Phonics Unit Plan
Phonics Unit Plan
Phonics Unit Plan
PHONICS
Jessica Hemstreet
PHONICS
Table of Contents
UNIT PLAN OVERVIEW & RATIONALE .............................................................................................................. 3
DIFFERENTIATION ........................................................................................................................................... 4
RESOURCES ..................................................................................................................................................... 0
WEEK 1 CALENDAR.......................................................................................................................................... 2
WEEK 2 CALENDAR.......................................................................................................................................... 3
WEEK 3 CALENDAR.......................................................................................................................................... 4
WEEK 4 CALENDAR.......................................................................................................................................... 5
WEEK 5 CALENDAR.......................................................................................................................................... 6
WEEK 6 CALENDAR.......................................................................................................................................... 7
WEEK 7 CALENDAR.......................................................................................................................................... 8
WEEK 8 CALENDAR.......................................................................................................................................... 9
WEEK 9 CALENDAR........................................................................................................................................ 10
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Students will learn the basics and foundations of the English language phonics. This will be taught
through a combination of the Jolly Phonics system and the alphabet. We will follow the suggested plan
set out by Jolly Phonics to teach the 42 letter sounds and do the corresponding letters of the alphabet at
the same time. Every week will start out with a short review session of all previously learnt letters and
sounds so that students continuously have all the letters and sounds in their mind. After each grouping
of letter sounds, we will have a longer review session with literacy centers to ensure students have a
deep understanding and knowledge of each letter and letter sound. Lessons will start by being one 30-
minute period for each letter sound and letter back to back, one hour per day per “letter.” Once the
mid-point of the Jolly Phonics program is reached lessons will shorten to one 30-minute period for both
the letter sound and letter.
I am following the Jolly Phonics plan since it is proven to be arranged in a way that scaffolds
students learning. The only thing I am changing is that I am going to try teaching the alphabet at the
same time as the corresponding letter sounds, Jolly Phonics suggests that letter names are not taught
until week four. I want to try giving students the proper letter name and letter sound at the same time
to not confuse them later on. This is also due to the assumption that students have already experience
with Jolly Phonics in their kindergarten year (which is the case if they went to a school in Holy Spirit
District or Lethbridge 51.) Letter sound and letter lessons will all follow the same layout in the hopes
that the consistency will assist students in learning the 42 sounds and 24 letters. If this is not working for
the students and their needs, lessons will be adjusted. Throughout review, practice and literacy center
lessons the layout and activities will always change to ensure that students learn the sounds and letter
names, not the Jolly Phonics sequence.
Phonics is the basis of the English alphabet, writing and speech. This makes it one of the most
important topics that students will learn. This need to ensure that all students have a thorough
understanding of phonics is why there are so many review and practice lessons throughout the unit. I
also left a week as a buffer room before my initial ideal finish date of Jolly Phonics, in case we need to
spend more time on specific letter sounds or extra review days. Students should not feel rushed in
learning the basics of writing and speaking the English language properly.
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Differentiation
(KSA #1,5,7,8,9) (TQS#3)
Differentiation is such an important part of lesson and unit planning that should never be
overlooked. Many students that walk into a classroom will have something holding them back from
learning in the most ideal way. Even if a student is going through or dealing with something does not
mean that their learning potential should be any lesser than their peers. All children deserve an
equitable and unbiased educational experience. Differentiation, modification, and adaptation are
methods for teachers to create this type of learning experience for their students, as required.
Lessons are initially set up in an organized, repetitive layout. All letter sound lessons are the same,
following the Jolly Phonics teacher book guide and student book worksheet. This makes it super easy to
adjust, differentiate and modify lessons according to students learning needs that we will learn
throughout the unit.
Differentiating lessons to meet individual student’s needs is extremely important to ensure that
all students are getting the best opportunity to learn all the required outcomes.
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KSA Connections
It is my aim throughout this unit to reach all of the KSAs. The connections made are noted
throughout the unit plan where they apply. (KSA #17) (TQS #1 & 6)
KSA #1 - Teachers demonstrate that they understand how contextual variables affect teaching and
learning.
KSA #2 - Teachers demonstrate that they understand the structure of the Alberta Education System.
KSA #3 - Teachers demonstrate that they understand the purposes of the Guide to Education and
programs of study for subject disciplines you teach.
KSA #4 - Teachers demonstrate that they understand subject disciplines you teach.
KSA #5 - Teachers demonstrate that they understand all students can learn, albeit at different rates
in different ways.
KSA #6 - Teachers demonstrate that they understand the purpose of short, medium and long-range
planning.
KSA #7 - Teachers demonstrate that they understand students’ need for physical, social, cultural and
psychological security.
KSA #8 - Establishes demonstrate that they understand the importance of respecting students’
human dignity.
KSA #9 - Teachers demonstrate that they understand there are many approaches to teaching and
learning.
KSA #10 - Teachers demonstrate that they understand the functions of traditional and electronic
teaching/learning technologies.
KSA #11 - Teachers demonstrate that they understand the purpose of student assessment.
KSA #12 – Teachers demonstrate that they understand the importance of engaging parents,
purposefully and meaningfully, in all aspects of teaching and learning.
KSA #13 – Teachers demonstrate that they understand that student learning is enhanced through
the use of home and community resources.
KSA #14 – Teachers demonstrate that they understand the importance of contributing,
independently and collegially, to the quality of your school.
KSA #15 - Teachers demonstrate that they understand the importance of career-long learning.
KSA #16 - Teachers demonstrate that they understand the importance of guiding your actions with a
personal, overall vision of the purpose of teaching.
KSA #17 – Teachers demonstrate that they understand they are required to achieve the Teaching
Quality Standard.
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TQS Connections
TQS connections that are made throughout this unit are noted as such, as it is the goal to reach the
teaching quality standards through every unit taught. (KSA #17) (TQS #1 & 6)
peers and others in the school and local community to support student learning.
instruction, and assessment practices to meet the learning needs of every students.
diversity is embraces and every student is welcomed, cared for, respected and safe.
5. A teacher develops and applies foundational knowledge about First Nations, Metis and
A teacher demonstrates an understanding of and adherence to the legal frameworks and policies
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1 Students will listen, speak, read, write, view and represent to explore thoughts, ideas, feelings and
experiences.
2 Students will listen, speak, read, write, view and represent to comprehend and respond personally
and critically to oral, print and other media texts.
3 Students will listen, speak, read, write, view and represent to manage ideas and information.
4 Students will listen, speak, read, write, view and represent to enhance the clarity and artistry of
communication.
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Detailed Assessment
(KSA #9, 11) (TQS #1, 3 & 4)
Learning Formative Assessments
4.2 Attend to
Conventions X X X X X X X
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Resources
(KSA #10) (TQS #1, 3 & 4)
Daily Schedule
(KSA #6) (TQS # 3 & 4)
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Week 1 Calendar
SEPTEMBER 2-6 (KSA #6,9) (TQS #1, 3, 4 & 6)
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Week 2 Calendar
SEPTEMBER 9-13 (KSA #6,9) (TQS #1, 3, 4 & 6)
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Week 3 Calendar
SEPTEMBER 16-20 (KSA #6,9) (TQS #1, 3, 4 & 6)
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Week 4 Calendar
SEPTEMBER 23-27 (KSA #6,9) (TQS #1, 3, 4 & 6)
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Week 5 Calendar
SEPTEMBER 30 – OCTOBER 4 (KSA #6,9) (TQS #1, 3, 4 & 6)
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Week 6 Calendar
OCTOBER 7 – 11 (KSA #6,9) (TQS #1, 3, 4 & 6) addition
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Week 7 Calendar
OCTOBER 14-18 (KSA #6,9) (TQS #1, 3, 4 & 6)
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Week 8 Calendar
OCTOBER 21-25 (KSA #6,9) (TQS #1, 3, 4 & 6)
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Week 9 Calendar
OCTOBER 28 – NOVEMBER 1 (KSA #6,9) (TQS #1, 3, 4 & 6)
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Week 10 Calendar
NOVEMBER 4 – 8 (KSA #6,9) (TQS #1, 3, 4 & 6)
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Week 11 Calendar
NOVEMBER 11- 15 (KSA #6,9) (TQS #1, 3, 4 & 6)
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Daily Lessons
(KSA #6) (TQS #1, 3, 4 & 6)
Class 1 – September 9
Introduction 30 minutes
SLOs: ELA 1.1, 2.1, 2.3, 4.1 & 4.2
Lesson: review student’s letter & writing abilities previously established
Activity: ask students who can write their names, assist them write their names on a sheet of paper. Students
can use paint to go over their names with.
Assessment: Formative Assessment: Observation & discussion with students to observe letter formation
skills previously established.
Class 2 – September 10
Letter Sound /s/ 30 minutes
SLOs: ELA 1.1, 2.1, 2.3, 4.1 & 4.2
Lesson: Introduce letter sound /s/ to students using Jolly Phonics Daily Guidance Plans and student books.
Activity: Read students letter sound /s/ story, teach students letter sound action, listen to letter sound song
and have students practice the letter sound aloud. Practice letter sound formation in the air, on the desk and
then on their student work sheets. Have student’s complete student book for letter sound.
Assessment: Formative assessment: discussion and observation of students doing hand actions, singing song,
making sound, letter formation and completion of student book.
Class 3 – September 10
Letter ‘s’ 30 minutes
SLOs: ELA 1.1, 2.1, 2.3, 4.1 & 4.2
Lesson: Introduce the letter ‘s’ in the alphabet
Activity: Read students ‘s’ story from alphabet book. Have them color in the picture, glue in journals and
practice writing the letter. Play Jolly Phonics /s/ song in the background. If there is extra time, provide students
with a copy of /s/ or ‘s’ stories to circle the letter/letter sound throughout.
Assessment: Formative assessment: Observation and discussion from students saying letter sounds and
making hand actions. Reviewing of student’s letter formation in journals.
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Class 4 – September 11
Letter Sound /a/ 30 minutes
SLOs: ELA 1.1, 2.1, 2.3, 4.1 & 4.2
Lesson: Review letter sound /s/. Introduce letter sound /a/ to students using Jolly Phonics Daily Guidance
Plans and student books.
Activity: Have students make letter sound /a/ sound and hand symbol. Read students letter sound /a/ story,
teach students letter sound action, listen to letter sound song and have students practice the letter sound aloud.
Practice letter sound formation in the air, on the desk and then on their student work sheets. Have student’s
complete student book for letter sound.
Assessment: Formative assessment: discussion and observation of students doing hand actions, singing song,
making sound, letter formation and completion of student book.
Class 5 – September 11
Letter ‘a’ 30 minutes
SLOs: ELA 1.1, 2.1, 2.3, 4.1 & 4.2
Activity: Read students ‘a’ story from alphabet book. Have them color in the picture, glue in journals and
practice writing the letter. Play Jolly Phonics /a/ song in the background. If there is extra time, provide students
with a copy of /a/ or ‘a’ story to circle the letter/letter sound throughout.
Assessment: Formative assessment: Observation and discussion from students saying letter sounds and
making hand actions. Reviewing of student’s letter formation in journals.
Class 6 – September 12
Letter sound /t/ 30 minutes
SLOs: ELA 1.1, 2.1, 2.3, 4.1 & 4.2
Lesson: Review letter sound /s/ & /a/. Introduce letter sound /t/ to students using Jolly Phonics Daily
Guidance Plans and student books.
Activity: Have students make letter sound /t/ sound and hand symbol. Read students letter sound /t/ story,
teach students letter sound action, listen to letter sound song and have students practice the letter sound aloud.
Practice letter sound formation in the air, on the desk and then on their student work sheets. Have student’s
complete student book for letter sound.
Assessment: Formative assessment: discussion and observation of students doing hand actions, singing song,
making sound, letter formation and completion of student book.
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Class 5 – September 12
Letter ‘t’ 30 minutes
SLOs: ELA 1.1, 2.1, 2.3, 4.1 & 4.2
Activity: Read students ‘t’ story from alphabet book. Have them color in the picture, glue in journals and
practice writing the letter. Play Jolly Phonics songs previously learnt in the background. If there is extra time,
provide students with a copy of previously learnt letters story to circle the letter/letter sound throughout or
review previously learnt letter/letter sounds.
Assessment: Formative assessment: Observation and discussion from students saying letter sounds and
making hand actions. Reviewing of student’s letter formation in journals.
Class 6 – September 13
Letter sound /i/ 30 minutes
SLOs: ELA 1.1, 2.1, 2.3, 4.1 & 4.2
Lesson: Review letter sound /s/, /a/ & /t/. Introduce letter sound /i/ to students using Jolly Phonics Daily
Guidance Plans and student books.
Activity: Have students make letter sound /i/ sound and hand symbol. Read students letter sound /i/ story,
teach students letter sound action, listen to letter sound song and have students practice the letter sound aloud.
Practice letter sound formation in the air, on the desk and then on their student work sheets. Have student’s
complete student book for letter sound.
Assessment: Formative assessment: discussion and observation of students doing hand actions, singing song,
making sound, letter formation and completion of student book.
Class 5 – September 13
Letter ‘i’ 30 minutes
SLOs: ELA 1.1, 2.1, 2.3, 4.1 & 4.2
Activity: Read students ‘i’ story from alphabet book. Have them color in the picture, glue in journals and
practice writing the letter. Play Jolly Phonics songs for letters previously learnt in the background. If there is extra
time, provide students with a copy of previously learnt letters story to circle the letter/letter sound throughout or
review previously learnt letter/letter sounds.
Assessment: Formative assessment: Observation and discussion from students saying letter sounds and
making hand actions. Reviewing of student’s letter formation in journals.
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Class 6 – September 16
Review/Practice 30 minutes
SLOs: ELA 1.1, 2.1, 2.3, 4.1 & 4.2
Lesson: Review letter sounds, and letters previously learnt in depth. /s/ /a/ /t/ /i/
Activity: go over the letters previously learnt by writing them on board and making the sound as a class.
Teacher will make mention of various letters, letter sounds and/or draw letters and students will respond
aloud or on whiteboard. (say letter-make sound, say letter-write letter, write letter-make sound, draw letter-
write letter, make sound-write letter, make sound-say letter)
Assessment: Formative: Observation of and discussion with students surrounding questions/answers to gage
students understanding.
Class 7 – September 17
Letter sound /p/ 30 minutes
SLOs: ELA 1.1, 2.1, 2.3, 4.1 & 4.2
Lesson: Review letter sound previously learnt. Introduce letter sound /p/ to students using Jolly Phonics Daily
Guidance Plans and student books.
Activity: Have students make letter sound /p/ sound and hand symbol. Read students letter sound /p/ story,
teach students letter sound action, listen to letter sound song and have students practice the letter sound aloud.
Practice letter sound formation in the air, on the desk and then on their student work sheets. Have student’s
complete student book for letter sound.
Assessment: Formative assessment: discussion and observation of students doing hand actions, singing song,
making sound, letter formation and completion of student book.
Class 7 – September 17
Letter ‘p’ 30 minutes
SLOs: ELA 1.1, 2.1, 2.3, 4.1 & 4.2
Activity: Read students ‘p’ story from alphabet book. Have them color in the picture, glue in journals and
practice writing the letter. Play Jolly Phonics songs for letters previously learnt in the background. If there is extra
time, provide students with a copy of previously learnt letters story to circle the letter/letter sound throughout or
review previously learnt letter/letter sounds.
Assessment: Formative assessment: Observation and discussion from students saying letter sounds and
making hand actions. Reviewing of student’s letter formation in journals.
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Class 8 – September 18
Review & 30 minutes
Literacy Centers SLOs: ELA 1.1, 2.1, 2.3, 4.1 & 4.2
Lesson: Review letter and letter sounds previously learnt /s/ /a/ /t/ /i/ /p/ /n/
Resources: phonics books, letter writing practice sheets, letter tiles, white boards, white board markers,
letter coloring sheets, touch and feel letters & find the letter worksheets
Activity: Ask students what letter sounds previously learnt. Literacy centers will rotate every 10 minutes
through 6 centers.
Centers: phonics books – letter writing practice sheets – letter tile & white board writing practice – letter
coloring sheets- touch and feel letters – find the letter worksheets
Assessment: Formative: observation of and discussion with students throughout centers
Class 9 – September 18
Literacy Centers 30 minutes
SLOs: ELA 1.1, 2.1, 2.3, 4.1 & 4.2
Lesson: Review letter and letter sounds previously learnt /s/ /a/ /t/ /i/ /p/ /n/ (same as lesson directly prior)
Resources: phonics books, letter writing practice sheets, letter tiles, white boards, white board markers,
letter coloring sheets, touch and feel letters & find the letter worksheets
Activity: Ask students what letter sounds previously learnt. Literacy centers will rotate every 10 minutes
through 6 centers.
Centers: phonics books – letter writing practice sheets – letter tile & white board writing practice – letter
coloring sheets- touch and feel letters – find the letter worksheets
Assessment: Formative: observation of and discussion with students throughout centers
Class 10 – September 19
Letter sound /n/ 30 minutes
SLOs: ELA 1.1, 2.1, 2.3, 4.1 & 4.2
Lesson: Review letter sounds previously learnt. Introduce letter sound /n/ to students using Jolly Phonics
Daily Guidance Plans and student books.
Activity: Have students make letter sound /n/ sound and hand symbol. Read students letter sound /n/ story,
teach students letter sound action, listen to letter sound song and have students practice the letter sound aloud.
Practice letter sound formation in the air, on the desk and then on their student work sheets. Have student’s
complete student book for letter sound.
Assessment: Formative assessment: discussion and observation of students doing hand actions, singing song,
making sound, letter formation and completion of student book.
Class 11 – September 19
Letter ‘n’ 30 minutes
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Activity: Read students ‘n’ story from alphabet book. Have them color in the picture, glue in journals and
practice writing the letter. Play Jolly Phonics songs for letters previously learnt in the background. If there is extra
time, provide students with a copy of previously learnt letters story to circle the letter/letter sound throughout or
review previously learnt letter/letter sounds.
Assessment: Formative assessment: Observation and discussion from students saying letter sounds and
making hand actions. Reviewing of student’s letter formation in journals.
Class 12 – September 20
Letter sound /ck/ 30 minutes
SLOs: ELA 1.1, 2.1, 2.3, 4.1 & 4.2
Lesson: Review letter sounds previously learnt. Introduce letter sound /ck/ to students using Jolly Phonics
Daily Guidance Plans and student books.
Activity: Have students make letter sound /ck/ sound and hand symbol. Read students letter sound /ck/
story, teach students letter sound action, listen to letter sound song and have students practice the letter sound
aloud. Practice letter sound formation in the air, on the desk and then on their student work sheets. Have
student’s complete student book for letter sound.
Assessment: Formative assessment: discussion and observation of students doing hand actions, singing song,
making sound, letter formation and completion of student book.
Class 12 – September 20
Letter ‘c’ & ‘k’ 30 minutes
SLOs: ELA 1.1, 2.1, 2.3, 4.1 & 4.2
Activity: Read students ‘c’ & ‘k’ stories from alphabet book. Have them color in the pictures, glue in journals
and practice writing the letters. Play Jolly Phonics songs for letters previously learnt in the background. If there is
extra time, provide students with a copy of previously learnt letters stories to circle the letter/letter sound
throughout or review previously learnt letter/letter sounds.
Assessment: Formative assessment: Observation and discussion from students saying letter sounds and
making hand actions. Reviewing of student’s letter formation in journals.
Class 13 – September 23
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Activity: go over the letters previously learnt by writing them on board and making the sound as a class.
Teacher will make mention of various letters, letter sounds and/or draw letters and students will respond
aloud or on whiteboard. (say letter-make sound, say letter-write letter, write letter-make sound, draw letter-
write letter, make sound-write letter, make sound-say letter)
Assessment: Formative: Observation of and discussion with students surrounding questions/answers to gage
students understanding.
Class 14 – September 24
Letter sound /e/ 30 minutes
SLOs: ELA 1.1, 2.1, 2.3, 4.1 & 4.2
Lesson: Review letter sounds previously learnt. Introduce letter sound /e/ to students using Jolly Phonics
Daily Guidance Plans and student books.
Activity: Have students make letter sound /e/ sound and hand symbol. Read students letter sound /e/ story,
teach students letter sound action, listen to letter sound song and have students practice the letter sound aloud.
Practice letter sound formation in the air, on the desk and then on their student work sheets. Have student’s
complete student book for letter sound.
Assessment: Formative assessment: discussion and observation of students doing hand actions, singing song,
making sound, letter formation and completion of student book.
Class 15 – September 24
Letter ‘e’ 30 minutes
SLOs: ELA 1.1, 2.1, 2.3, 4.1 & 4.2
Activity: Read students ‘e’ story from alphabet book. Have them color in the pictures, glue in journals and
practice writing the letters. Play Jolly Phonics songs for letters previously learnt in the background. If there is
extra time, provide students with a copy of previously learnt letters stories to circle the letter/letter sound
throughout or review previously learnt letter/letter sounds.
Assessment: Formative assessment: Observation and discussion from students saying letter sounds and
making hand actions. Reviewing of student’s letter formation in journals.
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Class 16 – September 25
Letter sound /h/ 30 minutes
SLOs: ELA 1.1, 2.1, 2.3, 4.1 & 4.2
Lesson: Review letter sounds previously learnt. Introduce letter sound /h/ to students using Jolly Phonics
Daily Guidance Plans and student books.
Activity: Have students make letter sound /h/ sound and hand symbol. Read students letter sound /h/ story,
teach students letter sound action, listen to letter sound song and have students practice the letter sound aloud.
Practice letter sound formation in the air, on the desk and then on their student work sheets. Have student’s
complete student book for letter sound.
Assessment: Formative assessment: discussion and observation of students doing hand actions, singing song,
making sound, letter formation and completion of student book.
Class 17 – September 25
Letter ‘h’ 30 minutes
SLOs: ELA 1.1, 2.1, 2.3, 4.1 & 4.2
Activity: Read students ‘h’ story from alphabet book. Have them color in the pictures, glue in journals and
practice writing the letters. Play Jolly Phonics songs for letters previously learnt in the background. If there is
extra time, provide students with a copy of previously learnt letters stories to circle the letter/letter sound
throughout or review previously learnt letter/letter sounds.
Assessment: Formative assessment: Observation and discussion from students saying letter sounds and
making hand actions. Reviewing of student’s letter formation in journals.
Class 18 – September 30
Writing Practice 30 minutes
SLOs: ELA 1.1, 2.1, 2.3, 4.1 & 4.2
Lesson: Practice writing words including letters and letter sounds previously learnt /s/ /a/ /t/ /i/ /p/ /n/ /ck/
/e/ /h/
Activity: students will write each letter on the sheets, with teacher exampling on the board
Assessment: Formative & Summative: will show teacher who needs help with which letters still and how well
letter formation is being grasped by students
Class 19 – October 1
Letter sound /r/ 30 minutes
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Lesson: Review letter sounds previously learnt. Introduce letter sound /r/ to students using Jolly Phonics
Daily Guidance Plans and student books.
Activity: Have students make letter sound /r/ sound and hand symbol. Read students letter sound /r/ story,
teach students letter sound action, listen to letter sound song and have students practice the letter sound aloud.
Practice letter sound formation in the air, on the desk and then on their student work sheets. Have student’s
complete student book for letter sound.
Assessment: Formative assessment: discussion and observation of students doing hand actions, singing song,
making sound, letter formation and completion of student book.
Class 20 – October 1
Letter ‘r’ 30 minutes
SLOs: ELA 1.1, 2.1, 2.3, 4.1 & 4.2
Lesson: Introduce the letter ‘r’ in the alphabet
Activity: Read students ‘r’ story from alphabet book. Have them color in the pictures, glue in journals and
practice writing the letters. Play Jolly Phonics songs for letters previously learnt in the background. If there is
extra time, provide students with a copy of previously learnt letters stories to circle the letter/letter sound
throughout or review previously learnt letter/letter sounds.
Assessment: Formative assessment: Observation and discussion from students saying letter sounds and
making hand actions. Reviewing of student’s letter formation in journals.
Class 21 – October 2
Review & 30 minutes
Literacy Centers SLOs: ELA 1.1, 2.1, 2.3, 4.1 & 4.2
Lesson: Review letter and letter sounds previously learnt /s/ /a/ /t/ /i/ /p/ /n/ /ck/ /e/ /h/ /r/
Resources: letter tiles, white boards, whiteboard markers, letter sound recognition sheets, egg cartons, letter
tiles, beginning sounds coloring sheets, magnet letters, baking tray, phonics books
Activity: Ask students what letters previously learnt. Literacy centers will rotate every 10 minutes through 6
centers.
Centers: letter tiles & whiteboard writing practice, letter sound recognition sheets, matching alphabet letters
game, beginning sounds coloring sheets, alphabet magnet practice & phonics books
Assessment: Formative: observation of and discussion with students throughout centers
Class 22 – October 2
Literacy Centers 30 minutes
SLOs: ELA 1.1, 2.1, 2.3, 4.1 & 4.2
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Lesson: Review letter and letter sounds previously learnt /s/ /a/ /t/ /i/ /p/ /n/ /ck/ /e/ /h/ /r/ (same as lesson
directly prior)
Resources: letter tiles, white boards, whiteboard markers, letter sound recognition sheets, egg cartons, letter
tiles, beginning sounds coloring sheets, magnet letters, baking tray, phonics books
Activity: Ask students what letters previously learnt. Literacy centers will rotate every 10 minutes through 6
centers.
Centers: letter tiles & whiteboard writing practice, letter sound recognition sheets, matching alphabet letters
game, beginning sounds coloring sheets, alphabet magnet practice & phonics books
Assessment: Formative: observation of and discussion with students throughout centers
Class 23 – October 3
Letter sound & 30 minutes
Letter /m/ SLOs: ELA 1.1, 2.1, 2.3, 4.1 & 4.2
Lesson: Review letter sounds previously learnt. Introduce letter sound /m/ to students using Jolly Phonics
Daily Guidance Plans and student books. Introduce the letter ‘m’ in the alphabet
Activity: Have students make letter sound /m/ sound and hand symbol. Read students letter sound /m/
story, teach students letter sound action, listen to letter sound song and have students practice the letter sound
aloud. Practice letter sound formation in the air, on the desk and then on their student work sheets. Have
student’s complete student book for letter sound.
Read students ‘m’ story from alphabet book. Have them color in the pictures, glue in journals and practice
writing the letters. Play Jolly Phonics songs for letters previously learnt in the background. If there is extra time,
provide students with a copy of previously learnt letters stories to circle the letter/letter sound throughout or
review previously learnt letter/letter sounds.
Assessment: Formative assessment: discussion and observation of students doing hand actions, singing song,
making sound, letter formation and completion of student book.
Formative assessment: Observation and discussion from students saying letter sounds and making hand
actions. Reviewing of student’s letter formation in journals.
Class 24 – October 3
Letter sound & 30 minutes
Letter /d/ SLOs: ELA 1.1, 2.1, 2.3, 4.1 & 4.2
Lesson: Review letter sounds previously learnt. Introduce letter sound /d/ to students using Jolly Phonics
Daily Guidance Plans and student books. Introduce the letter ‘d’ in the alphabet
Activity: Have students make letter sound /d/ sound and hand symbol. Read students letter sound /d/ story,
teach students letter sound action, listen to letter sound song and have students practice the letter sound aloud.
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Practice letter sound formation in the air, on the desk and then on their student work sheets. Have student’s
complete student book for letter sound.
Read students ‘d’ story from alphabet book. Have them color in the pictures, glue in journals and practice
writing the letters. Play Jolly Phonics songs for letters previously learnt in the background. If there is extra time,
provide students with a copy of previously learnt letters stories to circle the letter/letter sound throughout or
review previously learnt letter/letter sounds.
Assessment: Formative assessment: discussion and observation of students doing hand actions, singing song,
making sound, letter formation and completion of student book.
Formative assessment: Observation and discussion from students saying letter sounds and making hand
actions. Reviewing of student’s letter formation in journals.
Class 25 – October 4
Letter sound & 30 minutes
Letter /g/ SLOs: ELA 1.1, 2.1, 2.3, 4.1 & 4.2
Lesson: Review letter sounds previously learnt. Introduce letter sound /g/ to students using Jolly Phonics
Daily Guidance Plans and student books. Introduce the letter ‘g’ in the alphabet
Activity: Have students make letter sound /g/ sound and hand symbol. Read students letter sound /g/ story,
teach students letter sound action, listen to letter sound song and have students practice the letter sound aloud.
Practice letter sound formation in the air, on the desk and then on their student work sheets. Have student’s
complete student book for letter sound.
Read students ‘g’ story from alphabet book. Have them color in the pictures, glue in journals and practice
writing the letters. Play Jolly Phonics songs for letters previously learnt in the background. If there is extra time,
provide students with a copy of previously learnt letters stories to circle the letter/letter sound throughout or
review previously learnt letter/letter sounds.
Assessment: Formative assessment: discussion and observation of students doing hand actions, singing song,
making sound, letter formation and completion of student book.
Formative assessment: Observation and discussion from students saying letter sounds and making hand
actions. Reviewing of student’s letter formation in journals.
Class 26 – October 4
Letter sound & 30 minutes
Letter /u/ SLOs: ELA 1.1, 2.1, 2.3, 4.1 & 4.2
Lesson: Review letter sounds previously learnt. Introduce letter sound /u/ to students using Jolly Phonics
Daily Guidance Plans and student books. Introduce the letter ‘u’ in the alphabet
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PHONICS
Activity: Have students make letter sound /u/ sound and hand symbol. Read students letter sound /u/ story,
teach students letter sound action, listen to letter sound song and have students practice the letter sound aloud.
Practice letter sound formation in the air, on the desk and then on their student work sheets. Have student’s
complete student book for letter sound
Read students ‘u’ story from alphabet book. Have them color in the pictures, glue in journals and practice
writing the letters. Play Jolly Phonics songs for letters previously learnt in the background. If there is extra time,
provide students with a copy of previously learnt letters stories to circle the letter/letter sound throughout or
review previously learnt letter/letter sounds.
Assessment: Formative assessment: discussion and observation of students doing hand actions, singing song,
making sound, letter formation and completion of student book.
Formative assessment: Observation and discussion from students saying letter sounds and making hand
actions. Reviewing of student’s letter formation in journals.
Class 27 – October 7
Review 30 minutes
SLOs: ELA 1.1, 2.1, 2.3, 4.1 & 4.2
Lesson: Review letter and letter sounds previously learnt /s/ /a/ /t/ /i/ /p/ /n/ /ck/ /e/ /h/ /r/ /m/ /g/ /d/ /u/
Activity: go over the letters previously learnt by writing them on board and making the sound as a class.
Teacher will make mention of various letters, letter sounds and/or draw letters and students will respond
aloud or on whiteboard. (say letter-make sound, say letter-write letter, write letter-make sound, draw letter-
write letter, make sound-write letter, make sound-say letter)
Assessment: Formative: Observation of and discussion with students surrounding questions/answers to gage
students understanding.
Class 28 – October 8
Letter sound & 30 minutes
Letter /i/ SLOs: ELA 1.1, 2.1, 2.3, 4.1 & 4.2
Lesson: Review letter sounds previously learnt. Introduce letter sound /i/ to students using Jolly Phonics Daily
Guidance Plans and student books. Introduce the letter ‘i’ in the alphabet
Activity: Have students make letter sound /i/ sound and hand symbol. Read students letter sound /i/ story,
teach students letter sound action, listen to letter sound song and have students practice the letter sound aloud.
Practice letter sound formation in the air, on the desk and then on their student work sheets. Have student’s
complete student book for letter sound.
Read students ‘i’ story from alphabet book. Have them color in the pictures, glue in journals and practice
writing the letters. Play Jolly Phonics songs for letters previously learnt in the background. If there is extra time,
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PHONICS
provide students with a copy of previously learnt letters stories to circle the letter/letter sound throughout or
review previously learnt letter/letter sounds.
Assessment: Formative assessment: discussion and observation of students doing hand actions, singing song,
making sound, letter formation and completion of student book.
Formative assessment: Observation and discussion from students saying letter sounds and making hand
actions. Reviewing of student’s letter formation in journals.
Class 29 – October 8
Letter sound & 30 minutes
Letter /f/ SLOs: ELA 1.1, 2.1, 2.3, 4.1 & 4.2
Lesson: Review letter sounds previously learnt. Introduce letter sound /f/ to students using Jolly Phonics
Daily Guidance Plans and student books. Introduce the letter ‘f’ in the alphabet
Activity: Have students make letter sound /f/ sound and hand symbol. Read students letter sound /f/ story,
teach students letter sound action, listen to letter sound song and have students practice the letter sound aloud.
Practice letter sound formation in the air, on the desk and then on their student work sheets. Have student’s
complete student book for letter sound.
Read students ‘f’ story from alphabet book. Have them color in the pictures, glue in journals and practice
writing the letters. Play Jolly Phonics songs for letters previously learnt in the background. If there is extra time,
provide students with a copy of previously learnt letters stories to circle the letter/letter sound throughout or
review previously learnt letter/letter sounds.
Assessment: Formative assessment: discussion and observation of students doing hand actions, singing song,
making sound, letter formation and completion of student book.
Formative assessment: Observation and discussion from students saying letter sounds and making hand
actions. Reviewing of student’s letter formation in journals.
Class 30 – October 9
Letter sound & 30 minutes
Letter /b/ SLOs: ELA 1.1, 2.1, 2.3, 4.1 & 4.2
Lesson: Review letter sounds previously learnt. Introduce letter sound /b/ to students using Jolly Phonics
Daily Guidance Plans and student books. Introduce the letter ‘b’ in the alphabet
Activity: Have students make letter sound /b/ sound and hand symbol. Read students letter sound /b/ story,
teach students letter sound action, listen to letter sound song and have students practice the letter sound aloud.
Practice letter sound formation in the air, on the desk and then on their student work sheets. Have student’s
complete student book for letter sound.
25
PHONICS
Read students ‘b’ story from alphabet book. Have them color in the pictures, glue in journals and practice
writing the letters. Play Jolly Phonics songs for letters previously learnt in the background. If there is extra time,
provide students with a copy of previously learnt letters stories to circle the letter/letter sound throughout or
review previously learnt letter/letter sounds.
Assessment: Formative assessment: discussion and observation of students doing hand actions, singing song,
making sound, letter formation and completion of student book.
Formative assessment: Observation and discussion from students saying letter sounds and making hand
actions. Reviewing of student’s letter formation in journals.
Class 31 – October 9
Letter sound & 30 minutes
Letter /ai/ SLOs: ELA 1.1, 2.1, 2.3, 4.1 & 4.2
‘a’ & ‘I’
Lesson: Review letter sounds previously learnt. Introduce letter sound /ai/ to students using Jolly Phonics
Daily Guidance Plans and student books. Introduce the letter ‘a’ & ‘i’ in the alphabet
Activity: Have students make letter sound /ai/ sound and hand symbol. Read students letter sound /ai/ story,
teach students letter sound action, listen to letter sound song and have students practice the letter sound aloud.
Practice letter sound formation in the air, on the desk and then on their student work sheets. Have student’s
complete student book for letter sound.
Read students ‘a’ & ‘i’ stories from alphabet book. Have them color in the pictures, glue in journals and
practice writing the letters. Play Jolly Phonics songs for letters previously learnt in the background. If there is
extra time, provide students with a copy of previously learnt letters stories to circle the letter/letter sound
throughout or review previously learnt letter/letter sounds.
Assessment: Formative assessment: discussion and observation of students doing hand actions, singing song,
making sound, letter formation and completion of student book.
Formative assessment: Observation and discussion from students saying letter sounds and making hand
actions. Reviewing of student’s letter formation in journals.
Class 32 – October 10
Letter sound & 30 minutes
Letter /ai/ SLOs: ELA 1.1, 2.1, 2.3, 4.1 & 4.2
‘a’ & ‘I’
Lesson: Review letter sounds previously learnt. Introduce letter sound /ai/ to students using Jolly Phonics
Daily Guidance Plans and student books. Introduce the letter ‘a’ & ‘i’ in the alphabet
Activity: Have students make letter sound /ai/ sound and hand symbol. Read students letter sound /ai/ story,
teach students letter sound action, listen to letter sound song and have students practice the letter sound aloud.
26
PHONICS
Practice letter sound formation in the air, on the desk and then on their student work sheets. Have student’s
complete student book for letter sound.
Read students ‘a’ & ‘i’ stories from alphabet book. Have them color in the pictures, glue in journals and
practice writing the letters. Play Jolly Phonics songs for letters previously learnt in the background. If there is
extra time, provide students with a copy of previously learnt letters stories to circle the letter/letter sound
throughout or review previously learnt letter/letter sounds.
Assessment: Formative assessment: discussion and observation of students doing hand actions, singing song,
making sound, letter formation and completion of student book.
Formative assessment: Observation and discussion from students saying letter sounds and making hand
actions. Reviewing of student’s letter formation in journals.
Class 33 – October 10
Letter sound & 30 minutes
Letter /j/ SLOs: ELA 1.1, 2.1, 2.3, 4.1 & 4.2
Lesson: Review letter sounds previously learnt. Introduce letter sound /j/ to students using Jolly Phonics Daily
Guidance Plans and student books. Introduce the letter ‘j’ in the alphabet
Activity: Have students make letter sound /j/ sound and hand symbol. Read students letter sound /j/ story,
teach students letter sound action, listen to letter sound song and have students practice the letter sound aloud.
Practice letter sound formation in the air, on the desk and then on their student work sheets. Have student’s
complete student book for letter sound.
Read students ‘j’ story from alphabet book. Have them color in the pictures, glue in journals and practice
writing the letters. Play Jolly Phonics songs for letters previously learnt in the background. If there is extra time,
provide students with a copy of previously learnt letters stories to circle the letter/letter sound throughout or
review previously learnt letter/letter sounds.
Assessment: Formative assessment: discussion and observation of students doing hand actions, singing song,
making sound, letter formation and completion of student book.
Formative assessment: Observation and discussion from students saying letter sounds and making hand
actions. Reviewing of student’s letter formation in journals.
Class 34 – October 11
Review & 30 minutes
Literacy Centers SLOs: ELA 1.1, 2.1, 2.3, 4.1 & 4.2
Lesson: Review letter and letter sounds previously learnt /s/ /a/ /t/ /i/ /p/ /n/ /ck/ /e/ /h/ /r/ /m/ /d/ /g/ /u/
/i/ /f/ /b/ /ai/ /j/
Resources: phonics books, story books, say it… sheets in plastic covers, letter tiles, alphabet worksheets, find
the letter sheets, letter sound recognition sheets
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PHONICS
Activity: Ask students what letters previously learnt. Literacy centers will rotate every 10 minutes through 6
centers.
Centers: phonics books – story books – say it, build it, write it – alphabet worksheets – find the letter – letter
sound recognition sheets
Assessment: Formative: observation of and discussion with students throughout centers
Class 35 – October 11
Literacy Centers 30 minutes
SLOs: ELA 1.1, 2.1, 2.3, 4.1 & 4.2
Lesson: Review letter and letter sounds previously learnt /s/ /a/ /t/ /i/ /p/ /n/ /ck/ /e/ /h/ /r/ /m/ /d/ /g/ /u/
/i/ /f/ /b/ /ai/ /j/ (same as lesson directly prior)
Resources: phonics books, story books, say it… sheets in plastic covers, letter tiles, alphabet worksheets, find
the letter sheets, letter sound recognition sheets
Activity: Ask students what letters previously learnt. Literacy centers will rotate every 10 minutes through 6
centers.
Centers: phonics books – story books – say it, build it, write it – alphabet worksheets – find the letter – letter
sound recognition sheets
Assessment: Formative: observation of and discussion with students throughout centers
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