Jane Considine

Education Consultant

Phonic Overviews
Phase 1 – 6

Phase 1 By the end of the phase children will be able to orally blend and segment sounds. They will be able to
recognise alliteration as they develop their ability to tune into speech sounds.
Enjoy rhyming
  Tell sound stories
e.g. Here we go round the mulberry
bush. (This is the way we tidy
up/have our drink/put on our coats)
Join in
Miss out words from favourite
rhymes…add alternatives. Play
rhyming bingo (odd one out).
Mirror me
Copy new movements e.g. The grand old
Duke of York, Twinkle, twinkle little star, If
you’re happy and you know it, I’m a little
teapot.
Let’s Dance
Sing songs – move whole body.e.g. In
and out the dusty bluebells, The big
ship sails, Oranges and lemons, Ring a
ring o’ roses.
Counting Rhymes
E.g. One, two buckle my shoe, Ten
green bottles, This old man, Ten fat
sausages, Ten in a bed, Five currant
buns.
  sound. Play the odd one out.
Tune into sounds
Add more animals to stories e.g. Play I spy….I spy someone
Farmer duck e.g. donkey ‘ee-aw’,
bees ‘zzz’ cow , mooooo’.
beginning with /t/, /r/ etc
Make Thomas Tank sound track. E.g. Tongue Twisters
Train chugging along the track Use names in the class…
(chchch)Slowing down in the station e.g. David’s dangerous dinosaur.
(shshsh)Big engines whizzing past Ryan’s red ruby.
whistling (oo)
Listening walks Alliteration Aliens
Go on country and town walks. e.g. Ping, pang, poo, pop.
After re-create the sounds using Ning, nang, not, nit.
voices.
Guess the Sounds Re-enact Tony’s train ride
Organise different sounds behind a Letters and sounds Pg. 32
screen e.g. water being poured, rice
in a bottle. Describe sound and guess
it.
Give me a sound
Can they make their voice? E.g. go down Sound bags
a slide, wheee. Buzz like a bee zzzzz. Collect objects with the same
Hiss like a snake ssssss.Relax into a sounds in bags. Guess the same
chair aaaah
 Overview: By end of phase children should be able to read some VC and CVC and spell them
Phase 2
using magnetic letters or on whiteboards.

Teach 19 letters.   Use term

One set per week Play Full Circle: Simon says: ‘Sound
Use a puppet to give instructions.
Simon says: talk’
sat, sit, sip, tip, tap, sap, sat 1. Stand u-p
1. s a t p 2. Put your hands on your kn-ee-s
2. i n m d pin, pit, sit, sat, pat, pan, pin 3. Put your finger on your n-o-se
3. g o c k
pot, pod, pad, sad, mad, mat, pat, pot Teach these tricky words:
4. ck e u r
5. h b f ff cat, can, man, map, mop, cop, cap, cat the to I go no
__ . .. . .. ..  
leg, peg, pet, pat, rat, ran, rag, lag, leg
Use
fans run, bun, but, bit, hit, him, dim, din, sin, sun, run
 
Flashcards work
Use
magnetic Missing Objects
26 high frequency letters Hide pictures in a box
words are Use pictures/imagesof these words
Set of objects (six cvc)
decodable (see ELS picture cards). Choose and
spell. e.g. pen, mug, book
Play pairs between image and words. List of nine words. Pair
Use Puppets up objects to words.
Pack picnic
for puppets Use real objects in a hoop.
e.g. j-a-m   Use sound Rubbish or treasure?
Choose an object then
h-a-m buttons mop
count the sound buttons.
c-h-ee-se e.g. it a   pon
Letters and
  sounds .. .. cat
Pg.69 and 70 mip
Write captions e.g. cat in the hat Pg. 71
 Phase 3 Overview: By end of phase children should know another 25 graphemes e.g. oa and continue
to practice cvc blending and segmenting. Learn all words include a vowel or ‘y’.
Learn 6 new HFWs
Find /sh/ F
  Use fans
that are decodable. Play Full Circle:
In intial and final e.g. ch, sh,
Set 1:
position. Sort out using two th, ng, ee,
ship, chip, chin, thin, than,
hoops. E.g. sheep, bush, shop, ai
6. j v w x can, cash, rash, rang, ring, wish,
7. y z zz qu rip, ship
Set 2:
song, long, lock, shock, shop, chop, chip,
Learn chick, thick, thing, sing, song Teach these tricky words:
letter Set 3: he she we me be was
Learn /y/ car, card, lard, laid, maid, mood, moon, moan,
Phoneme
names .. __. .. .. .. …
moat, cart, car my you they her all are
Play yes or no?
Do these words Set 4: .. .__ _ _ .__ .__ ___
begin with /n/ or /y/? light, right, root, room, roam, road, paid, pain,  
yellow Yasmine not main, mail, sail, sigh, sight, light
yoyo next Learn Substitution sentences
never yesterday an Mark fed the cat
yes name yoghurt alphabet   cat changes to dog
young nit you
song fed changes to chased
yell nice Pg.104 Introduce range of graphemes chased changes to hid
e.g. ch, sh, th, ng, ai, ee, igh, oa
Mark changes to Sam
, oo, ar, or, ur, ow, oi
Use ear, air, ure, er. Model changes.
Say words in phoneme Pg 104
sad voice, frames
Introduce two syllable
happy voice,   Write action Rubbish or treasure?
words: carpark
bossy voice, books jarm
farmyard  
shy voice.   e.g. I can zip
Letters and
sounds jump..run jowd
Pg.100- 104 win
Use timers to read sets of flashcards
 Phase 4 Overview: By end of phase children will consolidate knowledge of graphemes in reading and
spelling words containing adjacent consonants and polysyllabic words.
Use phoneme
frames and use P   Use ‘Sound
CVCC words: Present time
sound buttons talk’ e.g.
Sound talk then add final /
Decode these HF Wrap up flashcards. Get l-o-s-t
Initial phoneme
words: pupils to sound talk and wrte in d-u-mp
Set 1:Add t in final pos. phoneme frame.
went, it’s , children, ten ben run
just, from, help Set 2:Add p in final pos.
hum dum rum
Set 3: Add s in initial pos. Teach these tricky words:
pot pin peck top
Keep working on
Use Set 4: Add t in initial pos. said, so, have, like, some,
multi-syllabic sound rip rack win come, were, there, little,
words. buttons Set 5: Add c in initial position one, do, when, out, what.
lap lip hin
Pick a card and clap Set 6: Add g in initial position
out syllables. Substitution sentences
Play yes lad ran lass rip
e.g. desk – top The man burnt the toast
or no?
lunch- box toast changes to towel
Pg 128
man changes to girl
Puppets towel changes to milk
  Use puppets that always get words
burnt changes to bring
Matching Wrong. Sidney Snail (Puppets
by post) milk e.g. mink Model changes.
Picture and Use
phoneme Pg 114 &128
sentence Writing Sentences
frames
pairs. Demonstration writing with the
  What’s in Rubbish or treasure?
e.g. It is fun to children’s help
camp in a tent.   the box? e.g. The clown did the best tricks   skip
Pg 126 drep
Letters and
sounds trunt
Pg.126 &127 shelf
Use timers to read sets of flashcards
 Phase 5 Overview: By end of phase children will broaden their knowledge of graphemes and
phonemes for use in reading and spelling.
Use phoneme
frames and use P   Use ‘Sound
Spiit Digraph
sound buttons t, m, p, n, ie talk’ e.g.
Alternative Pronunciations
Decode these HF l-o-s-t
i : fin, find
words that include tie – What needs to be added to make d-u-mp
o: hot, cold time?
a split digraph: c: cat, cent pie – What needs to Teach these tricky words:
like, make, came, g: got, giant be added to make
made pine?
oh, their, Mr, Mrs, looked, called,
u: but, put
asked, would, should, could,
ow: cow, blow
water, where, who, again,
ie : tie, field
thought, through, work, mouse,
Use ea: eat, bread
many, laughed, because,
flash er: farmer, her
Learn /zh/ - new different, any, eyes, friends,
phoneme.
cards a: hat, what
once, please.
e.g. treasure y: yes, by, very
television ch: chin, school, chef Graphemes
vision Play yes ou: out, shoulder, could, you
pleasure or no?  
visual Recognise 2 and 3
Pg 128
measure letter graphemes
Introduce graphemes e.g. pound, light,
ay, ou, ie, ea, oy, ir, ue, aw, wh,
boy, sigh, out, joy
Matching ph, ew, oe, au, a-e, e-e,
i-e, o-e, u-e. Pg.144
Picture and Use
phoneme
sentence Sentence Substitution
frames
pairs. e.g. Paul eats peas with his meat.
e.g. It is fun to Homophones Rubbish or treasure?
Substitute peas for beans or
camp in a tent.   e.g. wind, eats for cooks.   child
read,bow liff
Letters and
sounds wiln
Pg.152 wild
Use phoneme spotter stories to identify
phonemes Pg. 160
Phase 6 Overview: By end of phase children should know most of the common grapheme- phoneme
correspondences. They should be able to read hundreds of words.

  Google
Syllables Base words P Learn all Learn 100
Read road, leaf, I can break it into I can find its base contractions most mis-
smaller bits to word e.g. let’s spelt words
town, cloud, shop. can’t
remember e.g. smile + ing =
e.g. Sep-tem-ber   smiling
Learn spelling patterns Rhyme Time
- When /o/ follows Generate rhyming
/w/ spelt with an 4 MEMORY patterns to show different spelling
‘a’ STRATEGIES patterns of same sound
e.g. was, wallet, want, e.g. sea/see
Analogy Mnemonics pole/ bowl/ soul
wash, watch, wander Use I can use words I I can make up a zoo/ clue/ flew
post already know to sentence to help me / you
- When /ur/ follows its! help me remember people
/w/ spelt ‘or’ e.g.could = should, e.g. people eat
e.g. word, worm, work, would orange peel like
worship, worth
Suffix –ed
elephants. Using past tense, add suffix.
Play yes
- When /or/ sound or no? Choose a word card. Decode
before/l/ spelt Pg 128 without suffix then add.
with an ‘a’ e.g. round, help, turn, beg, hiss,
Introduce graphemes
e.g. call, always, ball want, sort, hum, wade, hate,
always ay, ou, ie, ea, oy, ir, ue, aw, wh,
- ph, ew, oe, au, a-e, e-e, grease, live, rob, rock, laugh,
Difficult Words. i-e, o-e, u-e. call, roast.
Take it apart
Experiment with other suffixes
and put it Use s and es: cats, bushes. Ending
back together. phoneme
Design own ed and ing: hoped, hoping Challenges:
e.g. getting, frames Also ful, er, est, ly, ment, Do a 100
spelling logs ant or ent? word
beautiful   ness,y   ance or ence? Spell-a
thon!!!!
Dictation challenges
Teacher reads short passages from favourite books