Hi! I'm Zana and welcome to year 2 phonics lesson 31. We're learning a new sound today. Before we do,
let's activate that phonemic awareness. Are you ready to change some sounds in words? Say soup.
Now change the /s/ for a /r/. It's going to make a nonsense word, so don't worry.
Roop, did you get that word? It's a silly word isn't it? Okay so we've got roop. Now add a / t /
at the start. Troup. Now take the /p/ off the end of troop. True. Now say true, and add a /th/at the end.
Truth. Good job. Are you all ready with those sounds activated in your mind and your phonological and
phonemic awareness is ready? Listening to sounds, because we're going learn some new ones today.
Okay, let's go through our grapheme deck.
Are you ready? How quickly can we do this today?
Don't get called out. Remember last time we learnt a new sound for the grapheme [s].
Let's see if you can remember that one when we get to it. This one, /oy/ end of words.
/are/, /dge/ end of words, short words, after a short vowel. /ee/. Two sounds, hard sound /g/ soft sound /j/.
/er/ first choice for spelling. qu, remeber [q] and [u] always go together.
/ew/, /ck/ after a short vowel in a short word. /i-e/, /f/,/z/, /oi/
/ue/and as in glue, /air/
Two sounds /ey/ as in key, /ay/as in grey. /sh/, /ay/ end of words.
/tch/ end of words, after a short vowel in a short word. /au/, /s/ two sounds /s/ and /z/. Well done.
It's a phonic introduction lesson today which means we go
through all our definitions. Are you ready? A phoneme. A phoneme is a single sound in a word.
A grapheme is a letter, or a group of letters that represent a single sound.
A digraph. A diagraph is two letters that represent a single sound.
Di means two ,tri is three. Three letters in a trigraph that represent a single sound.
Sometimes there might be four letters which is a quad graph. Four letters representing a single
sound. We have syllables, remember a syllable is a beat in a word and it must have a vowel sound.
And the last thing we have is our vowel [r] combinations. It's a syllable that has at
least one vowel followed by the letter [r]. The letter [r] changes that vowel sound.
Let's find out our learning intention for today. Our learning intention for today
is to use the grapheme [ou] representing the phoneme /oo/ to read and write words.
Can you remember some other ways you might know of making /oo/? We've got /oo/ like moon.
double oo. We've got [ew] like screw. [u-e] split vowel diagraph. Making /oo/ like in flute.
We have [ue] making /oo/ as in glue. Today we're learning another way of making /oo/.
[ou] as in soup. You might have seen [ou] before but today we're doing [ou] making /oo/ in soup.
Let's practice writing [ou], so we can remember it. Let's lock it in our heads for when we're reading
and writing those words with [ou] making the /oo/ sound today. Are you ready? Get your fingers
ready. We're going to do our sky writing. How many times do we have to do it? Can you remember?
Three times in the sky. Follow with me. Get your two fingers ready. I'm going to do mine a little
bit small, but at home if you've got room make them big. The bigger the better because
remember those big body movements help us to connect that sound in our brain. Are you ready? [ou] /oo/.
One more time [ou] /oo /and again [ou] /oo/. Well done. Let's write that. If you haven't got
your pen and paper ready, go get something to write on and something to write with.
Pause. Come back ready to write [ou] /oo/. Ready to write? What are we writing? [ou] making /oo/. Let's have a go.
Remember we're fussy about handwriting so do your best job.
[ou] /oo/. Got to say them as you're doing it. [ou] /oo/
Remember because we are year twos sometimes we're trying to be a little bit tricky with our learning.
We're going to see if we can link the letters. Because it
can help to link the letters to remember that they're one
sound when we write them. So let's have a look what it looks like when we link them.
/ō/ across down and up and down
/oo/
One more time [ou] /oo/. Have a go. If you need to pause, so you can write them nice and neatly or you want
to practice a little bit more, you pause the video and keep practicing, writing and saying [ou] /oo/.
How did you go with your writing? Did you check it? Make sure it was really neat.
Did you remember to say [ou] /oo? I heard some of you, but I don't know if I heard all of
you. Remember it's really important to say it as you write it. Now we're going to do some reading,
and we're going to look at [ou] making /oo/ in these words. So let's have a look at these words.
You ready? Tap and say in the first line.
y-ou you, g-r-ou-p group, s-ou-p soup.
See if we can read the next line
r-ou-t-i-ne, c-ou-p-o-n coupon,
This is a tricky one. You might not have seen this word before. Let's sound it out. c-a-r-i-b-ou caribou.
We'll find out what that is afterwards. Have a go of reading this one in your head.
toucan
cougar
youth. Did you get all of those ones? Let's try them again a little bit faster. Let's
work on our fluency. Are you ready? you, group, soup, routine, coupon, caribou, toucan, cougar,
youth. Hmm, it's a few different words in there isn't there? Let's try and see if you can read row two
a little bit faster. You ready? routine, coupon, caribou. Try row one on your own.
Let's try row three together. Toucan, cougar, youth. Remember if you want to you can pause the video
and practice reading them again if they were a little bit tricky. Let's see if we can work out
what some of these words mean now. Because there are some new words in here I would think for you.
In the first column can you find a word that means a structure in your day? So, what
is
something that you do every day? You might do. You might get up in the morning, you might brush your
teeth, pack your school bag, have your breakfast. That's part of something, that we structure. Things
we do every day, in the same order. Can you find a word that might mean that? It is? It's not a toucan.
I don't two can every day. Do you have a morning toucan? I don't have a morning toucan. You.
Must be this one routine. So a routine is something that you do regularly. You do it almost every day.
And you do it the same way in the same order every day. So that's a routine. Well done. Next one.
Can you find three animals in these words. Have a look if you need too. Have a good look. Three animals.
Hmm, none of them are Australian animals. They're all animals from other countries.
Have you heard of all these animals before? You might not have. Can you find three?
Did you find them. Let's see. We'll check the first one. Is a caribou? Caribou, that's an animal.
I'll show you a picture of a caribou later today.
Toucan, it's a bird. Cougar it's like. A cougar looks a little bit like a female lion. Looks like
a girl lion a cougar and a caribou looks like a moose. It's a big animal with big horns and stuff.
So, caribou, toucan and cougar are all animals that have the /oo/ sound in them.
Last question. In the first row along here. Can you find the word that's a pronoun? Can you
remember what pronouns are? Remember pronouns are another word we can use instead of someone's name.
So which one of these is a pronoun? Yeah you got it. YOU! You got it. The answer was you. Well done.
Let's move on to our next activity. Okay we're ready to do our writing for our next activity?
What's [ou] making today? It's making the /oo/ phoneme. Ready for the first word to spell?
The first word is soup.Tap and say the sounds.
What's making /oo/ [ou]. You have a go of writing in the boxes and then check.
You had your go already? Remember to pause, if you need more time.
Say the sounds as you write them in
soup. Write the whole word.
soup. I've got to remember to watch my handwriting as well. I hope you're trying really hard with your
handwriting. The next word is youths, youths. Hmm, more than one youth. I wonder what youth means.
Might find that out. Let's tap and say youths
Remember that suffix [s] many more than one. Say the sounds as you write it.
Youths. Ready? Next word is coupon, coupon. Hmm, /oo/ sound in that one. Tap and say.
Coupon say it sounds as you write them c-ou-p-o-n.
coupon. I had a coupon to get a discount on my petrol. Mom and dad might like their coupons,
to get a little bit of price off. Sometimes it's a little piece of paper. A coupon yeah,
it gives you a special deal so a coupon. Next word grouping, grouping. Sound that one out tap and say.
Grouping. Are you ready say them as you write them? g-r-ou-p-i-ng
Let's write the whole word grouping.
Good job. Our last word for day is acoustic,
acoustic. It's got something to do with sound, acoustic. Are you ready?
Acoustic. Now it's not a short one-syllable word, so it's not [ck] at the end.
You might need to have a check before you write this one. Let's see how we go acoustic.
I haven't got enough boxes. You ready?
Acoustic. Let's write the whole word. I'm going to do a little
line there, so we know where the whole word goes.
Acoustic, you might have heard that word often when people talk about guitars. If it's an acoustic
guitar, it's not plugged in. It's not like an electric guitar that the rock players shred.
It's more of a normal kind of guitar that's not attached to electricity as an acoustic
guitar. So that's where you hear that word. When you hear music and guitars acoustic.
How did you go? Check your writing. Check your spelling. If you want to have another go of
any words remember you can always pause it, have another go and then come back ready for the next
activity. Our next part is actually our learning intention and our review. Can you remember what our
learning intention was? It was to use the grapheme [ou] to read and write words with the /oo/ phoneme.
Do you think we did that today? Have you read some words and written some words
and used [ou] making /oo/? You did! Good job. You met the learning intention today. Ready to find
out what your independent activity is now? Remember how I said, that you can see a picture of a caribou.
There's a picture of a caribou. It's kind of that big one. It looks a bit like a deer. Looks like one
of Santa's reindeers a little bit. There's a cougar and a toucan. And what we want you to do is, because
they're animals you might not know much about, we want to see if you can be a little bit of a fact finder.
So, see if you can find out a little bit more about any of those animals and write a sentence
about them. Make sure that when you write the sentence you put the animal's name in the
sentence. We've got some examples there for you to start your sentences, so it might be, a caribou has,
or a toucan is, a cougar can. So for my sentence I might start with. A toucan is a bird.
It has a really big beak. See what you can come up with and share them with your friends and family.
Well done today on such great work. I'll catch you next time.