Phase 4b Daily Lesson Planner

Revisit: Letter recognition and recall for /ai/, /ee/, /igh/, /oa/, /oi/, /oo/, /oo/, /ow/, /ar/, /air/, /ear/, /ur/, /or/, /ure/

Revisit: Blending for reading cvcc (vowel digraphs) words

Blending:  j-oi-n-t, b-oo-s-t, r-oa-s-t, t-oa-s-t, b-ea-s-t, b-ur-n-t

Apply: Read/write the sentence ‘A frog jumped out of the scrub.’

Revisit: Letter recognition and recall for /ai/, /ee/, /igh/, /oa/, /oi/, /oo/, /oo/, /ow/, /ar/, /air/, /ear/, /ur/, /or/, /ure/

Revisit: Blending for reading cvcc (vowel digraphs) words

Blending:  g-r-ee-n,  f-l-air,  c-l-ear,  s-p-ee-ch,  t-r-ai-l,  t-r-ai-n, c-l-ow-n

Apply: Read/write the sentence ‘Come and see my scrap of string.’

Revisit: Letter recognition and recall for  /j/, /v/, /w/, x,  /y/, /z/ zz, qu, /sh/, /ch/,/th/, /ng/

Revisit: Blending for reading cvcc (vowel digraphs) words

Blending:   s-t-r-a-p, s-c-r-a-p, s-p-r-i-ng, s-t-r-i-ng, s-t-r-ee-t

Apply: Read/write the sentence 'Shift the chest on the shelf.’

Revisit: Letter recognition and recall for  sh/, /ch/,/th/, /ng/, /ar/, /air/, /ear/, /ur/, /or/, /ure/

Revisit: Blending for reading cvcc (vowel digraphs) wordscvcc (vowel digraphs) words

Blending:  g-r-ee-n,  f-l-air,  c-l-ear,  s-p-ee-ch,  t-r-ai-l

Apply: Read/write the sentence 'Clear the green smear off the window.'

1. Read the word ‘bright’.

2. Explain that ‘est’ can be added to some words to mean ‘the most’.

3.  Read the word ‘aim’.

4.  Explain that adding ‘ing’ to words means they are happening ‘right now’.

5.  Explain that adding ‘ed’ to words means they happend in the past.

Revisit: Letter recognition and recall for /v/, /w/, x,  /y/, /z/ zz, qu, /sh/, /ch/,/th/, /ng/

Teach: Adding -est to the end of some words means they are happening now.

Blending:  b-l-o-ck-ing, h-u-n-t-ing, p-oi-n-t-ing, s-t-ar-t-ing  

Apply: Read/write the sentence ‘A light started flashing on my printer.’

Revisit: Letter recognition and recall for /ai/, /ee/, /igh/, /oa/, /oi/, /oo/, /oo/, /ow/

Teach: Adding -ing to the end of words means they are the most.

Blending:  b-r-igh-t-e-s-t, f-r-e-sh-e-s-t, s-m-ar-t-e-s-t

Apply: Read/write ‘I lost my best hat.’

1. Explain that ‘er’ at the end of words often makes a ‘schwa sound’.

2. The ‘schwa sound’ sounds like a weak ‘uh’.

3. Sound-talk and read the words ‘never’ and ‘finger’

Revisit: Letter recognition and recall for  /ar/, /air/, /ear/, /ur/, /or/, /ure/

Teach: Blending for reading words with the /er/ schwa sound

Blending:  f-ar-m-er, h-a-mm-er, l-e-tt-er, r-o-ck-er, l-a-dd-er

Apply: Read/write ‘I dropped my hammer when I was on the ladder.’

1. Discuss with the children the alternative pronunciations of short ‘oo’ and long ‘oo’.

2. Complete the ‘oo’ alternative pronunciation activity by sorting the words into the correct columns. 3. Alternative spelling activities are found under the ‘Segmentng’ tab.

1. Explain to the children that -ed at the end of words can sound like ‘d’, ‘t’ or ‘id’.

2. Explain to the children that -ed makes the past tense word (that the events described took place in the past). 

3. Say the sentence ‘Today I jump on the bed’. Ask the children to finish the same sentence starting with Yesterday instead of Today.

Revisit: Say the sound and point to the picture for /d/ 

Teach: That the word ending ed can sound like /d/

Blending:  b-a-ng-ed, b-oi-l-ed*, ai-m-ed, f-ai-l-ed, t-a-nn-ed

Apply: Read/Write: ‘I aimed for the target but failed to hit it.’

Revisit: Say the sound and point to the picture for /t/ 

Teach: That the word ending ed can sound like /t/

Blending: s-n-i-ff-ed, c-oo-k-ed*, j-u-m-p-ed

Apply: Read/Write: ‘I jumped up and helped my dad.’

Revisit: Say and write the sounds for /i/ and /d/

Teach: That the word ending ed can sound like /i/ /d/

Blending: w-ai-t-e-d, ch-a-tt-e-d*, l-a-n-d-e-d, n-ee-d-e-d

Apply: Read/Write: ‘I needed a fork to get started on my dinner.’

Revisit: Say the sound of the phoneme being taught e.g. /ch/.

Ask the children to copy you as you repeat the phoneme. e.g. ch... ch... ch... ch...

Teach: Explain that the phoneme /ch/ can also be spelt tch. 

Ask the children to copy you as you read the new grapheme tch (repeat 4 times).

Revisit: Say the sound and point to the picture for /ch/  Read: chop, such

Teach: /ch/ can also be written tch

Blending: c-a-tch, d-i-tch, f-e-tch, m-a-tch

Apply: Read/Write: ‘I fetched the ball from the ditch.’

Revisit: Say the sound of the phoneme being taught e.g. /ee/.

Ask the children to copy you as you repeat the phoneme. e.g. ee... ee... ee... ee...

Teach: Explain that the phoneme /ee/ can also be spelt y. 

Ask the children to copy you as you read the new grapheme y (repeat 4 times).

Revisit: Say the sound and point to the picture for /ee/,  blend  t-r-ee, g-r-ee-n, s-l-ee-p

Teach: /ee/ can also be written y

Blending: v-e-r-y, h-a-pp-y, f-u-nn-y, c-a-rr-y, h-air-y    Tricky word: one

Apply: Read/Write: ‘The baby is very happy.’

Revisit: Say the sound and point to the picture for /ee/,  blend  t-r-ee, g-r-ee-n, s-l-ee-p

Teach: /ee/ can also be written ey

Blending: t-r-o-ll-ey, k-ey, v-a-ll-ey, d-o-n-k-ey, j-o-ck-ey    Tricky word:  are

Apply: Read/Write: ‘The honey came from the bees in the valley.’

Revisit: Say the sound and point to the picture for /v/,  blend  v-a-n, v-e-l-v-e-t

Teach: /v/ can also be written ve

Blending:  h-a-ve, l-i-ve, f-or-g-i-ve, m-a-ss-i-ve

Apply: Read/Write: ‘I have a massive gift to give you.’

Revisit: Point to the phoneme being taught e.g. /l/ and say the sound.

Ask the children to copy you as you repeat the phoneme. e.g. l... l... l... l...

Point to the other known spelling of /l/ ll and repeat the grapheme 4 times.

Teach: Explain that the phoneme /l/ can also be spelt le. 

Ask the children to copy you as you read the new grapheme le (repeat 4 times).

Revisit: Say the sound and point to the picture for /l/ - l-a-p, l-e-t

Teach: /l/ can also be written le

Blending: l-i-tt-le,  b-u-bb-le, s-i-n-g-le, p-u-zz-le

Apply: Read/Write: ‘I picked the little apple off the tree.’

Revisit: All phase 4b spellings

Blending: words using Phase 4b spellings

Apply: Read decodable book and complete worksheet