Learning area: English

Lesson topic: Phonics (Letter Short E e)

Lesson: 8

Year level: R-1

Time: 30 - 40 minutes

Australian Curriculum Links:

Language 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 (ACELA1758)
Recognise rhymes, syllables and sounds (phonemes) in spoken words (ACELA1439)
Recognise the letters of the alphabet and know there are lower and upper case letters
(ACELA1440)
Literacy
Use interaction skills including listening while others speak, using appropriate voice levels,
articulation and body language, gestures and eye contact (ACELY1784)

Australian Curriculum General Capability links:

Personal and social capability
Self-management > Level 1b > Develop self-discipline and set goals > follow class routines to
assist learning.
Social management > Level 1b > Work collaboratively > share experiences of cooperation in play
and group activities.

Tfel Domain:

4.2 Personalise and connect learning: Connect learning to students lives and aspirations.
- Taking into considerations students interests (e.g. songs/videos, ICT, black
objects/resources, hands-on activities).
- Providing a variety of resources for students to investigate and explore and establish their
interests.
- Develop skills that have relevance beyond the classroom (vocabulary, handwriting,
transference of knowledge and skills).
- Encourage students to connect learning to issues of personal, local or national significance.
- Connect learning/activities to students lives and to what they already know (e.g. using flash
cards and referring to students experiences and lives, interests).
- Use contemporary technologies in meaningful ways (videos/songs, interactive games,
tracing using the smart board).
- Value individual self-expression and capitalize on students unique strengths and ways of
conveying their meaning/understanding (interests, using various methods/modes of
teaching during the lesson verbal, visual, tactile).
- Responds to students energies, needs, interests and enthusiasms.

Unit/lesson outcomes and aims:

Students will:
Understand the letter-sound relationship for the letter /e/ (short sound).
Understand that letters can be both lowercase and uppercase.
Know how to sound out the letter /e/ and relate it to the alphabet.
Know words that are associated with the letter /e/.
Know the difference between lowercase and uppercase letters.
Be able to recognise and say the sound of the letter /e/.
Be able to recognise and distinguish between lowercase and uppercase letters.

Be able to identify words that start with the letter /e/.

Be able to trace the letter /e/.

Resources:

Alphabet finger puppets (particularly /e/)

Pipe tubes (to hear the sound of the letters when saying them)
Sandpaper /e/ letters (lowercase and uppercase)
Flash cards of /e/ words
A-Z big alphabet book x2
Jolly phonics interactive program letter /e/
Star fall website letter /e/: http://www.starfall.com/n/level-k/index/load.htm?f
/e/ worksheet.
Smart board/whiteboard
Whiteboard markers
Felt board
Laminated exit question card
Black laminated /e/ letters (lowercase and uppercase)
Matching pictures that start with /e/ activity
Extension worksheet (students trace the words and identify/circle/underline the letter /e/ in
each word)
Resources around the room (wooden alphabet puzzle, tracing the letters of the alphabet
sheets, alphabet posters, A4 alphabet cards, matching letters activity, ABC book).
Jolly phonics YouTube video 1 (sing, say, write) https://www.youtube.com/watch?
v=lkbSlWyv2Rk
Jolly phonics YouTube video 2 (song) - https://www.youtube.com/watch?v=OHfXciXbouI

Student assessment:

Observe/document students involvement and engagement with the flash cards activity.
- Specifically observe students recognition of the letter and whether they vocalise the sound
of the letter or say the words.
Observe/document students engagement in various activities around the room.
Observe/document students responses in regards to the exit question.
Collect students completed worksheets, which indicate the level of support provided to the
student during completion of the worksheet and the date (written by teacher). These
worksheets are then systematically copied and placed into students portfolios, as a record of
their learning.

TIME
5 10
minute
s

STEPS
Introduction:

Ring the bell and ask/guide students to sit on

the chairs in front of the smart board.
Use the felt board as the mystery wall and
using the /e/ finger puppet, create a short play
that engages students.
Explain to students that the focus of the
lesson will be on the letter /e/. Ask students to
repeat the sound /e/ /e/ /e/ /e/. Show students
how to say the sound of the letter through the
pipe tubes. Provide students with these and
encourage them to say the sound of the
letter /e/ through the pipe.

COMMENTS /
ADJUSTMENTS
*Ensure that the teacher shows
students the ABC visual and the sit
on chair visual.
*Start the finger puppet play with
Hello, I am the letter /E/ and I make
the sound /e/. Can you say the /e/
sound? Repeat /e/ /e/ /e/ /e/. I have
seen an elephant in the zoo, have
you? I like to eat eggs from my egg
carton at home. Have you got eggs
at home? Mmmm Yummy Yummy
eggs. Hmm We all have elbows.
Where is your elbow?

20
minute
s

Show students the sandpaper /e/ letters (in

lowercase and uppercase). Encourage
students to trace over the letters. Place these
letters on one of the desks for students to
explore at their own leisure throughout the
lesson.

Explicit instruction/Guided discovery:

Activity 1: While sitting in front of the smart

board, have the flash cards facing downwards
on the teachers lap. Create suspense about
what the card could be and only show the
cards one by one. Remember to emphasise
the sound of the letter /e/ after each card is
revealed. Once a card has been revealed,
give it to a student to place on the felt board.
Repeat this step until all of the picture cards
have been revealed (8 cards in total).
Activity 2: Explain that the teacher will look
through the big A-Z alphabet book and with
the help of students, will try to find the letter
e (determine whether or not to go forward
with this activity, depending on students levels
of engagement or disengagement).
Activity 3: Put the smart board on and show
students the Jolly Phonics program. Go
through the steps on the program for the letter
/e/. Encourage students participation during
the activity and at this point, really encourage
students to sound out the letter /e/.
If there is time, look through the star fall
website and go through the steps with
students for the letter /e/.
Activity 4: Display the /e/ worksheet on the
smart board. Model how to trace, by tracing
over the first letter for students to see. Allow
students to trace over the letters and words
with whiteboard markers. Provide students
with a copy of the worksheet at their desks
and a whiteboard marker (if they have not
already got one) and provide assistance in
completing the worksheet where necessary.

It might be necessary to use singing

during the finger puppet play to
engage students.
*Teacher and SSO will need to
assist students to trace the sand
paper letters.
*For students who are not involved
in the lesson directly, draw their
attention by using their name and
providing prompts or cues
throughout the lesson.
*If necessary and students find it
engaging, use the pipe tubes while
revealing the flash cards to keep
students interest.
*When showing students the flash
cards, perhaps use a song to sing
the words and say the /e/ sound.
*Ensure that the interactive
component of the smart board is
activated on the computer for the
star fall activity. Remember to
deactivate it when students are
tracing the letters on the smart
board.
*If the teacher cannot get through all
of the Jolly Phonics steps at least
listen to the jingle, song and story
and try to do as many steps as
possible.
*The teacher will work with 1 student
at the table at any one time, while
the other students are engaging
with/encouraged to engage with the
resources available to them around
the room and which take their
interest (guided discovery).
*Relate the flash cards with students
experiences (e.g. ask, where is your
elbow? Do you like to eat eggs?
Have a look at these envelopes; we
use envelopes to send letters to
people).
*Remember to place the red blocks
close to the rack of resources for
safety purposes during the smart
board activities.
*Use keyword sign and visuals in

conjunction with speech to facilitate

language development.
*Throughout the lesson, the teacher
will return to certain activities and
attempt to engage those students
who were not directly involved in
them initially, during this time the
other students will be settled in
various activities.
5
minute
s

Conclusion:

Put Jolly phonics YouTube video 1 on the

smart board and then Jolly phonics YouTube
video 2 on the smart board for students to
watch in order to consolidate learning.
Ask each individual student to pick the correct
letter from the exit question card in order to
assess whether students know which letter
makes the /e/ sound.
Explain that the lesson is now finished and
that it is time for lunch.

*If it is not possible to get around to

every student to assess their
learning, attempt to assess at least
3-4 students.
*Remember to use the schedule to
indicate that the lesson has ended
and that it is time to eat lunch.

*The activities in this lesson may be ordered differently throughout the duration of
the lesson according to the engagement or disengagement of students.

Curriculum/NEP goals to focus on during the lesson:

S:
-

Key:
I = Independent
L = Light support
S = 1:1 support

Respond to direct questions with single word responses.

Says some sound and words.
Attends to an activity for 5 or more minutes each time.
Sits down at her desk and traces the letters on the worksheet.

I and S

A:
- Says some sound and words.
- Attends to an activity for 3-5 minutes each time.
- Sits down at his desk and traces the letters on the worksheet.
C:
-

Responds to a direct question by saying one word.

Attends to an activity for 5 or more minutes each time.
Says some sounds and words.
Traces some letters on the worksheet at his desk.

I and L

N:
- Sits and attends to an activity for a minimum of one and a half minutes and
provides eye contact during this time.
- Attempts 1-2 sounds or words.
- Sits down at his desk and traces the letters on the worksheet.

J:
-

Identifies some pictures and words with prompts.

Says some sounds and words.
Responds to direct questions with single words.
Attends to an activity for 5 or more minutes each time.
Sits down at his desk and traces the letters on the worksheet.

L:
- Attends to an activity for 2-5 minutes each time.
- Says some sounds and words.
- Sits down at his desk and traces the letters on the worksheet.

T:
- Attempts to vocalise some sounds and words.
- Attends to an activity for a minimum of 30 seconds and provides eye contact during
this time.
- Sits down at her desk and traces the letters on the worksheet.