Letters, sounds, words. Kindergarten, phonics.

1. Letter Q Sound and Shape
Date: 1/09 Time/place:
11:30 – Inside
Activities
Prior Knowledge:
- Can identify the letter g
Focus:
 Learn the sound
and shape of the
lowercase letter g
Objectives:
- After this experience the children will be able to express the sound made by the letter g.
- After this experience the children will be able to record a symbol that resembles the letter g.
Curriculum Links:
Building Waterfalls:
- Children explore ways to use language/s
- Children extend their understanding and engagement with texts
- Children extend their understanding and engagement with symbols, pattern systems and numeracy
concepts
Resources:
- Computer and Jolly Phonics Program
- G story and song + visuals
- The letter poster
- IWB
Guiding Behaviour:
Addressing positive behaviour:
- Set expectations using what it looks like and sounds like – I am looking for listening ears and closed
mouths.
Addressing undesired behaviour:
- Nonverbal warning through a serious face
Feedback on positive behaviour:
- Now we are getting the hang of it.
Feedback on undesired behaviour:
- You are calling out at me.
- … you need to work on keeping your words inside your mouth when another person is talking.
- Miss Val is speaking so we don’t interrupt Miss Val.
Gaining children’s attention:
- Count down from 5 verbal and nonverbal
- 1 2 3 eyes on me.
- Silent heads, shoulders, knees and toes.
- If you are listening put your hands on your head… etc.
- Breathe in, breathe out x3
Strategies to tap into prior knowledge:
- What might this letter be?
- Can you show me the letter q?

2. Strategies to engage children:
- I like the way that … is taking the time to do it carefully.
- Smiling and nodding at their efforts
- I love the fact that … had a go even though they found it hard. That is the attitude I am looking for.
- It doesn’t matter if me get it wrong, the main thing is that … had a go.
- Good try.

3. Assessable Standard:
Australian Professional Standard 3.5 (use effective classroom communication)
Strategies to meet this standard:
- Use familiar or appropriate language with the children
- Repeat important words or phrases when giving instructions – this will also enhance Demi’s
understanding.
- Minimise noise barriers by talking clearly and slowly
- Complimenting non-verbal communication – pointing, gestures, facial expressions, tone etc. No too
many as it can interfere with Demi’s ability to speech read. They must be meaningful and add to the
communication.
- Providing students with feedback
- Use visual aids
- Ensure that Demi is sitting directly across from me so that she has the best possible position to
speech read.
- Ensure that you are positioned where the light is on your face and not in Demi’s eyes as it will assist
her to speech read.
Australian Professional Standard 2.2 (organise content into an effective learning and teaching sequences)
Strategies to meet this standard:
- The learning experience is set out in an introduction, body and conclusion format.
- The instructions to make the plane are provided in short simple directions.
- The student’s prior knowledge is activated and their knowledge is built upon by introducing new
information.
Australian Professional Standard 4.1 (support student participation)
Strategies to meet this standard:
- Children are encouraged to participate in the yoga
- Children sing the song together
- Give students 5-10 seconds to think and formulate an answer – prevents certain children from
dominating the lesson
- Think, pair, share
Australian Professional Standard 4.2 (Manage classroom activities)
Strategies to meet this standard:
- Set activities out in logical order
- Directions – use a clear voice. Simple sentences and no more than 3 directions at a time.
Australian Professional Standard 3.5 (use effective classroom communication)
Strategies to meet this standard:
- Use of verbal and non-verbal instructions.
- The use of a lesson schedule – verbal and visual
- Clear, slow speech
- Paraphrasing the children’s answers to get the intended message

4. Introduction: 1. Calming Activity – Yoga (10 mins)
2. Prior knowledge – sing alphabet.
3. What letter am I?
4. Writing the letter – around the girl’s head, down her hair and give the hair a curl.
Body: 1. Identify the letter g on Jolly Phonics
2. Listen to story
3. What words start with the letter g – think, pair, share (close your eyes and have a
think); share with class; then show cards
4. Listen to song
Conclusion: 1. Sing the g song
2. What sound does g make? guh
3. Explain the small group activity for the letter g.
Pedagogies:
1. Socio - Constructivist Approach – collaborative learning
2. Modelling
3. Prior Knowledge
4. ICT based