independent activities – s a t p · independent activities – s a t p student independent...

| NSW Department of Education Early Stage 1 - Phonics

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Independent activities – s a t p

Student independent practice As part of explicit teaching it is important to provide time for student independent practice.

The following activities provide opportunities for students to practise and apply introduced phonics knowledge and skills.The teacher takes on a supportive role by monitoring observable behaviours and providing feedback and encouragement when needed.

Activity 1 – Phoneme-grapheme correspondence Students practise saying the correct phoneme when reading/seeing the introduced graphemes. The following phonemes and their corresponding graphemes are covered in this learning sequence: /s/ /a/ /t/ /p/.

Why this is important? Students need to develop automatic recall of corresponding phoneme-grapheme relationships to decode words when reading. Practising this skill will support students in developing automatic recall of phonemes-graphemes and will later support fluent blending to decode and read words.

Resources • Explicit phonics instruction: PowerPoints - s a t p

• Student practice: Phoneme bingo activity - matching phonemes and letters (appendix A)

Lesson sequence 1. Phonics PowerPoints: Teacher introduces and explicitly teaches the following phoneme-grapheme

correspondences /s/ /a/ /t/ /p/.

2. Phoneme bingo: Students use two different coloured counters, the game boards and letter dice provided (appendix A) to play the bingo game with a partner. One player rolls the letter dice and says the corresponding phoneme out aloud. The other player then places a counter on top of the matching letter on their game board. Players take turns at rolling the dice and saying the phoneme or covering the matching letter on their game board. The player who covers all of their letters first is the winner.



Appendix A

Appendix A

Phoneme bingo activity: Phoneme-grapheme correspondence

s a t

p a s

t s p

a t p

© NSW Department of Education, Apr-20 3

Phoneme bingo activity: Phoneme-grapheme correspondence

t s t

p a s

s a t

a t p



Appendix A



ES1 Phonics

Activity 2 – Phoneme-grapheme correspondence Phoneme-grapheme correspondence: Students practise saying the correct phoneme when reading/seeing the introduced graphemes. The following phonemes and their corresponding graphemes are covered in this learning sequence: /s/ /a/ /t/ /p/

Why this is important? Students need to develop automatic recall of corresponding phoneme-grapheme relationships to decode words when reading. Practising this skill will support the automatic recall of phonemes-graphemes and will later support fluent blending to decode and read words.


• Student practice: Phoneme memory game - students practise saying the correct phoneme when they read its corresponding grapheme. (appendix B)

Lesson sequence 3. Phonics PowerPoints: Teacher introduces and explicitly teaches the following phoneme-grapheme

correspondences /s/ /a/ /t/ /p/.

1. Phoneme memory game: Students use the letter cards (appendix B) to practise matching a phoneme to its corresponding grapheme. Working in small groups or with a partner, students spread the cards out with the grapheme-side facing down. Each player then takes turns to try and find two matching letters by flipping two cards over at a time. Players must say the corresponding phonemes for each letter card out aloud. When a player finds a matching pair and says the corresponding phonemes correctly, they get to keep their matching letter cards. The player with the most matches is the winner.

6

Appendix B

Phoneme memory game activity: Phoneme-grapheme correspondence

s a t a

p s a t

s p t p



ES1 Phonics

Activity 3 – Blending to read words Blending: Students practise blending phonemes-graphemes together to read words.

Why this is important Students need to practise blending phonemes-graphemes to develop the ability to decode words quickly and fluently.

Resources required • Explicit phonics instruction: PowerPoints - s a t p

• Student practice: Students practise blending phonemes-graphemes to read words using the worksheet provided (appendix C).

Lesson sequence 1. Phonics PowerPoints: Teacher explicitly teaches blending the introduced phonemes-graphemes /s/ /a/

/t/ /p/ to read words.

2. Blending to read words: Using the worksheet provided (appendix C), students warm up by pointing to the graphemes at the top of the page and saying the corresponding phoneme. They then practise blending phonemes-graphemes to read the words below. They can check if they read the word correctly by looking at the matching picture.



Appendix C

Blending activity: Blending phonemes-graphemes to read words

s a t p

tap

sap

pat

sat



ES1 Phonics

Activity 3 – Blending to read words Blending: Students practise blending phonemes-graphemes together to read words.

Why this is important? Students need to practise blending phonemes-graphemes to develop the ability to decode words quickly and fluently.

Resources required • Explicit phonics instruction: PowerPoints - s a t p

• Student practice: Students practise blending phonemes-graphemes to read words in the picture-word card flip activity.

Lesson sequence 3. Phonics PowerPoints: Teacher explicitly teaches blending the introduced phonemes-graphemes /s/ /a/

/t/ /p/ to read words.

4. Picture-word card flip: Students use the picture and word cards (appendix D) to practise blending phonemes-graphemes to read words. They place the cards word side up with the picture hidden behind. Students practise blending the phonemes-graphemes together to read each word. They then flip the card to see its picture and to check if they read the word correctly



Appendix D (Fold each page in half so the words and pictures are on opposite sides of the page.

Picture word card flip: Blending phonemes-graphemes to read words

sat


pat

12

tap


sap



Activity 4 – Segmenting to spell words Segmenting: Students practise segmenting words by identifying their initial, middle and final phonemes and writing the corresponding graphemes.

Why this is important? Students need to practise identifying the initial, middle and final phonemes in words as well as writing corresponding graphemes, to develop their ability to spell words quickly and fluently when creating texts.


• Student practice: Students practise spelling by segmenting words into initial, middle and final phonemes and writing the corresponding graphemes on the ‘segmenting’ worksheet provided (appendix E). At first, some students may benefit from using letter cards to assist with segmenting words into their initial, middle and final phonemes.

Lesson sequence 1. Phonics PowerPoints: Teacher explicitly teaches segmenting words that contain the introduced

phonemes-graphemes /s/ /a/ /t/ /p/ to spell and write words. 2. Segmenting to spell: Students use the worksheets provided (appendix E) to practise segmenting cvc

words by identifying their initial, middle and final phonemes and then writing the corresponding graphemes to spell each word. They start by saying what the picture/word is and then use fingerspelling to segment and hear the 3 sounds that make that word, by holding up a finger to correspond with each phoneme. Students then practise segmenting and making the word using the letter cards from the previous lesson. They then identify which phoneme-grapheme is missing (initial, middle, final) on the worksheet and write the corresponding graphemes to complete each word. Students then check their spelling by going back and re-reading each word to see if they got it correct. Please see the example below:



Appendix E

Segmenting activity: Identification of beginning phonemes

s a t p

____ a p

____ a p

____ a t

____ a t

16

Appendix E

Segmenting activity: Identification of final phonemes

s a t p

t a ____

p a ____

s a ____

s a ____



Appendix E

Segmenting activity: Identification of middle phonemes

s a t p

t __ p

p __ t

s __ t

s __ p



ES1 Phonics

Activity 5 – Segmenting to spell words Segmenting: Students practise spelling words by segmenting them into phonemes and writing the corresponding graphemes.

Why this is important Students need to practise writing the corresponding grapheme as they segment words into phonemes to develop their ability to spell words quickly and fluently when creating texts.


• Student practice: Students practise spelling by segmenting words into individual phonemes and writing the corresponding graphemes on the ‘segmenting’ worksheet provided (appendix F). At first, some students may benefit from using letter cards when initially recording their segmenting of words. They can then copy the graphemes on the letter cards to practise writing the word.


phonemes-graphemes /s/ /a/ /t/ /p/ to spell and write words. 2. Segmenting to spell: Students use the worksheets provided (appendix F) to practise segmenting cvc

words into their phonemes and to write the corresponding graphemes to spell each word. They start by saying what the picture/word is and then use fingerspelling to segment and hear the 3 sounds that make that word. Students then practise segmenting and making the word using the letter cards from the previous lesson. They then write the corresponding graphemes in the boxes on the worksheet to spell each word. Students then check their spelling by going back and re-reading each word to see if they got it correct. Please see the example below:

s a t



Appendix F

Segmenting activity: Segmenting phonemes-graphemes to spell words

s a t p



ES1 Phonics

Activity 6 – Blending and segmenting Blending and segmenting: Students practise the interrelated skills of blending and segmenting phonemes-graphemes to both read and write words.

Why this is important Students need to practise blending and segmenting phonemes-grapheme to develop the ability to decode and write words quickly and fluently when reading or creating texts.


• Student practice: Students practise reading and writing words on the ‘read-trace-write-draw’ worksheet provided (appendix G).


phonemes-graphemes /s/ /a/ /t/ /p/ to spell and write words. 2. Segmenting to spell: Students use the ‘read-trace-write-draw’ worksheet provided (appendix G) to

practise blending phonemes-graphemes to read words, to demonstrate correct decoding by drawing a picture to match each word, and also practise segmenting and handwriting words by tracing correct letter formations and writing words independently.



Appendix G

Read-trace-write-draw activity: Blending and segmenting phonemes-graphemes

pat read

pat trace

write

draw



Appendix G


sat read

sat trace

write

draw



Appendix G


tap read

tap trace

write

draw



Appendix G


sap read

sap trace

write

draw

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