Phonics lessons.

Yearly plan: Reception Year

Term Objectives
Autumn
1
st
half
Phonological awareness of individual speech sounds using Jolly
Phonics picture cards as reference
Ensure correct pronunciation of sounds, perhaps corrected from previous
learning (e.g. no additional schwa uh sound, using mirrors for correct
mouth positioning
E!ploring speech sounds voiced"un#voiced, vowels and consonants
$iscriminating speech sounds in words # in se%uences throughout the
word.
&eginning to match spellings to sounds JP order'pace
(
nd
half )a*e spelling matches to each of the +, sounds
-se the letter"sound correspondences to read and write words
&lending practice for reading .oining sounds for initial and final
consonant /lends0 ver/ally .oining sounds to ensure smoother /lending
1egmenting practice for writing discriminating each sound in se%uence
Spring
1
st
half
2evision of sound"letter correspondences taught to ensure all thoroughly
secure and /egin spelling alternatives.
-se *nowledge to read and write simple phrases and sentences
E!plore the schwa recognise how to alter short vowel pronunciation in
reading and /egin to learn which short vowel letter to select for it in
writing
3earn some spelling rules such as whether to select 4c5 4*5 or 4c*5
for the "c*" sound in its final position in writing
(
nd
half 6ontinue spelling alternatives for the vowel sounds and some consonant
sounds
&egin to learn which spelling alternative to select in writing and recognise
which to sound in reading
-se *nowledge to /e a/le to independently read and write more
e!tensive sentences and short pieces of writing.
Summe
r
1
st
half
6ontinue to revise and e!plore further spelling alternatives
Practise more comple! /lending and segmenting for more developed
reading and writing s*ills
(
nd
half 1pelling alternatives for the consonant sounds.
3earning spellings and reading more comple! te!ts independently.
Phonics termly plan
Reception year: Autumn term
Week Objective
1 #
( 7ntroduce sounds via Jolly Phonics picture cards, stories and actions.
, 6ontinue to introduce and reinforce sounds via Jolly Phonics cards
ensuring all sounds secure in association with pictures children to have
own set. 3isten to the sounds in words.
+ E!plore pronunciation of each sound what does your mouth do when you
say each one8 -se mirrors.
1ort the sounds into voiced and unvoiced sounds (91
: 1ort the sounds into vowel and consonant sounds (9(
Pronounce the sounds more accurately without the action and reducing
multiple sounds to one and shortening long sounds
; 1how how the sounds, in se%uence, can ma*e spo*en words
Practice hearing the sounds in se%uence in words e.g. sun < s#u#n
= &egin to ma*e sound"letter correspondences the 1
st
set of ;> s, a, t, i, p, n
-se these to read and write some simple words
1end home picture cards of first set with letters on the reverse
1end home word cards constructed from letters learnt so far for /lending
practice
H A L F T E R M
? 6ontinue to ma*e the sound"letter correspondences (
nd
set of ;> c*, e, h,
r, m, d
E!plore 4c*5 for "c*" in its final position (use the @uic*, $uc*, @uac*
song(9,
6ontinue to send home set of cards with letters on the reverse
-se the 1( letters so far to read and write simple words
6ontinue to send home word cards for /lending practice
2einforce hearing medial vowel sounds
A Be!t set of ; letters> g, o, u, l, f, /
6ontinue to send home set of cards with letters on the reverse and word
cards
4ff5 in its final position (use Cuffy Puffy song9+
1egmenting and /lending initial consonant /lends
1D Be!t set of ; letters> ai, ., oa, ie, ee, or
6ontinue to send home picture"letter cards
&egin word lists /oo*s /oo*s with lists of words /elonging to each long
vowel sound e.g. ai words> rain, pain, paint, wait etc
11 Be!t set of ; letters> E, w, ng, v, short oo, long oo
)ore lists and picture cards
1( Be!t ; letters> y, !, c, sh, voiced th, unvoiced th
Ford lists and picture"letter cards
4c*5 in the final position> whether to choose 4c*5 or 4*5 when writing (deal
with ic later when children can deal with more comple! words
1, Ginal ; letters> %u, ou, oi, ue, er, ar
Ford lists and picture"letter cards
1+ 2evision and assessment
Phonics termly plan
Reception Year: Spring term
Week Objective
1 Hssessment of sound"letter correspondences learnt last term
Hssessment of phonological awareness with games and activities
( -se current *nowledge to read simple phrases and sentences> Jolly
2eaders, scheme /oo*s from a synthetic phonics scheme for more a/le or
to reinforce simple cvc reading0 sentence cards made /y 6H and class
-se current *nowledge to read and write simple phrases and sentences
from dictation using white/oards
, 2evisit any letter"sound correspondences not yet secured /y ma.ority
2ead and write sentences introducing the initial capital letter and full stop.
+ Iowel spelling alternatives> ay (for "ai" in a final position ea
6ontinue with word lists
: Iowel spelling alternatives> , igh, ow (for "oa" in its final position 6ontinue
with words lists and reading reinforcement
6ontinue writing activities with reference to spelling alternatives learnt
; Iowel spelling alternatives ew (for "ue" on its final position ir,
= Iowel spelling alternatives> aw (for "or" in its final position oy (final position
H A L F T E R M
? Iowel spelling alternatives> ow (for "ou" ur,
A Iowel spelling alternatives> au, y (for "ie" at the end of monosylla/ic words
e.g. the only vowel
1D Iowel spelling alternatives with split digraphs> a#e, y (for "ee" at the end of
polysylla/ic words
11 Iowel spelling alternatives with split digraphs i#e and o#e
1( 4a5 spelling for "o" sound after "w" sound as in what, want, s%uash etc
1, 4e5 for "e" in short words me, he, /e, we etc
1+ 2evision and assessment
Phonics termly plan
Summer term
Week Objective
all -se the summer term to catch up on any teaching areas delayed from the
1pring term or to focus on areas of sounds and spellings identified as a
need /y your class. Practise all the *nowledge in plenty of reading and
writing. Hssess phonic *nowledge, reading and spelling ages using
appropriate tests.
* !oice" an" unvoice" soun"s
Pronounced accurately, some speech sounds have vocal sounds and others are .ust air sounds.
7 get the children to feel their voice /o!es to feel them vi/rate when a vocal sound is /eing made or not.
7ts important to /e a/le to distinguish these sounds e!actly to aid hearing the difference /etween
similarly pronounced sounds e.g. f and v, sh and Eh, ch and ., p and / each sound is pronounced with
the same mouth position and parts used, /ut the first in each pair is unvoiced and the second is voiced.
Fhen the sounds are pronounced inaccurately e.g. with the uh sound on the end, all sounds are given
the vocal sound that ma*es them harder to distinguish.
Ioiced sounds are> a, /, d, e, g, i, ., l, m, n, o, %u, r, u, v, w, y, E, ng, th (though oo (short and long, ou,
oi, er, ar, ue, ai, ee, ie, oa, or. air
-nvoiced sounds are> c*, f, h, p, s, t, !, sh, ch, th (thin
*# !o$el an" consonant soun"s
Iowels and consonants refer to sounds, not to letters.
7t is important to identify sounds as to whether they are vowels and consonants to aid tal*ing a/out
them and recognising rules e.g. when choosing which spelling for the c* sound at the end of a word,
e.g. magic, ca*e, luc*, you put c* after a short vowel, * after a long vowel and c after a
multisylla/ic word ending in ic
Iowel sounds are defined as those made with an uno/structed airway e.g. no mouth parts touch. 7
call them mouth open sounds with the children. Jhis is important /ecause the vowel sounds are
those that are elongated and emphasied when we shout and we couldnt do this with a sound where
mouth parts need to touch, li*e / or m
Hll vowel sounds are vocalised, for the same reason.
Iowel sounds can /e divided into two groups short and long, depending on the length of time
needed to say them
1hort vowel sounds> a, e, i, o, u, y (in its initial position e.g. yellow short oo (as in /oo* schwa sound
3ong vowel sounds> ai, ee, ie, oa, ue, er, ar, long oo, ou, oi, or, air
6onsonant sounds are defined as those said with partial /loc*ing to the airway /y mouth parts e.g.
mouth touching sounds. 1ome part of the mouth will touch with another to ma*e these sounds. Jhey
can /e voiced or unvoiced.
6onsonant sounds are> /, c*, d, f, g, h, ., l, m, n, p, %u, r, s, t, v, w, !, E, ng, sh, ch, th (/oth voiced and
unvoiced
*% &uick 'uck( &uack song
7 used this song as a reference for words with c* at the end e.g. in words with short vowel sounds
1ing to the tune of heads, shoulders, *nees and toes
@uic*, %uic* duc*, %uic* duc* %uac*, %uic* duc* %uac*
Go!ys coming down the trac*, with his sac*,
Kour friends and you will ma*e a lovely snac*.
@uic*, %uic* duc*, %uic* duc* %uac*, %uic* duc* %uac*
*) *u++y Pu++y song
7 used this for words with ff spelling for the f sound after short vowels
1ing to the tune of ho*ey co*ey
Kou do a huff puff here, a huff puff there,
huff, puff, huff, puff, little pigs /eware,
7Lm a gruff and greedy wolfie and 7Lm ready for my tea,
Cere we go, one two three...
Mh, huffy puffy puffy
Mh, watch me do my stuffy,
Cow dare you call me scruffy,
7Lll /low your house down, .ust you see