Phonics Planning Revise phase3/Teach phase 4Reception Class1 week’s schedule

  • To blend and segment sounds represented with more than 1 letter
  • To blend to read simple captions, sentences and questions
  • To read and revise tricky words: he, she, we, me, be, was, you, her, they, all, are
  • To blend and segment words with adjacent consonants e.g. went, frog, stand, jumps, shrink
  • To read tricky words said, so, have, like, some, come, were, there, little, one, do, when, out, what

Monday / Tuesday / Wednesday / Thursday / Friday
Objective / To blend sounds to read a CVCC word. / To segment sound to spell a CVCC word. / To blend sounds to segment a CCVC word. / To blend sounds to read a CCVC word. / To blend and segment sounds in a CVCC/CCVC word – which have vowel digraphs
Revisit and Review / Revise sounds with more than 1 letter using flash cards.
ie, igh, oa, ou, ow, ai, ay
Read tricky word ‘was’ / Revise sounds with more than 1 letter using flash cards.
ue, ee, or, oo, oi, oy
Read tricky word ‘you’ / Revise graphemes.
Revise CVCC words with adjacent consonants:
st, nt, nd, mp
Read tricky word ‘are’ / Revise graphemes.
Revise CCVC words with adjacent consonants:
st, pl, fl, pr, fr, sl
Read tricky word ‘they’ / Revise graphemes.
Revise CVCC and CCVC words.
Use sound buttons.
Read tricky word ‘all’
Teach / Using the word machine: blend CVCC words to read. / Using word frame:
segment CVCC words to spell. / Using word frame:
segment CCVC words to spell. / Using the word machine: blend CCVC words to read. / Teach CVCC & CCVC words which have sound containing 2 letters e.g. start, stain. Blend and segment.
Practise / Play bingo with bingo boards. Blend words on board to see if they have the correct word. / Using a set of letter cards, build words asked for. Spell with letter cards. / Use whiteboards to write words and practise formation. / Play buried treasure – by blending the words find the real and made up words. Play swap shop at the end to consolidate. / Use IWB to drag ‘letter cards’ into correct position to spell word.
Apply / Read sentence containing CVCC word and tricky word ‘was’. / Using word cards, build sentence containing tricky word ‘you’ / Read question containing tricky word ‘are’.
What is the answer? / Read question containing tricky word ‘they’.
What is the answer? / Read question containing tricky word ‘all’.
What is the answer?
Evaluation