Weekly Phonics Planner (YR)
Phase: 3
(p.75)
Term:
Target: To teach four of the vowel digraphs (ar, ai, oo, oa)
Monday
Revisit
and
Review
Phase 2 ongoing –
Continue to revisit all
phase 2 and 3 letter
sounds and graphemes.
‘Hear it and say it’
Tuesday
Continue to revisit all
phase 2 and 3 letter
sounds and graphemes.
Revisit tricky words –
‘was’ and ‘no/go’
Sing alphabet song – (p.80)
pointing to flashcard.
 Introduce tricky
word ‘was’
Revisit alphabet song
 Introduce the vowel
grapheme ‘ar’ (p.81)
Teach spelling tricky
words ‘no/go’ (p.93)
Teach reading two
syllable words (p.94)
Wednesday
Thursday
Friday
Continue to revisit all
phase 2 and 3 letter
sounds and vowel
grapheme ‘ar’
Continue to revisit all
phase 2 and 3 letter
sounds – and vowel
grapheme ‘ar, ai’.
Continue to revisit all
phase 2 and 3 letter
sounds and vowel
grapheme ar, ‘ai, oo’.
Revisit tricky words –
‘was’ and no/go
Revisit alphabet song
 Introduce vowel
grapheme ‘ai’
Revisit tricky words –
‘was’ and ‘no/go’
Revisit alphabet song
 Introduce vowel
grapheme ‘oo’
Revisit tricky words –
‘was’ and ‘no/go’
Revisit alphabet song
 Introduce vowel
grapheme ‘oa’
Teach reading captions
and sentences using
known CVC words and
new tricky words. (p.100)
Recall for spelling –
(p.83) using phase 3
grapheme fans.
(ar/ai/oo/oa)
Teach reading and
spelling of high frequency
and tricky words.(p.91/92)
Teach
Practise
Apply
Continuous
provision/
display
opportunities
Model writing/reading
captions and sentences.
Practise recognition for
reading and recall for
spelling – (p.82) using
grapheme flashcards.
Practise recognition for
reading and recall for
spelling – (p.82) using
grapheme flashcards.
Practise recognition for
reading and recall for
spelling – (p.82) using
grapheme flashcards.
Practise recognition for
reading and recall for
spelling – (p.82) using
grapheme flashcards.
Matching – (p.95) with
teacher; using picture
clues and captions.
Practise blending for
reading (p.85) using word
cards.
Practise blending for
reading (p.85) using word
cards.
Practise segmentation for
spelling (88)
Practise segmentation for
spelling (88)
Guided reading –
1. Reading CVC words in
text
2. Finding tricky word
‘was’ in text.
Read/write a caption or
sentence using tricky
words and words
containing known
graphemes.
Yes/no questions (p.97)
Children to read question
and choose appropriate
card (incorporate use of
Voting Pods)
Display Alphabet frieze.
Provide grapheme lotto
games for independent
learning.
Add new sounds/
Graphemes to writing
table.
Quickwrite words (p.89) –
Chatty Chums: one child
to sound talk CVC word
other to write on threephoneme frame (both to
read)
Display alphabet names
alongside lower case
letters for independent
matching/writing activity.
Practise reading new
captions using known
high frequency and tricky
words.
Full circle (p.90) in small
groups – children to make
list of words using new
vowel sounds.
Assessment:
Secure phase 2.
Who is able to read CVC words?
Who can read vowel digraphs?
C.Cambridge/M.Grafton-Reception L&S: 2010-2011
Provide list of further
yes/no questions and
cards in independent
listening corner.
Independent e-learning
Education City – L&S.
Add to sound wall
Tricky word tree
Comments:
Continue to develop individual skills of blending and letter recognition through
target phonics groups