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English topics with ideas and CCLs; year 1 - Coggle Diagram

- - - -  apply phonic knowledge and skills as the route to decode words for all 40+ phonemes, including, where applicable, alternative sounds for graphemes (a letter or number of letters that represent one phoneme)
        
        using flash card tasks have students make the sounds and then make the words using their knowledge of the graphemes
        
        a fun activity would be to have the students be the phonemes and find each other to create words
        
        for a CCL with music they students could create little beats with these sounds and perform them to the class
      -  respond speedily with the correct sound to graphemes (letters or groups of letters)
        
        this could be practiced in really fun ways, such as quick round games, for example two teams could line up in front of a teacher and a TA with the flash cards then the students would have a relay race of pronouncing the graphemes
      -  read accurately by blending sounds in unfamiliar words containing GPCs that have been taught
        
        A way that you could practice their sound blending could be them inventing new animals and giving them names with blends and then have a CCL with art where they make those animals with pompoms
        
        this could then be a CSL with spoken English as they could describe their animals
      -  read common exception words, noting unusual correspondences between spelling
        
        this could be practiced using a detective game, the students could group the words together and decide what happened to them being as inventive as possible before being given the real etymology of why they are spelt different
      -  read words containing taught GPCs and –s, –es, –ing, –ed, –er and –est endings and sound and where these occur in the word
      -  read other words of more than one syllable that contain taught GPCs
      -  read words with contractions [for example, I’m, I’ll, we’ll], and understand that the apostrophe represents the omitted letter(s)
      -  read aloud accurately books that are consistent with their developing phonic knowledge and that do not require them to use other strategies to work out words
      -  re-read these books to build up their fluency and confidence in word reading.
  - - - develop pleasure in reading, motivation to read, vocabulary and understanding by:
      -  listening to and discussing a wide range of poems, stories and non-fiction at a level beyond that at which they can read independently
        
        checking that the text makes sense to them as they read and correcting
        inaccurate reading
      -  being encouraged to link what they read or hear read to their own experiences
        
         predicting what might happen on the basis of what has been read so far
      -  becoming very familiar with key stories, fairy stories and traditional tales, retelling them and considering their particular characteristics
      -  recognising and joining in with predictable phrases
        
        discussing the significance of the title and events
        
         making inferences on the basis of what is being said and done
      -  learning to appreciate rhymes and poems, and to recite some by heart
      -  discussing word meanings, linking new meanings to those already known
        
        drawing on what they already know or on background information and
        vocabulary provided by the teacher
- - - - this involves both an understanding of regular words and that of common irregular words
    - - this meaning 's' for plural 'ing', 'ed' etc
- - - - this can be easily assessed during any conversation with teacher and student or passive observation of group work
    - - this links to any part of the lesson where students are being taught through diological teaching