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Day 5 — /s/, letter s, and a nameFoundation English · T1 W1–2 · Day 5 lesson

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Foundation / English / Term 1 / Weeks 01 02

Part of the full two-week lesson sequence. Check the pack guide and taught point before teaching.

Open for this lesson: Pack guide · Sources and materials · Check guide.

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Teacher copy: This page may include teaching prompts or answer keys. Answer keys in this public library can be viewed by anyone. Give learners a clean prompt, use checks as formative evidence, and change a case locally when prior access matters.

Proposed codes: AC9EFLY09, AC9EFLY11, AC9EFLY12, AC9EFLY10.
Goal: Link s to /s/ and blend S–a–m to read the name Sam.
Prepare: s, S, a, m cards and three sound boxes. S is introduced as the same sound at the start of a name.

  1. Review · 3 min. Flash m, a, then am. Give immediate feedback and one more go.
  2. Sound model · 4 min. Say a clean, continuous /s/. Name sun, sock, moon aloud. Ask which start alike; the object words are not for student reading.
  3. Letter link · 5 min. Show s and say: “Its name is ess. Its common sound is /s/.” Show S: “This is the capital shape of the same letter. A name can begin with it.” Model the school's letter formation once.
  4. Blend a name · 7 min. Place S a m in three sound boxes. Touch each card /s/ /æ/ /m/, then sweep and say Sam. Learners build and blend the name. Explain that Sam is a fictional person in this pack.
  5. Use the name · 4 min. Show a simple drawing of a person labelled Sam. Ask children to point to the name, then independently touch and blend S a m. A drawing may support meaning after decoding, but do not guess the word from the drawing.
  6. Exit check · 2 min. Ask for the sound of s and a blend of Sam with letters in view. Record both. No learner is expected to read a sentence today.

Access routes: A person token can stand for Sam; give large-print/tactile letters, quiet practice before public participation, AAC phoneme selection or a finger sweep. Keep the decoding evidence separate from identifying the drawing.

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