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Phonics 

Phonics week beginning 13.7.20

Phase 3:

This week I would like you to recap all the song of sounds songs and identify the sounds that your child knows and can identify and those they cannot. The sounds your child struggles with can then be your focus for the next two weeks. See below for the activities you can do.

Practice and apply (activities):

  • Hide the sounds and ask your child to write the sounds down.
  • Play a game of find the word which include the sounds we have looked at.
  • Play games on phonics play and topmarks focusing on those phonemes your child struggles to identify.
  • Scavenger hunt. Ask your child to find something with the phoneme you request e.g. flower.

Phase 6:

Revisit and review: Recap dropping the e and adding ing that the children looked at last week. You could play BINGO with your child. Put the words on paper and your child must choose 6 words, add ing and follow the correct rule when writing it down.

Teach:

  • Words do not end in the letter v unless they are abbreviations e.g. rev.  If a word ends in a v sound, e must be added after the v in the spelling (give, have, live, love, above).

Quick write: give, have, live, love, above.

Quick write: silliest happiest muddiest sunniest, loveliest, prettiest

Practice and apply (activities):

  • Tumbling Tumbleweeds – phonics play phase 6 interactive games
  • Plan quick write games with your child
  • Hide words around your house and ask your child to find the words and decided if they are spelt correctly or incorrectly
  • Give your child dictated sentences to write down, focusing on their spelling.

Phonics week beginning 6.7.20 

Phase 3:

Sounds of the week: ear, are and ure

Songs of the week:

Air – a hairy fairy air air air

Are – share if you care are are are

Revisit and review: Revisit and review our songs of sound songs for each sound we have looked at. You can find the songs further down the page.

Teach: Show the children the air and are trigraph (a single sounds that is represented by 3 letters) and ask the children to sing the songs with you. Point out the trigraphs in the words.

Have a range of words displayed and ask your child to help segment and blend them together.

Words: fair, hair, pair, care, share, dare, prepare

Practice and apply (activities):

  • Hide the words and ask your child to write some of the words down. Remember to sound the words out and have the trigraph displayed for them to see.
  • Play a game of find the word.
  • You could extend this by showing the two air and are sounds. You could say a word, ask you child to write it down and then jump on the correct air sounds that is used in the word.
  • Play games on phonics play and topmarks focusing on those two trigraphs.
  • See additional resources.

Phase 6:

Revisit and review: Sing the song of sounds songs for each sound previously looked at.

Quick read and write the words give, have, live, love, above. See if your child can remember the rule.

Teach:

Adding the suffix ing to verbs. If the root word ends in an e (drop it), short vowel (double the consonant) or just add ing. For example, like changes to liking.

Give your child the following words below and ask your child to change the words by adding the suffix -ing.

Root words: hike, like, make, ride, shake, fake and hide.

Then move onto the dropping of the e and doubling the consonant when a short vowel has been used e.g. hop changes to hopping and stop change to stopping.

Words: stop, hop, rob, sit, bat, dig and plan

Practice and apply (activities):

  • Tumbling Tumbleweeds – phonics play phase 6 interactive games
  • Plan quick write games with your child
  • Hide words around your house and ask your child to find the words and decided if they are spelt correctly or incorrectly
  • Give your child dictated sentences to write down, focusing on their spelling.

Phonics week beginning 29.6.20

Phase 3:

Sounds of the week: ur, ow and oi

Songs of the week:

Ur – if you’re hurt see and nurse

Ow – throw in the snow ow ow ow

Oi – don’t be noisy oi oi oi

Revisit and review: Last week we looked at the following sounds: oo, ar and or. Can you practice reading and writing the sounds? See you if you can write the follow words moon, book, car, horse.

Teach: Practice reading and writing the sounds of the week. Look at our songs and practice singing them.

Practice and apply (activities):

  • Play splat with the sounds. Can you find the … sound?
  • Look at words containing the new sounds we are looking at this week.
  • Collect a range of objects, toys etc containing the following sounds and ask your child to sort the objects into the correct sounds.
  • Play online games on phonics play and topmarks.

Phase 6:

Revisit and review: Quick write words was, watch, wallet, want, wash, wander.

Teach: Words do not end in the letter v unless they are abbreviations e.g. rev.  If a word ends in a v sound, e must be added after the v in the spelling (give, have, live, love, above).

Ask your child to read and practice writing the words give, have, live, love, above.

Practice and apply (activities):

  • Ask your child to read and write words including the following rules above (address any words your child spells incorrectly).
  • Make the activity active and take your child outside to write the words on the floor with chalk.
  • Dictate sentences to your child including some of the words.
  • Give your child words spelt correctly and incorrectly and ask them to highlight those that are correct or incorrect.
  • Play splat with the words. Write words on pieces of paper, spelt correctly and incorrectly and ask your child to find the correct spelling.

Phonics planning week beginning 22.6.20:

Phase 3 (Reception and Year 1):

Sounds: oo, ar and or

Songs:

Oo - Look in a book oo oo oo (short sound)

Oo - Zoom to the moon oo oo oo (long sound)

Ar - Go far in your car ar ar ar

Or - It’s a horse of course or or or

Activities:

  • Sing song of sounds song.
  • Practice writing the sounds using different mark making equipment.
  • Hide the sounds around the room and ask your child to find one of the sounds.
  • See alternative resources provided.
  • Phonics play online activities.
  • Play topmarks phonics activities.

 

Phase 6 (Year 2):

Revisit and review: Play a matching game with your child. Around the room have past or present tense words e.g. go, went, jump, jumped (a mixture of regular and irregular, as looked at last week). Give your child a word and ask them to hunt for the word which is the opposite tense.

 

Teaching: The ‘special w’. There is a PowerPoint in resources to support your teaching.

Over 2 days explain to the children when a o sound comes after a ‘w’ we always record it with the phoneme a. Words: was, watch, wallet, want, wash, wander. Complete activities below to support teaching.

Over 2 days explain that when the ur sounds comes after a ‘w’ we spell it with the or diagraph. Words: worship, worm and working.

 

Practice and Apply:

  • Ask your child to read and write words including the following rules above (address any words your child spells incorrectly).
  • Make the activity active and take your child outside to write the words on the floor with chalk.
  • Dictate sentences to your child including some of the words.
  • Give your child words spelt correctly and incorrectly and ask them to highlight those that are correct or incorrect.
  • Play splat with the words. Write words on pieces of paper correct and incorrect and your child must find the correct spelling.

Phonics week beginning 15.6.20:

Phase 3 (Reception and Year 1):

Sounds: ai, ee, igh and oa

Songs:

ai – train in the rain ai ai ai

ee – busy busy bee ee ee ee

igh – soar up high igh igh igh

oa – coat on a boat oa oa oa

Activities:

  • Sing song of sounds song.
  • Practice writing the sounds using different mark making equipment.
  • Hide the sounds around the room and ask your child to find one of the sounds.
  • See alternative resources provided.

 

Phase 6 (Year 2): Past and present tense

Revisit and review: Revisit and review all sound learnt using the song of sounds.

Teaching: Teach the concept of simple past tense (yesterday or today). Discuss regular past tense adding d or ed to words and irregular past tense where the word changes completely.

Read common verbs and find matching pairs (go - went, come – came, say – said, look – looked, eat - ate).

 

Activities to help practice and apply:

  • Matching past and present tense words
  • Highlight past tense verbs in a chosen story
  • Play splat with the children. Write a variety of past tense verbs on the floor with chalk or on pieces or paper. You say the present tense and ask your child to find the past tense verbs.
  • Put past tense verbs in a bag and your child must pull one out and syllable clap it.
  • Set up an obstacle course with your child. When your child gets to the end of the course, they could be told to write the past tense of a present tense verb and vice versa.
  • See extra resources below to support you with teaching this.

Phonics week beginning 8.6.20:

 

Phase 3 (Reception and Year 1):

Revisit and review: Show your children the sounds they looked at last week qu, y and z. Ask your child to identify the sounds and the songs.

New sounds: sh, ch, th, ng

Songs:

sh – sharks on the shore sh sh sh

ch – chickens each cheese ch ch ch

th – thorn in my thumb th th th

ng – sing a song ng ng ng

Activities:

  • Go through the sounds and song with your child and ask them to repeat the sound and song back to you.
  • Play a game by putting the sounds out around the room or garden and your child must run to the sound you say.
  • Practice drawing and writing the sounds.
  • Get a set of pictures of objects and place them with the correct initial sound.
  • You can make the activities as active or as fun as you like. You could hide the sounds in sand, in a paddling pool and ask your children to collect the sound you say. They could then build a word using the sounds.
  • Look at the follow words chap, chip, chat, ship, shut, fish, bath, moth, king and ring.
  • Go on a sound hunt. How many objects/toy can you find that have a ch, sh, th and nh sounds in them.
  • Complete sorting activities found in resources.

 

Phase 5 (Year 2):

Revisit and review: Recap the ou, or, oi and oy sounds previously looked at and ask your child to sing the songs that match the sound. Give your child words which contain the sounds and ask them to draw the sound buttons and read the word.

Sounds: air and are

Songs:

air – a hairy fairy air air air

are – share if you care are are are

Tricky words: when, what, why, which, where, were, who and how

Activities:

  • Read and write that sounds with your child.
  • Give them words provided (see resources) containing the sounds and ask them to sound them out.
  • Give your child sentences including words which contain one of the above sounds.
  • You can make it as fun as you like. Place words in sand, water or around the house for your child to find and write.
  • Ask your child to write the different sounds on the floor (outside). Say a word and your child must write the word under the correct or sound that is contains.
  • See addition sheets and activities provided
  • Practice reading and writing tricky words. Say dictated sentences for your child to write, including one of the tricky words above.

Phonics weekly planning - 1.6.20

 

Phase 3:

Revisit and review: Revisit the sounds looked at in the previous week j, v, w and x. Play a game with the children by placing the sounds out and they must throw a ball onto the sound that you say. Recap writing the sounds and some CVC words e.g. vet, jug.

Sounds of the week: y, z and qu

Songs:

qu- Queens run quickly qu qu qu

y- yellow yoyo y y y

z – zebras in the zoo z z z

Activities:

  • Go through the sounds and song with your child and ask them to repeat the sound and song back to you.
  • Play a game by putting the sounds out around the room or garden and your child has to run to the sound that you say.
  • Practice drawing and writing the sounds.
  • Get a set of pictures or objects and place them with the correct initial sound.
  • You can make the activities as active or as fun as you like. You could hide the sounds in sand, in a paddling pool and ask your children to collect the sound that you say. They could then build a word using the sounds.
  • Go on a sound hunt. How many objects/toy can you find that have a qu y or z in.

Phase 5:

Revisit and review: Recap the or, au and aw sounds previously looked at and ask you children to sing the songs that match the sound. Give your child words which contain the sounds and ask them to draw the sound buttons and read the word.

Sounds of the week: ou, or and oi and oy

Songs:

ou- mouse in a house ou ou ou

ow- clown upside down ow ow ow

oi- don’t be noisy oi oi oi

oy- boy with a toy oy oy oy

Activities:

  • Read and write sounds with your child.
  • Give them words provided containing the sounds and ask them to sound them out.
  • Give your child sentences including words which contain one of the above sounds.
  • You can make it as fun as you like. Place words in sand, water or around the house for your child to find and write.
  • Ask your child to write the different sounds on the floor (outside). Say a word and your child must write the word under the correct or sound that is contains.
  • See additional sheets and activities provided

Phonics weekly planning 18.5.20

Phase 3

Revisit and review sounds: s a t p i n m d g o c k ck e u r h b f f l ll ss

Sounds of the week: j, v, w and x

Songs:

j – Jellybeans are jumping j j j

v – Val has a vilolin v v v

w- Whales in the water w w w

x- Fox on a box x x x

Activities:

  • Sing the songs of sounds with your child
  • Write the graphemes out on flashcards and say the grapheme for your child to find.
  • Sing the song for each grapheme and ask your child to find it or write it.
  • Match objects to the correct sound.
  • Write words for your child to read and find e.g. wet, vet, box
  • Say a word for your child to write. Help your child count out the sound e.g. b-o-x = box
  • Make it as active as possible, with obstacle courses, jumping on sounds, painting sounds etc.

 

Phase 5

Revisit and review sound: Play splat with sounds provided. Allow your child to run and jump on the sound to make it fun and active.

Sounds of the week: or, au and aw

Songs:

or- It’s a horse of course or or or

au- Naughty in autumn au au au

aw - It’s an awful claw aw aw aw

Activities:

  • Ask your child to read words containing the different ‘or’ sounds (see resources provided).
  • Complete phoneme spotters with your child. How many words containing au and aw can you find? (see resources provided)
  • Ask your children to write the different sound on the floor (outside). Say a word and your child must write the word under the correct or sound that is contains.

Week beginning 11.05.2020 tasks: 

This week I would like you to revisit the sounds that your child has already looked at. See which sounds your child struggles with and work on those sounds.

 

Phase 2 and 3:

  • Recap the song of sounds set 1 song and practice the sounds with your child.
  • Have a range of objects beginning with the sounds s, a, t, p, i, n, m, d, g, o, c, k, ck, e, u, r, h, b, f, f, l, ll and ss . Ask your child to tell you the name of each object (syllable clap whilst doing this). Then ask your child to find an object beginning with the sound that you say. For those children who struggle reduce the number of objects and give them a choice between two objects.
  • Go on a sound hunt with your child. Can you find something beginning with s etc.
  • Ask your child to write down the sounds that you say. You could make this into an obstacle course. When your child gets to the end, they could find the sound that you say, or they could write the sound that you say.
  • See phonics games provided

 

Phase 5:

  • Revisit both song of sounds songs on this page and encourage your child to join in.
  • Play splat with the sounds that they have learnt (see sounds in resources). Place them out around the room and the children must jump on the correct sound.
  • Play the games provided below with the sounds that the children have previously looked at.
  • Play a game in your garden or in your house. Set up an obstacle course and place words at the end of the course (words that contain the sounds that your child has previously looked at). Ask your child to read the word by counting out the sounds on their fingers.

 

You could also take a look at the tricky word mats and see which words your child can and cannot read, and play similar games using these words. 

Our Phonics Song of Sounds - Stage 1

Our Phonics Song of Sounds - Stage 2

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