I Can Read and Write

Cognitive table content

level One
lesson 1
An introduction to “Myself":
Explanatory hints:
Getting young learners engaged, provide them a model of guidelines,
how to give a small talk about themselves:

My first name is …………

My father's name is …………
My last name is …………
I have ………… brothers/Sisters
I am in grade …………
I am ………… years old
I am Egyptian ❤️
I like …………

Home work exercise: pages 5,6,7,8,9,10,11

A quick overview on the letter sounds.

Hints:
After getting them all in Revision, classify them into two parts;
consonants & vowels (check back my video on YouTube).
 Lesson 2
Hard and soft "C": p. 26
Illustrate with more examples, get Learners engaged and involved.
Class work activity: p. 13 & 14 & 15
Home work exercise: p. (27) + (16)

Lesson 3
(A quick Review on the soft & Hard C first)
Hard and soft "G"

gi
ge J (in a long word)
gy

(Girl – get – give) → are one-part words!

Class work activity: p. 29 + 31

Home work exercise: p. 30 + 19 + 20

Lesson 4
Soft and Hard “Th” P. 32
Getting to know when the (Th) sounds soft and when hard (Check out
my YouTube Video)

Class work activity: p. 17 Listen and write the missing consonants.

Home work exercise: p. 22 & 23

English language Coach & Academic mentor: Dr Hoda Elhennawi

 Level Two
Lesson 1
Digraphs p. 33
Sh→ what are the representatives of the Sh sound?
Sh:
 tia-tie-- tio (lotion – patient - Egyptian)
 Cia - Cie - Cio (facial - efficient - precious)
 _ssion (Session – permission - Mission)
 Consonant + Sion (Tension - extension – comprehension)

Class work activity: p. 38

Home work exercise: p. 34

Take enough time and maximize the presentation phase to getting

children know well all the (sh) cases.

Lesson 2
Digraphs (To be continued)
Ph → p. 39 (in different positions) check the book, let them read out
loud.
Ch → is represented through: (ch - ture - tual)
ch: Lunch - church - march
ture: picture - Culture - puncture
tual: actual - Mutual - punctual

Class work activity: p. 42

Home work exercise: P. 40 + 41+ 43
 Lesson 3
Silent letters p. 44
part one:
 m + b = m (climb - plumber..)
 k + n = n (knit - knot - knee)
 w + r = r (wrist - write - wrap)
 W + h = W (when - whip - which)
List down a Variety of words for each silent letter

Class work activity: p.24

Home work exercise: p. 25
*Help the children to recall the Long-A sounds:
Class work activity: p. 70 & 71 Read out loud

Lesson 4
Silent letters part Two: P. 44 & 45
S + middle T = S (listen - Castle - hustle)
S + final ign = S (sign - design..)
gui
initially and finally = g (guilt - guess - guest - dialogue ..)
gue
alk = ok (walk - Talk - chalk)
alm = a:m (Calm - palm – Salmon)
 Classwork Reading exercise: p.46
Ask someones to read out loud
sentences in turn, then let the rest
of the class score him/er in a
competitive way 🙂. Make sure that
they all can read the attached
sentences.

Home work exercise: p. 50 (Ask the parents to give them marks)

English language Coach & Academic mentor: Dr Hoda Elhennawi

 Level Three
lesson 1
Sight words 1 p. 47
These are High frequency words that do not follow a specific Reading
rule, children have to read them by sight.
 List them down on the board or use your own teaching tools and
say them out in a musical beat repeatedly.
 Ask them to recognize their shape, and in a funny way, select one
and blind fold his/her eyes to test how good is his/her memory ...
Say the word and let him recall it out by typing it on the board
unfold his eyes and Reward !
 Ask them to study them for the next time dictation

Dictation Time:
Learners should practice typing right what they hear.
 (Hit - pot - met - bag - hut)
 say these words clearly and let them write down each at the end
of the book back pages; then ask Someone to write them down
with your help, ask the children to check behind if it goes with
what's on the board. (✓/ x)

Lesson 2
Dictation (p. 85 + p. 89)
 Reading Long ee/ie words (p. 73 & 74)
 Sight words (1) Dictation is essential.
 Lesson 3
Class work activity: p. 87 + 90 (make sure they're all working)
Home work exercise: p. 88
Sight words (2) p. 48
Use different ways to help them memorize them, inform them that
next will be a dictation practice.

Lesson 4
Start with dictating them sight words.

Class work activity: p. 52 (Draw a model of the ex: on the board)

Home work exercise: p. 53 & 54

Consonant blend: an overview on how to blend two consonants at once

in Reading without making a pause.
(Cl - gl - fr - pr - sn - st) p. 76 - 77 - 78 - 79 - 83 - 84

English language Coach & Academic mentor: Dr Hoda Elhennawi

 Level four
lesson 1
Directions: Regular sentences Dictation (with help).
 The dog is on a log.
 Shut the door
 Stop the chat!
 His arm is long.

Class work activity: P. (18, 21 & 22 ) explain each model on the board
Home work exercise: p. (19 & 20) check back

Lesson 2
Directions: Sight words 3:
 Highlight the words that has the letters (ea) but Sounds /e/
like, Head - bread - bear..
 Then play the memory game to enhance their spelling capability
and increase the challenge to memorize them.

Class work activity: P. 57 + 59

(Always display a model of the exercises
on the board to provide the learners full
understanding of what they should able
to do correctly, controlled practice, with
he teacher's guide).
Home work exercise: P. 58 & 60
 Lesson 3
Directions: Sight words (3) Dictation, then check them on the
board to pick up mistakes to correct.
Make Sure that all children are involved into Writing.

Overall Revision for the upcoming & assessment, it will include the
following:
 Soft and Hard C
 Soft and Hard G
 Soft and Hard Th
 Silent letters

Lesson 4
formative Assessment (1) as priorly-prepared, check the
administrator of the group for the printed copies.

English language Coach & Academic mentor: Dr Hoda Elhennawi

 Level Five
Lesson 1

Class work activity: p. 61 & 63

Home work exercise: P. 62 & 64

Let's write :
Class work activity: P. 118 + 119 + 120 + 122 CW

warm up:
Draw a picture, use a photo card or play on a video as a presentation to
the "very important person” in your life. Then, listen to their thoughts
and let them talk about their Mum/Dad as an important loving person
to them. (what do they like / don't like / favorite place to go / Colour
….. etc.) → Free practice. Start with the book practice under control.

Home work exercise: p. (123 + 124 + 125)

Lesson 2
word map 1 (p. 95)
Directions: Draw a big ball on the board or get a real ball to the class,
act like you play with the ball in different figures, elicitate, listen to
how they describe the actions and movements of the playing ball,
After getting them engaged, start to name the action verbs that
match the word "ball" and repeat the actions, then finally type each
eligible verb to the big drawn ball.
Sight Words (4)
Continue teaching them that many words in English go crazy; we should
learn them.
(Mother - brother - bother - leather - weather - feather ….)

Home work exercise: p. 61

Lesson 3
Dictation Time: ✏️
 I was born in March.
 This bat is fat.
 A big thin pin
 Chat with my cat!

Let's Read p. 103

Beforehand, ask the children what can they see in the picture, let
them describe how does she look. Ask them to read the written
sentences and put a Check mark beside the correct sentence that
Corresponds.

Home work exercise: p. 102 + 104 + 105

Lesson 4
Counting syllables
Directions:
 Revise the vowel sounds
 we part the word into parts due to the number of the vowels:
 1. one part words like: hat - dog - mug.....
2. Two part words like: Helmet - parcel - camel....
3. Three part words like: elephant - officer..
4. If the word has 2 or 3 close vowels, it is considered one-part
word like: reflection (it has 3 syllables)
5. If the word ends in Y, the letter y acts like a vowel and thus
(Lady - baby - sorry) are 2-part words.
6. final (e) is written but not said, (like - love - have) are one-part
words, as we do not hear the sound of the final letter (e).
Take enough time to illustrate each rule by givin g
a plenty of example for each above case. write words in strips of
papers and with plastic scissors, ask children to cut down and split the
words in the sight of what they learnt.

Home work exercise: p. 93

English language Coach & Academic mentor: Dr Hoda Elhennawi