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Section 1: Fast Track

Lesson Plan Use the Steps 1-5 below every day to introduce new letters and to work towards the Fast Track objectives. The chart on page 22 provides a suggested schedule for teaching all the letters and sounds. On Day 1, you must start at Step 2 as the children will not yet have the knowledge to complete Step 1.

Step 1 ‘Quick Dash’ Quick Dash is a review strategy that you will use each day, beginning on Day 2 . Hold up each Picture Code Card (PCC) that has been previously taught following these steps:

Teacher

Children

(Show the picture side. Wait for about 3 seconds for thinking time and then say…) Who is this?

“Annie Apple”

(Turn to the plain letter side.) What sound does she* make in words?

(Do her Action and say… /ă/)

(Show the next picture side, wait, then ask...) Who is this?

“Bouncy Ben”

(Turn to plain letter side.) His sound?*

(Do his Action and say… /b/)

* Using the pronouns ‘him’, ‘her’, ‘he’, ‘she’ etc. helps with language development, particularly for children learning English as an Additional Language.

• When you have taught beyond the first half of the alphabet you may want to just review 12-15 letters. Rotate the letters you review to keep them all fresh in the children’s minds.

Sounds Race • Next go back through the pack of Picture Code Cards. Now the goal is speed. Hold up each plain letter. Ask the children respond quickly with both sound and action. • Repeat this Sounds Race once or twice, going a bit faster each time. The aim is to begin building instant connections between plain letters and their sounds.

Adjusting ‘Quick Dash’ timing • Waiting time for character names Waiting three seconds or so, as suggested above, before children name the Letterlander gives those children who need it more time to remember the character name. Otherwise some children may give up trying to name the character and just allow their more advanced classmates to say it for them. • Adjusting waiting time Allowing everyone the time needed to come up with the answer strengthens the connection between letter and character, and will eventually result in faster responses. When that happens you may want to reduce the wait time. • Letter sounds Usually less waiting time is needed for letter sound responses because the character name will help recall the sound. Still you will want to observe your children to make sure everyone is able to respond. • More advanced children You can adjust the speed of the Sounds Race to increase these children’s faster response times. With the above suggestions you will be meeting the needs of all your children.

Section 1: Fast Track

Section 1.indd 18

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31/10/2013 20:57

Phonics Teacher's Guide  

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