{"id":2020,"date":"2022-09-21T15:54:29","date_gmt":"2022-09-21T15:54:29","guid":{"rendered":"https:\/\/blogsaverroes.juntadeandalucia.es\/rafasclassroom\/?page_id=2020"},"modified":"2023-08-09T12:13:15","modified_gmt":"2023-08-09T12:13:15","slug":"group-2","status":"publish","type":"page","link":"https:\/\/blogsaverroes.juntadeandalucia.es\/rafasclassroom\/english\/phonics\/group-2\/","title":{"rendered":"Group 2"},"content":{"rendered":"

All the sessions last from 5 to 10 minutes, so they can be integrated into the English classes as routines.<\/strong><\/em><\/h2>\n

Phonics, as English, must be taught fully in the target language.  <\/h2>\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
SESSION<\/strong><\/td>\nMAIN SOUND<\/strong><\/td>\nSESSION GUIDELINES<\/strong><\/td>\n<\/tr>\n
1<\/td>\nGroup 1 review: \/s\/, \/\u026a\/, \/t\/, \/p\/, \/\u00e6\/, \/n\/<\/td>\nChildren need to remember the six letter sounds learnt last course.<\/p>\n
2<\/td>\nGroup 1 review: \/s\/, \/\u026a\/, \/t\/, \/p\/, \/\u00e6\/, \/n\/<\/td>\n\n
3<\/td>\nGroup 1 review: \/s\/, \/\u026a\/, \/t\/, \/p\/, \/\u00e6\/, \/n\/<\/td>\n\n
4<\/td>\nGroup 1 review: \/s\/, \/\u026a\/, \/t\/, \/p\/, \/\u00e6\/, \/n\/<\/td>\n\n
    \n
  • Segmenting review. Segmenting is the opposite of blending. It consists of listening a whole word and break it down into sounds.  It is important that students do the actions for each sound when saying them out loud. Example: The teacher says the word ‘nap’ and the students say ‘\/n\/ – \/\u00e6\/ – \/p\/’ while doing these actions<\/em>:<\/li>\n<\/ul>\n

    \"\"+ \"\" + \"\"<\/p>\n

5<\/td>\n\/k\/<\/td>\nYou will need Snake (puppet) and some castanets:<\/p>\n
    \n
  • Write on the board the letters ‘c’ and ‘k’ (lowercase). Sound them out, but don’t say the letter’s name (say \/k\/, but not ‘si’ or ‘kay’). Tell the students that these two letters make the same sound (\/k\/).  <\/li>\n
  • Take out Snake. She says hello to the students.<\/li>\n
  • Storyline: Snake is very happy because she loves watching flamenco shows, but she has not hands, so it’s impossible to her to click castanets. Snake finds some volunteers to click castanets for her and perform a flamenco show. The teacher and a volunteer click castanetes and dance while saying ‘\/k, k, k, k\/’. Suddenly, the teachers kicks Snake, who was sitting on the floor. The teacher says ‘\u00a1Oh, no! I am a kicking \/k\/!’. Use this to tell the students that ‘c’ is called ‘curly \/k\/’ and ‘k’ is called ‘kicking \/k\/’, because it has a leg.<\/li>\n
  • Song (sing and do the action while singing): SONG \/k\/<\/a><\/li>\n
  • Action: Raise hand and snap fingers as if playing castanets and say \/k, k, k, k, k…\/. \"\"<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
6<\/td>\n\/k\/<\/td>\n\n
7<\/td>\n\/k\/<\/td>\n\n
8<\/td>\n\/k\/<\/td>\n\n
9<\/td>\n\/k\/<\/td>\n\n
10<\/td>\n\/e\/<\/td>\nYou will need Snake (puppet), one fake pan, one fake egg and one fake fried egg (you can print and laminate if you don’t have them):<\/p>\n
11<\/td>\n\/e\/<\/td>\n\n
12<\/td>\n\/e\/<\/td>\n\n
13<\/td>\n\/e\/<\/td>\n\n
14<\/td>\n\/e\/<\/td>\n\n
15<\/td>\n\/e\/<\/td>\n\n
16<\/td>\n\/k\/ + \/e\/<\/td>\n\n
17<\/td>\n\/h\/<\/td>\nYou will need Snake (puppet) and a towel (to dry sweat):<\/p>\n
    \n
  • Write on the board the letter ‘h’ (lowercase, but in ‘Sassoon’ font, not in ‘Escolar’ font). Sound it out, but don’t say the letter’s name (say \/h\/, but not ‘eich’).<\/span><\/li>\n
  • Take out Snake. She says hello to the students.<\/span><\/li>\n
  • Storyline: Snake has a PE exam and she has to practise hopping race<\/span>. She hops with some volunteers, but she is always exhausted after a couple of hops, so she says ‘\/h\/, \/h\/, \/h\/’ (she’s huffing). After some practice, she feels better and she is not huffing anymore. She will finally pass her PE exam!<\/span><\/span><\/li>\n
  • Song (sing and do the action while singing): SONG \/h\/<\/a><\/span><\/li>\n
  • Action: Hold hand in front of your mouth panting \/h, h, h…\/ as if you are out of breath. \"\"<\/span><\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
18<\/td>\n\/h\/<\/td>\n\n
19<\/td>\n\/h\/<\/td>\n\n
20<\/td>\n\/h\/<\/td>\n\n
21<\/td>\nTRICKY WORD ‘the’<\/td>\nIt’s time to teach the first TRICKY WORD. These are high frequency words that do not follow any pattern. The first word to teach is ‘the<\/strong>‘. If it were a regular word, it would be pronounced as *\/\u00f0e\/, but it is actually pronounced either as \/\u00f0\u0259\/ or \/\u00f0i\u02d0\/. <\/p>\n
22<\/td>\n\/h\/<\/td>\n\n
23<\/td>\n\/r\/<\/td>\nIntroduction of the sound \/r\/:<\/p>\n
24<\/td>\n\/r\/<\/td>\n\n
25<\/td>\n\/r\/<\/td>\n\n
26<\/td>\nTRICKY WORD ‘I’<\/td>\nIt’s time to teach the second TRICKY WORD. They are high frequency words that do not follow any pattern. The second word to teach is ‘I<\/strong>‘. If it were a regular word, it would be pronounced as *\/\u026a\/, but it is actually pronounced as \/a\u026a\/ when it’s written in capital letter. <\/p>\n
27<\/td>\n\/r\/<\/td>\n\n
28<\/td>\n\/m\/<\/td>\nIntroduction of the sound \/m\/:<\/p>\n
29<\/td>\n\/m\/<\/td>\n\n
30<\/td>\n\/m\/<\/td>\n\n
31<\/td>\n <\/td>\n <\/td>\n<\/tr>\n
32<\/td>\n <\/td>\n <\/td>\n<\/tr>\n
33<\/td>\n <\/td>\n <\/td>\n<\/tr>\n
34<\/td>\n <\/td>\n <\/td>\n<\/tr>\n
35<\/td>\n <\/td>\n <\/td>\n<\/tr>\n
36<\/td>\n <\/td>\n <\/td>\n<\/tr>\n
37<\/td>\n <\/td>\n <\/td>\n<\/tr>\n
38<\/td>\n <\/td>\n <\/td>\n<\/tr>\n
39<\/td>\n <\/td>\n <\/td>\n<\/tr>\n
40<\/td>\n <\/td>\n <\/td>\n<\/tr>\n
41<\/td>\n <\/td>\n <\/td>\n<\/tr>\n
42<\/td>\n <\/td>\n <\/td>\n<\/tr>\n
43<\/td>\n <\/td>\n <\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

 <\/p>\n

 <\/p>\n

 <\/p>\n\n\n\n\n\n
\n

WORD BANK<\/span><\/h3>\n<\/td>\n<\/tr>\n

GROUP 1<\/td>\n\/s\/: snake, grass, sun, snail, sunflower, spider<\/p>\n

\/\u026a\/ (i): ink, insect, igloo, Indian, pink<\/p>\n

\/t\/: tennis, teddy, tin, sit<\/p>\n

\/p\/: pig, parrot, pan, apple, pencil<\/p>\n

\/\u00e6\/ (a): ant, apple, astronaut, cap, tap<\/p>\n

\/n\/: net, nap, nose, pin, night<\/td>\n<\/tr>\n

GROUP 2<\/td>\n\/k\/ (c, k): cat, kiss, sack, kick, castanet<\/p>\n

\/e\/: tent, egg, hen, nest, pen<\/p>\n

\/h\/: hat, hand, hop, hot, hit<\/p>\n

\/r\/: spirit, racket, rocket, rag, rat<\/p>\n

\/m\/: map, lamp, mum, man, ham<\/p>\n

\/d\/: <\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n","protected":false},"excerpt":{"rendered":"

All the sessions last from 5 to 10 minutes, so they can be integrated into the English classes as routines. Phonics, as English, must be…<\/p>\n","protected":false},"author":3736,"featured_media":0,"parent":1867,"menu_order":2,"comment_status":"closed","ping_status":"closed","template":"","meta":{"ngg_post_thumbnail":0,"footnotes":""},"aioseo_notices":[],"_links":{"self":[{"href":"https:\/\/blogsaverroes.juntadeandalucia.es\/rafasclassroom\/wp-json\/wp\/v2\/pages\/2020"}],"collection":[{"href":"https:\/\/blogsaverroes.juntadeandalucia.es\/rafasclassroom\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/blogsaverroes.juntadeandalucia.es\/rafasclassroom\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/blogsaverroes.juntadeandalucia.es\/rafasclassroom\/wp-json\/wp\/v2\/users\/3736"}],"replies":[{"embeddable":true,"href":"https:\/\/blogsaverroes.juntadeandalucia.es\/rafasclassroom\/wp-json\/wp\/v2\/comments?post=2020"}],"version-history":[{"count":29,"href":"https:\/\/blogsaverroes.juntadeandalucia.es\/rafasclassroom\/wp-json\/wp\/v2\/pages\/2020\/revisions"}],"predecessor-version":[{"id":2599,"href":"https:\/\/blogsaverroes.juntadeandalucia.es\/rafasclassroom\/wp-json\/wp\/v2\/pages\/2020\/revisions\/2599"}],"up":[{"embeddable":true,"href":"https:\/\/blogsaverroes.juntadeandalucia.es\/rafasclassroom\/wp-json\/wp\/v2\/pages\/1867"}],"wp:attachment":[{"href":"https:\/\/blogsaverroes.juntadeandalucia.es\/rafasclassroom\/wp-json\/wp\/v2\/media?parent=2020"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}