Phase 2 - Week 4
Objectives and criteria for success:
Learn and practise letters/sounds ck e u r (set 4) and practise letters/sounds learned so far p51.
Teach ck, explain it’s never at the start of words and practise reading words ending in ck.
Identify the name of each new letter learned. See Phase 2 Appendix 1.
Practise oral blending and segmenting p55–6.
Read the high frequency words to, get, got, the, put p64.
Support children in reading and demonstrate spelling, captions using week 1 to 3
Children read in the correct direction across a word.
letters and high frequency words and, the, to p66–7.
Teach children about vowels.
Mon
Tue
Revisit and Review
Recall – s/ a/ t/ p/ i/ n/ m/ d/
g/ o/ c/ k.
Play Quickwrite letters p55.
Recall s/ a/ t/ p/ i/ n/ m/ d/
g/ o/ c/ k/ ck using
flashcards.
Play Name Stories
(Appendix 1).
Wed
Recall s/ a/ t/ p/ i/ n/ m/ d/
g/ o/ c/ k/ ck/ e with
flashcards.
Play Quickwrite letters p55.
Thu
Recall s/ a/ t/ p/ i/ n/ m/ g/
o/ c/ k/ ck/ e/ u/ with
flashcards.
Play Name Stories
(Appendix 1).
Fri
Recall s/ a/ t/ p / i/ n/ m/ g/
o/ c/ k/ ck/ e/ u/ r using
flashcards.
Practise reading high
frequency words p64.
Teach
Teach reading the, to using flashcards p64.
Teach ‘ck’ using phonics scheme (see also p51
of L&S for ideas).
Explain this spelling of the /c/ sound never goes
at the start of a word.
Teach readng get, got p64.
Teach ‘e’ using phonics scheme (see also p51
of L&S). Tell children the name of the letter but
focus on the sound.
Segmentation for spelling:
Phoneme frame p62: pet, den, net, met, men,
ten.
Teach reading put p64.
Teach ‘u’ using phonics scheme (see also p51
of L&S). Tell children the name of the letter but
focus on the sound.
Phoneme frame p62: put, cut, mug, dug.
Teach ‘r’ using phonics scheme (see also p51 of
L&S for ideas). Tell children the name of the
letter but focus on the sound.
Phoneme frame p62: run, rim, rock, ran, rat.
Now children have learned the five vowels a, e,
i, o, u* write them on the board and ask them to
think of something they can draw which starts
with each sound. Put together a display of the
vowels to use later.
Practise
Blending for reading:
Sound buttons (and lines for ck
where 2 letters make one sound)
p58 as follows: sack, tack, tick,
dock, sock. Make it very clear that
we read from left to right through a
word.
Sound buttons (and lines for ck
where 2 letters make one sound)
p58 as follows: neck, peck, pack,
sack, sick, tick.
Apply
Shared Reading p66. Help our
puppet read a caption:
The dog is sick.
Practise reading high frequency
words p64.
Demonstration writing p67.
Write the following caption:
The sock is on the mat.
Practise reading high frequency
words p64.
Blending for reading: Pictures of
neck, pet, ten, sun, dad, children
match words to objects/pics p60.
Shared Reading p66. Help the
puppet read a caption: I am ten.
Practise reading high frequency
words p64.
Blending for reading: Buried
Treasure p60. Which words are
real? Nut, nun, seck, pock, tum,
sut.
Demonstration writing p67.
Write the following caption:
– Rock the rat. (Point out capital
R.)
Practise reading high frequency
words p64.
Explain that all words have
vowels. Using the display ask
children to write the following
words: net, pat, sit, duck, top
and underline the vowel in each
word.
Ask children to look at the picture
cards for the following words: ant,
orange, umbrella, egg, igloo, rabbit,
man, dog, and sort them into those
which begin with a vowel and those
which don’t. Encourage them to
use the display to help them.
Assessment
Give the sound when
shown any Phase 2 letter
learned so far.
Find any letter learnt so far,
from a display, when given
the sound.
Find any letter learnt so far,
from a display, when given
the letter name.
Be able to blend and
segment in order to read
and spell (using magnetic
letters) VC words up, on,
CVC words and, kick, got,
and silly words rud, ock.
Be able to read the tricky
words I, to and the.