Scheme of Work on Phonics (jolly phonics)

Curriculum for Nursery

FIRST TERM
Nursery 1 - Age 3 Nursery 2 - Age 4 Kindergarten - Age 5
Wk 1: Adjusting to School Life Wk 1: Revision of Phoneme /s/-/b/ Wk 1: Revision of long vowels /ai/, /ee/, /ie/, /oa/, /ue/
Wk 2: Phoneme: ‘Ss’ /s/:- sun, mouse, city, science
  1. Teacher introduce the phoneme /s/ with a story, song or recite rhyme.
    The children pretend to be snakes, weaving their heads in a /s/ shape and making a continuous /ssssss/ sound.
    Song:
    The snake is in the grass.
    The snake is in the grass.
    /sss/! /sss/!
    The snake is in the grass.
  2. Flash card: Show a cut out of phoneme (Size: quarter chart paper). Hold up the letter 's', and say /s/.
  3. Introduce relevant vocabulary through flash cards, real objects, toys, vocabulary basket, object box and environment. (vocabulary word mentioned in overview sheet)
  4. Set action table placing objects related to phoneme ‘Ss’.
  5. Display a large cutout of phoneme ‘Ss’ with related objects on soft board.
Wk 2: Phoneme: ‘ai’(Long a:) /ai/:- aim, paid, rain, snail
  1. Teacher introduce the phoneme /ai/ with a story, song or recite rhyme.
    The pupils cup had over ear, as if hard of hearing, and say ai,ai,ai.
    Song:
    My ear hurt.
    I was in pain
    /ai/? /ai/?
    My ear hurt
    I was in pain
    What did you try to say?
  2. Flash card: Show a cut out of phoneme (Size: quarter chart paper). Hold up the letter 'ai', and say /ai/.
  3. Introduce relevant vocabulary through flash cards, real objects, toys, vocabulary basket, object box and environment. (vocabulary word mentioned in overview sheet)
  4. Set action table placing objects related to phoneme ‘ai’.
  5. Display a large cutout of phoneme ‘ai’ with related objects on soft board.
Wk 2: Phoneme: ‘s, a, t':- /s/, /a/, /t/
  1. Teacher tells a Storyline: An engaging way of introducing the letter sound /s/, /a/, /t/ and the action that will be used.
  2. Teacher formulate an Action: The action - from the story - to accompany the letter sound for multisensory learning.
  3. Flash Card: Teacher hold up the letters ‘S, a, t', and say /s/, /a/, /t/ respectively
  4. Letter Formation: Teacher explain how the letter sound is written. The children form the letter in the air. Then they trace the dotted letters on the Sound Sheet (Jolly Phonic Materials/ textbook). Finally, they write the letters on their own
  5. Blending: Children practise blending the new letter sound /s/, /a/, /t/ with a few simple words that include previously learnt letter sounds. E.g. /r/ /a/ /t/ = rat
  6. Copy on the board Word Bank: A selection of simple words that children can now practise blending, revising their knowledge of previously learnt letter sounds. E.g pat, sat, tip, man, dip, his, tin
  7. Teacher gives pupils Extension Activity: Suggestions for activities to reinforce the new letter sound. E.g.
    Colouring Sheet: A picture from the story, in reference to the action, for the children to colour in. or making a modelling clay of picture from the story, in reference to the action.
Wk 3: Phoneme: ‘Aa’ /a/:- apple, ax, ant, alligator, cat
  1. Teacher introduce the phoneme /a/ with a story, song or recite rhyme.
    The children pretend that ants are crawling up their arms and say “a, a, a”.
    Song:
    /a/ - /a/! Ants on my arm.
    /a/ - /a/! Ants on my arm.
    /a/ - /a/! Ants on my arm.
    They are causing me alarm.
  2. Flash card: Show a cut out of phoneme (Size: quarter chart paper). Hold up the letter 'a', and say /a/.
  3. Introduce relevant vocabulary through flash cards, real objects, toys, vocabulary basket, object box and environment. (vocabulary word mentioned in overview sheet)
  4. Set action table placing objects related to phoneme ‘Aa’.
  5. Display a large cutout of phoneme ‘Aa’ with related objects on soft board.
Wk 3: Phoneme: ‘Jj’ /j/:- jug, jeans, jumper, jet
  1. Teacher introduce the phoneme /j/ with a story, song or recite rhyme.
    Pretend to be a jelly and wobble, saying j,j,j.
    Song:
    Jelly and jam,
    jelly and jam,
    jiggling on the plate.
    Oh, what will I eat with it?
    /j/-/j/-/j/-/j/-/j/.
  2. Flash card: Show a cut out of phoneme (Size: quarter chart paper). Hold up the letter 'Jj', and say /j/.
  3. Introduce relevant vocabulary through flash cards, real objects, toys, vocabulary basket, object box and environment. (vocabulary word mentioned in overview sheet)
  4. Set action table placing objects related to phoneme ‘Jj’.
  5. Display a large cutout of phoneme ‘Jj’ with related objects on soft board.
Wk 3: Phoneme: ‘i, p, n':- /i/, /p/, /n/
  1. Teacher tells a Storyline: An engaging way of introducing the letter sound /i/, /p/, /n/ and the action that will be used.
  2. Teacher formulate an Action: The action - from the story - to accompany the letter sound for multisensory learning.
  3. Flash Card: Teacher hold up the letters ‘i, p, n', and say /i/, /p/, /n/ respectively
  4. Letter Formation: Teacher explain how the letter sound is written. The children form the letter in the air. Then they trace the dotted letters on the Sound Sheet (Jolly Phonic Materials/ textbook). Finally, they write the letters on their own
  5. Blending: Children practise blending the new letter sound /i/, /p/, /n/ with a few simple words that include previously learnt letter sounds.
  6. Copy on the board Word Bank: A selection of simple words that children can now practise blending, revising their knowledge of previously learnt letter sounds.
  7. Teacher gives pupils Extension Activity: Suggestions for activities to reinforce the new letter sound. E.g.
    Colouring Sheet: A picture from the story, in reference to the action, for the children to colour in. or making a modelling clay of picture from the story, in reference to the action.
Wk 4: Phoneme: ‘Tt’ /t/:- tap, turtle, tent, tiger, teacher
  1. Teacher introduce the phoneme /t/ with a story, song or recite rhyme.
    The children imitate watching tennis, turning their heads from side to side and saying “t, t, t”.
    Song:
    When I watch the tennis game,
    /t/ - /t/ - /t/
    /t/ - /t/ - /t/ .....
    .. when I watch the tennis game,
    My head goes back and forth.
  2. Flash card: Show a cut out of phoneme (Size: quarter chart paper). Hold up the letter 't', and say /t/.
  3. Introduce relevant vocabulary through flash cards, real objects, toys, vocabulary basket, object box and environment. (vocabulary word mentioned in overview sheet)
  4. Set action table placing objects related to phoneme ‘Tt’.
  5. Display a large cutout of phoneme ‘Tt’ with related objects on soft board.
Wk 4: Phoneme: ‘oa’(Long o:) /oa/:- goat, soak, road, coat
  1. Teacher introduce the phoneme /oa/ with a story, song or recite rhyme.
    The child hold hand over mouth, as if you have done something wrong and say oh!.
    Song:
    Oh, did you see the billy goat?
    /oa/-/oa/-/oa/,
    /oa/-/oa/-/oa/
    Oh, did you see the billy goat,
    under the old oak tree?
  2. Flash card: Show a cut out of phoneme (Size: quarter chart paper). Hold up the letter 'oa', and say /oa/.
  3. Introduce relevant vocabulary through flash cards, real objects, toys, vocabulary basket, object box and environment. (vocabulary word mentioned in overview sheet)
  4. Set action table placing objects related to phoneme ‘oa’.
  5. Display a large cutout of phoneme ‘oa’ with related objects on soft board.
Wk 4: Phoneme: ‘ck, e, h':- /ck/, /e/, /h/
  1. Teacher tells a Storyline: An engaging way of introducing the letter sound /ck/, /e/, /h/ and the action that will be used.
  2. Teacher formulate an Action: The action - from the story - to accompany the letter sound for multisensory learning.
  3. Flash Card: Teacher hold up the letters ‘ck, e, h', and say /ck/, /e/, /h/ respectively
  4. Letter Formation: Teacher explain how the letter sound is written. The children form the letter in the air. Then they trace the dotted letters on the Sound Sheet (Jolly Phonic Materials/ textbook). Finally, they write the letters on their own
  5. Blending: Children practise blending the new letter sound /ck/, /e/, /h/ with a few simple words that include previously learnt letter sounds.
  6. Copy on the board Word Bank: A selection of simple words that children can now practise blending, revising their knowledge of previously learnt letter sounds.
  7. Teacher gives pupils Extension Activity: Suggestions for activities to reinforce the new letter sound. E.g.
    Colouring Sheet: A picture from the story, in reference to the action, for the children to colour in. or making a modelling clay of picture from the story, in reference to the action.
Wk 5: Phoneme: ‘Ii’ /i/:- wig, wanted, wolf, web, water, watch
  1. Teacher introduce the phoneme /i/ with a story, song or recite rhyme.
    The children wiggle their fingers on the end of their nose, like whiskers, saying, /i, i, i,/
    Blending: sit, it, its
    Song:
    Inky the mouse is my pet.
    She spilled the ink and got wet.
    The ink it spread all over the desk. /i/ - /i/ - /i/ - /i/ Inky’s wet!
  2. Flash card: Show a cut out of phoneme (Size: quarter chart paper). Hold up the letter 'i', and say /i/.
  3. Introduce relevant vocabulary through flash cards, real objects, toys, vocabulary basket, object box and environment. (vocabulary word mentioned in overview sheet)
  4. Set action table placing objects related to phoneme ‘Ii’.
  5. Display a large cutout of phoneme ‘Ii’ with related objects on soft board.
Wk 5: Phoneme: ‘ie’ /ie/:- tie, lie, pie, die
  1. Teacher introduce the phoneme /ie/ with a story, song or recite rhyme.
    The children stand to attention and salute, saying ie ie! (aye aye!)
    Song:
    The captain said, "/ie/-/ie/!"
    The captain said, "/ie/-/ie/!"
    "Stand up straight!
    Don't be late"
    The captain said, "/ie/-/ie/!"
  2. Flash card: Show a cut out of phoneme (Size: quarter chart paper). Hold up the letter 'ie', and say /ie/.
  3. Introduce relevant vocabulary through flash cards, real objects, toys, vocabulary basket, object box and environment. (vocabulary word mentioned in overview sheet)
  4. Set action table placing objects related to phoneme ‘ie’.
  5. Display a large cutout of phoneme ‘ie’ with related objects on soft board.
Wk 5: Phoneme: ‘r, m, d':- /r/, /m/, /d/
  1. Teacher tells a Storyline: An engaging way of introducing the letter sound /r/, /m/, /d/ and the action that will be used.
  2. Teacher formulate an Action: The action - from the story - to accompany the letter sound for multisensory learning.
  3. Flash Card: Teacher hold up the letters ‘r, m, d', and say /r/, /m/, /d/ respectively
  4. Letter Formation: Teacher explain how the letter sound is written. The children form the letter in the air. Then they trace the dotted letters on the Sound Sheet (Jolly Phonic Materials/ textbook). Finally, they write the letters on their own
  5. Blending: Children practise blending the new letter sound /r/, /m/, /d/ with a few simple words that include previously learnt letter sounds.
  6. Copy on the board Word Bank: A selection of simple words that children can now practise blending, revising their knowledge of previously learnt letter sounds.
  7. Teacher gives pupils Extension Activity: Suggestions for activities to reinforce the new letter sound. E.g.
    Colouring Sheet: A picture from the story, in reference to the action, for the children to colour in. or making a modelling clay of picture from the story, in reference to the action.
Wk 6: MID TERM BREAK Wk 6: MID TERM BREAK Wk 6: MID TERM BREAK
Wk 7: Phoneme: ‘Pp’ /p/:- paper, peach, pen, panda, pineapple
  1. Teacher introduce the phoneme /p/ with a story, song or recite rhyme.
    The children pretend their finger is a candle and try to puff out the trick candle, saying “p, p, p”.
    Song:
    Puff out the candles on the pink cake.
    /p/ - /p/ - /p/
    /p/ - /p/ - /p/
    puff out the candles on the pink cake.
    Puff! Puff! Puff!
  2. Flash card: Show a cut out of phoneme (Size: quarter chart paper). Hold up the letter 'p', and say /p/.
  3. Introduce relevant vocabulary through flash cards, real objects, toys, vocabulary basket, object box and environment. (vocabulary word mentioned in overview sheet)
  4. Set action table placing objects related to phoneme ‘Pp’.
  5. Display a large cutout of phoneme ‘Pp’ with related objects on soft board.
Wk 7: Phoneme: ‘ee’ /ee/:- tree, seen, bee
  1. Teacher introduce the phoneme /ee/ with a story, song or recite rhyme.
    The children put hands on ears and pretend to be a donkey, saying eey, eey.
    Song:
    See the donkey in its stall
    Eeyore!
    /ee/-/ee/!"
    is its call
  2. Flash card: Show a cut out of phoneme (Size: quarter chart paper). Hold up the letter 'ee', and say /ee/.
  3. Introduce relevant vocabulary through flash cards, real objects, toys, vocabulary basket, object box and environment. (vocabulary word mentioned in overview sheet)
  4. Set action table placing objects related to phoneme ‘ee’.
  5. Display a large cutout of phoneme ‘ee’ with related objects on soft board.
Wk 7: Phoneme: ‘g, o, u':- /g/, /o/, /u/
  1. Teacher tells a Storyline: An engaging way of introducing the letter sound /g/, /o/, /u/ and the action that will be used.
  2. Teacher formulate an Action: The action - from the story - to accompany the letter sound for multisensory learning.
  3. Flash Card: Teacher hold up the letters ‘g, o, u', and say /g/, /o/, /u/ respectively
  4. Letter Formation: Teacher explain how the letter sound is written. The children form the letter in the air. Then they trace the dotted letters on the Sound Sheet (Jolly Phonic Materials/ textbook). Finally, they write the letters on their own
  5. Blending: Children practise blending the new letter sound /g/, /o/, /u/ with a few simple words that include previously learnt letter sounds.
  6. Copy on the board Word Bank: A selection of simple words that children can now practise blending, revising their knowledge of previously learnt letter sounds.
  7. Teacher gives pupils Extension Activity: Suggestions for activities to reinforce the new letter sound. E.g.
    Colouring Sheet: A picture from the story, in reference to the action, for the children to colour in. or making a modelling clay of picture from the story, in reference to the action.
Wk 8: Phoneme: ‘Nn’ /n/:- nut, knife, gnat
  1. Teacher introduce the phoneme /n/ with a story, song or recite rhyme.
    The children put their arms out and pretend to be a ‘nasty noisy aeroplane’, making a continuous /nnnnnnnnnnnnnn/ sound.
    Song:
    Hear the aeroplane, /nnn/!
    Hear the aeroplane, /nnn/!
    Hear the aeroplane, /nnn/!
    Making lots of noise.
  2. Flash card: Show a cut out of phoneme (Size: quarter chart paper). Hold up the letter 'n', and say /n/.
  3. Introduce relevant vocabulary through flash cards, real objects, toys, vocabulary basket, object box and environment. (vocabulary word mentioned in overview sheet)
  4. Set action table placing objects related to phoneme ‘Nn’.
  5. Display a large cutout of phoneme ‘Nn’ with related objects on soft board.
Wk 8: Phoneme: ‘or’ /or/:- corn, fork, ball
  1. Teacher introduce the phoneme /or/ with a story, song or recite rhyme.
    The children put their hands on their head, and flap them up and down like the ears of a dockey, saying ore! ore!.
    Song:
    See the donkey in its stall
    Eeyore!
    /or/-/or/!"
    is its call
  2. Flash card: Show a cut out of phoneme (Size: quarter chart paper). Hold up the letter or', and say or/.
  3. Introduce relevant vocabulary through flash cards, real objects, toys, vocabulary basket, object box and environment. (vocabulary word mentioned in overview sheet)
  4. Set action table placing objects related to phoneme ‘or’.
  5. Display a large cutout of phoneme ‘or’ with related objects on soft board.
Wk 8: Phoneme: ‘l, f, b':- /l/, /f/, /b/
  1. Teacher tells a Storyline: An engaging way of introducing the letter sound /l/, /f/, /b/ and the action that will be used.
  2. Teacher formulate an Action: The action - from the story - to accompany the letter sound for multisensory learning.
  3. Flash Card: Teacher hold up the letters ‘l, f, b', and say /l/, /f/, /b/ respectively
  4. Letter Formation: Teacher explain how the letter sound is written. The children form the letter in the air. Then they trace the dotted letters on the Sound Sheet (Jolly Phonic Materials/ textbook). Finally, they write the letters on their own
  5. Blending: Children practise blending the new letter sound /l/, /f/, /b/ with a few simple words that include previously learnt letter sounds.
  6. Copy on the board Word Bank: A selection of simple words that children can now practise blending, revising their knowledge of previously learnt letter sounds.
  7. Teacher gives pupils Extension Activity: Suggestions for activities to reinforce the new letter sound. E.g.
    Colouring Sheet: A picture from the story, in reference to the action, for the children to colour in. or making a modelling clay of picture from the story, in reference to the action.
Wk 9: Phoneme: ‘Cc’ /k/:- cook, quick, Chris, cat, cup, car, computer
  1. Teacher introduce the phoneme /k/ with a story, song or recite rhyme.
    The children raise his hands and snap his fingers together, as if they are playing castanets, and say /c/-/c/-/c/-/c/
    Song:
    We are clicking castanets,
    /c/ - /c/ - /c/.
    We are clicking castanets,
    /c/ - /c/ - /c/.
    We are clicking castanets, Clicking Castanets...
    ... We are clicking castanets,
    /c/ - /c/ - /c/.
  2. Flash card: Show a cut out of phoneme (Size: quarter chart paper). Hold up the letter 'c', and say /k/.
  3. Introduce relevant vocabulary through flash cards, real objects, toys, vocabulary basket, object box and environment. (vocabulary word mentioned in overview sheet)
  4. Set action table placing objects related to phoneme ‘Cc’.
  5. Display a large cutout of phoneme ‘Cc’ with related objects on soft board.
Wk 9: Phoneme: ‘Zz’ /z/:- zap, cries, buzz
  1. Teacher introduce the phoneme /z/ with a story, song or recite rhyme.
    The children pretend to be a buzzing bee, with elbows in and arms flapping while saying zzzzzzzzzzzz
    Song:
    Did you ever hear a bee buzz
    a bee buzz
    a bee buzz?
    Did you ever hear a bee buzz
    "/zzz/!", like this?
  2. Flash card: Show a cut out of phoneme (Size: quarter chart paper). Hold up the letter 'z', and say /z/.
  3. Introduce relevant vocabulary through flash cards, real objects, toys, vocabulary basket, object box and environment. (vocabulary word mentioned in overview sheet)
  4. Set action table placing objects related to phoneme ‘Zz’.
  5. Display a large cutout of phoneme ‘Zz’ with related objects on soft board.
Wk 9: Phoneme: ‘ai, j, oa':- /ai/, /j/, /oa/
  1. Teacher tells a Storyline: An engaging way of introducing the letter sound /ai/, /j/, /oa/ and the action that will be used.
  2. Teacher formulate an Action: The action - from the story - to accompany the letter sound for multisensory learning.
  3. Flash Card: Teacher hold up the letters ‘ai, j, oa', and say /ai/, /j/, /oa/ respectively
  4. Letter Formation: Teacher explain how the letter sound is written. The children form the letter in the air. Then they trace the dotted letters on the Sound Sheet (Jolly Phonic Materials/ textbook). Finally, they write the letters on their own
  5. Blending: Children practise blending the new letter sound /ai/, /j/, /oa/ with a few simple words that include previously learnt letter sounds.
  6. Copy on the board Word Bank: A selection of simple words that children can now practise blending, revising their knowledge of previously learnt letter sounds.
  7. Teacher gives pupils Extension Activity: Suggestions for activities to reinforce the new letter sound. E.g.
    Colouring Sheet: A picture from the story, in reference to the action, for the children to colour in. or making a modelling clay of picture from the story, in reference to the action.
Wk 10: Revision of Term's work Wk 10: Phoneme: ‘Ww’ /w/:- web, wig, swam, wind
  1. Teacher introduce the phoneme /w/ with a story, song or recite rhyme.
    The children blow into open hand, like the wind, saying wh,wh,wh.
    Song:
    I see the clouds moving
    /w/-/w/-/w/
    I see the kites flying
    /w/-/w/-/w/
    I see the trees bending
    /w/-/w/-/w/
    The wind is blowing strong!
  2. Flash card: Show a cut out of phoneme (Size: quarter chart paper). Hold up the letter 'w', and say /w/.
  3. Introduce relevant vocabulary through flash cards, real objects, toys, vocabulary basket, object box and environment. (vocabulary word mentioned in overview sheet)
  4. Set action table placing objects related to phoneme ‘Ww’.
  5. Display a large cutout of phoneme ‘Ww’ with related objects on soft board.
Wk 10: Phoneme: ‘ie, ee, or':- /ai/, /ee/, /or/
  1. Teacher tells a Storyline: An engaging way of introducing the letter sound /ai/, /ee/, /or/ and the action that will be used.
  2. Teacher formulate an Action: The action - from the story - to accompany the letter sound for multisensory learning.
  3. Flash Card: Teacher hold up the letters ‘ie, ee, or', and say /ai/, /ee/, /or/ respectively
  4. Letter Formation: Teacher explain how the letter sound is written. The children form the letter in the air. Then they trace the dotted letters on the Sound Sheet (Jolly Phonic Materials/ textbook). Finally, they write the letters on their own
  5. Blending: Children practise blending the new letter sound /ai/, /ee/, /or/ with a few simple words that include previously learnt letter sounds.
  6. Copy on the board Word Bank: A selection of simple words that children can now practise blending, revising their knowledge of previously learnt letter sounds.
  7. Teacher gives pupils Extension Activity: Suggestions for activities to reinforce the new letter sound. E.g.
    Colouring Sheet: A picture from the story, in reference to the action, for the children to colour in. or making a modelling clay of picture from the story, in reference to the action.
Wk 11: Revision of Term's work Wk 11: Revision of Term's work Wk 11: Revision of Term's work
Wk 12: Examination Wk 12: Examination Wk 12: Examination
SECOND TERM
Nursery 1 - Age 3 Nursery 2 - Age 4 Kindergarten - Age 5
Wk 1: Review of 1st term's work Wk 1: Review of 1st term's work Wk 1: Review of 1st term's work
Wk 2: Phoneme: ‘Ee’ /e/:- peg, bread, egg, elbow, envelope, elephant
  1. Teacher introduce the phoneme /e/ with a story, song or recite rhyme.
    The children pretend to hold an egg in one hand and tap it against a pan saying “e, e, e”. then, they use both hands to open the imagery egg, and say ‘e’.
    Song:
    Eggs in the pan, /e/ - /e/ - /e/.
    Eggs in the pan, /e/ - /e/ - /e/.
    Eggs in the pan, /e/ - /e/ - /e/.
    Crack the egg like this … /e/!
  2. Flash card: Show a cut out of phoneme (Size: quarter chart paper). Hold up the letter 'e', and say /e/.
  3. Introduce relevant vocabulary through flash cards, real objects, toys, vocabulary basket, object box and environment. (vocabulary word mentioned in overview sheet)
  4. Set action table placing objects related to phoneme ‘Ee’.
  5. Display a large cutout of phoneme ‘Ee’ with related objects on soft board.
Wk 2: Phoneme: ‘ng’ /ng/:- sang, long, lung, ink
  1. Teacher introduce the phoneme /ng/ with a story, song or recite rhyme.
    The children pretend to be a weightlifter, lifting a heavy weight above your head, and say ng....
    Song:
    If you're strong and you know it,
    say "/ng/!"
    If you're strong and you know it,
    say "/ng/!"
    If you're strong and you know it,
    and you really want to show it...
    ...If you're strong and you know it,
    say "/ng/"
  2. Flash card: Show a cut out of phoneme (Size: quarter chart paper). Hold up the letter 'ng', and say /ng/.
  3. Introduce relevant vocabulary through flash cards, real objects, toys, vocabulary basket, object box and environment. (vocabulary word mentioned in overview sheet)
  4. Set action table placing objects related to phoneme ‘ng’.
  5. Display a large cutout of phoneme ‘ng’ with related objects on soft board.
Wk 2: Phoneme: ‘z, w, ng':- /z/, /w/, /ng/
  1. Teacher tells a Storyline: An engaging way of introducing the letter sound /z/, /w/, /ng/ and the action that will be used.
  2. Teacher formulate an Action: The action - from the story - to accompany the letter sound for multisensory learning.
  3. Flash Card: Teacher hold up the letters ‘z, w, ng', and say /z/, /w/, /ng/ respectively
  4. Letter Formation: Teacher explain how the letter sound is written. The children form the letter in the air. Then they trace the dotted letters on the Sound Sheet (Jolly Phonic Materials/ textbook). Finally, they write the letters on their own
  5. Blending: Children practise blending the new letter sound /z/, /w/, /ng/ with a few simple words that include previously learnt letter sounds.
  6. Copy on the board Word Bank: A selection of simple words that children can now practise blending, revising their knowledge of previously learnt letter sounds.
  7. Teacher gives pupils Extension Activity: Suggestions for activities to reinforce the new letter sound. E.g.
    Colouring Sheet: A picture from the story, in reference to the action, for the children to colour in. or making a modelling clay of picture from the story, in reference to the action.
Wk 3: Phoneme: ‘Hh’ /h/:- hat, horse, hat, house
  1. Teacher introduce the phoneme /h/ with a story, song or recite rhyme.
    The children pretend that they are panting and say “h, h, h”.
    Song:
    I like to hop, hop, hop, up and down.
    I like to hop, hop, hop, up and down.
    I like to hop, hop, hop, up and down.
    /h/ - /h/ - /h/ - /h/ - /h/
  2. Flash card: Show a cut out of phoneme (Size: quarter chart paper). Hold up the letter 'h', and say /h/.
  3. Introduce relevant vocabulary through flash cards, real objects, toys, vocabulary basket, object box and environment. (vocabulary word mentioned in overview sheet)
  4. Set action table placing objects related to phoneme ‘Hh’.
  5. Display a large cutout of phoneme ‘Hh’ with related objects on soft board.
Wk 3: Phoneme: ‘Vv’ /v/:- van, vim, vat, vest
  1. Teacher introduce the phoneme /v/ with a story, song or recite rhyme.
    The children pretend to be driving along in a van saying vvvvv.
    Song:
    Drive Vic's van
    round the village
    Drive Vic's van
    round the village
    Drive Vic's van round the village
    /v/-/v/-/v/-/v/-/v/!
  2. Flash card: Show a cut out of phoneme (Size: quarter chart paper). Hold up the letter 'v', and say /v/.
  3. Introduce relevant vocabulary through flash cards, real objects, toys, vocabulary basket, object box and environment. (vocabulary word mentioned in overview sheet)
  4. Set action table placing objects related to phoneme ‘Vv’.
  5. Display a large cutout of phoneme ‘Vv’ with related objects on soft board.
Wk 3: Phoneme: ‘v, oo, oo:' :- /v/, /oo/, /oo:/
  1. Teacher tells a Storyline: An engaging way of introducing the letter sound /v/, /oo/, /oo:/ and the action that will be used.
  2. Teacher formulate an Action: The action - from the story - to accompany the letter sound for multisensory learning.
  3. Flash Card: Teacher hold up the letters ‘v, oo, oo:', and say /v/, /oo/, /oo:/ respectively
  4. Letter Formation: Teacher explain how the letter sound is written. The children form the letter in the air. Then they trace the dotted letters on the Sound Sheet (Jolly Phonic Materials/ textbook). Finally, they write the letters on their own
  5. Blending: Children practise blending the new letter sound /v/, /oo/, /oo:/ with a few simple words that include previously learnt letter sounds.
  6. Copy on the board Word Bank: A selection of simple words that children can now practise blending, revising their knowledge of previously learnt letter sounds.
  7. Teacher gives pupils Extension Activity: Suggestions for activities to reinforce the new letter sound. E.g.
    Colouring Sheet: A picture from the story, in reference to the action, for the children to colour in. or making a modelling clay of picture from the story, in reference to the action.
Wk 4: Phoneme: ‘Rr’ /r/:- rabbit, wrong, rose, rice, robot
  1. Teacher introduce the phoneme /r/ with a story, song or recite rhyme.
    The children pretend to be a puppy holding the blanket, shaking their heads and making a continuous /rrrrrrrr/ sound.
    Song:
    See my puppy rip the rag.
    /rrr/! /rrr/!
    See my puppy rip the rag,
    When he pulls so hard.
  2. Flash card: Show a cut out of phoneme (Size: quarter chart paper). Hold up the letter 'r', and say /r/.
  3. Introduce relevant vocabulary through flash cards, real objects, toys, vocabulary basket, object box and environment. (vocabulary word mentioned in overview sheet)
  4. Set action table placing objects related to phoneme ‘Rr’.
  5. Display a large cutout of phoneme ‘Rr’ with related objects on soft board.
Wk 4: Phoneme: ‘oo’(short 'oo') /oo/:- foot, look, book
  1. Teacher introduce the phoneme /oo/ with a story, song or recite rhyme.
    Children imagine being the cuckoo in the cuckoo clock, bending forwards and back while saying u,oo, u,oo
    Song:
    Who wants to be a cuckoo?
    Who wants to be a cuckoo?
    Who wants to be a cuckoo?/oo/-/oo/
    /oo/-/oo/
    /oo/-/oo/!
  2. Flash card: Show a cut out of phoneme (Size: quarter chart paper). Hold up the letter 'oo', and say /oo/.
  3. Introduce relevant vocabulary through flash cards, real objects, toys, vocabulary basket, object box and environment. (vocabulary word mentioned in overview sheet)
  4. Set action table placing objects related to phoneme ‘oo’.
  5. Display a large cutout of phoneme ‘oo’ with related objects on soft board.
Wk 4: Phoneme: ‘y, x, ch' :- /y/, /x/, /ch/
  1. Teacher tells a Storyline: An engaging way of introducing the letter sound /y/, /x/, /ch/ and the action that will be used.
  2. Teacher formulate an Action: The action - from the story - to accompany the letter sound for multisensory learning.
  3. Flash Card: Teacher hold up the letters ‘y, x, ch', and say /y/, /x/, /ch/ respectively
  4. Letter Formation: Teacher explain how the letter sound is written. The children form the letter in the air. Then they trace the dotted letters on the Sound Sheet (Jolly Phonic Materials/ textbook). Finally, they write the letters on their own
  5. Blending: Children practise blending the new letter sound /y/, /x/, /ch/ with a few simple words that include previously learnt letter sounds.
  6. Copy on the board Word Bank: A selection of simple words that children can now practise blending, revising their knowledge of previously learnt letter sounds.
  7. Teacher gives pupils Extension Activity: Suggestions for activities to reinforce the new letter sound. E.g.
    Colouring Sheet: A picture from the story, in reference to the action, for the children to colour in. or making a modelling clay of picture from the story, in reference to the action.
Wk 5: Phoneme: ‘Mm’ /m/:- monkey, comb, milk, money, mouse
  1. Teacher introduce the phoneme /m/ with a story, song or recite rhyme.
    The children rub their tummies, as though eating their favourite foods, and make a continuous /mmmmmmm/ sound.
    Song:
    The mum and the dad make many meals.
    /mmm/!
    /mmm/!
    The mum and the dad make many meals for their hungry children.
  2. Flash card: Show a cut out of phoneme (Size: quarter chart paper). Hold up the letter 'm', and say /m/.
  3. Introduce relevant vocabulary through flash cards, real objects, toys, vocabulary basket, object box and environment. (vocabulary word mentioned in overview sheet)
  4. Set action table placing objects related to phoneme ‘Mm’.
  5. Display a large cutout of phoneme ‘Mm’ with related objects on soft board.
Wk 5: Phoneme: ‘oo’(long oo) /oo/:- zoo, soon, moon
  1. Teacher introduce the phoneme /m/ with a story, song or recite rhyme.
    The children rub their tummies, as though eating their favourite foods, and make a continuous /mmmmmmm/ sound.
    Song:
    The mum and the dad make many meals.
    /mmm/!
    /mmm/!
    The mum and the dad make many meals for their hungry children.
  2. Flash card: Show a cut out of phoneme (Size: quarter chart paper). Hold up the letter 'm', and say /m/.
  3. Introduce relevant vocabulary through flash cards, real objects, toys, vocabulary basket, object box and environment. (vocabulary word mentioned in overview sheet)
  4. Set action table placing objects related to phoneme ‘Mm’.
  5. Display a large cutout of phoneme ‘Mm’ with related objects on soft board.
Wk 5: Phoneme: ‘sh, th, th:' :- /sh/, /th/, /th:/
  1. Teacher tells a Storyline: An engaging way of introducing the letter sound /sh/, /th/, /th:/ and the action that will be used.
  2. Teacher formulate an Action: The action - from the story - to accompany the letter sound for multisensory learning.
  3. Flash Card: Teacher hold up the letters ‘sh, th, th:', and say /sh/, /th/, /th:/ respectively
  4. Letter Formation: Teacher explain how the letter sound is written. The children form the letter in the air. Then they trace the dotted letters on the Sound Sheet (Jolly Phonic Materials/ textbook). Finally, they write the letters on their own
  5. Blending: Children practise blending the new letter sound /sh/, /th/, /th:/ with a few simple words that include previously learnt letter sounds.
  6. Copy on the board Word Bank: A selection of simple words that children can now practise blending, revising their knowledge of previously learnt letter sounds.
  7. Teacher gives pupils Extension Activity: Suggestions for activities to reinforce the new letter sound. E.g.
    Colouring Sheet: A picture from the story, in reference to the action, for the children to colour in. or making a modelling clay of picture from the story, in reference to the action.
Wk 6: MID TERM BREAK Wk 6: MID TERM BREAK Wk 6: MID TERM BREAK
Wk 7: Phoneme: ‘Dd’ /d/:- dog, desk, doll, duck
  1. Teacher introduce the phoneme /d/ with a story, song or recite rhyme.
    The children pretend to be playi9ng a drum, moving their hands up and down, and saying “d,d,d”.
    Song:
    See me play on my drum.
    Playing drums is lots of fun,
    With a /d/ - /d/ - /d/ - /d/ - /d/
    See me play upon my drum!
  2. Flash card: Show a cut out of phoneme (Size: quarter chart paper). Hold up the letter 'd', and say /d/.
  3. Set action table placing objects related to phoneme ‘Dd’.
  4. Display a large cutout of phoneme ‘Dd’ with related objects on soft board.
Wk 7: Phoneme: ‘y’ /y/:- yes, yak, yell, yelp
  1. Teacher introduce the phoneme /y/ with a story, song or recite rhyme.
    The children pretend to eat yoghurt from a spoon, saying y,y,y.
    Song:
    I like to eat, eat, eat
    yogurt and bananas
    I like to eat, eat, eat
    yogurt and bananas
    I like to eat, eat, eat
    yogurt and bananas
    /y/-/y/-/y/-/y/-/y/-/y/!
  2. Flash card: Show a cut out of phoneme (Size: quarter chart paper). Hold up the letter 'y', and say /y/.
  3. Set action table placing objects related to phoneme ‘Yy’.
  4. Display a large cutout of phoneme ‘Yy’ with related objects on soft board.
Wk 7: Phoneme: ‘qu, ou, oi':- /qu/, /ou/, /oi/
  1. Teacher tells a Storyline: An engaging way of introducing the letter sound /qu/, /ou/, /oi/ and the action that will be used.
  2. Teacher formulate an Action: The action - from the story - to accompany the letter sound for multisensory learning.
  3. Flash Card: Teacher hold up the letters ‘qu, ou, oi', and say /qu/, /ou/, /oi/ respectively
  4. Letter Formation: Teacher explain how the letter sound is written. The children form the letter in the air. Then they trace the dotted letters on the Sound Sheet (Jolly Phonic Materials/ textbook). Finally, they write the letters on their own
  5. Blending: Children practise blending the new letter sound /qu/, /ou/, /oi/ with a few simple words that include previously learnt letter sounds.
  6. Copy on the board Word Bank: A selection of simple words that children can now practise blending, revising their knowledge of previously learnt letter sounds.
  7. Teacher gives pupils Extension Activity: Suggestions for activities to reinforce the new letter sound. E.g.
    Colouring Sheet: A picture from the story, in reference to the action, for the children to colour in. or making a modelling clay of picture from the story, in reference to the action.
Wk 8: Phoneme: ‘Gg’ /g/:- game, gorilla, goat, gift, girl
  1. Teacher introduce the phoneme /Gg/ with a story, song or recite rhyme.
    The children pretend their hand is the water spiralling down the drain saying, “g, g, g, g”.
    Song:
    The water gurgles down the drain.
    The water gurgles down the drain.
    The water gurgles down the drain.
    With a /g/ - /g/ - /g/ - /g/ - /g/
  2. Flash card: Show a cut out of phoneme (Size: quarter chart paper). Hold up the letter 'g', and say /g/.
  3. Set action table placing objects related to phoneme ‘Gg’.
  4. Display a large cutout of phoneme ‘Gg’ with related objects on soft board.
Wk 8: Phoneme: ‘Xx’ /x/:- box, sit, exit, next
  1. Teacher introduce the phoneme /Xx/ with a story, song or recite rhyme.
    The children Imagine taking an x-ray with an x-ray gun or camera and say ks,ks,ks
    Song:
    /ks/-/ks/! Take an x-ray
    /ks/-/ks/! Take an x-ray
    /ks/-/ks/! Take an x-ray
    x-ray of my hand!
  2. Flash card: Show a cut out of phoneme (Size: quarter chart paper). Hold up the letter 'X', and say /x/.
  3. Set action table placing objects related to phoneme ‘Xx’.
  4. Display a large cutout of phoneme ‘Xx’ with related objects on soft board.
Wk 8: Phoneme: ‘ue, er, ar':- /ue/, /er/, /ar/
  1. Teacher tells a Storyline: An engaging way of introducing the letter sound /ue/, /er/, /ar/ and the action that will be used.
  2. Teacher formulate an Action: The action - from the story - to accompany the letter sound for multisensory learning.
  3. Flash Card: Teacher hold up the letters ‘ue, er, ar', and say /ue/, /er/, /ar/ respectively
  4. Letter Formation: Teacher explain how the letter sound is written. The children form the letter in the air. Then they trace the dotted letters on the Sound Sheet (Jolly Phonic Materials/ textbook). Finally, they write the letters on their own
  5. Blending: Children practise blending the new letter sound /ue/, /er/, /ar/ with a few simple words that include previously learnt letter sounds.
  6. Copy on the board Word Bank: A selection of simple words that children can now practise blending, revising their knowledge of previously learnt letter sounds.
  7. Teacher gives pupils Extension Activity: Suggestions for activities to reinforce the new letter sound. E.g.
    Colouring Sheet: A picture from the story, in reference to the action, for the children to colour in. or making a modelling clay of picture from the story, in reference to the action.
WK 9: Revision of Term's work Wk 9: Phoneme: ‘ch’ /ch/:- chops, chips, bunch, chain
  1. Teacher introduce the phoneme /ch/ with a story, song or recite rhyme.
    Children pretend to be an old fashioned train moving your arms back and forth while saying ch,ch,ch.
    Song:
    Trains are chugging up the hill
    /ch/-/ch/-/ch/-/ch/-/ch/
    Trains are chugging up the hill
    /ch/-/ch/-/ch/
    choo, choo!
  2. Flash card: Show a cut out of phoneme (Size: quarter chart paper). Hold up the letter 'ch', and say /ch/.
  3. Set action table placing objects related to phoneme ‘ch’.
  4. Display a large cutout of phoneme ‘ch’ with related objects on soft board.
Wk 9: Quick test on sonds in words Spell and say the number of sounds in words. E.g
(i) strong = 5, (ii) boat = 3, (iii) sail = 3, (iv) roast = 4, (v) sing = 3 etc
Revision of Term's work Wk 10: Phoneme: ‘sh’ /sh/:- shop, fish, brush, sheep
  1. Teacher introduce the phoneme /Uu/ with a story, song or recite rhyme.
    The children put there index finger over there lips and say sh,sh,sh
    Song:
    Hush! Hush! Hush!
    Don't make a sound
    Be as quite as you can be
    The bady's asleep
    and I'm tired out
    sh! /sh/-/sh/-/sh/-/sh/!
  2. Flash card: Show a cut out of phoneme (Size: quarter chart paper). Hold up the letter 'sh', and say /sh/.
  3. Set action table placing objects related to phoneme ‘sh’.
  4. Display a large cutout of phoneme ‘sh’ with related objects on soft board.
Wk 10: Introduce Tricky Words Teach Tricky Words
Saw, put, could, made etc
Wk 11: Revision of Term's work Wk 11: Revision of Term's work Wk 11: Revision of Term's work
Wk 12: Examination Wk 12: Examination Wk 12: Examination
Wk 13: Closing Activities Wk 13: Closing Activities Wk 13: Closing Activities
THIRD TERM
Nursery 1 - Age 3 Nursery 2 - Age 4 Kindergarten - Age 5
Wk 1: Revision of 2nd term's work Wk 1: Revision of 2nd term's work Wk 1: Revision of 2nd term's work
Wk 2: Phoneme: ‘Oo’ /o/:- ox, olive, ostrich, octopus, log
  1. Teacher introduce the phoneme /Oo/ with a story, song or recite rhyme.
    The children pretend to turn a light switch. On and off with their finger, saying, /o, o, o, o/.
    Song:
    Now it’s dark, the lights go on.
    /o/ - /o/ - /o/ - /o/ - /o/
    Time for bed,
    The lights go off!
    /o/ - /o/ - /o/ - /o/ - /o/
  2. Flash card: Show a cut out of phoneme (Size: quarter chart paper). Hold up the letter 'o', and say /o/.
  3. Set action table placing objects related to phoneme ‘Oo’.
  4. Display a large cutout of phoneme ‘Oo’ with related objects on soft board.
Wk 2: Phoneme: ‘th’ /th/:- (Hard; this, that, them) /th/:- (Soft; moth, three, thin)
  1. Teacher introduce the phoneme /th/ with a story, song or recite rhyme.
    Children pretend to be a naughty clown and stick tongue out a little for th (as in this) and a bit further for th (as in thumb).
    Song:
    Did you ever hear
    a rude clown
    make this sound
    and that sound?
    Did you ever hear a rude clown say
    /th/-/th/, /th/-/th/?
  2. Flash card: Show a cut out of phoneme (Size: quarter chart paper). Hold up the letter 'th', and say /th/.
  3. Set action table placing objects related to phoneme ‘th’.
  4. Display a large cutout of phoneme ‘th’ with related objects on soft board.
Wk 2: Introducing letter sound (S, A, T, I, P, N) /s/, /a/, /t/, /i/, /p/, /n/

  1. The letter ‘s’ says “-sssss- for snake.”
    We use the “-sssss-” sound in lots of words, like: six, silly, socks, sky, strawberry
  2. The letter ‘a’ says “-/a/- for apple.”
    We use the “-/a/-” sound in lots of words, like: animal, alphabet, angry, ant, arrow
  3. The letter ‘t’ says “-/t/- for tiger.”
    We use the “-/t/-” sound in lots of words, like: ten, tiny, teeth
  4. The letter ‘i’ says “-/i/- for is.”
    We use the “-/i/-” sound in lots of words, like: it, ink, insect
  5. The letter ‘p’ says “-/p/- for pit.”
    We use the “-/p/-” sound in lots of words, like: pat, pot, parrot
  6. The letter ‘n’ says “-/n/- for no.”
    We use the “-/n/-” sound in lots of words, like: nap, net, nine, name, need, never, nurse
  7. Practice writting the letter Ss, Aa, Tt, Ii, Pp, Nn
  8. Blending letter sound (S, A, T, I, P, N) /s/, /a/, /t/, /i/, /p/, /n/ treated above:
    / s / a / = sa,  / a / t / = at,  / s / a / t / = sat
    / s / i / = si,  / i / t / = it,  / s / i / t / = sit
    / p / a / = pa,  / p / i / = pi,  / p / a / t / = pat,  / p / i / t / = pit,  / t / a / p / = tap,  / t / i / p / = tip
    / n / a / = na,  / a / n / = an,  / t / i / = ti,  / n / a / p / = nap,  / a / n / t / = ant,  / p / a / n / = pan,  / t / i / n / = tin
Wk 3: Phoneme: ‘Uu’ /u/:- umbrella, up, uncle, umpire
  1. Teacher introduce the phoneme /Uu/ with a story, song or recite rhyme.
    The children pretend to put up an umbrella, saying /u, u, u, u, u/
    Song:
    /u/ - /u/ up go umbrellas.
    /u/ - /u/ up go umbrellas.
    /u/ - /u/ up go umbrellas.....
    ...when it starts to rain!
  2. Flash card: Show a cut out of phoneme (Size: quarter chart paper). Hold up the letter 'u', and say /u/.
  3. Set action table placing objects related to phoneme ‘Uu’.
  4. Display a large cutout of phoneme ‘Uu’ with related objects on soft board.
Wk 3: Phoneme: ‘qu’ /qu/:- quick, quilt, liquid, squid
  1. Teacher introduce the phoneme /qu/ with a story, song or recite rhyme.
    Children make a duck’s beak with your hands and say qu,qu,qu.
    Song:
    The duck in the pond
    quacks, "/qu/-/qu/-/qu/"
    "/qu/-/qu/-/qu/"
    The duck in the pond
    quacks, "/qu/-/qu/-/qu/"
    all round the pond
  2. Flash card: Show a cut out of phoneme (Size: quarter chart paper). Hold up the letter 'qu', and say /qu/.
  3. Set action table placing objects related to phoneme ‘qu’.
  4. Display a large cutout of phoneme ‘qu’ with related objects on soft board.
Wk 3: Introducing letter sound (C/K, E, H, R, M, D) /c(k)/, /e/, /h/, /r/, /m/, /d/
  1. The letter ‘c,k’ says “-/k/- for clay.”
    We use the “-/c/-, -/k/-” sound in lots of words, like: cat, kip, kite, camera
  2. The letter ‘e’ says “-/e/- for egg.”
    We use the “-/e/-” sound in lots of words, like: elbow, elephant, end, ever, every
  3. The letter ‘h’ says “-/h/- for hen.”
    We use the “-/h/-” sound in lots of words, like: hat, hand, hair, house, hammer
  4. The letter ‘r’ says “-/r/- for rat.”
    We use the “-/r/-” sound in lots of words, like: rain, ram, red, rich, rose, rainbow
  5. The letter ‘m’ says “-/m/- for man.”
    We use the “-/m/-” sound in lots of words, like: men, milk, mug, mango, monday, money, mouse
  6. The letter ‘d’ says “-/d/- for drum.”
    We use the “-/d/-” sound in lots of words, like: dress, duck, den, dancer
  7. Practice writting the letter Cc/Kk, Ee, Hh, Rr, Mm, Dd
  8. Blending letter sound (C/K, E, H, R, M, D) /c(k)/, /e/, /h/, /r/, /m/, /d/ treated above:
    / c / a / = ca,  / k / i / = ki,  / c / a / t / = cat
    / k / i / p/ = kip,  / p / i / = pi,  / s / a / = sa
    / p / i / c = pic,  / p / i / k / = pik,  / p / i / c / k/ = pick,  / s / a / c / = sac,  / s / a / k / = sak,  / s / a / c / k/ = sack
    / s / e / = se,  / p / e / = pe,  / s / e / t / = set,  / p / e / t / = pet,  / t / e / = te,  / t / e / n / = tan,  / t / e / n / t /= tent,  / n / e / = ne,  / n / e / c / = nec,  / n / e / c / k / = neck
    / h / e / = he,  / h / a / = ha,  / h / i / = hi,  / h / e / n / = hen,  / h / a / t / = hat,  / h / i / p / = hip,  / h / i / s / = his,  / h / i / s / s / = hiss
    / r / a / = ra,  / r / i / = ri,  / r / e / = re,  / r / a / t / = rat,  / r / i / p / = rip,  / r / a / n / = ran,  / r / e / s / t / = rest
    / m / e / = me,  / m / a / = ma,  /m / i / = mi,  / m / e / n / = men,  / m / a / n / = man,  / m / i / s / s / s / = miss,  / h / i / m / = him
    / d / i / = di,  / d / a / = da,  / d / i / p / = dip,  / d / a / d / = dad,  / p / a / d / = pad,  / h / i / d / = hid
Wk 4: Phoneme: ‘Ll’ /l/:- lamb, lion, leaf, lemon
  1. Teacher introduce the phoneme /Ll/ with a story, song or recite rhyme.
    The children pretend to lick a lollipop, making a continuous /lllllllllll/ sound.
    Song:
    We lick our lollipops.
    We lick our lollipops.
    /l/ - /l/ - /l/ - /l/
    We lick our lollipops.
  2. Flash card: Show a cut out of phoneme (Size: quarter chart paper). Hold up the letter 'l', and say /l/.
  3. Set action table placing objects related to phoneme ‘Ll’.
  4. Display a large cutout of phoneme ‘Ll’ with related objects on soft board.
Wk 4: Phoneme: ‘ou’ /ou/:- clould, proud, shout, mouth
  1. Teacher introduce the phoneme /ou/ with a story, song or recite rhyme.
    The children pretend there finger is a needle and prick the thumb, saying ou,ou,ou.
    Song:
    I pricked my thumb
    with the needle
    /ou/-/ou/-/ou/!
    /ou/-/ou/-/ou/!I pricked my thumb
    with the needle
    /ou/-/ou/, ouch!
  2. Flash card: Show a cut out of phoneme (Size: quarter chart paper). Hold up the letter 'ou', and say /ou/.
  3. Set action table placing objects related to phoneme ‘ou’.
  4. Display a large cutout of phoneme ‘ou’ with related objects on soft board.
Wk 4: Introducing letter sound (G, O, U, L, F, B) /g/, /o/, /u/, /l/, /f/, /b/
  1. The letter ‘g’ says “-/g/- for gun.”
    We use the “-/g/-” sound in lots of words, like: glass, guiter, grass, goat
  2. The letter ‘o’ says “-/o/- for on.”
    We use the “-/o/-” sound in lots of words, like: orange, octopus, hut
  3. The letter ‘u’ says “-/u/- for umbrella.”
    We use the “-/u/-” sound in lots of words, like: up, under, ugly, ulcer, ultimate, unable
  4. The letter ‘l’ says “-/l/- for leg.”
    We use the “-/l/-” sound in lots of words, like: lollipop, leaf, ladder
  5. The letter ‘f’ says “-/f/- for fish.”
    We use the “-/f/-” sound in lots of words, like: frog, folk, fire
  6. The letter ‘b’ says “-/b/- for boat.”
    We use the “-/b/-” sound in lots of words, like: bee, bone, beat
  7. Practice writting the letter Gg, Oo, uu, Ll, Ff, Bb
  8. Blending letter sound (G, O, U, L, F, B) /g/, /o/, /u/, /l/, /f/, /b/ treated above:
    / g / e / = ge,  / g / a / = ga,  / g / e / t / = get
    / g / a / p/ = gap,  / p / e / g / = peg,  / r / a / g / = rag
    / m / o / p = mop,  / p / o / t / s / = poks,  / d / o / g / = dog
    / s / u / n / = sun,  / m / u / d / = mug,  / c / u / p / = cup,  / d / u / g / = dug
    / l / e / = le,  / l / i / = li,  / l / e / g / = leg,  / l / i / p / s / = lips,  / h / e / l / p / = help,  / p / l / a / n /= plan
    / f / i / = fi,  / f / a / = fa,  / f / i / t / = fit,  / f / a / t / = fat,  / p / u / f / f / = puff,  / s / o / f / t /= soft
    / b / a / = ba,  / b / i / = bi,  / b / a / g / = bag,  / b / i / g / = big,  / c / u / b / = cub,  / c / r / a / b / = crab
Wk 5: Phoneme: ‘Ff’ /f/:- fish, fan, farm, fork, field, photo
  1. Teacher introduce the phoneme /Ff/ with a story, song or recite rhyme.
    The children slowly bring their hands together, like the fish deflating, making a continuous /ffffffff/ sound.
    Song:
    My friend and I went to the beach with my floating fish.
    It got a hole..
    … the air came out.
    /fff/!
  2. Flash card: Show a cut out of phoneme (Size: quarter chart paper). Hold up the letter 'f', and say /f/.
  3. Set action table placing objects related to phoneme ‘Ff’.
  4. Display a large cutout of phoneme ‘Ff’ with related objects on soft board.
Wk 5: Phoneme: ‘oi’ /oi/:- soil, joint, point, void
  1. Teacher introduce the phoneme /ou/ with a story, song or recite rhyme.
    The children cup hands around mouth an shout to a boat, saying oi! Ship ahoy!.
    Song:
    The sailors met upon the sea
    /oi/-/oi/, /oi/-/oi/, /ol/
    They found some oil way down deep
    /oi/-/oi/, "Ship ahoy!"
  2. Flash card: Show a cut out of phoneme (Size: quarter chart paper). Hold up the letter 'oi', and say /oi/.
  3. Set action table placing objects related to phoneme ‘oi’.
  4. Display a large cutout of phoneme ‘oi’ with related objects on soft board.
Wk 5: Introducing letter sound (AI, J, OA, IE, EE, OR) /ai/, /j/, /oa/, /ie/, /ee/, /or/
  1. The letter ‘ai’ says “-/ai/- for snail.”
    We use the “-/ai/-” sound in lots of words, like: train, rain, tail, paid
  2. The letter ‘j’ says “-/j/- for juice.”
    We use the “-/j/-” sound in lots of words, like: jam, jog, just, jump, you, year, yes, yo-yo
  3. The letter ‘oa’ says “-/oa/- for boat.”
    We use the “-/oa/-” sound in lots of words, like: soap, goat, soak, road
  4. The letter ‘ie’ says “-/ie/- for tie.”
    We use the “-/ie/-” sound in lots of words, like: lied, tied, magpie, shy
  5. The letter ‘ee’ says “-/ee/- for tree.”
    We use the “-/ee/-” sound in lots of words, like: seen, bee, sheep
  6. The letter ‘or’ says “-/or/- for corn.”
    We use the “-/or/-” sound in lots of words, like: sort, fork, ball
  7. Blending letter sound (AI, J, OA, IE, EE, OR) /ai/, /j/, /oa/, /ie/, /ee/, /or/ treated above
Wk 6: MID TERM BREAK Wk 6: MID TERM BREAK Wk 6: MID TERM BREAK
Wk 7: Phoneme: ‘b’ /b/:- baby, bear, bird, bed, banana
  1. Teacher introduce the phoneme /Bb/ with a story, song or recite rhyme.
    the children pretend to hold a bat and hit a ball, saying /b, b, b/.
    Song:
    Bring your bat and bring your ball.
    /b/ - /b/!
    Bring your bat and bring your ball.....
    ... To the park to play!
  2. Flash card: Show a cut out of phoneme (Size: quarter chart paper). Hold up the letter 'b', and say /b/.
  3. Set action table placing objects related to phoneme ‘Bb’.
  4. Display a large cutout of phoneme ‘Bb’ with related objects on soft board.
Wk 7: Phoneme: ‘ue’ /ue/:- fuel, statue, value, rescue
  1. Teacher introduce the phoneme /ue/ with a story, song or recite rhyme.
    The children point to people around them and say you, you, you.
    Song:
    I'd like to have a barbecue
    /ue/-/ue/-/ue/
    /ue/-/ue/-/ue/
    I'd like to have a barbecue
    with you, and you, and you!
  2. Flash card: Show a cut out of phoneme (Size: quarter chart paper). Hold up the letter 'ue', and say /ue/.
  3. Set action table placing objects related to phoneme ‘ue’.
  4. Display a large cutout of phoneme ‘ue’ with related objects on soft board.
Wk 7: Introducing letter sound (Z, W, NG, V, OO) /z/, /w/, /ng/, /v/, /oo/
  1. The letter ‘z’ says “-zzzz- for zip.”
    We use the “-/z/-” sound in lots of words, like: zebra, zigzag, zoo, zero, zap, buzz, fizz
  2. The letter ‘w’ says “-/w/- for wind.”
    We use the “-/w/-” sound in lots of words, like: window, whale, web, walk, what, why, water, worm, when, Wednesday, wig, swam
  3. The letter ‘ng’ says “-/ng/- for ring.”
    We use the “-/ng/-” sound in lots of words, like: song, long, wrong, sang, king, lung
  4. The letter ‘v’ says “-/v/- for van.”
    We use the “-/v/-” sound in lots of words, like: very, vine, voice, vase, vim, vat, vest
  5. The letter ‘oo’ says “-/oo/- for cook.”
    We use the “-/oo/-” sound in lots of words, like: book, good, look, foot
  6. The letter ‘oo:’ says “-/oo:/- for zoo.”
    We use the “-/oo:/-” sound in lots of words, like: soon, moon, spoon
  7. Blending letter sound (Z, W, NG, V, OO) /z/, /w/, /ng/, /v/, /oo/ treated above
Wk 8: The short vowels 'a, e, i, o, u'
/a/, /e/, /i/, /o/, /u/
  1. Teacher sings song or recites rhymes on the short vowels 'a, e, i, o, u'
    Song:
    /a/, /e/, /i/, /o/, /u/
    /a/, /e/, /i/, /o/, /u/
    /a/, /e/, /i/, /o/, /u/
    are short vowels that we use!
    A vowel is in every word
    every word, every word
    A vowel is in every word
    that we read or write
  2. Ask the pupils to tell you what the vowels of the alphabet are. Write the vowels (A, E, I, O, U) on the board.
Wk 8 Phoneme: ‘er’ /er/:- verb, winter, mitten
  1. Teacher introduce the phoneme /er/ with a story, song or recite rhyme.
    The children Roll hands over like a food mixer and say er er er.
    Song:
    The mixer in the bowl
    goes /er/-/er/-/er/
    /er/-/er/-/er/
    /er/-/er/-/er/
    The mixer in the bowl
    goes /er/-/er/-/er/
    mixing the food together
  2. Flash card: Show a cut out of phoneme (Size: quarter chart paper). Hold up the letter 'er', and say /er/.
  3. Set action table placing objects related to phoneme ‘er’.
  4. Display a large cutout of phoneme ‘er’ with related objects on soft board.
Wk 8: Introducing letter sound (Y, X, CH, SH, TH) /y/, /x/, /ch/, /sh/, /th/
  1. The letter ‘y’ says “-/y/- for yogurt.”
    We use the “-/y/-” sound in lots of words, like: yes, yak, yell, yelp
  2. The letter ‘x’ says “-/x/- for fox.”
    We use the “-/x/-” sound in lots of words, like: box, six, exit, next
  3. The letter ‘ch’ says “-/ch/- for chain.”
    We use the “-/ch/-” sound in lots of words, like: chops, chips, bunch, chick
  4. The letter ‘sh’ says “-/sh/- for sheep.”
    We use the “-/sh/-” sound in lots of words, like: shop, fish, brush, shoe
  5. The letter ‘th’ says “-/th/- for thumb.”
    We use the “-/th/-” sound in lots of words, like: moth, three, thin
  6. Blending letter sound (Y, X, CH, SH, TH) /y/, /x/, /ch/, /sh/, /th/ treated above
Wk 9: Introducing Tricky words set 1: 'a, am, an'
  1. Introduce tricky word and guide pupils to spell and pronounce after you
    a... cat, ant, yak, ax
    am... ram, jam, yam, dam
    an... fan, man, pan, can
  2. Introducing Tricky words set 2: 'ad, ag, ap, at'
    ad... dad, pad
    ag... bag, rag
    ap... cap, map, nap, tap
    at... bat, rat, hat, mat
Wk 9: Phoneme: ‘ar’ /ar/ scarf, shark, bath
  1. Teacher introduce the phoneme /ar/ with a story, song or recite rhyme.
    Children Open mouth wide and say ah.
    Song:
    "Open wide"
    the doctor said
    /ar/! /ar/!
    "Lets me look
    at your sore throat
    Please say, '/ae/!'"
  2. Flash card: Show a cut out of phoneme (Size: quarter chart paper). Hold up the letter 'ar', and say /ar/.
  3. Set action table placing objects related to phoneme ‘ar’.
  4. Display a large cutout of phoneme ‘ar’ with related objects on soft board.
Wk 9: Introducing letter sound (QU, OU, OI, UE, ER, AR) /qu/, /ou/, /oi/, /ue/, /er/, /ar/
  1. The letter ‘qu’ says “-/qu/- for quick.”
    We use the “-/qu/-” sound in lots of words, like: quilt, liquid, squid, question, queen
  2. The letter ‘ou’ says “-/ou/- for house.”
    We use the “-/ou/-” sound in lots of words, like: cloud, proud, mouth, shout
  3. The letter ‘oi’ says “-/oi/- for oil.”
    We use the “-/oi/-” sound in lots of words, like: coin, soil, joint, void
  4. The letter ‘ue’ says “-/ue/- for blue.”
    We use the “-/ue/-” sound in lots of words, like: glue, fuel, statue, value, rescue
  5. The letter ‘er’ says “-/er/- for tiger.”
    We use the “-/er/-” sound in lots of words, like: verb, letter, winter, runner, ladder, spider
  6. The letter ‘ar’ says “-/ar/- for car.”
    We use the “-/ar/-” sound in lots of words, like: jar, dark, shark, scarf, star
  7. Blending letter sound (QU, OU, OI, UE, ER, AR) /qu/, /ou/, /oi/, /ue/, /er/, /ar/ treated above
Wk 10 Review of 1st term's work Wk 10: The long vowels 'ai, ee, ie, oa, ue'
/ai/, /ee/, /ie/, /oa/, /ue/
  1. Teacher sings song or recites rhymes on the short vowels 'ai, ee, ie, oa, ue'
    Song:
    /ai/, /ee/, /ie/, /oa/, /ue/
    /ai/, /ee/, /ie/, /oa/, /ue/
    /ai/, /ee/, /ie/, /oa/, /ue/
    are long vowels that we use!
    A vowel is in every word
    every word, every word
    A vowel is in every word
    that we read or write
Wk 10: Introduce Tricky Words
  1. the, he, she, me, we, be, I, was, to, do, are, all
Wk 11: Revision of Term's work Wk 11: Revision of Term's work Wk 11: Revision of Term's work
Wk 12: Examination Wk 12: Examination Wk 12: Examination
Wk 13: Closing Activities Wk 13: Closing Activities Wk 13: Closing Activities