Page 35: Planning and Teaching Phase 1 Phonics: simple sounds

 Page 35: Planning and Teaching Phase 1 Phonics: simple sounds

When I initially started teaching phonics, these were the lessons I was most nervous for. When approaching mathematics and communication and language, I felt much more confident when I began teaching them. However as placement continued and I built on my phonics knowledge and confidence, these definitely became one of my favourite sessions to teach.

I particularly find teaching this level of phonics extremity rewarding. It is built from lots of repetition and practice, so when it clicks and the pupils respond to the sound correctly, or begin to handwriting the letter clearly for the first time is fantastic. It is through mini hurdles that as a student teacher you are jumping through and when your pupils have what seem like little success' that it reaffirms that you've got this, and the quality of education you are providing for the children, all the planning, hard work and effort is enough! 

My particular placement school follows the 'Read Write Ink' phonics schemes. The elements of the sessions are fairly structured working through recapping sounds, Fred talk to develop oral blending and handwriting. 

In today's post I thought to share other elements in my phonics lessons to stimulate and consolidate pupils phonics learning. 

My top 4 activities to start my phonics lessons:

1. Alliteration Rhyme Making Silly Soup

Start by having a pool of alliteration words in the middle (for example, money and monkey; cat and car; and snake and sand). Explain these and spread them across the carpet. Then begin to sing the well know phonics silly soup song 'i'm going to make some silly soup and make it nice and silly, i'm going to put it in the fridge and make it nice and chilly'. At the end of each verse, select a card from the middle and the pupils need to identify the matching alliteration pair. Repeat for all the objects. When needed, to make more challenging, add some additional cards that do not have an alliteration pair. 

2. Matching Cards

For this listening and attention activity, I tend to use the schools scheme RWI cards that match the letter sounds (can easily make your own). Examples of these are having a 'm' and 'mouse' card, 'n' and 'nose' card, 'p' and 'pirate' card and 's' and 'snake' card. Lay the picture cards around the floor, teacher will say the sound and pupils will need to idenifty a matching object card. 

3. 'Miss Yeoman' says

This is definitely one of my favourite and one the pupils enjoy the most! This is a simple game of Simon says but firstly selecting actions with the sounds pupils are focussing on. After giving them the instruction, emphasise and say the sound together. For example Sit down, Stand up, Touch your Toes, Dance, Put your hands on your head... If the group are ready, then progress onto instructions that start with sounds the pupils have not 'learnt' yet and try and sound it out and idenifty the first letter together. For example Jump, Wave, Clap ... This keeps the children physically active too which is great!

4. Eye Spy

(This is great to be taken outside on those days where the weather is good enough!) Have the letter sound cards and hold one up. For example teacher holding up the letter D. the 'eye spy with my little eye something beginning with 'd'' - door. After children become confident with you holding the card sound and spotting the object, let the pupils take the card and chose their own objects from the focussed letters. 

My top 4 extension tasks/mini games to consolidate recapping the lessons sounds (these are all quick 2/3 minute activities to consolidate/challenge):

After introducing or recapping the sounds of group focus, I like to do a short extension activity, to jazz things up everyday, provide an opportunity to consolidate the learning and stimulate the children's minds. Due to the repetitive nature of phonics learning, I like to introduce something quick, fun and new daily. 

1. Oral Letter Sound Matching

This one is quick and simple. Lay all the sound cards on the floor. Have two members of the group stand up. Teacher to say the letter sound and these two children need to try and find it. The first who does gets a small prize such as a sticker. Repeat for all pupils to have a go and work through all the sounds. (Match the pupil working pairs fairly). 

2. Sound Letter Connotations 

Teacher to hold the letter sound up. Working around the circle, pupils have to think/find an item in the classroom that starts with this sound. Can use the phonics picture cards with relating image to prompt when needed. 

3. Hands up 'snap'

Hand each child a letter card. Teacher orally says a sound. Pupil who has that card needs to hold it up in the air. 

4. My favourite phonics things

Pick one of the phonics letters. Pupils have to thing of their favourite thing that starts with the letter. For example hold up the 'i' card, and say ' I like Ice cream'.

When discussing phonics, I think it is key to also note about phonics assessments. During my time on placement, I had the opportunity to complete the summative phonics assessments. After observing and then taking over myself, pupils had to sound the letters, followed by Fred talk and finished with them oral blending to read words. Carrying these out really helped my delivery and planning of future sessions as I knew what exact sounds to put that slight more emphasise on in a group setting as often when you are teaching a group of 8-10 pupils, there voices can blend at times. Carrying out these assessments also allowed me to understand phonics and the process of the words and the order of learning these sounds better.

Before I started my EYFS placement, I never would have thought I would feel so confident and secure as I am now with my knowledge and teaching of these sessions compared to the start of the year. I am eager o continue working and developing this these skills through the rest of my training and placement. I am excited to independently continue to develop my phonological awareness and delivery through completing online audits and reading around the area. Phonics is fundamental. It is the key element that all talk and writing builds from. It is therefore essential that the planning and delivery of these sessions are spot on, accurate and correct. Emphasising this, I will end today's page with a quote summing up how key phonics learning is:

'Phonological and phonemic awareness is the foundation upon which all other layers of literacy are built, and unless it is solid, the other layers will most definitely suffer' - unknown

- Miss Yeoman