(cheerful music)
Hi, I'm Louise and we are doing Year-2 Phonics
and we've made it to Day-5.
So Day-5 is a review
of what we've learned throughout the week.
So let's go start with our grapheme deck.
So up comes our grapheme deck.
You can say it, you can repeat it after me.
So,
E-A-A.
(expresses pronunciation)
O.
E-I
(expresses pronunciation)
at the end of a one syllable word after a short vowel.
So it's kind of like we can do our vowel swap there,
Ack-eck-ick ock-uck.
SH-
CH-
(expresses pronunciation)
AY-
End of base words.
Acting as a vowel.
E I
E. End of multi-syllable. I end of short words.
OI-
end.
OO- (expresses pronunciation)
A- Ay.
O- oh.
B. It's really soft it's not a "bur", it's a b-
E. A
Dropped one
And this is acting as a consonant,
E yo-yo ye
And "Ch". Long spelling of "ch".
What's the rule? We use T-C-H at the end of
a one syllable word after a short vowel.
Excellent.
Okay.
Let's move on to our definitions.
So our definitions we've been doing them all week. Let's go.
So a phoneme represents a single sound.
A grapheme is a letter or group of letters together.
Representing a sound. Syllable is a beat in a word.
Must have a vowel in it.
Diagraph two letters together that represent one sound.
Trigraph, remember three,
three letters that together represent one sound.
Excellent. And do we have morpheme?
Let's just put it in there.
So what's that morpheme? A morpheme is the smallest unit of
meaning within a word.
Okay.
So let's have a look at our learning intention for today.
It's a review lesson. So we're going to recover
"CH"
T-C-H spelling
"Ch",
At the end of words,
following...
a vowel team
or,
checking for that consonant
right before the "CH" phoneme ,
and then our morpheme -EST.
What does it mean?
EST means greatest, more than or most.
Terrific!
Coming on now to our first activity for today.
So, you know, in our activity now,
we are going to read some fragments and some sentences.
What do we know about fragments?
They're not full sentences for a start.
They're just a snippet.
When we're thinking about a sentence,
we know that it needs a verb and also enough information so
that we can make sense of it.
So let's read these fragments and sentences,
which all include one of these elements from our review.
Look to the board.
clutching the rail
Repeat.
(mouthing)
Okay.
Full sentence? Fragment?
Who is?
Why?
Where?
Not enough information.
It's definitely a fragment.
Where's our "CH" phoning in the word clutching?
Short vowel, T-C-H spelling.
Next one.
The brass band marched slowly all day.
Repeat.
(mouthing)
Okay!
Who is doing what?
Well,
The brass band is.
What are they doing? Well,
they've marched slowly,
and all day.
We have a lot of information there,
to give us a full sentence. What else do we have?
Punctuation?
We have a full sentence. Let's look,
look for and listen for that "ch" phone-
Oh, I didn't say it right. "ch" phoneme grapheme.
Where is it?
"CH"
Okay.
Why have we used the C-H spelling?
Because we have an R controlled vowel directly before.
Next.
shells on the beach
Read with me, shells on the beach.
Is there a verb in there?
Nope.
Full sentence?
Nope. It's a fragment.
"CH" phoneme grapheme beach.
What are we looking at?
We're coming back and looking at what's directly before it.
We have a vowel team. C H spelling.
swimming coach. Sentence? Fragment?
Fragment.
Not enough information.
"CH" phoneme grapheme?
Coach.
What's before it?
Vowel team. C-H spelling.
Last one,
The best brunch is bacon and eggs.
read with me.
The best brunch is bacon and eggs.
What is?
Brunch.
What else is there? Bacon and eggs.
It gives me a lot of information there.
What else is telling me that it's a sentence?
Well, we've got punctuation.
Okay. Where's that "CH" phoneme grapheme?
Brunch.
What comes directly before it a consonant.
Consonant C-H spelling.
We're up to our weekly review dictation activity.
I'm going to say a sentence.
Then we're going to repeat it in phrases together. Now,
remembering you have to hold this sentence in your head and
then write it all the words down in that sentence,
including the punctuation. The sentence for today,
Listen first.
The snake
snatched
the largest egg
in the nest.
Listen again.
I'm going to do it in- scoop the phrases this time.
The snake snatched,
the largest egg,
in the nest.
Repeat and scoop the phrases with me.
This snake snatched the largest egg ,
in the nest.
Hold that information. Press pause.
Write your dictation.
Come back and we'll check our work.
Time to check out, work,
read along and point on your page to the words as I read it
out to you just to make sure we've got them all there.
The snake snatched the largest egg,
in the nest.
Have you got at all?
Want to make any changes?
Okay.
Let's say it. And I'll write it.
Now. As I'm writing, you need to be checking your work.
Look down, check, look up, check and keep going.
Now remember those ticks at the end.
You can give yourself as many ticks as you would like
going along. 'Cause you're in charge today.
Let's do that.
The snake
Check
snatched,
the largest
egg in the nest.
Check your work, please.
I'm gonna make that a bit better.
Look for that "CH" phoneme grapheme.
Look for that morpheme -EST.
EST morpheme in the word largest.
Don't get confused with this -EST,
which is a part of the word nest.
Sometimes morphemes happen like that with -ING and sing.
In the word sing, it's not a happening now morpheme,
it's just part of the word.
So notice it, don't I get tricked by it.
Excellent. Let's read through this once more.
The snake snatched the largest egg in the nest.
Now, if I was going to give myself a tick today,
it would go something like this I reckon.
Awesome!
Back for our last activity.
Last part of our lesson is to do our reading.
I'm going to read through first follow along with me.
Chip the chimp sits on a branch and scratches,
an itch. For lunch
he catches the biggest bugs and munches and crunches them.
After lunch,
he stretched and
thumped his chest,
the loudest of all the chimps.
How many "CH" phonemes are you hearing?
How many "ch" graphemes can you see?
Quite a few.
Can you find our morpheme -EST?
(indistinct chatter)
Now we're going to do some echo reading.
I'm going to phrase it. You're going to repeat it.
Try and use a pretty peppy, upbeat voice and make it flow.
Chip the chimp,
Repeat,
sits on a branch
and scratches, an itch.
For lunch,
He catches the biggest bugs
and munches and crunches them.
Can I hear you? Make sure you're reading along.
After lunch,
he stretched,
and thumped his chest,
the loudest of all the chimps.
Excellent!
I am now going to be quiet and you are going to read out
loud, nice and fluently.
Go.
(indistinct chatter)
(indistinct background noise)
Excellent. Great reading.
We have come to the end of our review.
What you need to do next,
if you're in the mood, is one final task for the week.
Your task today is, to pause the video here and read this
passage a couple of times.
If you have a pen and paper handy,
you can write down all the words that have EST morpheme,
and C H grapheme,
and T C H grapheme.
Very last thing,
you could do is,
you could use
the slide,
which has the fragments on them,
and you can turn those fragments
into full sentences.
How would you change those fragments into full sentences?
Excellent work, everybody that is lesson five,
done and dusted.
(cheerful music)