuss each part of the video, commenting on clear speech, volume, looking at the camera, reading.

Save the video into the Set folder.

Yummy food Materials • activity sheet – Yummy food.

Let’s take turns to say foods we think taste yummy. (own choice) tastes yummy. What do you think tastes yummy? Answers will vary, eg watermelon tastes yummy.

Continue saying foods and using the sentence until you have both said five foods. Place the activity sheet on the table.

In each box, draw a food you think is yummy.

Point to each picture and ask the stduent what it is. Print the name in the box with the picture.

Look at the words below the pictures. What letter can you see the most? M Let’s read the words. Mmm Mm Yummy food You can trace the /m/s.

Place the Ready to print chart on the table. Ask the student to check he/she has the correct pencil grip and sitting posture.

Put your pencil on the dot inside the top of the first leg of the capital /M/ and draw slowly down, following the arrow.



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That’s the left leg. Now put your pencil on the dot again and draw slowly down the second leg, then continue up to make the third leg. Now draw down again to make the fourth leg. Now trace the next uppercase /M/ in the line. Say ‘down, down, up and down’ as you trace each leg.

Repeat for the other capital /M/s.

Now you can draw the lowercase /m/s. Put your pencil on the dot on the first /m/ and trace as I say the words. Do not take your pencil off the page until you finish the letter. Up and over and down, up and over and down, up and over and down, with a tail on the end. Trace the next letter. Say the words with me. Up and over and down, up and over and down, up and over and down, with a tail on the end.

Repeat for all the /m/s on the page. Ask the student to read the words.

Store or scan and save the activity sheet.

Let’s share What am I? Materials • Sorting pictures – stored in envelope (from Day 2).

• activity sheet – What am I?

• Phonics cards: Mm, Ii and Aa (from Day 1).

• scissors.

Place the materials on the table. Ask the student to tell you the names of each picture on the activity sheet. mouse, monkey, mouth, magpie, milk, mouse, mug, mat, moth, animals

What sound do most of the picture names start with? m Which one doesn’t fit? animals What letter sound is at the beginning of ‘animals’? a

Help the student cut out the picture cards. Place all the picture cards (including those from the envelope) face up on the table.



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Place the phonics cards across the top of the table. Ask the student to say each picture name and place it with the phonics card that matches the starting sound, eg mouse with Mm, ant with Aa. Ask the student to place the pictures on the table and mix them up.

This is a game called What am I? I will choose a picture but I won’t tell you which one. I will give you a clue and you see if you can work out the word. I am something we drink. What am I? milk What does my name start with? m Put my picture with my starting letter card. Try this one. I am something we print. What am I? alphabet What does my name start with? a Put my picture with my starting letter card.

Ask the student to take a turn to make up a ‘What am I’ question. Continue to take turns until all the cards have been matched to their phonic card. If the student cannot guess from one clue, give more.






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Materials checklist


• Letter formations chart

• Curly cat Cc

Resources


• Phonics card: Cc (from Day 3)


• Sight word cards; Can x 2, can x 2 (from Day 1)

Reading books

• I can

Other resources

• blank A4 paper x 5

• crayons or felt tip pens


• mirror

• book or similar to lean on

Let’s begin Find and print Materials: • activity sheet – Letter formations chart

• sheet of A4 blank paper

• crayons or felt tip pens.



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Place the Letter formations chart on the table. Point to each letter and say or sing the alphabet with the student, eg ay, bee, see, dee, ee, ef, gee. Point to each letter and say the letter names with the student, eg a, b, c. Ask the student to repeat any sounds he/she does not know. Help the student fold the A4 paper into four ‘lines’.

Say this rhyme and do the actions with the student. Shake my hands high and low Wriggle wriggle my fingers Go go go! Stretch my fingers stiff and tall Make two fists like little balls. Ask the student to choose a crayon and draw a wavy curly line across the top line of that page.

Ask the student to choose another crayon and copy the line above and below the first line.

Look at the Letter formations chart and find the first letter in your name. Say its name and sound. Answers will vary. Do you begin your name with a lowercase or uppercase letter? uppercase Point to where the letter starts. Trace it with your finger by following the arrows. Choose a crayon and print the letter on the line below your pattern.

Help the student form the letter in the correct way, making sure it sits on the line.

Look at the Letter formations chart and find the second letter in your name. Say its name and sound. Answers will vary.



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Do you print a lowercase or uppercase letter next? lowercase Point to where the letter starts. Trace it with your finger by following the arrows. Choose a crayon and print the second letter of your name next to the capital letter.

Help the student start and form the letter in the correct way, making sure it sits on the line and is smaller than the capital letter. Continue in the same way until all the letters of the name have been printed. Ask the student to print his/her name on the next line. Help the student start and form the letter in the correct way, referring to the chart when required. Ask the student to make another wavy pattern line in the last row.

Store or scan and save the printing into the Set folder. Store the chart.

Let’s explore phonics Meeting Cc Materials: • Phonics card: Cc (from Day 3)


• mirror

• Ready to print chart.

Let’s learn about another letter. This letter starts the word ‘can’. Do you know what it is? Answers will vary.

Place the Phonics card Cc on the table.

This is the letter. Do you know its name or sound? Answers will vary. Its name is ‘see’ and its sound is ‘ck’. Use a finger to trace each letter on the card and say its name. see see Use a finger to trace each letter on the card and say its sound. ck ck What shape is /c/? Answers will vary, eg curly, curved, round. What do you notice about the uppercase and lowercase /c/s? Answers will vary, eg same shape, both curly, uppercase is larger than the lowercase.



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Look at the lips and teeth in the picture. Look into the mirror and say the letter sound /c/ three times. ck ck ck Did your lips and teeth look like those in the picture? Answers will vary. Watch while I draw the uppercase /C/ in the air.

Use large arm movements and a pointed finger to draw an uppercase /C/, saying ‘curly cats c c c’ as you make the letter.

Now draw the uppercase /C/ with me and say the words. curly cats c c c

Draw the letter and say the words four times in the air together. Ask the student to watch as you draw a lowercase /c/ in the air, saying ‘curly cats c c c’ as you make the letter.

Now draw the uppercase /C/ with me and say the words. curly cats c c c

Draw the letter and say the words four times in the air together. Place the play dough on the table.

Make a play dough sausage. Change the sausage into an uppercase /C/. Make another play dough sausage. Change the sausage into a lowercase /c/.

Place the Phonics card Cc and the Ready to print chart in front of the student. Help the student check his/her printing posture.

(Point to the uppercase /C/). Use your finger to trace the /c/. Choose a coloured pencil and check you are holding it correctly. Place your pencil tip on the spot at the top of the uppercase letter. Draw slowly and carefully between the lines to make a curved /c/.

Ask the student to choose different coloured pencils to draw the uppercase /C/ three more times, saying ‘Start at the top and curve around’ as he/she makes the letter.

(Point to the lowercase /c/.) Use your finger to trace the /c/. Choose a coloured pencil and check you are holding it correctly. Place your pencil tip on the spot at the top of the letter. Draw slowly and carefully between the lines to make a curved /c/.

Ask the student to choose different coloured pencils to draw the /c/ three more times, saying ‘Start at the top and curve around’ as he/she makes the letter.



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Let’s say some words that use lowercase /c/. I say caterpillar. What do you say? Answers will vary.

Take turns to say four more /c/ words each. If the student says a /k/ word, explain the difference and ask for another word. Ask the student to draw a picture of something that begins with /c/ on the card.

Store the materials for future use.

Curly cat Cc Materials: • Phonics card: Cc


• activity sheet – Curly cat Cc.

Place the materials on the table. Ask the student to check the Ready to print chart and make sure he/she is sitting correctly

Now you are ready to trace and print some letters. Look at the uppercase /C/ on the Phonics card. Trace the uppercase /C/ using your pointer finger. Start at the top on the dot, trace a curve to make a curly /C/. Now use your finger to trace the four uppercase /C/s on the activity sheet. Show me how you hold your pencil. (Check the chart with the student.) Start at the top with your pencil on the dot, draw a curve between the lines to print a curly /C/. Now print the next uppercase /C/. Choose a different pencil. Look at the dotted uppercase /C/s. Start at the top with your pencil on the dot, trace a curved line until you have made curly /C/. Choose a different pencil and trace the last /C/. (Point to the first line in the second row.) Have a go at printing an uppercase /C/ on this line. Remember to start at the top and curve around to touch the line and curve on to make a tail. Print three more uppercase /C/s on the three lines.



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Guide the student to complete the three uppercase /C/s in the correct formation. Check the pencil grip is firm (not tight) and produces a medium weight and thickness printing line.

Look at the lowercase /c/ on the Phonics card. Lowercase /c/ is half as tall as the uppercase /C/. Trace the lowercase /c/ using your pointer finger. Start at the top on the dot, curve around between the lines and around to make the tail. Now use your finger to trace the four lowercase /c/s on the activity sheet. Show me how you hold your pencil. (Check the chart with the student.) Start at the top with your pencil on the dot inside the /c/, trace a curve around between the lines and around to make the tail. Now print the next two lowercase /c/s. Choose a different pencil. Look at the dotted lowercase /c/s. Start at the top with your pencil on the dot next to the number 1, trace a curve around and end with the tail. Now trace the other /c/. Choose a different pencil. (Point to the first line in the fourth row.) Have a go at printing a lowercase /c/. Start on the spot and curve around and end with the tail. Now try another one. Start on the spot and curve around and end with the tail. Now try to print two more.

Ask the student to say the name of each picture in the last row. Point to the pictures and say names with emphasis on the first letter sound; cccup cccap hhhand cccake cccat Ask the student to loop the picture that does not begin with the /c/ sound.

Store or scan and save the activity sheet Curly cat Cc Store the Phonics card and Ready to print chart for future use.

Let’s read and write I can Materials: • sight word cards: can x 2; Can x 2 (from Day 1)

This activity is called I can. Tell me three things you can do. Answers will vary. One thing I know you can do is read. You can read your I am books.



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Place the sight word card ‘can’ on the table.

Look at this word. How many letters do you see? 3 What letters do you recognise? Answers will vary. The word is ‘can’. c a n can. You sound and say it like I did. c a n can Where would we use this word? in a sentence I can help you read. You tell me a sentence using ‘can’. Answers will vary. Sit ready to print and hold your pencil properly. Use your pencils to trace the letters in the ‘can’ with the lowercase /c/ cards. Remember to start each letter on the dot and follow the arrow.

Guide the student to print the letters using the correct formations. Give the other ‘can’ card to the student and ask him/her to trace the letters. Place the two ‘Can’ cards on the table.

Look at this word. How many letters do you see? 3 What letters do you recognise? Answers will vary. The word is ‘Can’. C a n can. You sound and say it like I did. C a n can Where would we use this word? to begin a sentence A sentence that begins with ‘Can’ is special. Listen to this. Can you see a cat? Can a bird fly over a tree? Can you draw a picture? Those sentences began with ‘Can’ but they are not sentences, what are they? questions A question is a special sentence that needs an answer. Ask me a question that begins with ‘can’. Answers will vary. Sit ready to print and hold your pencil properly. Use your pencils to trace the letters in the ‘Can’ with a capital /C/ cards. Remember to start each letter on the dot and follow the arrow.

Ask the student to turn the cards face down on the table. Ask the student to choose two cards and turn them over.

Do the words on these cards match? Answers will vary. Why? Answers will vary, eg they both say ‘can’; one has a capital and one does not. Turn the cards back over and mix up the four cards. I’d like you to turn over two cards that have words that are identical. Are the words identical? Answers will vary.



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Why? Answers will vary, eg they both say ‘can’; one has a capital and one does not; both have/do not have capital/lowercase /c/.

If the cards match, ask the student to turn over the other cards and check that they match. If the cards do not match, ask the student to turn over another card to make a pair.

One each of the word cards (Can and can) will be used in the next activity.

I can read Materials: • sight word cards: can; Can (from previous activity)

• reading book – I can.

Sit in a comfortable place with the student, book and word cards.

How can we find out the name of this book? Answers will vary. (Point to the text) We can read the title of the book. What does it say? I can Does it tell us the name of the girl in the picture? no How do you think she is feeling? Answers will vary, eg happy. How do you know? Answers will vary, eg she is smiling. We can often tell how people are feeling by looking at their faces. Which ‘can’ card matches the word in the title? the one without the capital; with the lowercase /c/ What do you think the girl can do? Answers will vary. Let’s read on to find out.

Ask the student to open the book to page 1. Ask the student to point to the words and read them. Tell the student any unknown words, eg talk.

What do we use when we talk? Answers will vary. We use our mouth to speak words. What else can we do with our mouths? Answers will vary, eg eat, drink, sing, shout, whistle, drink. Which ‘can’ card matches the word in the title? the one without the capital; with the lowercase /c/ Turn to page 2. What do you think the girl is doing? Answers will vary.



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Pictures help us work out what the words are saying. Point to the words and read with me. I can sing. Did you think that she was singing? Answers will vary. (Point to the picture on page 3) What do you think the girl is doing? Answers will vary. Now let’s read it together while you point to the words. When do you need to shout? Answers vary. Do we shout inside? Answers vary. Why not? Answers will vary. When might we shout? Answers will vary. Turn the page. What does the picture show us? she is sad; crying What makes you cry? Answers will vary. Point to the words and read them. I can cry. (Point to the picture on page 5) Look at the girl. What does the picture show us? she is happy, laughing, shivering What do you think the words say? Answers will vary. Point to the words and read them with me. I can laugh. What makes you laugh? Answers will vary. Which ‘can’ card matches the word in the title? the one without the capital; with the lowercase /c/ Turn the page to find out what else she can do. What does the picture show us? Answers will vary, eg she is being quiet, saying shh. Point to the words and read them with me. I can whisper. When do we whisper? Answers will vary. Can you whisper? yes Let’s whisper the words together. I can whisper What does the picture show us? Answers will vary, eg She can smile. Point to the words and read them with me. I can smile. Let’s smile at each other. How do we feel when we smile? Answers will vary, eg happy, pleased. Which ‘can’ was used on every page? the one without the capital; with the lowercase /c/ Turn to the last page. What do the pictures show us? the things the girl can do Point to each picture and tell me what she is doing.



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How do you know what she is doing in the pictures? Answers will vary, eg her face tells me, what her hands are doing.

Ask the student to read the book to you. Remind the student to use the pictures to help work out the words. Help where required.

Store the reading book and word cards for use on other days. The student may colour the pictures if he/she wishes.

Let’s share Things I can do Materials: • open area

• 4 sheets of A4 blank paper

• crayon or felt tip pen

• book or similar to lean on.

Move to the open area with the student, taking the blank paper, crayon or pen and book to lean on.

(Make 3 hops.) I can hop. Can you? yes Show me. Now tell me something you can do and show me. Answers will vary, eg I can jump. I can do that too. (Copy the student’s action.) (Make 3 claps.) I can clap. Can you? yes Show me. Now it’s your turn. Answers will vary, eg I can roll. I can do that too. (Copy the student’s action.)

Repeat three times, taking turns to show and copy, using the word ‘can’ in sentences and questions. Place one sheet of paper on the book. Ask the student to use the crayon or pen to print a large uppercase /I/ on the paper. Ask the student to place the paper on the ground. Use the crayon or pen to print a lowercase /c/ on another piece of paper. Ask the student to place the paper on the ground.



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Use the crayon or pen to print a lowercase /a/ on another piece of paper. Ask the student to place the paper on the ground. Use the crayon or pen to print a lowercase /n/ on another piece of paper. Ask the student to place the paper on the ground.

Point to the letter /I/. Find the letter /c/. It has a curved back but it does not join. Place the /c/ next to the /I/, leaving a space between them. Find the letter /a/. It has a curved back and a stick. Place the /a/ next to the /c/. Find the letter /n/. It has two sticks. Place the /n/ next to the /a/. You have made a word with three letters. Say the letters after me. /c/ c /a/ a /n/ n Listen and I’ll say them. c a n You say them. c a n c a n. What is the word? can Read the two words. I can How many letters in ‘can’? three We can sound the word ‘can’ however if we know it just by looking at it, we can read much faster.

Mix up the letters in the word ‘can’. Ask the student to sort the letters so they say ‘can’. Repeat the task. Mix up the letters I, c, a and n. Ask the student to sort the letters so they say ‘I can’. Collect the letter pages.

Store the letter pages for future use.





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Materials checklist


• I can

• Phonics card Nn (cut out)

• Letter cards

• Letter chart

• Sight word snap

• My five senses pictures

• My senses book 1 and 2

Resources


• I am (from Day 2)


• Letter pages for I, a, c, n (from Day 4)

• Phonics cards: Mm, Ii, Aa, Cc (from Days 1 and 3)

• dotted thirds lined paper

• Sight word cards: I, am, can x 4 each (from Day 1)

Reading books

• I can

Other resources

• small mirror

• scissors

• glue



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• covered plate or tray containing these items: one item too touch, eg soft toy, tissue, bath sponge, scarfo smell, eg perfume, soap, shoeo hear, eg bell, whistle, tambourine, two spoons to tap

togethero taste, eg strawberry, cheese, dry biscuito sight, eg anything colourfulo food that is crunchy and has a smell, eg celery, piece of

apple (two pieces of the same food).

• stapler

Let’s begin I am I can Materials: • activity sheet – I am (from Day 2)

• activity sheet – I can.

Place the I am activity sheet on the table. Ask the student to read the poem. Give help where required. Place the I can activity sheet on the table.

Let’s make an I can poem like the I am poem. Trace the ‘I can’ words in the first verse.

Guide the student to use the correct formations when tracing.

Can you jump? yes Print jump on the first line. (Help with spelling and letter formations.) Can you hop? yes Print hop on the second line. (Help with spelling and letter formations.) Can you run? yes Let’s print run on the start of the third line. (Help with spelling and letter formations.) We want to finish the sentence with a word rhymes with ‘hop’. What words rhyme with ‘hop’? Answers will vary, eg shop, pop, stop, chop, mop. Let’s finish the sentence.

Help the student finish the sentence, eg I can run to my pop, in the shop, and then stop.



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Ask the student to read the verse. Use the same steps to help the student finish the other two verses. Ask the student to read the poem.

Store or scan and save the activity sheet I can. Store the I am poem.

Let’s explore phonics The Nn Materials: • Phonics card: Nn

• mirror (small)

• Ready to print chart

• letter pages for I, c, a and n (from Day 4).

Place the letter pages on the table.

These are the letter pages we used yesterday to make two words. What words did you make? I can Sort the letters so they say ‘I can’. (Help if required.) Which letters have we explored in this set? I c a and m We haven’t explored one letter on these letter pages. Which one it is? n /n/ is the letter we are looking at today.

Place the Phonics card Nn on the table with the mirror.

The letter sound is nnnn. What is the letter name? en Not, net, name. Where is the nnnn sound? at the start can, tin, run, bin. Where is the nnnn sound? at the end Point to the uppercase or capital /N/. Point to the lowercase /n/. What other letter did we learn that looks a bit like /n/? m Capital /M/ had four legs. How many legs does capital /N/ have? 3 Lowercase /m/ had three legs. How many legs does lowercase /n/ have? 2 Look at the lips and teeth in the picture. Look into the mirror and say the letter sound /n/ three times. n n n



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Did your lips and teeth look like those in the picture? Answers will vary. Look into the mirror and make the /m/ sound. m m m Now make the /n/ sound. n n n Say both sounds, swapping them as you go. n m n m n m The letters look a bit the same but our mouths make them in different ways. Watch while I draw the uppercase /N/ in the air.

Use large arm movements and a pointed finger to draw a capital /N/, saying ‘Down, down and down’ as you make the letter.

Now draw the uppercase /N/ with me and say the words.


Use your finger to draw some uppercase /N/s on the table top.

Ask the student to use his/her pointer finger to trace the uppercase /N/ on the phonics card. Place the Ready to print activity sheet on the table. Ask the student to check he/she is sitting correctly. Ask the student to pick up his/her pencil and check his/her fingers are in the correct position.

Are you right or left handed? Answers will vary. Let’s say a little rhyme that helps us check we are holding our pencil correctly.

Pick up a pencil and hold as shown on the chart. Show the student how to tap his/her first or ‘pointer’ finger on top of the pencil without dropping the pencil. Ask the student to copy your tapping. Tap the ‘pointer’ or first finger as you say: I can lift my pointer I can tap it too Thumb and tall man hold the pencil So I can print for you. Say the rhyme again as you both tap the pointer finger on the pencil.

(Point to the uppercase /N/). Place your pencil tip on the spot at the top of the uppercase /N/.



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Draw down slowly and carefully between the lines until you get to the bottom. Go back to the top and start in the same place, near the 2. Draw down in a diagonal line. (Point to the 3 at the top of the third leg of the /N/.) Start here and draw down to make the third leg.

Ask the student to choose different coloured pencils to draw the uppercase /N/ three more times, saying ‘Down, down, down.’ as he/she makes the letter.

(Point to the lowercase /n/.) What letter is this? lowercase n. What is different about these letters? Answers will vary, eg one is taller, one three legs, one has a curved tail. When do we use a lowercase letter? in words Watch while I draw the lowercase /n/ in the air.

Use large arm movements and a pointed finger to draw a lowercase /n/, saying ‘draw over the curve and down the stick, back up the stick, over the hill, down the hill and make the tail’ as you make the letter.

Now draw the lowercase /i/ with me and say the words. Draw over the curve and down the stick, back up the stick, over the hill, down the hill and make the tail.


Use your finger to draw some lowercase /n/s on the table top. Draw over the curve and down the stick, back up the stick, over the hill, down the hill and make the tail. Now it’s time to print. Check the Ready to print chart to make sure you are sitting and holding your pencil correctly. Place your pencil tip on the spot at the top of the lowercase letter. Draw over the curve and down the stick, back up the stick, over the hill, down the hill and make the tail. You have drawn a lowercase /n/.

Ask the student to choose different coloured pencils to draw the /n/ three more times, saying the words.

Let’s say some words that use lowercase /n/. I say netball. What do you say? Answers will vary.

Take turns to say four more /n/ words each. Ask the student to draw a picture of something that begins with /n/ on the card.




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Think and print Materials: • Phonics cards: Nn, Mm, Ii, Aa, Cc

• dotted thirds lined paper

• printing pencil.

Place the Phonics cards across the top of the table. Help the student fold the lined paper to make three vertical columns. Ask the student to print his/her name on the top line of the paper.

This activity is about all the letters we have explored in this set. I will say a word and you print the letter it begins with on the paper. You can use the phonics cards to help you remember how to print the letters. The first word is ‘mop’ mmop. Print the letter /mop/ begins with here. (Point to top line in left column.) Print the letter that ‘ink’ iink begins with here. (Point to next line in left column, below the /m/.) You are making a list. Keep printing the letters in the list as I say the words.

Repeat using these words, emphasising the first letter sound. ant, apple, nest, cat, imagine

Tick the letters the student has correct.

In the second column I want you to print the letter for the sound you hear at the end of these words. Make a list like you did before. The first word is ‘pin’ pinn. Print the letter that makes the sound at the end of the word.

Repeat using these words, emphasising the final letter sound. banana, magic, drum, comic, nana, hen


Let’s try something different. All the words I say will begin with a capital or uppercase letter. Make a list of these letters in the third column. The first word is ‘Max’. Print the capital letter that makes the sound at the beginning of the word.

Repeat using these words, emphasising the final letter sound. Alice, Nancy, India, Canada, Neil, Mary.




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Store or scan and save the student work. Store the phonics cards.

Letter sort Materials: • activity sheet – Letter cards

• activity sheet – Letter chart

• scissors

• glue.

Place the materials on the desk. Ask the student to say the letter names of each uppercase letter on the Upper and lowercase letters activity sheet. Ask the student to say the letter names of each lowercase letter on the Upper and lowercase letters activity sheet. Help the student cut out the letter cards from the sheet. Ask the student to place the letter cards face up on the table.

You can make some words using the cards. Find the letter that says the word ‘I’ and place it in front of you. Use some letter cards to make the word ‘am’. Place ‘am’ after the word ‘I’. Read the words. I am Find another ‘I’ card and place it in front of you. Use some letter cards to make the word ‘can’. Place ‘can’ after the word ‘I’. Read the words. I can

Ask the student to put the cards back with the others.

Use some letter cards to make the word ‘man’. (Help with sounding if required.) Use some letter cards to make the word ‘Nana’. (Help if required.)

Ask the student to put the cards back with the others. Ask the student to find one card for each uppercase letter and place them to one side. Ask the student to find one card for each lowercase letter and place them to one side.



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Place the remaining letter cards face down on the table. Place the Letter chart activity sheet next to the cards. Read the headings to the student.

In this game we take turns to turn over a letter card and place it into the uppercase or lowercase column on the chart. When you find a capital or uppercase letter, put it in this column (Point to the column). When you find a lowercase letter put it in this column (Point to the column). I’ll go first.

Turn over a card and say the letter name and sound, eg ee and /e/. Place the letter into the correct column.

Now it’s your turn. Turn over one card and say the letter sound and name. (Help if required.) Is this a lowercase or uppercase letter? Answers will vary. Which column will you put the card into? Answers will vary.

If the student is correct, ask him/her to put the card into the column. If not, ask him/her to turn the card face down and try another one. Continue until all the cards are placed in the chart. Remove the cards from the chart and mix them up. The student works independently on the next tasks. Do not prompt the student. Ask the student to sort the cards back into the chart. Ask the student to place the uppercase and lowercase letters side by side. Ask the student to glue the letters into place on the table.

Store or scan and save the activity sheet. The remaining letter cards will be used in the next activity.

Let’s read and write Sight word snap Materials: • Letter cards (from previous activity)

• Sight word cards: I, can, am x 4 of each word (from Day 1)

• glue

• activity sheet – Sight word snap.



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Place the sight word cards face up on the table. Ask the student to read each word and turn it face down after it has been read.

We are going to play a game called sight word snap. I will turn the cards over one at a time. When you see two of the same word, call out snap and say the word. I’ll give you the cards you have matched.

Mix the cards and play the game again. Spread the cards face up on the table.

Put all the ‘can’ cards in a group. Point to the words you would use to begin a question. Why would you use those words? They have a capital/uppercase letter at the beginning. Put all the ‘I’ cards in a group. All the ‘I’ words are capitals. Where would you use them? at the start of a sentence, in the middle of a sentence Put all the ‘am’ cards in a group. Point to the words you would use to begin a question. Why would you use those words? They have a capital/uppercase letter at the beginning.

Spread the word cards face up on the table. Place the activity sheet on the table. Do not prompt the student unless required.

What is the word in the top row on the sheet? I Find an ‘I’ word card and glue it in the box next to the ‘I’ on the sheet. Copy the word into the last box in the row. What is the word in the second row on the sheet? am Find a matching ‘am’ word card and glue it in the box next to the ‘am’ on the sheet. Find ‘am’ with a capital and glue it into the last box in the row. What is the word in the third row on the sheet? can Find a ‘can’ word card and glue it in the box next to the ‘can’ on the sheet. Find ‘can’ with a capital and glue it into the last box in the row.

Use a book or similar to cover the completed part of the activity sheet. Spread the Letter cards and ‘I’ sight word cards on the table. Remove the remaining word cards from the table.



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Do not prompt the student unless required.

Use the cards to make the words ‘I am’. Glue the words onto the next large row on the sheet. Use the letter cards to make the words ‘I can’. Glue the words onto the next large row on the sheet.

Use a book or similar to cover the completed part of the activity sheet. Do not prompt the student unless required. Ask the student to print ‘I am’ into the first box in the bottom row. Ask the student to print ‘I can’ into the second box in the bottom row.

Store or scan and save the activity sheet. Discard the remaining word and letter cards.

My five senses Materials: • activity sheet – My five senses pictures

• covered plate or tray containing these items: one item to

o touch, eg soft toy, tissue, bath sponge, scarf

o smell, eg perfume, soap, shoe

o hear, eg bell, whistle, tambourine, two spoons to tap together

o taste, eg strawberry, cheese, dry biscuit

o sight, eg anything colourful

o food that is crunchy and has a smell, eg celery, piece of apple (two pieces ofthe same food).

Place the My five senses pictures on the table.

Tell me what the children are doing in the pictures. Answers will vary, eg smelling/looking at a flower; eating a lollipop; listening to music; looking through a magnifying glass and patting a cat. These pictures show children using their senses. Count the pictures. 5 There are five senses. Let’s work out the senses the people are using. What is the girl with the cat doing? patting the cat She is using her sense of touch. Close your eyes and I will give you something to touch or feel.

Place the ‘touch’ item in the student’s hands.



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Ask him/her to describe what he/she feels, eg soft, furry, hard, curves, smooth.

What do you think the object is? Answers will vary. Open your eyes and look. Look at the picture of the boy with the lollipop. What is he doing? licking, tasting, eating it He is using his sense of taste. Close your eyes and I will give you something to taste. What is the girl with the flower doing? smelling it She is using her sense of smell. That is the second sense. What is the boy with the magnifying glass doing? looking through the magnifying glass He is using his sense of seeing or sight. That is the third sense. What is the boy with the headset doing? listening to music

Place the ‘taste’ item into the student’s mouth and ask him/her to eat it. Ask him/her to describe what he/she tastes, eg sweet, sour, juicy.

What do you think you ate? Answers will vary. It was (food name). What is the boy with the headset doing? listening to music He is using his sense of hearing. Close your eyes and listen to this sound.

Use the ‘sound’ object to make a noise. Ask the student to describe what he/she heard, eg tinkly, loud, bang.

What do you think the object is? Answers will vary. Open your eyes and look. What is the girl with the flower doing? smelling it She is using her sense of smell. Close your eyes and I will give you something to smell.

Place the ‘smell’ object below the student’s nose and ask him/her to take some small sniffs. Ask the student to describe what he/she smelled, eg strong, sweet.

What do you think the smell is? Answers will vary. Open your eyes and look. What is the boy with the magnifying glass doing? looking He is using his sense of seeing or sight. Look at this object.

Place the ‘sight’ object on the table and ask the student to describe what he/she sees, eg round, red and blue, looks smooth.



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We can tell a lot about an object just by looking at it. Let’s see if you can work out what the last thing is on the tray by using your senses. Close your eyes.

Place the object under the student’s nose and ask him/her to smell it. Ask the student to describe what he/she smells. Ask him/her to guess what the object is.

Do not open your eyes yet. I’m going to print your first guess on the back of the activity sheet.

Give the object to the student and ask him/her to feel it. Ask the student to describe what he/she feels. Ask him/her to have another guess at what the object is.

Do not open your eyes yet. I’m going to print your second guess on the back of the activity sheet.

Ask the student to bite the object (but not eat it). Ask the student to describe what he/she heard. Ask him/her to have another guess at what the object is.

Do not open your eyes yet. I’m going to print your third guess on the back of the activity sheet.

Ask the student to eat the object. Ask the student to describe what he/she tasted. Ask him/her to have another guess at what the object is.

Do not open your eyes yet. I’m going to print your fourth guess on the back of the activity sheet.

Place the other piece of the food on the table. Ask the student to open his/her eyes and look at the object. Ask the student to describe what he/she sees.

What is it? Answers will vary. Did your senses help you guess correctly before you saw the (food)? Let’s say the senses as you point to each picture. Smell, taste, see/sight, hear and touch.

The activity sheet will be used in the next activity.



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Let’s share My senses book Materials: • reading book – I can

• activity sheet – My five senses pictures (from previous activity)

• activity sheets – My senses book 1 and 2

• scissors

• glue

• stapler.

Sit in a comfortable place with the student and the I can book. Ask the student to read the book to you. Help when required. Place the activity sheet My five senses on the table. Ask the student to cut out the pictures along the dotted lines. Place the pictures on the table face up.

(Point to the boy smelling the flower). What do we use to smell? nose (Point to the boy with the lollipop). What do we use to taste? mouth, tongue (Point to the boy listening to music). What do we use to listen? ears (Point to the girl touching). What do we use to feel/touch? hands, feet, skin (Point to the boy using the magnifying glass). What do we use to see? eyes How many pictures are there? 5 How many senses do we have? 5

Place the activity sheets My senses book 1 and 2 on the table. Ask the student to tell you what each picture on the two posters represents. nose – smell, ear = hearing, eye = seeing/sight, mouth = taste, hand = touch Ask the student to read and trace each ‘I can’ on both sheets. Guide the student to start at the top of each letter and use correct formation. Ask the student to glue the picture cards into the matching spaces at the end of each sentence. Help the student read and complete the My name is sentence. Ask the student to read each sentence to you, eg I can see, I can hear. Help the student cut out each strip along the dashed lines. Help the student stack and staple the pages to make a booklet.

Ask the student to read the booklet and explain the senses to others.



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Tutor Reflection Write your observations and comments about how capably the student worked on the Day 1 to 5 activities. Detailed information will provide the teacher with an insight into any strengths or weaknesses you have noticed as the student completed the activities each day.

Store the Reflection for return with the set.

Set return checklist Please complete the Set return checklist provided to ensure you have all the required items for Day 5 stored or saved.


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