Let’s PLAY!

Phonics and Learning Activities for You!

Disco Warm up
Stand up, sit down. Stand up, sit down. Stand up, sit down.
Hands up, hands down. Hands up, hands down. Hands up, hands down.
Stand up, and bow. Stand up, and bow. Stand up, and bow.
Sit down, sit down. Sit down. Sit down. Sit down, sit down.

And clap. And cheer!

Come on, louder! And cheer!
 Model for daily teaching of phonic skills and knowledge
Multi-sensory, interactive and FUN

Revisit and Review Teach Practise Apply

Recently and previously New phoneme- New phoneme – New

learned phoneme- grapheme grapheme knowledge
grapheme correspondences; correspondences and skills
correspondences, skills of blending skills of blending while
blending and and segmenting; and segmenting reading/
segmenting skills as tricky words writing
appropriate
Phase 3 - Daily Phonics Planning Week 1
Set 6: j, v, w, x Learn alphabet song

We are learning the alphabet song and practising blending and segmenting

Revisit & Practise : a, t, p, I, n, m, d, g, o, c, k, ck, e, u, r, h, b, f, f, l, ll, ss

Review Play Flashcards
Teach Learn an alphabet song
Monday

Practise Play Sound buttons with the words: mess, fat, bun, boss, back, hop, cuff,
dull, sell.
Apply Hold up captions on card or whiteboard. One child reads – encourage
them to blend if they get stuck - then all children read together.
I got a hug and a kiss. The dog bed is in a mess. A cat can hiss.
Assess Make notes on assessment sheet.
https://youtu.be/3ovJIxTQpsU https://youtu.be/OJWJx0ILwV8
 Teaching letter names (if not already taught)
Procedure (gradually over a period of two or three weeks)

1. Teach the alphabet song and sing it every day for a week.
2. Display two or three animals (or pictures of animals) and ask the children to indicate
which is the cat, the dog, the cow, etc. and then what sound each one makes:
meow, woof, moo, etc.
3. Reiterate that one of the animals is a cat and it makes the sound meow.
4. Display a letter (e.g. t) and tell the children that it is a t (say its name) and stands for
the sound /t/ (say its sound).
5. Display another letter (e.g. m) telling the children what it is. Ask them what sound it
stands for (as they already know the sounds of the letters).
6. Display the alphabet frieze and point to the letters as the children sing the alphabet.
7. Continue singing the alphabet daily and pointing to the letters until you are satisfied
that all the children know the letter names.
8. Pick out a few letters each day and connect the names with the sounds of the letter.
 Song: Listen to the sound

Music n’ Movement Activity: Children can identify the different sounds in the environment.

Chorus: Listen to the sound Listen to the sound

One ear. Two ears. (frog). (dog).
They let you. Let you Listen to the sound Listen to the sound
hear. (telephone ringing). (water).
Hear the sounds. Hear Listen to the sound
the sounds all around. Listen to the sound (birds chirping).
(cat). Listen to the sound
Listen to the sound (siren).
(choo choo train).
Letter Sounds

This song says the letter sounds clearly to a hip hop sound
 We are learning a new phoneme j and how to read and write it.

Revisit & Practise s, a, t, p, i, n, m, d, g, o, c, k, ck, e, u, r, h, b, f, f, l, ll, ss

Review Play Quickwrite Graphemes. Sing the alphabet song
Teach Introduce the phoneme j with actions –in Letters and Sounds.
Gestures- chant- pictures
Practise Play Soundbuttons Words: jam, jet, jog, Jill, Jack
Tuesday

what’s in the box?

Apply Hold up caption on card or whiteboard. Read together and model
blending tricky words.
Jack and Jill jog up the hill. Jog to get the jam. A man can jog to get
fit.
What’s the sound Mr.Wolf?
Assess Make notes on assessment sheet. Who can recognise the sound? Who
can write the letter?
https://youtu.be/qWn-qxUddqo
 Practising blending for reading

What’s in the box?

1. Display a word card.
2. Go through the grapheme recognition and blending process, placing a sound
button below each grapheme, as illustrated. Draw attention to the long
sound buttons under the two-letter and three-letter graphemes.
3. Ask a child to find the corresponding object or picture in the box.
Variation 1 (to additionally develop vocabulary)
1. Attach some pictures to the whiteboard using reusable sticky pads or magnets or
display some objects.
2. Display a word card.
3. Go through the grapheme recognition and blending process as above.
4. Ask a child to place the word card next to the corresponding picture or object.
Variation 2 (when children are confident blenders)
1. Children sit in two lines opposite one another.
2. Give the children in one line an object or picture and the children in the other line a
word card.
3. Ask the children with word cards to read their words and ask the children with objects
or pictures to ‘sound-talk’ the name of their object or picture to the child sitting next
to them.
4. Ask the children to hold up their words and objects or pictures so the children sitting
in the line opposite can see them.
5. Ask the children with word cards to stand up and go across to the child in the line
opposite who has the corresponding object or picture.
6. All the children check that they have the right match.
 Practising reading and writing captions and sentences

Reading captions
Matching (with the teacher)
1. Display the caption or sentence.
2. Sound-talk and read the first word (e.g. J-a-ck / Jack).
3. After sound-talking and reading the second word, say both words (e.g. and J-i-ll
4. Continue with the next word (e.g. J-o-g /jog – up the – h-i-ll /hill)
5. Continue to the end of the caption.
6. Display the pictures.
7. Ask the children which picture the caption belongs to.
8. As children get more practice with the high-frequency words, it should not be
necessary to continue sound-talking them.
Shared reading
When reading a shared text to the children locate occasional VC, CV and CVC words
comprising the letters the children have learned and ask the children to read them
 We are learning a new phoneme v and how to read and write it.

Revisit & Practise s, a, t, p, i, n, m, d, g, o, c, k, ck, e, u, r, h, b, f, f, l, ll, ss + j Play

Review Flashcards Sing the alphabet song
Teach Introduce the phoneme v with actions
Wednesday

Practise Words: jam, jet, jog, van, vet, visit, back, sun, hot, pen
Apply Hold up sentence on card or whiteboard. Read together and model
blending tricky words. Did I put the jam in the van? Did the cat get to
the vet? Can I visit a pet on a jet?
Hat and box
Assess Make notes on assessment sheet. Who can recognise the sound? Who
can write the letter?

https://youtu.be/0i_YuTxZ-1o
We are learning a new phoneme w and how to read and write it.

Revisit & Practise s, a, t, p, i, n, m, d, g, o, c, k, ck, e, u, r, h, b, f, f, l, ll, ss, j + v

Review Play Quickwrite Graphemes. Sing the alphabet song.
Teach Introduce the phoneme w with actions
Practise Play Quickwrite Words: will, win, wag, web, wig, wax, jam, jog, van,
Thursday

vet.
Apply Play Yes/No questions – get children to use thumbs up and thumbs
down to show whether the answer is yes or no. Is the sun wet? Can
men jog to get fit? Has a pot of jam got a lid? Can a van go up a hill?
Has a cat got a web? Will a pig put on a wig?
Assess Make notes on assessment sheet. Who can recognise the sound? Who
can write the letter?
We are learning a new phoneme x and how to read and write it.

Revisit & Practise s, a, t, p, i, n, m, d, g, o, c, k, ck, e, u, r, h, b, f, f, l, ll, ss, j, v + w

Review Play Flashcards Sing the alphabet song.
Teach Introduce the phoneme x with actions
Friday

Practise Practise reading high-frequency words : Words: no, go, I, the, to.
Apply Play Yes/No questions. Can wax get hot? Has a fox got six legs? Can a
vet fix a jet? Will a rat visit a fox? Can a taxi hop? Will a dog sit in a box?

Assess Make notes on assessment sheet. Who can recognise the sound? Who
can write the letter?

https://youtu.be/TvMyssfAUx0
Phonics Phase 5

Children continue to build on the phonics skills that they learnt in Phases One to Four.
They add an additional 19 graphemes to their repertoire, learn more spelling rules and
patterns, and gradually improve their reading speed and accuracy.

New vowel combinations give children more new ways to write sounds: Phase 3
“ur” as found in the word curl. Now they learn that this sound can be written "ir" as
in girl.
Children learn even more ways to write sounds when they learn the vowel plus
consonant plus e pattern. This is where adding an e to the end of a word changes the
sound of that word by altering the sound of the first vowel

As they learn alternative spellings, pupils are also introduced to homophones

and homographs. Homophones are words like pale and pail that sound the same but
which are spelt differently.
https://youtu.be/3prL9EHifw0
 Step 1: Phase 5 Digraphs

Not all phonetic sounds are represented by single letters. Some can be represented
by two letters together, e.g. ee, ai, ch and sh. It’s important to note that digraphs
represent unique sounds and are different from cluster blends, which are two
separate sounds said together. It is during phase 5 of phonics that your students will
become familiar with these digraphs (sounds with two graphemes or letters). Your
students will begin to explore a range of new digraphs, including ay, ou, ie, ue, aw,
ph, ew and ey.
Step 2: Phase 5 Split Digraphs
It is at this step that your child will be introduced to split digraphs. Split digraphs
are similar to other digraphs in that they are sounds represented by two letters.
However, they differ from other digraphs because the two letters are split with a
gap (or intervening letter) between them. For example, the a_e in tame, the i_e in
time or the o_e in bone.

https://youtu.be/eTqgFj-gWek
 Step 3: Phase 5 Alternative Spellings

Not all sounds are spelt the same way in every word; sometimes a sound can have
a number of different forms, e.g. the ‘ay’ sound can be spelt ay, ai or a_e (may,
pain, take). At this step, your child will begin to explore these different spellings for
sounds and learn the different sound families. They will experiment with writing
the alternative spellings and begin to read words accurately that contain them.
Step 4: Phase 5 Blending and Segmenting

Blending is the process of combining different sounds together to read words. To

blend, your child will be identifying individual sounds within a word and combining
them together to read the word. For example, in the word ‘replied’, your students
may identify the sounds r - e - p - l - ie - d in order to blend them together.
Segmenting is the reverse of this process. To segment, your students will be able
to break a word down to identify the sounds within it.
During phase 5, your students will probably practise blending and segmenting
increasingly complex words that contain five or more sounds. This will include
both real and nonsense words, allowing your child to focus on the skill of blending
and segmenting rather than worrying about the meaning of the word.
Step 5: Phase 5 Tricky Words
Tricky words are ones that don’t follow the phonics rules but appear often in
common sentences. They contain groups of letters that make unique or different
sounds to the ones your students would expect if they were to use blending or
segmenting. As these words don’t follow the normal phonics rules, your child will
need to memorise them and learn to read them on sight.
Phase 5- Daily Phonics Planning Week 4
New graphemes: a_e, e_e, i_e, o_e, u_e Tricky words for spelling: some, come, were, there

We are learning a new graphemes i_e.

Revisit & Practise GPCs particularly any that the assessments showed children
Review struggling with. Use the games Flashcards or Quickwrite Graphemes
Teach Introduce split digraph i_e – follow instructions
Practise Play Quickwrite. Words: shine, slide, prize, nice, inside, invite.
Monday

Apply Hold up sentence on card or whiteboard. Ask children to read aloud to a

partner and figure out the sentence together. Then the class read aloud
together. Will you invite me inside? Can a slide shine all the time? Is it time
to get my nice prize yet?
I am a word
Assess Make notes on assessment sheet. Who can recognise the sound? Who can
write the letter?
We are learning a new grapheme o_e

Revisit & Practise GPCs particularly any that the assessments showed children
Review struggling with. Use the gamesFlashcards or Quickwrite Graphemes
Teach Introduce split digraph o_e – follow instructions
Practise Play Buried Treasure. Words: whole, explode, close , alone
Tuesday

Apply Hold up sentence on card or whiteboard. Children read the sentence

independently in their heads and raise their hands when they have
worked out what it says. Read out loud as a class. Can a stone explode? If
you are at home alone and you find a bone, will you get on the phone?
Will you see a queen on a throne or on an envelope?
Assess Make notes on assessment sheet.
We are teaching spelling the tricky words some, come, were, there

Revisit & Practise GPCs particularly any that the assessments showed children
Review struggling with. Use the games Flashcards or Quickwrite Graphemes
Teach Teach spelling of the tricky words some, come, were, there
Wednesday

Practise Practise spelling the tricky words some, come, were, there.
Apply Read a sentence. Ask children to write on whiteboards. Encourage
children to soundtalk. Some dolphins come home to sleep. Were there
lots of donkeys on the beach? Were there some turkeys on the lawn?
Assess Make notes on assessment sheet. Who can recognise the sound? Who
can write the letter?
Song:
Stand up, sit down. Hands up, hands down. Stand
up, and bow.
Sit down, sit down.

Wiggle, wiggle, wiggle your nose. Wiggle, wiggle,

wiggle your toes. Wiggle, wiggle, wiggle your
cheeks. Wiggle, wiggle, wiggle your ears.
And clap!

Shake, shake, shake your head. Shake, shake, shake

your hands. Shake, shake, shake your arms. Shake,
shake, shake your legs.

And cheer! Come on, louder!