Finding Phonics - Welsh Government



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. |

|Activity |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). |

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|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. |

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|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 |

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| |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. |

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|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. |

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| |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. |

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|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. |

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