Signed in as:
filler@godaddy.com
Daily Lesson Plans
Let us take the strain! Reduce workload and ensure consistency with complete planning and content supplied for every phonics lesson for the first 3 years of schooling. Lessons include revision, teaching a new sound or spelling (phases 2-5) , blending for reading and a sentence for dictation.
Decodable Books
Reading decodable books helps children develop the skills they need to read fluently and independently. It is essential not to use other strategies to work out words (including guessing words, deducing meaning from pictures, grammar, context clues or whole word recognition). Children need to read books in a progressive sequence until they can decode unfamiliar words confidently. We make it possible for all your students to read the same book every night. Click on the sharing link below the book to see how easy it is to share (not available on mobile devices).
Worksheets
Help pupils both at home and school with these daily activities for reading, spelling and writing.Practice letter formation at phases 2 and 3 and progress through to writing alternative spellings for spoken sounds at phases 5 and 6. Undertake tasks that promote reading for meaning as well as phonics. Simple notes of guidance for parents about Letters and Sounds and how they can help their child with the activities at home through e.g. the correct pronunciations of phonemes. A lined page for dictation can be printed on the reverse. Physical activity books in Sassoon font are also from our shop.
Assessment
Our accompanying website Grow the Code is perfect for whole class or individual teaching. It includes all the resources and images for your daily phonics lessons as well as a powerful assessment tool which records progress and suggests support for extra keep-up lessons.
Letters and Sounds Phases
Phase One paves the way for the systematic teaching of phonic work, by developing speaking, listening and language skills through adult-led activities and high-quality play. Phase One activities are designed to underpin and run alongside activities in other phases.
While there is considerable overlap between these aspects, the overarching aim is for children to experience regular, planned opportunities to listen carefully and talk extensively about what they hear, see and do. The boundaries between each strand are flexible and not fixed: practitioners should plan to integrate the activities according to the developing abilities and interests of the children in the setting.
Children entering Phase Two will have experienced a wealth of listening activities, including songs, stories and rhymes. They will be able to distinguish between speech sounds and many will be able to blend and segment words orally. Some will also be able to recognise spoken words that rhyme and will be able to provide a string of rhyming words, but inability to do this does not prevent moving on to Phase Two as these speaking and listening activities continue. The purpose of this phase is to teach at least 19 letters, and move children on from oral blending and segmentation to blending and segmenting with letters. By the end of the phase many children should be able to read some VC and CVC words and to spell them either using magnetic letters or by writing the letters on paper or on whiteboards. During the phase they will be introduced to reading two-syllable words and simple captions. They will also learn to read some high-frequency ‘tricky’ words: is, the, no, go, I, into, his, has, as, put, of
Children entering Phase 3a will know around 19 letters and be able to blend phonemes to read VC words and segment VC words to spell. While many children will be able to read and spell CVC words, they all should be able to blend and segment CVC words orally.
The purpose of this phase is to teach another 12 graphemes. Children also continue to practise CVC blending and segmentation in this phase and will apply their knowledge of blending and segmenting to reading and spelling simple two-syllable words and captions. They will learn letter names during this phase, learn to read some more tricky words and also begin to learn to spell some of these words.
It must always be remembered that phonics is the step up to word recognition.
Automatic reading of all words – decodable and tricky – is the ultimate goal.
Children entering Phase 3b will know around 41 letter-sounds and be able to blend phonemes to read and spell CVC words. The purpose of this phase is to teach another 15 graphemes, most of them comprising two letters (e.g. oa), so the children can represent each of about 42 phonemes by a grapheme (the additional phoneme /zh/ found in the word vision will be taught at Phase Five). Children also continue to practise CVC blending and segmentation in this phase and will apply their knowledge of blending and segmenting to reading and spelling simple two-syllable words and captions. They will learn letter names during this phase, learn to read some more tricky words and also begin to learn to spell some of these words.
Children entering Phase 4a will be able to represent each of 42 phonemes by a grapheme, and be able to blend phonemes to read CVC words and segment CVC words for spelling. They will have some experience in reading simple two-syllable words and captions. They will know letter names and be able to read and spell some tricky words. The purpose of this phase is to consolidate children’s knowledge of graphemes in reading and spelling words containing adjacent consonants and polysyllabic words. The teaching materials in this phase provide a selection of suitable words containing adjacent consonants.
Children entering Phase 4b will be able to represent each of 42 phonemes by a grapheme, and be able to blend phonemes to read CCCVCC words and segment CCVCC words for spelling. They will know letter names and be able to read and spell some tricky words.
The purpose of this phase is to teach common word endings including suffixes. of graphemes in reading and spelling words containing adjacent consonants and polysyllabic words. Some grammatical awareness is also helpful here: just knowing that the regular past tense ending is spelt -ed is not enough – children also need to be aware that the word they are trying to spell is a past tense word. Without this awareness, they may, for example, spell hopped as hopt, played as plaid, grabbed as grabd and started as startid – perfectly accurate phonemically, but not correct. Conversely, once they have understood that the -ed ending can sometimes sound like /t/, they may try to spell soft as soffed, unless they realise that this word is not the past tense of a verb.
Children entering Phase 5a are able to read and spell words containing adjacent consonants and some polysyllabic words. The purpose of this phase is for children to broaden their knowledge of graphemes and phonemes for use in reading and spelling. They will learn new graphemes and alternative pronunciations for these and graphemes they already know, where relevant. Some of the alternatives will already have been encountered in the high-frequency words that have been taught. Children become quicker at recognising graphemes of more than one letter in words and at blending the phonemes they represent. When spelling words they will learn to choose the appropriate graphemes to represent phonemes and begin to build word-specific knowledge of the spellings of words.
The purpose of this phase is for children to broaden their knowledge of graphemes and phonemes for use in reading and spelling. Children will learn alternative pronunciations for graphemes they already know. Some of the alternatives will already have been encountered in the high-frequency words that have been taught. Children become quicker at recognising graphemes of more than one letter in words and at blending the phonemes they represent. When spelling words they will learn to choose the appropriate graphemes to represent phonemes and begin to build word-specific knowledge of the spellings of words.
The purpose of this phase is for children to broaden their knowledge of graphemes and phonemes for use in reading and spelling. Children will learn alternative pronunciations for graphemes they already know. Some of the alternatives will already have been encountered in the high-frequency words that have been taught. Children become quicker at recognising graphemes of more than one letter in words and at blending the phonemes they represent. When spelling words they will learn to choose the appropriate graphemes to represent phonemes and begin to build word-specific knowledge of the spellings of words.
The purpose of this phase is for children to broaden their knowledge of graphemes and phonemes for use in reading and spelling. Children will learn alternative pronunciations for graphemes they already know. Some of the alternatives will already have been encountered in the high-frequency words that have been taught. Children become quicker at recognising graphemes of more than one letter in words and at blending the phonemes they represent. When spelling words they will learn to choose the appropriate graphemes to represent phonemes and begin to build word-specific knowledge of the spellings of words.
By the beginning of Phase Six, children should know most of the common grapheme– phoneme correspondences (GPCs). They should be able to read hundreds of words, doing this in three ways:
• reading the words automatically if they are very familiar;
• decoding them quickly and silently because their sounding and blending routine is now well established;
• decoding them aloud.
Children’s spelling should be phonemically accurate, although it may still be a little unconventional at times. Spelling usually lags behind reading, as it is harder. During this phase, children become fluent readers and increasingly accurate spellers.
In Phase Six children need to acquire more word-specific knowledge. They still need to segment words into phonemes to spell them, but they also learn that good spelling involves not only doing this and representing all the phonemes plausibly but also, where necessary, choosing the right grapheme from several possibilities.
In some cases, word-specific spellings (e.g. key/cat/clock/school) simply have to be learned.
Children should be taught to think in terms of base words and suffixes whenever appropriate. Suffixes are easily learned and many base words will already be familiar from Phases Two to Five.
- -s, -es - cats, stops, parks, catches, dishes, marries, bunnies
- -ing to form continuous verbs - smiling, caring, rubbing
- -ed to form past tense verbs - smiled, cared, rubbed
- -er to form nouns - smiler, carer, rubber
- -er to form adjectives - wiser, bigger, happier
- -est to form adjectives - wisest, biggest, happiest
Common suffixes taught in Phase Six:
-s and -es: added to nouns and verbs, as in cats, runs, bushes, catches;
-ed and -ing: added to verbs, as in hopped, hopping, hoped, hoping;
-ful: added to nouns, as in careful, painful, playful, restful, mouthful;
-er: added to verbs to denote the person doing the action and to adjectives to give the comparative form, as in runner, reader, writer, bigger, slower;
-est: added to adjectives, as in biggest, slowest, happiest, latest;
-ly: added to adjectives to form adverbs, as in sadly, happily, brightly, lately;
-ment: added to verbs to form nouns, as in payment, advertisement, development;
-ness: added to adjectives to form nouns, as in darkness, happiness, sadness;
-y: added to nouns to form adjectives, as in funny, smoky, sandy.
The spelling of a suffix is always the same, except in the case of -s and -es.
Teach/revise more word specific positional spellings and spelling rules. Add prefix: un (unhappy(. Add prefix: dis (disown).
Add suffixes and general spelling rules where changes maybe required to the base word:
- -ment to form nouns - development, enjoyment
- -ness to form nouns - darkness, happiness
- -ly to form adverbs - mostly, safely
Teach/revise/apply spelling strategies for writing + marking and proofreading
Contractions - understand apostrophe represents missing letters
Possessive apostrophes - understand apostrophe represents possession
Homophones and near homophones their/there/they’re