Phonics planning Phase 1 - Alliteration



2609853929380This is a detailed weekly breakdown for phase 1 phonics- Alliteration. This unit consists of 4 weeks which can be taught as a whole class or small group. 020000This is a detailed weekly breakdown for phase 1 phonics- Alliteration. This unit consists of 4 weeks which can be taught as a whole class or small group. 6826253614329Phonics planning Phase 1 - Alliteration790000Phonics planning Phase 1 - Alliteration Phase 1- AlliterationRevise and revisitTeachPractise ApplyMondayGuess the outdoor sound. Play different outdoor sounds e.g. car, traffic lights, transport.Pass the ball round the circle. When each child holds the ball say the initial of their name e.g. S for Sam. Get the children to repeat the game back to you.Now play eye spy. Choose a child in the circle e.g. I spy…someone beginning with S. the person with that initial must stand up. Repeat the game and get the children to have a go at being the lead.TuesdayHow many different outdoor sounds can they think of?Repeat the game from last session.Now say eye spy… someone beginning with S. chose a child randomly to go around the circle and pat the appropriate child (Sam) on the head.Repeat the game and get the children to have a go at being the lead.WednesdayGuess the indoor sounds. Play different indoor sounds e.g. oven, telephone, washing machine.Show a collection of random objects. Can we sort them into groups starting with the same letter sound?Look at each group say the objects one by one to create an alliterated string e.g. scissors, staple, sausage, stick.Can we have a go at saying these objects faster and slower? Explain that it is called alliteration.Thursday How many different indoor sounds can they think of?Show a collection of random objects. Can we sort them into groups starting with the same letter sound?Look at each group say the objects one by one to create an alliterated string e.g. scissors, staple, sausage, stick.Can we have a go at saying these objects faster and slower? Explain that it is called alliteration.FridayGuess the sound. Play a collection of indoor and outdoor sounds.Look at each pile of objects. Say the objects one by one to create an alliterated string e.g. scissors, staple, sausage, stick. Invite the children to sit in a circle. Show a collection of objects can the children match which object starts with the same letter sound as their name? Once everyone has their correct object, say an alliterated sentence to link them with their chosen object e.g. Sam’s saucy spaghetti Phase 1- AlliterationRevise and revisitTeachPractise ApplyMondayRepeat silly alliterated sentences which include the children’s names e.g. bens bright, bouncy ballPlace objects into a feely bag. Explain that some of them start with different sounds. List the sounds and ask the children if they know anything beginning with that letter sound.Now take turns to pick an object out of the bag. Can we start to group the objects? Once an object has been selected repeated all the objects found in that group e.g. well done we have found a teddy bear, a tomato, a triangle and a tennis ball.Now take turns to pick an object out of the bag. Can we start to group the objects? Once an object has been selected repeated all the objects found in that group e.g. well done we have found a teddy bear, a tomato, a triangle and a tennis ball.TuesdayRepeat silly alliterated sentences which include the children’s names e.g. bens bright, bouncy ballSet up a small world zoo. Talk through the different animals. Are any of the animals starting with the same sound?Play ‘Bertha goes to the zoo’ sing Bertha the bus is going to the zoo, who does she see as she passes through. Children to select the alliterated animals e.g. a hen, a horse, a hippo and a hyena.Repeat activity with different animals.WednesdayHave a selection of objects and choose which objects begin with the same initial sound.Show a selectin of transport toys or pictures. E.g. car, aeroplane, train and a bus. What sound does it make? Get children to demonstrate. Now repeat the sound or make it into an alliterated chain e.g. toot toot, chufferty chuff.Now say the corresponding sound and see if the children can select the correct objet. Place the objects down in a line, and repeat the alliterated sound it makes, adding one more object each time until there is a string of alliterated noises.ThursdayHave a selection of objects and choose which objects begin with the same initial sound.Repeat game from last sessionRepeat the game from last sessionRepeat the game from last sessionFridayHave a selection of objects and choose which objects begin with the same initial sound.Show the children some words cards of escribing words e.g. slithery, terrible, loud, and buzzing. Can the children match the words with the correct alliterated animal? E.g. the slithery snake, the terrible tiger.Now say these sentences and act out the animal. Phase 1- AlliterationRevise and revisitTeachPractise ApplyMondayMatch words and animals together see last session.Show the children different sets of objects which begin with the same sound. Explain that they must guess which object should go in which pile.Place a collection of objects in a bag and play pass the parcel. When the music stops an object must be pulled out. Which set of objects does it belong?Repeat all the objects each time one more is placed in that pile to reinforce the alliteration.TuesdayMatch words and animals together see last session.Repeat the game from last session but use animalsRepeat the game from last session but use animalsRepeat the game from last session but use animalsWednesdayClap out syllables in their own name.Explain that we are going to sort all the objects in the bag into correct groups beginning with the same initial sound e.g. ball, brick, bellPlay pass the parcel with the collect of objects inside the bag. Once the music has stopped an object must be taken out. Each time the children must decide whether it belongs in the same pile or a new one.Play pass the parcel with the collect of objects inside the bag. Once the music has stopped an object must be taken out. Each time the children must decide whether it belongs in the same pile or a new one.ThursdayClap out syllables in their own name.Repeat last session using different collection of objects.Repeat last session using different collection of objects.Repeat last session using different collection of objects.FridayClap out syllables of random objects in a bag.Repeat last session using different collection of objects. Repeat last session using different collection of objects. Repeat last session using different collection of objects.Phase 1- AlliterationRevise and revisitTeachPractise ApplyMondayHave a variety of noisy objects in a bag, play the objects and guess which sound it is. E.g. crisp packet, bell, and squeaky toy.Introduce a sound box, explain that there are different objects inside. Model taking out an object and saying what it is emphasising the first sound e.g. sssssssnakeNow allow the children to take out an object one at a time. Pass the object around and each say the name with the emphasised sound.Now allow the children to take out an object one at a time. Pass the object around and each say the name with the empathised sound.TuesdayHave a variety of noisy objects in a bag, play the objects and guess which sound it is. E.g. crisp packet, bell, and squeaky toy.Repeat the game from last session.Repeat the game from last session.Repeat the game from last session.WednesdayHave a variety of noisy objects in a bag, play the objects and guess which sound it is. E.g. crisp packet, bell, and squeaky toy.Repeat the game but now use all objects beginning with the same initial sound.Repeat the game but now use all objects beginning with the same initial sound.Repeat the game but now use all objects beginning with the same initial sound.ThursdayHave a variety of noisy objects in a bag, play the objects and guess which sound it is. E.g. crisp packet, bell, and squeaky toy.Repeat the game from last session.Repeat the game from last session.Repeat the game from last session.FridayHave a variety of noisy objects in a bag, play the objects and guess which sound it is. E.g. crisp packet, bell, and squeaky toy.Now that the children are familiar with their sound box ask them to go around the setting and select their favourite object from the room. Then place it inside the bx. Pass the box round and allow the children to select their favourite chosen object, can they start the game off by saying the name with the emphasised sound? Pass the box round and allow the children to select their favourite chosen object, can they start the game off by saying the name with the emphasised sound? ................
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