Hello everyone. I hope you're happy and I hope you're well. My name is Sharnie and I'm
really excited to be with you learning a new letter today. How did you go with your sentence
last time? Let's read it again together: Sam sat in a sandpit. Can we do it a little bit
faster this time? Sam sat in a sandpit. Well done! Did you practice reading that sentence?
Maybe you even wrote that sentence down or perhaps you drew a picture. Before we get
started I need you to check to see if you have your things ready. Do you have something
to write on? Do you have something to write with and are your listening ears ready? Let's
get started. We have been learning about compound words. A compound word is two words put together
to make one new word. I'm going to say two words and I want you to put them together
for me. Are you ready? Let's go: honey, comb. Put them together: honeycomb. That's right!
Did you say honeycomb? Let's try another one: light, house. Put it together: lighthouse.
Did you say lighthouse? Well done! Our next word: lady, bug. Did you say ladybug when
my hands came together? Our last one: foot, print. Did you say footprint?Excellent job!
Now let's say the alphabet together.
Are you ready? Say it with me: a b c d e f g h i j k l m n o p q r s t u v w x y and
z. Are you finding that a little bit easier these days? We've been doing a lot of practice
with our alphabet. It's time to do our skywriting now. So I want you to stand up and make sure
that you have your skywriting arm ready. Remember that we say our letter name, our keyword and
the phoneme. Are you ready? Let's get started.
[s] sun /s/
[a] apple /a/
[t] tap /t/
[p] pig /p/
[i] insect /i/
[m] mouse /m/
[n] nose /n/
[d][ dog /d/
Great job everyone! Now I'm going to ask you to write one of the graphemes. So I'm going
to say a phoneme and I'm going to keep it hidden. I wonder which one I'll pick first.
Do you have your writing things ready? Okay, the phoneme is: /i/. What phoneme? /i/. Write
down the grapheme for /i/.
Are you ready? Have a check does your letter look like mine? That's right! It's the letter
[i]. [i] insect /i/. Let's try another one. The phoneme is /m/. What phoneme? /m/. Write
down the grapheme for /m/. Are you ready? Have a look. Does yours look like mine? That's
right! It's the letter [m]. [m] mouse /m/. One more. I wonder what it's going to be.
The phoneme is /s/. What phoneme? /s/. Write down the grapheme for /s/.
Are you ready? Check your work. Does yours look like mine? That's right! It's the letter
[s]. [s] sun /s/.
Great job! It's time to read some of the words that we know together. Are you ready? Let's
sound out our word and then blend it:
/d/ /i/ /p/, dip. Good job! Our next word: /n/ /i/ /p/, nip. Let's try another one: /a/
/n/ /d/, and. I want you to write this word now, so have a look. Sound it out: /a/ /n/
/d/, and. Let's have a go. Tap out the sounds in and: /a/ /n/ /d/. Write it down. Sound
it out as you write it: /a/ /n/ /d/. Are you ready? Check your work. Does yours look like
mine? /a/ /n/ /d/, and. Give it a tick if it does. Fix it if it doesn't. Let's read
a new word:
/s/ /a/ /n/ /d/, sand.
I wonder if you can write this word for me. Have a look. Sound it out again: /s/ /a/ /n/
/d/, sand. I'm going to cover it up. The word is sand. Let's tap out the sounds: /s/ /a/
/n/ /d/, sand. Write them down. Sound it out as you write it:
/s/ /a/ /n/ /d/, sand. Okay, have a look. Does yours look like mine? /s/ /a/ /n/ /d/,
sand. Tick and fix. Well done. Today we are learning about the letter that we can use
to read and write the phoneme /g/.
Can you remember learning about the phoneme /g/ as in gate? Say it with me: /g/ as in
gate. Well done! This is the letter [g]. Can you say [g]? [g]. [g] is the letter that we
use to read and write the phoneme /g/.
Say it after me. The letter name is [g], our keyword is gate and the phoneme is /g/. Put
it all together: [g] gate /g/. Let's learn how we write that letter now.
When we write the letter [g], we go around, up, down and curl. Can you try it with me
this time? Around, up, down and curl. Great job! Now we're going to say [g] gate /g/ with
our skywriting. Are you ready? Off we go: [g] gate /g/. One more time: [g] gate /g/.
One more for luck: [g] gate /g/.
Let's have a practice at writing that letter.
I'll trace it first. Follow me. We start here. We go around, up, down and a curl. Do it with
me. Start here. Around, up, down and a curl. I'm going to write that letter now. Watch
me first. Around, up, down and curl [g]. Try one with me. Around, up down and curl [g].
Let's write it five more times. Around, up, curl [g].
[g].
[g]. One more.
Fantastic! Let's find the letter [g] in the alphabet. Remember when you see the letter
you need to call out stop. Off we go: a b c d e f g. Stop! Did you call out stop when
I found the letter g? It's not too far into the alphabet. Well done! Sometimes when we
read and write we need to use the capital letter [g]. The capital letter [g] looks like
this and it looks different to the lowercase letter [g]. Now it's time to play one of my
favourite games. It's a thumbs up, thumbs down game. Remember you need to listen really
carefully for that /g/ sound in these words. What sound are you listening for? /g/. That's
right! The first picture is a picture of an egg. Say egg: egg. Can you hear /g/ in egg?
Remember thumbs up if you can, thumbs down if you can't. Egg. Yes! My thumbs are up.
I can hear the /g/ at the end.
This is a picture of a goose. Say goose: goose. Do you hear /g/ in goose? Yes! Thumbs up.
It's at the beginning.
This is a picture of a plum. Say plum: plum. Do you hear /g/ in plum? No, not this time.
Thumbs are down. And our last word is glass. Say glass: glass. Do you hear /g/ in glass?
Yes, I do too. My thumbs are up.
This time when we put some sounds together and we blend them to make a word. I want you
to listen really carefully. I'm going to show you two pictures and I'm going to sound out
a word. Listen carefully and point to the picture that makes this word. Are you ready?
/p/ /i/ /g/.
I'll say it again: /p/ /i/ /g/.
That's right! Pig. Did you point to the picture of a pig? Let's try another one.
Listen carefully: /p/ /e/ /g/.
Listen again: /p/ /e/ /g/.
Point to the picture. Did you point to peg? That's right!
/p/ /e/ /g/ makes the word peg. Let's try another one. There's a few more phonemes in
this one, so listen carefully. /g/ /r/ /ee/ /n/.
Again: /g/ /r/ /ee/ /n/. Point to the picture. Did you point to this picture? Green. Well
done!
/g/ /r/ /ee/ /n/, green. One more.
Point to the picture: /g/ /oa/ /t/.
One more time: /g/ /oa/ /t/.
Did you point to the picture of a goat? Great job! Well done. This time when we segment
sounds, we're going to pull them apart, but we're going to play a different game. We're
going to play the ninja game and it looks like this. I'm going to say a word. The word
is gap. What word? Gap. When you say the word I want you to put your hands together like
this and do a little bow. Yeah! Then we're going to do some ninja moves to sound out
and segment those sounds in the word. So it will look like this: /g/ /a/ /p/.
Put the word together: gap. Let's try that again. The word is gap. What word? Gap. Do
your ninja moves: /g/ /a/ /p/. Put it together: gap. Well done! Try this one. The word is
pig. What word? Pig. Ninja moves: /p/ /i/ /g/.
Put it together: pig. Try that one again. The word is pig. What word? Pig. Ninja moves:
/p/ /i/ /g/. Put it together: pig. Good. Let's try this one. The word is peg. What word?
Peg. Ninja moves: /p/ /e/ /g/. Put it together: peg. Good job! Last one. The word is grump.
What word? Grump. Ninja moves: /g/ /r/ /u/ /m/ /p/.
Put it together: grump. Great job everyone. So let's go over the new letter that we've
been learning today. The letter name is [g]. Say [g]: [g]. Our key word is gate. Say gate:
gate. And the phoneme is /g/. Say /g/: /g/. Let's put it altogether: [g] gate /g/.
Stand up one more time and let's do our skywriting. Are you ready? [g] gate /g/. Again: [g] gate
/g/. One more time: [g] gate /g/.
I wonder if you might be able to find three things or draw three things that have the
phoneme /g/ like I have. I've drawn a garden. I've drawn a gate and I've also drawn some
green grass. Remember to write the letter [g] underneath each picture and don't forget
before we see each other again to make a letter tile for the letter [g], because we will use
these in our next lesson to build and read and write some words. Have a wonderful day
everyone and I can't wait to see you again next time. Bye.