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Phonics Interactive Whiteboard Lessons - Phase 2
Teachers, these are here to hopefully save you some time when planning for your Phonics sessions, these lessons follow the Letters and Sounds scheme, as currently recommended in the UK.
These files are in SMART Notebook format (version 10), as that seems to be used in most schools. These files will open on later versions of Notebook too.
These lessons were created for a group of lower achieving children, this particular group were now in Year One and had already been taught Phase Two of Letters and Sounds, however they needed to go over the phase again. Thanks to the new Phonics Screening Test it wasn't possible to hold them back too much, therefore this phase was taught at a faster rate to normal. The standard suggestion is that four phonemes and their related graphemes are taught per week, however at the beginning of this course of lessons the sounds are delivered at a rate of three per day, to allow for sorting activities to be included in the lessons.
Later lessons concentrate more on writing High Frequency Words, and recognising and using initial sounds and some consonant blends.
Click here to access the Letters and Sounds Phase 2 Phonics Lessons for the IWB.IWB Phase 2 Lessons
Examples of activities in these Phonics Phase Two Lessons:
Most slides in the lessons have small notes written for the teacher in the top corner.
- Recall: All lessons begin with a recall section, where graphemes are displayed on the screen and the children need to recall the phoneme. "Sound buttons and bars" are used to indicate one-letter-shape graphemes and digraphs, etc. Personally I used to tell the children that I would try and catch them out by pointing at the graphemes in a random order.
As tricky words are introduced they are added to the next slide in the lesson.
- Quick-Write (after sounds are introduced): These slides have High Frequency Words (HFW) covered up on the screen that are called out to the children for them to write on individual whiteboards/paper as quickly as possible. The children need to try and write them before the box is moved on the screen to reveal the word. (this will take some preparation on your part to ensure you know the order the words appear in, use the small red box to help you)
Later on the children are asked to quick write random graphemes as I tell them the phonemes, giving me an opportunity to work on troublesome sounds.
- Sort: This activity has various sections of the screen showing different graphemes, below which are a number of pictures. I, personally, told the children which object we were thinking about, then used a random selection technique to select the child that came up to the large IWB and move the object to the correct grapheme. For example, the class is asked what sound does "banana" begin with and the randomly selected child then comes up and moves the picture of the banana to the "b" area of the screen (hopefully!).
- Write: These slides first show a picture that the children should be able to write. For example a picture of some ham. I tell the children the word and ask them to write it. There is then a blank slide so, if time permits, you can ask a child to come and write it on the board. After that the word is written (with sound buttons and bars) for them to check their own work.
- Read: A word, along with sound buttons and bars, is shown on the screen that the children need to read. I would normally display the word and ask them to talk to their talk-partner and sound the word out and blend the sounds together. Ideally I would then have used a random selection to choose the person who read the word to the class, however due to having a mute in the class I had to use my "magic" finger as a "random" selector!
- Select the grapheme: Some lessons have slides where a picture is shown and children are selected to choose the correct letter (grapheme) to move into the missing space to form the word.
These lessons were planned for a 20 minute slot, many include too many slides towards the end that are then repeated on following lessons. This was so I had content to use should a lesson proceed very quickly (thanks to an observation where I ran out of content with 5 minutes to spare and had to "wing-it" for the end of the lesson! :o)
Click here to download these phase 2 phonics lessons.