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PCE/FAHE Lesson Planner
Basic Skills version
 LITERACY
1.1 Lesson title
Sounds and Syllables
1.3 No. of learners
7 Adults
1.4 Gender Mix
6 female 1 male
1.5 Age range
early 30s to late 50s
1.6 Date
Thursday Nov 13th
1.7 Time
6 pm - 9 pm
2.1 Prior knowledge/attainment/experience/skills What generic skills or experience are your students bringing to this session?
Prior Knowledge – mixed.
Five students working– two sisters in jewellery quarter workshop, two in care homes and one as a cook. Two others both retired, one
used to work in a factory and one as a hospital porter.
One came from Jamaica and one is part Caribbean but born in this country and the others are white and from Birmingham.
Two of the students had achieved AEB literacy level 2 tests a number of years ago and returned to refresh/build on knowledge.
Three students started college last academic year but as yet have no formal achievement.
Two new students started in September.
2.2 Prior subject specific knowledge What subject specific knowledge or skills are your students bringing to this session?
All have confidence orally in the class situation and know each other well enough to work together in any combinations. They are all
comfortable enough with each other to help one another. One student out of seven has covered strategies before with me, but has
retention problems and likes to go over things a number of times. All students have identified “spelling problems” as a concern on their
individual learning plan. All but two present last week when spelling strategies introduced
 CD – E2 Improving confidence with alphabet, Sight vocabulary good for reading but little or no knowledge of letter sounds or
patterns for spelling and decoding. Possibly a Visual learner – still investigating. Signs of dyslexia – still investigating.
 MH – E3 Decoding words at a higher level than understanding. Generalising difficult but finds letter pattern groupings helpful.
When encouraged to proof read can very often spot own grammatical errors. Signs of dyslexia. Principally an Auditory learner
 LN – E3 Quick to see connections and reading comprehension at higher level. Still little confidence in spelling and writing though
on good days she is fairly competent at this level. Signs of dyslexia. Principally an Visual learner
 JR – E3 Reading generally at a much higher level than writing. Spelling causes problems and influence of Caribbean accent and
dialect impacts on both spelling and sentence construction. Signs of dyslexia. Equally an Auditory/ Kinaesthetic learner
 PGl – E3 Very irregular attendance. Quite a number of other issues at home and work. Uses coloured film to help reading.
Decoding words improving but doesn’t look for meaning as she reads. Spelling causes her concern. Very short attention span and
poor short term memory. Signs of dyslexia. Seems to be Visual / Kinaesthetic learner but still not sure.
 BW – E3 Reading competent at this level but has little or no confidence writing because of spelling. Shows some indication of
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PCE/FAHE Lesson Planner
Basic Skills version
dyslexia. Equally an Auditory/ Kinaesthetic learner.
AB - L1 Reading competent at this level but much less confident with writing at text, sentence and word level. Her concerns mainly
around spelling. Seems to be a visual / auditory learner. Still investigating.
3.1 Details of differentiation How have you planned activities to cater for students’ differing skills, needs and experience?
 Group activity – work presented around a theme that would involve all students . Speaking and listening involved encourages all
students to contribute.
 Paired and individual work activities planned for individual students to involve them at their own stage of learning and to address
their own needs.
 A variety of activity modes included to try to encompass the variety of preferred learning styles.
 Differentiated spelling lists to allow for different literacy/ spelling levels
 Differentiated reading tasks
3.2 Promotion of Equal Opportunities How are you promoting inclusivity and promoting diversity? How are you tackling equal
opportunities issues through your programme content?
 Six out of the seven learners show evidence of dyslexia to a greater or lesser extent, but each of these has very different strengths
and weaknesses.
 Even though five of the students are broadly at Entry 3 level their needs are quite varied within this. Sometimes they are paired to
help each other but other times they work independently.
 Lessons are planned to include as much multisensory learning as possible to cater for the variety of learning style preferences.
Group time tends to be based on theme work and then within that activities differentiated to address individual needs.
 Though from quite different social and cultural backgrounds they have some common interests which is incorporated into the
programme content but also their individuality is also built on in their personal tasks.
3.3 Key/Specialist Language What specific words, phrases, abbreviations or acronyms will be encountered in this session?
strategy, syllables, prefix, suffix, root word, vowel, consonant, compound word,
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PCE/FAHE Lesson Planner
Basic Skills version
 About the lesson
4.1 Aim(s) Written from the teacher’s perspective
 To provide a learning environment where the students are at ease and able to learn
 To provide an opportunity for students to explore their own ideas about spelling
 To introduce idea that there are a variety of strategies which can be used to learn spellings
 To provide an opportunity for students to start to recognise which strategies might be appropriate for them to use/develop
 To provide opportunities for the students to develop skills in the recognition of sound – phoneme correlation for reading and spelling
 To provide opportunities for the students to contribute in oral discussion and be valued for their contribution
4.2 Content Outcomes Should be addressed in 4.5 and demonstrated in 5.3.
To start to develop ways to improve their spelling and decoding words
 To recognise their own problems spelling
 To learn some new strategies for spelling and reading unfamiliar words
 To be able to break a word into syllables to help with reading or spelling
 To recognise that similar sound patterns can relate to similar letter patterns
 To recognise the main points or ideas from a text
4.3 Skills Outcomes Should be addressed in 4.5 and demonstrated in 5.3 Must be cross referenced to relevant basic skills core
curriculum. Skills to be developed should be written in full. Please give the ref code and the skill (s) to be developed
Put descriptor form Core Curriculum here
Put ref codes
here
Opportunities for developing communication skills
Rw/E2.3
 To use sound - letter patterns to decode simple words
Rw/E2.3
 Understand how each beat in a word is a syllable and breaking some words into syllables can help decode them
Rw/E3.5
 Use knowledge of sound-symbol relationships and phonological patterns to help work out correct spellings
 To use knowledge of simple sentence structure and word order to help decipher unfamiliar words and predict
Rs/E2.2
meaning
 Use implicit and explicit knowledge of different types of words, word order and possible meanings to help decode
Rs/E3.2, L1.1
unfamiliar words
Rt/E3.4
 Identify the main points and ideas and predict words from context
Rw/L1.1
 Use a variety of reading strategies to help decode an increasing range of unfamiliar words
Rw/L1.3
 Use reference material to find the meaning of unfamiliar words
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Understand that all learners need a range of strategies for spelling but some work better for some people than for
others
Ww/E2.1
PCE/FAHE Lesson Planner
Basic Skills version
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Understand the importance of cumulative learning in spelling, of relating new to known spellings
Know and apply a range of methods to help learn and remember correct spellings
Understand that many words follow regular spelling patterns which correspond to certain sounds
Understand that some words can be split into parts to help spelling
Understand how segmenting words into phonemes and breaking into syllables or components helps work out
spelling
To know a range of strategies to use for spelling words in own word list
Ww/E3.1
Ww/L1.1
Ww/E2.2, 3.2
Ww/E2.2
Ww/E2.2
Ww/E3.2
Ww/L1.1
Opportunities for developing numeracy skills
Opportunities for developing IT skills
 Increase familiarity with computer in general
 Increase familiarity with mouse skills
 Increase familiarity with use of internet and printer
 Introduce the use of PowerPoint programme
Opportunities for developing wider skills
4.4 Resources Show use of resources in 5.2 and/or 5.3
4.5 Assessment Activities Should link to 4.2, 4.3 and 4.6
Whiteboard
Observation of
Pairs Cards, Tracking sheet
 discussion as ideas and answers shared
Word cards for syllables, Word sums worksheet
 categories game marked
Computers – Headphones
 card game / computer activities
 www.learnenglish.org.uk
 reading activity
 www.bbc.co.uk/skillswise
 student record sheet
PowerPoint disc – Rhyming words
Worksheet of compound words
Reading texts – E2, E3, L1
Tracking sheet for short vowel words
Letter cards
Print out of Skillswise syllable game and quiz results
Category grids
4.6 Homework/related activity Should link to 4.5 or be addressed in next session
Students to try different methods out to learn spellings of chosen homework words
4.7 Planning for evaluative feedback How have you planned to receive feedback from your students?
 Feedback will be elicited at all stages of the session, through questioning
 Feedback will also be sought as individual student’s work is marked when completed during the session
 Each student will be observed as they complete “game” activities in pairs or on the computer
 Each student completes learning record at end of session in which they give feedback on what they have learned
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PCE/FAHE Lesson Planner
Basic Skills version

5.1
Timing
6.00
6.05
6.10
Implementing the lesson
5.2 Teacher Activity
Greet students – general discussion - general / weather,
traffic, news etc.
Welcome, introduce aims and objectives of session.
Outline activities
Question and answer session to review / recall last
week’s learning – record on whiteboard
(this page should be copied or expanded as necessary)
5.3 Student learning activities with assessment opportunities
highlighted.
Student recall ideas from last week
 spelling fallacies from last week
 strategies discussed
 strategies they used during week
6.25
Model use of syllables to segment words for spelling
(using chin method or beats) Start with students’ names
then e.g. words
re/mem/ber, watch/es, el/e/phant, wil/der/ness
Students involved when they feel ready –
 give number of syllables
 suggest where syllables break
6.40
Explain activity. Give two/three word cards to each pair
 Help where needed
 Discuss results
In pairs decide how to break given words into syllables
 share with group on whiteboard
6.50
7.00
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Explain categories game and oversee play
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Choose letters from alphabet cards at start of each round
Ask for can be used
Time each round – 5 mins
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In pairs, or individuals, fill in categories game card - give examples of
one, two, three and four syllable words in categories – vegetables,
animals, clothes .
Feedback to whole group and score.
Students can give other suggestions for categories on subsequent
rounds.
5.1
Timing
5.2 Teacher Activity
PCE/FAHE Lesson Planner
Basic Skills version
5.3 Student learning activities with assessment opportunities
highlighted.
Question and answer – examine (short) vowel sounds in
single syllable words
Model some similar sound (families) on whiteboard
Students highlight sounds and suggest words
Explain compound word activity –
 model example on whiteboard
 Help where needed
 Discuss results
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Introduce individual activities - Explain Reading Activity
– explain task Give out appropriate passages
 Help where needed
 Mark work when required
 Observe reading where possible and question for
understanding
Reading passages aimed at reading level – read passage and underline
and break into syllables any words unsure of. List words.
 E2 tracking short vowel words / reading –“A holiday at last”
 E2/E3 www.learnenglish.org.uk Christmas words – break into
syllables to read and link to pictures
 E2/E3. Computer activity - (Power point- rhyming words) Short
vowel pairs game or same game using cards
 E3 Reading passage “Woman Robbed” and/or “A New Life”
 E3/L1 www.bbc.co.uk/skillswise syllable game or syllable quiz
 L1 Reading passage “Why pets are key…”
8.35
Ask each student to tell the rest of the group what they
have read about
Share what they have read with the group. Discuss any points of interest
or difference
8.45
Recap on aims and objectives of session
Decide what they have learned and fill in record sheet
Decide on own words for weeks spellings from lists made during session
7.30
8.00
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Students contribute examples
Make compound words by joining – fill in worksheet
Feedback to whole group
PCE/FAHE Lesson Planner
Basic Skills version
 Evaluation
6.1 Planning
Time planning better – extended time in last hour for individual and paired activities meant that each student could then work at own pace and
consolidate their learning. This seemed to work well. Also good range of activities which generally kept students well motivated. The friendly
nature of this group means that “games “ seem to work well. Students tended to wander in any time up to half an hour late – sometimes for valid
reasons – but this meant some missed recap of previous weeks activities and even some of new work.
Only two of the students had time to try skillswise syllable game and none did the quiz.
6.2 Content and skills development
 “Chin method” for syllables new to most of students – but seemed to find it useful once they had practised. Syllable categories worked well
and gave them the chance to practise
 Found work on syllables very useful for spelling and E2 student particularly pleased for the way it helped with reading. She worked on
Christmas words and found them easy to read – but also understood the idea of breaking into syllables
 E2 and L1 students had not really worked much on a computer before – mouse skills beginning to develop by end of session and keen to
continue using computer.
6.3 Methods
 Use of the “game” approach made them fairly happy to practise the skills involved which could otherwise have been monotonous.
 This was the first time I had tried using my power point game. It worked reasonably well for the E2 student to practise short vowel sounds and
two of the E3 students also tried it. However it needs to be developed further – with more examples and more difficult matches
 Again I left modelled examples on whiteboard to help them complete following activities and this worked well.
6.4 Student activity and involvement – including effectiveness of differentiation
 The students seemed to enjoy the lesson and were well motivated throughout . Most of them enjoyed the opportunity to spend some time on a
computer activity
 The friendly atmosphere of the group helped in that they were able to discuss their ideas with each other at different stages and help each
other. Paired activities meant that no individual was actually put on the spot.
 Differentiation seemed very successful this week – the group/ paired activities were relevant to all levels and the reading and game activities
enabled each student to work at their own level practising splitting into syllable and consolidating decoding unfamiliar words using phonics
6.5 Support materials and equipment
 Words chosen as examples generally quite suitable .
 Use of computers good – power point game worked OK – a good start, but needs developing more – too short.
 The two E3 students who tried the skillswise syllable game had two or three goes each and found it helpful.
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PCE/FAHE Lesson Planner
Basic Skills version
6.6 Implications for future planning
 Because of the ragged start this time, next week I will start with some individual revision and extension work before I start group activities.
 I also intend to continue including some sort of “game” activity as a group and also where possible on the computer.
 These skills will need to be regularly revisited for some of the students
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