15 Lesson Plan Guide for how you might plan for a whole group or small group.

Learning Development Area: Implementation Date

Communicating Wednesday 01/11/17 middle session
Active learning Duration
Wellbeing
Connectedness Focus lesson take approximately 15
Identity mins for each group (2 groups)
Context for learning: 35 mins in session
Routines & transitions
Real-life engagements
Play
Group 1
Does this build on prior experiences/interests of the children?

Built from prior experiences or knowledge children demonstrate when marking the roll or transition time. Phonic and alphabet
recognising

What is the focus? About what am I being intentional? Will I observe/record information?
Formative and submissive assessing:
I will observe students if they are able to demonstrate that they can identify alphabets and sounds correctly.
I will observer and record the stage of pen grip.

Linked to Australian Curriculum - Foundation Year Content Descriptions, Language Phonics and work knowledge.

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

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

Guiding Behaviour Consider what you need to put in place to support children:

Expectations of childrens behaviour: Children are to use 5 stars listening (Your eyes are looking at the person talking, your ears are
listening lips are together, hands are folded in your lap and legs are crossed or keeping feet quiet) showing respect to the teacher and
ready to learn.
Sensory Regulation lesson is suitable for students at a low and moderate ability. The higher learning ability students are asked to
demonstrate a good understanding of the phonics with their name.

Self-choosing and rotating to activities for another student within the classroom.
Students are free to use toilet as door to toilet room is always open to students. Emily need reminding to go to the toilet. The closes
teacher will assist her.

Resources:
Phonics Song with TWO Words - A for Apple - ABC Alphabet Songs with Sounds for Children
https://www.youtube.com/watch?v=hq3yfQnllfQ
Bingo activity sheets uppercase letters only (Appendix 1)
Bingo activity sheet lower and uppercase letters (Appendix 2)
Coloured counters
Whiteboard markers and
Name card

Differentiation strategies: This might be consideration of an individual child and the strategies required to support that child.
Engagement strategies with Emily may need extra support from Supporting Teacher or just encouragement from a flexible peer.
Using ICTs to engage the students in phonics, with a visual and listening learning approach.

You will use a lesson plan for group times (music, language, story, beginning a session etc). You need to think though how you will engage with the
children, the language you will use, the questions you might ask etc.

Transition Goals Derived from QKLG After reading Children of the Great Lake by Percy Trezise.
I tell the students the activities set up for today and any
How will you Standard: 1.2 challenges that have been set (this may be altered by
transition to this students show and share, which may interest the students
section of your Standard: 2.1
and will change the topic or focus for some activities):
day/next
activity/lesson? Standard: 5.1
Magnetic blocks,
Play doh station with rollers and stencil cutters
(star/circle/square/flower/heart shapes).
Water paints to express the students
impression of Flowers or an item from show and
share(flexible)
In art room Phonic and alphabet bingo with me
(Miss Cindy).
Outdoor play with Miss Tania.

I would then select students by their hair colour or I would

choose a letter from the alphabet that is the same as the
first letter of student names. The selected students can
then move from the mat to choose and activity.

After selected small groups of friends can self-select this

activity together.
Introduction: In the art room I would;
Introducing the Standard: 51
Intro.: phonics are the sounds that letter make. Some
topic and settling letters have more than 1 sound. We will watch a quick clip
Standard: 4.4
children on the laptop at a phonics song.
Standard: 5.2
Phonics Song with TWO Words - A for Apple -
ABC Alphabet Songs with Sounds for Children
https://www.youtube.com/watch?v=hq3yfQnllfQ

Body: Body:
Standard: 5.1
Explain and showing the students the material that we
Standard:5.2 will be using today. Ask the students if they have ever
played bingo before. And the if they can explain it.
Standard: 4.2 Then I would explain, the bingo is an easy game. The aim
of the game is to get four in a row side side or up -down.
The middle square is a free square (dont need to place
counter on.
The first game is phonic bingo and after swapping cards
the second game is alphabet bingo (formative assessing).

Questioning after each letter or sound can each student

name 1 thing that begins with the letter/sound.

Conclusion: Conclusion: Writing activity complete their name cards.

Standard: 5.2

Standard: 4.2 For extending students learning experience asking

students to verbally say the letters in their name and
Standard: 1.3 phonics sounds to each letter.
Transition to I would instruct students, when they are finished please
next activity Standard: 1.2 wipe their name cards clean and pack it away. Please push
your chairs in ready for the next group.
Standard: 4.2
They would then transition to other activities set up in the
classroom or outside.
Evaluation / Reflection:
Students were engaged by the ICT video clip I used to motivate and support a learning approach connected to ICTs. Amy did excellent
after encouraging words to give her confidents. She was at first quite slow at finding letter (maybe unable to identify them as they were
all in upper case letters on the bingo sheets. Need to get lower, upper and a mixture of upper and lower-case letters next time).
But identifying letters from her name and letters from the beginning of the alphabet be was fast at identifying them. Beating everyone
and even helping other students around her. Sophie was also very good at identifying the letters and she started singing A, B, Cs and
then everyone was singing. The students loved the video clip of phonic that I used as a hook, they asked to watch it again. So, I played
for them after a game of alphabet bingo. I only engaged this activity with 7 students but from this activity, I identified the students
ability to identify letters in upper case letters. I needed lower case as well. But we also touched on the phonics and I ask students to
name something the starts with the letter s and used the phonic sound to assist. The students all responded correctly and each letter I
would put. The students would relate the phonic sound to a name.

I then moved activity to a table outside, leaving it as an option to explore and play with.

Emily was away.

Notes:
Rainy weather. Indoor and outdoor play in middle session approved yesterday when I was planning with Supervision Teacher.
Appendix 1
Appendix 2