ED2631/ED4631 ASSIGNMENT ONE LESSON PLAN TEMPLATE

ENGLISH
Lesson plan
2014

ED2631/ED4631 ASSIGNMENT ONE LESSON PLAN TEMPLATE

Appendix 1

LESSON PLAN
SCHOOL OF EDUCATION

LESSON ORGANISATION
Year Level: ONE Time: 15 mins

Date: Term 1, wk 6

Students Prior Knowledge:

Learning Area: ENGLISH

Recognise the letters of the alphabet

Know there are lower and upper case letters
Know that spoken sounds and words can be
written down using letters of the alphabet and
how to write some high-frequency sight words
and known words
Recognise rhymes, syllables and sounds
(phonemes) in spoken words
Reading strategy of reading-on

Strand/Topic from the Australian Curriculum:

Literacy Strand
Read supportive texts using developing phrasing, fluency,
contextual, semantic, grammatical and phonic knowledge and
emerging text processing strategies, for example prediction,
monitoring meaning and re-reading (ACELY1659)
Use comprehension strategies to build literal and inferred meaning
about key events, ideas and information in texts that they listen to,
view and read by drawing on growing knowledge of context, text
structures and language features (ACELY1660)
Understand the variability of sound-letter matches (ACELA1459)

General Capabilities ( areas that may potentially be covered in the lesson)

Literacy

Numeracy

ICT
competence

Critical and
creative
thinking

Ethical
behaviour

Personal and
Social
competence

Intercultural
understanding

Cross-curriculum priorities ( areas may be addressed in the lesson)

Aboriginal and Torres Strait Islander
histories and cultures

Asia and Australias engagement with Asia

Sustainability

Proficiencies: (Mathematics only)

Lesson Objectives (i.e. anticipated outcomes of this lesson, in point form beginning with an action verb)
As a result of this lesson, students will be able to:

Understand how effective readers read and process texts using sounding out

See how a particular text can be read

Teachers Prior Preparation/Organisation:

The book, If you canWe can! By Beth Shoshan

Whiteboard marker to write down childrens answers
Organise four different pages to stop on to perform think-alouds for the strategy of sounding-out
Questions to ask the children at the end of the lesson
Children who have difficulty with seeing will sit at the front of the mat
Children who have difficulty with hearing will sit at the front of the mat

ED2631/ED4631 ASSIGNMENT ONE LESSON PLAN TEMPLATE

LESSON DELIVERY
Time
10:00am

Resources/References

Motivation and Introduction:

1. The teacher greets the children and asks them to be seated on the
mat where the lesson will begin.
Good morning my lovely year 1s, I hope you all had the best
weekend. I will now like you all to quietly make your way down to the
mat where we will begin our lesson.

10:01am

2. Inform the children that in this lesson they will be learning about the
reading strategy: sounding-out.
Last lesson we learnt all about the strategy reading-on and how to
use it while we read. This lesson we will be using our understanding
of different strategies to learn a new one called SOUNDING-OUT
(use expression when reading this to make it sound exciting for the
children).

10:02am

3. After the teacher has introduced the strategy of sounding-out they will
explain what it means. They will also explain why it is useful and how
efficient readers use it.

First steps. Reading

resource book.
Department of
Education WA

First steps. Reading

resource book.
Department of
Education WA

Sounding out is used by readers who use their knowledge on lettersound relationships to take words apart, attach sounds to those parts
and then blend those parts back together to identify unknown words.
For example, if I am stuck on a word such as Bat, I will separate each
of the letters. B/A/T. Then I will work out the sounds of these parts, BA-T. Using those sounds I will then put those letters back together to
create the word BAT. As teachers we will use this strategy when we
do not understand a really long word such as experience or difficult.
10:03am

10:04am

4. Once the children grasp the idea of sounding-out, the teacher will then
explain to the children that they will be modelling the strategy of
sounding out to them. This requires the teacher to explain that when
the text is being read, they will stop at different parts to perform thinkalouds to demonstrate the strategy. The teacher will also explain to
the children that when they put their hand to their head they are about
to perform the strategy of sounding-out. Modelled reading requires the
children to watch as the teacher demonstrates the strategy instead of
being actively involved in the demonstration.
Now that you all have a better understanding of what sounding-out is
I will now be modelling to you this strategy through a book. Whilst I
am reading this book, I will be stopping at words that I find hard to
read and I will be sounding these words out loud. I will be sounding
these words out loud so that you can all see how I use this strategy in
my reading. Before I stop on a word, I will put my hand to my head in
a thinking position to make it easier for you all to see where I am
using this strategy. Also, whilst I am doing this, I would like you all to
pay close attention to what I am saying.
5. Introduce the book, If you can...We can! By Beth Shoshan. Once the
teacher introduces the title of the book, the teacher will then explain to
the children that the book is about friendships. The children are
starting to form friendships in the classroom so the book will be
relatable to the children.
3

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