NGf L CYMRU GCaD
Phonics Skills Activities
Teaching Guidance
Learning Intentions
Identifying phonic blends and using them appropriately in context when
reading and writing. Sound can be added, if required.
Success Criteria
Successfully identifying phonic blends, then applying this knowledge in
reading and writing, and using VAK teaching and learning techniques.
Stories, and Stories with sound
Cut Those Gags – words of one syllable (c-v-c words, e.g. cut, hop, fox );
The Cost of a Loaf – final consonant blends (e.g. sent, milk, ring);
Splish Splash Splosh – initial consonant blends (e.g. snap, twin, grid);
Slime and Spit – two syllable words and words ending in ing, le, er, ed, y;
The Golden Bangle – split vowel digraphs (e.g. tame, slope, cube);
Storm in a Teacup – medial and essential vowel digraphs (pause, joy, fir);
A City Office – phonic props (stage, ridge) and silent letters (bomb, wren);
Sensational Fudge – prefixes and suffixes (invention, fabulous, distrust).
Activity
Learning Intentions
Match words with the same phonic patterns.
Success Criteria
Students match the most suitable word to the picture on each slide.
Activity
Matching
Children look at a picture on each slide, then click and drag the most
suitable word to describe the picture into the box.
Each slide contains words which contain the same phonic pattern.
Activities such as phonics bingo and Snap cards could supplement this
work.
Learning Intentions
Find words which sound the same.
Success Criteria
Children develop their listening and visual skills by identifying words
which sound the same, then say them aloud.
Activity
Finding Phonics
Students identify words from the same phonic family, e.g. hill-mill. They
can build on this skill by writing or saying other words which sound the
same.
This work can be done either individually, in pairs or in a group.
Supplementary activities can include use of depicted flash cards, either
with only pictures, or with pictures and words.
NGf L CYMRU GCaD
Learning Intentions
Students learn to recognise phonic patterns, and gain confidence in their
visual skills, spelling, writing, etc.
Success Criteria
Children identify words from the same word family by adding initial
sounds to make a word.
Activity
Playing with Patterns
Children click and drag initial consonants into the box to make a word,
e.g. b+ill = bill.
Students can play board games, such as phonics bingo, Snap, word
identifier (using a spinner and a series of suitable words), battleships,
hangman, etc.
Learning Intentions
Students learn to identify words which either start with two consonants, or
end in two consonants, or have two vowels in the middle of the word.
Success Criteria
Children gain in confidence by saying, reading and spelling words with
initial consonant blends, medial vowel digraphs, or final consonant
blends.
Activity
Spot the Blends
Initial consonant blends – e.g. grip, trim, stop.
Medial blends – e.g. pause, teeth, foot.
Final consonant blends – twist, lamp, lock.
Children identify these blends. Sound can be used, if required.
Can be supplemented by playing the Guessing Game, which is similar to
charades.
Learning Intentions
Recognise, spell and read words with silent letters, e.g. lamb, write, knee.
Success Criteria
Children gain confidence in recognising, saying and writing words with
silent letters.
Activity
Silent Letters
Children identify words which contain silent letters.
Can be supplemented by using visual/auditory/kinaesthetic activities to
strengthen knowledge and build confidence.
Games such as I Spy, or timed activities which use flash cards where
children use small whiteboards to write down the word which describes
the picture on each flashcard can be used to reinforce this work.
NGf L CYMRU GCaD
Learning Intentions
Learn to identify words which contain prefixes and suffixes, e.g. redo,
distrust; invention, fabulous.
Success Criteria
Children recognise, say, read and spell words which contain prefixes and
suffixes.
Activity
Suffixes and prefixes
Students identify words which contain prefixes and suffixes by reading the
sample word, then clicking on words which have the same prefix or suffix.
Sound can be used, if appropriate.
This work can be supplemented by playing games such as phonics bingo,
Snap, word tracking, etc.