Hear and Check Sounds

This is lesson 1 of 12 in the unit "Build, Read, Write". Lesson Title: Hear and Check First Sounds Lesson Description: WALT: We are learning to hear, say, and identify sounds in words. Success criteria: I can identify the first sound, match a picture to its sound, and say the sounds in a CVC word; use oral sound games, picture sorting, magnetic letters, and a brief teacher check of CVC reading and spelling to identify starting points. Extension: Identify final and medial sounds, sort words with adjacent consonants, or suggest a word beginning with a common digraph; differentiation: model mouth movements, use gesture and sound cards, provide fewer choices and oral rehearsal, while the checkpoint records whether each learner is consolidating CVC sounds or ready for CCVC/CVCC work.

Overview

In this first lesson of the 12-lesson “Build, Read, Write” unit, students revisit oral listening and early phonics skills. Through speaking, picture sorting, magnetic letters and a brief individual check, the teacher identifies whether each learner is consolidating CVC sounds or ready to work with CCVC/CVCC words.

Learning intentions

WALT hear and say the first sound in a word.
WALT identify and match pictures with the same starting sound.
WALT use sounds to read and spell a simple CVC word.
WALT listen, take turns and explain our thinking.

Success criteria

I can identify the first sound in a spoken word.
I can match a picture to its starting sound.
I can say the sounds in a CVC word and blend them.
I can listen carefully and check my answer.

Curriculum links

Writing Processes — Planning: planning a short series of sentences through talk and thinking carefully before writing.
Writing Processes — Planning: working towards specific writing goals to focus improvement.
Transcription Skills — Spelling: developing spelling knowledge across the first two years.
English oral language, and the capabilities of managing self and relating to others through listening, turn-taking and self-checking.

Lesson structure (30 minutes)

0–4 min · Sound-listening hook. Open the opening sound-game slide and say, “Is the first sound in sun the same as the first sound in sock?” Model listening without showing the words, then give each child a turn to repeat the pair and show thumbs together or apart. Students listen, say the words and respond with a gesture.
4–9 min · Explicit teaching and modelling. Use the mouth-movement and sound modelling slides to model the first sound in map, moon and fish, exaggerating the mouth movement and stretching the sound where appropriate. Explain: “The first sound is the sound we hear at the beginning of a word.” Students watch the mouth, repeat each sound and identify whether two words begin alike.
9–16 min · Picture sound sort. Display the picture-sorting instruction slide and place three sound cards on the mat, such as /m/, /s/ and /f/. Give students picture cards one at a time; each child says the picture name, isolates the first sound and places it beside the matching sound card. Students justify one choice using, “___ starts with /__/.” Reduce the number of choices if needed.
16–22 min · Build, read and change. Show the build-and-read slide. Give each student magnetic letters to build sat, map or fin. Say the word, have students repeat it slowly, push one letter for each sound, then blend it. Ask them to change one sound, for example sat to sit or map to mat, and reread. Students say, segment, build and read the words, checking that the letters match the sounds.
22–28 min · Teacher checkpoint. While the other students quietly reread their built words or use the picture sort, briefly check each learner individually using the CVC sound-check sheet. Ask the child to identify the first sound in two spoken words, read one CVC word, segment one CVC word orally, and spell one CVC word with magnetic letters. Record whether the learner is consolidating CVC sounds or is ready for CCVC/CVCC work. Students respond orally and show what they can do; praise careful checking rather than speed.
28–30 min · Reflect and share. Return to the final reflection slide and ask, “What can you do when you are unsure of a sound?” Students turn and talk, then complete the sentence, “I can listen to the first sound and ___.” Invite one or two children to share and collect the sound-check notes for planning lesson 2.

Resources

sound listening, mouth modelling, picture sorting, word-building and reflection slide deck
CVC sound-check sheet
Magnetic letters, including common consonants and short vowels
Sound cards for /m/, /s/ and /f/ and additional familiar sounds
Small picture cards showing familiar objects
Individual whiteboards or paper and pencils
Floor mat or table space for sorting
Teacher observation record

Assessment

Listen for accurate initial phoneme identification during the hook and picture sort; note children who name the picture but do not isolate its first sound.
During word building, check whether students say each phoneme, map one sound to one letter and blend without guessing.
Use the individual checkpoint to record each learner’s starting point: consolidating CVC sounds, or ready for CCVC/CVCC extension.

Differentiation

Support learners by modelling mouth movements, using a mirror, stretching continuous sounds and pairing each sound with a gesture or sound card.
Offer fewer picture choices, say the picture name clearly, rehearse orally before placing a card and provide immediate, encouraging feedback.
For EAL learners, use familiar objects and pictures, accept home-language discussion where helpful, and model the English word before asking for the sound.
For learners ready to extend, ask them to identify medial and final sounds, sort words with adjacent consonants such as stop and flag, or suggest a word beginning with a common digraph such as sh or ch.

Teaching Instructions