Let’s PLAY!

Phonics and Learning Activities for You!

Once your students have completed phase 1 Phase 2
(which is based on developing their speaking -First 19 sounds are introduced:
and listening skills), they will move onto s,a,t,p,i,n
phase 2. m,d,g,o,c,k,
e, u, r, h, b, f, l
In this stage, your students will begin to
learn new sounds and the letters that are -Segmenting & blending
associated with that sound. CV & CVC words
at – CV word
They will form the sounds and do a variety cat – CVC word
of games and activities to practise -Some non-decodable words are
recognising these. introduced
I, go
Step 1: Phase 2 Sounds

Children learn the grapheme-phoneme representations (letters) for 19 letters.

They also learn that phonemes (sounds) can be represented by more that one letter.

Set 1 Set 2 Set 3 Set 4 Set 5

s a t p i n m d g o c k ck e u r h b f,ff l,ll ss
 S/s/

A Multisensory Phonics Instruction

The process of learning a sound, includes:

Saying a number of words with the same initial sound, exaggerating it: E.g.
sssssnake, sssssssun

Showing the children the grapheme (letter) that represents the sound.

Flashing a card with the grapheme on one side

and a picture on the other.
When the children see the grapheme side,
they are to say the sound.
When they see the picture sound,
they are to say the word corresponding to the picture.
• Look closely • Call out the sound
• Sequencing • Musical paper plates
• Let’s go fishing • Who took the cookie from the
• Sounds in the dark cookie jar?
• Cross the river • Sound walk
• Pass the mic • Musical chairs
• Memory game • Write on my back
• Touch the sound • Bingo
• Find the sound • Read my lips
• Tube talk • Let’s have a race
• Chinese whispers • Pop the bubbles
• Collecting sound • Freeze dance
• Write the sound • A box full of…
• Little detectives • Through my window I can see
• Postman
Storytime: ‘I want to be an explorer.’

Stories contribute to the identification of sounds in words.

Working on sounds in initial position:

elephant, monkey, parrot, crocodile, lion, snake.

 Pete the Cat Pizza Party

While singing along with Pete, children will learn different sounds of words

words include phonics like: ‘pepperoni,’ ‘pizza,’ ‘party’,

‘papaya’, ‘pistachios’, `pickles’, ‘pretzels’, ‘popcorn’.

Working on alliteration.
VC and CVC Words

During this Phase, children will be taught to read different words using the sounds and
letters they have been exposed to.

V: Vowel

C: Consonant

VC are those that consist of a vowel and then a consonant (am, on, it)

CVC words are those that consist of a consonant then a vowel and then a consonant (cat,
dog, pen) Some words such as bell are also CVC words because they only have three
sounds: b-e-ll.
Step 2: Phase 2 Blending

After your students have begun to explore different sounds (phonemes) and letters
(graphemes), they will start to blend.

Blending is the process of combining letters together to form words. At this step, your
child will probably be focusing on creating simple CVC words (consonant, vowel,
consonant).

By saying the sounds aloud, your child may begin to blend sounds together (for
example, s-a-t - sat, c-u-p - cup).
What’s in the box?
Buried treasure
Step 3: Phase 2 Sound Buttons

Sound buttons are used to identify how many phonemes are present in a word.
It can be a little tricky for your child to spot the difference between the number
of sounds in a word and the number of letters
For example, in the word ‘bad’, the number of letters and sound buttons are the
same, b-a-d, so three. However, in the word ‘rocket’, the number of letters and
sounds are different, as it is six letters but five sounds.
Step 4: Phase 2 Segmenting

Segmenting is the reverse of blending. In blending, your students combine sounds

together to form words but with segmenting, your students hear a word and
identifies the different sounds that make up that word. This is a good way for your
students to practise not only the phonics sounds they have learnt so far, but also to
breakdown spelling patterns and rules.
• Let’s make some soup • Swat a letter or word to make it stand
out! C A T’
• Let’s feed the puppet
• Wordy washing line
• What’s the sound Mr Wolf?
• Balloon bat
• Fill in the gaps
• Roll the ball
• Pass the balloon

• Crocodile in the river

• Backpack! Backpack!
Step 5: Solve Missing Number Calculations

Tricky words are ones that don’t necessarily follow the phonics rules but
appear often in common sentences.

These include words like ‘to’, ‘go’, ‘the’ and ‘I’. These tricky words have to be
learnt to be read on sight, rather than using sounds and blending to work them
out.
Play-Based Games To Teach Tricky Words

Ghost Game
Secret Hunt
Board Game
Different Voices!
Magic Camera Game
 Top Tips For Teaching Tricky Words

•Teach them in order

•Start when children are at least beginning to blend, and know lots of phonemes

•Practise them daily

•Use fun games and bring the process to life!

•Practise and apply the skill in different contexts