phonics recovery - weeks 1-7€¦ · phonics recovery - weeks 1-7 assess sound knowledge so as to...

Phonics recovery - Weeks 1-7

Assess sound knowledge so as to place pupil in the correct place.

See Appendix for assessments

Day 1

Revise all of the grapheme cards that you have covered so far. (Maximum of 15)

Practice speed sounds grid for day one.

Say a word to the child with letters already covered. See Word Work – Encoding below.

Give the child practice of building a couple of words.

Revise the common words already covered. Used the coded words first before the words as they are seen in a book.

Practice the common word grid for day one.

Practice the sentence strips grid chart for today.

Ask child to choose one of the sentences to copy out. Ask child to read it again and then cut it up to make a sentence jigsaw for the next session.

Read a short passage or poem. Ask the child four questions for a spoken response.

Fill out grapheme grid for day one.

Day 2

Revise all of the grapheme cards that you have covered so far.

Practice speed sounds grid for day two.

Rebuild the sentence strip you cut up yesterday.

Say a word to the child with letters already covered. See Word Work – Encoding below.

Give the child practice of building a couple of words.

Choose one word and ask the child to think of a spoken sentence containing the word. Repeat the sentence, making any alterations needed and ask the child to repeat it. Ask a who, why, what, where, when question to help the child to grow the sentence. Repeat it and ask child to repeat it.

Revise the common words already covered. Used the coded words first before the words as they are seen in a book.

Practice the common word grid for day two.

Practice the sentence strips grid chart for today.

Read a short passage or poem. Ask the child four questions for a spoken response.

Fill out grapheme grid for day two. Day 3

Repeat Day 2

Day 4

Repeat Day 1

Day 5

Finish grids for the week. Reflect with the child on what has been achieved, set the scene for next week and mop up any aspects that you feel need a bit more attention.

Spelling section

Word work – encoding

Say - don’t show the written word.

Say the word ‘pat’ and ask the child to repeat it.

Stretch the word so that the child can hear every sound clearly. p – a – t

Count each sound on your fingers. t – a – t (3 sounds)

Ask the child what the first sound was. Ask the child to find the letter that makes that sound. Place it to the left.

Now ask the child what the next sound is. Ask the child to find the letter that makes that sound.

Now ask the child what the next sound is.

Let’s Practice our Speed Sounds

How many did I read correctly in 1 minute?

Monday Tuesday Wednesday Thursday Friday

Let’s practice our common words



Let’s Practice decoding our reading strips.

How many words did I read correctly in 1 minute?


How did I do?

When I say a sound, I want you to write it.

How many did I write correctly in 1 minute?


Take out the milk bottle tops. Put the vowels to the top of the table and the consonants to the

bottom.

Now listen to this word.

Let’s stretch the word.

Let’s count the sounds.

Find the first sound and put it on the line.

Find the second sound and put it on the line.

Find the third sound and put it on the line.

Let’s crash the letters – one at a time then all together E.g. sat = s + a –sa; sa + t - sat

On a strip of card, copy out one of the reading strips.

Read it then cut it up. Keep you pieces for the next session.

Look at this picture.

1. What do you think is happening in this picture?

2. Is this an activity that these children could do without an adult? Why?

3. What do you think they will do next? 4. What could go wrong?

How did I do?







Let’s Practice decoding our sentence strips.



How did I do?





bottom.

Now listen to this word. pan

Let’s stretch the word. p – a - n

Let’s count the sounds. p – a – n 3 sounds

Find the first sound and put it on the line. p

Find the second sound and put it on the line. p a

Find the third sound and put it on the line. p a n

Let’s crash the letters – one at a time then all together pan




1. What is the boy doing? 2. Have you or someone you know ever

done this? Tell me about it. 3. Can you describe how the tree would

feel when you touch it? 4. What do you think might happen next?

How did I do?










How did I do?





bottom.

Now listen to this word. (pat)

Let’s stretch the word. p – a – t

Let’s count the sounds. p – a – t (3 sounds)




Let’s crash the p into a - pa

Let’s crash pa into t - pat

Say another word which has one letter different to pat (pit, pan etc) and go through the

same process.




1. What has happened to this child? 2. How do you think they feel? 3. What might happen next? 4. Has that ever happened to you? If so,

tell me about it.

How did I do?










How did I do?





bottom.

Now listen to this word. (bag)

Let’s stretch the word. b – a – g

Let’s count the sounds. b – a – g (3 sounds)




Let’s crash the b into a - ba

Let’s crash ba into g - bag

Say another word which has one letter different to bag (bat, tag, big etc) and go through the

same process.



Look at the picture

1. What is this child doing? 2. Have you ever done this before? 3. What do you think might happen next? 4. Why do you think the child is wearing a

helmet? 5. What other activities might you wear a

helmet for? 6. Describe the horse.

How did I do?










How did I do?





bottom.

Now listen to this word. (dog)

Let’s stretch the word. d – o – g

Let’s count the sounds. d – o – g (3 sounds)




Let’s crash the d into o - do

Let’s crash do into g - dog

Say another word which has one letter different to dog (dig, dot, cog etc) and go through the

same process.



Look at the picture

1. What do you think this child has been doing?

2. Why do you think that his hands are so colourful?

3. What do you think he will do next? 4. Have you ever had your hands as messy

as that? Tell me about it.

How did I do?










How did I do?





bottom.

Now listen to this word. (stick)

Let’s stretch the word. s – t – i - ck

Let’s count the sounds. s – t – i - ck (4 sounds)




Find the fourth sound and put it on the line.

Let’s crash the letters into each other – one sound at a time.

Say another word which has one letter different to stick (stock, spick, stop etc) and go through the

same process.



Look at the picture

1. Where do you think this child is? 2. Have you ever been to a similar place?

Tell me about it. 3. Why do you think he is colouring in? 4. What do you think might happen next?

How did I do?










How did I do?




Take out the milk bottle tops or magnetic letters. Put the vowels to the top of the table and the

consonants to the bottom.

Now listen to this word. (sack)

Let’s stretch the word. s – a – ck

Let’s count the sounds. s – a – ck (3 sounds)




Let’s crash the letters into each other – one sound at a time. sack

Say another word which has one letter different to sack (sick, pack, sat etc) and go through

the same process.



1. Where do you think these people are? 2. What might they be trying to do? 3. Have you ever done something similar?

Tell me about it. 4. What do you think might happen next?

How did I do?










How did I do?





bottom.

Now listen to this word. (sand)

Let’s stretch the word. s – a – n - d

Let’s count the sounds. s – a – n - d (4 sounds)





Let’s crash the letters into each other – one sound at a time. sand

Say another word which has one letter different to sand (hand, send, sank, etc) and go

through the same process.



1. What kind of place do you think this

person is in? 2. Have you ever been to a place like this?

Tell me about it. 3. What is the weather like? 4. What are the clues that help you know

what the weather is like? 5. What do you think may happen next?

How did I do?










How did I do?





bottom.

Now listen to this word. (puff)

Let’s stretch the word. p – u – ff

Let’s count the sounds. p – u – ff (3 sounds)




Let’s crash the p into u - pa

Let’s crash pu into ff - pat

Say another word which has one letter different to huff (puff, pun, hut etc) and go through

the same process.



1. What are these people doing? 2. Have you ever done this?

Tell me about it. 3. Tell me about the weather. 4. What are the clues in the picture about

the weather? 5. How do you think these people are

feeling? 6. What do you think might happen next?

How did I do?










How did I do?





bottom.

Now listen to this word. (fell)

Let’s stretch the word. f – e – ll

Let’s count the sounds. f – e – ll (3 sounds)




Let’s crash the f into e - fe

Let’s crash fe into ll - fell

Say another word which has one letter different to fell (tell, fill, fed etc) and go through the

same process.



1. Where do you think these people are? 2. Have you ever been in a similar place?

If so tell me about it. 3. Where would you find caves? 4. How do you think they were feeling?

How did I do?










How did I do?





bottom.

Now listen to this word. (sick)

Let’s stretch the word. s – i – ck

Let’s count the sounds. s – i – ck (3 sounds)




Let’s crash the s into i - si

Let’s crash si into ck - sick

Say another word which has one letter different to sick (sock, pick, sit etc) and go through

the same process.



1. What do you think these children have

been doing? 2. What sounds do you think they will have

heard? 3. Are they enjoying themselves? What are

the clues in the picture? 4. Have you ever been on a train? Tell me

about it.

How did I do?










How did I do?





bottom.

Now listen to this word. (sand)

Let’s stretch the word. s – a – n - d

Let’s count the sounds. s – a – n - d (4 sounds)





Let’s crash the letters into each other – one sound at a time.

Say another word which has one letter different to sand (send, hand, sank etc) and go




1. What do you think this boy is doing? 2. How do you know that he is

concentrating on what he is doing? 3. Is he enjoying it? What are the clues? 4. What do you think will happen next? 5. Have you ever tried to spin a plate?

How did I do?










How did I do?





bottom.

Now listen to this word. (quick)

Let’s stretch the word. qu – i – ck

Let’s count the sounds. qu – i – ck (3 sounds)




Let’s crash the other letters into each other – one sound at a time.

Say another word which has one letter different to quick (chick, quit, quack etc) and go




1. Why do you think these children have

got these ice creams? 2. Do you think that they are happy? What

are the clues? 3. What might happen next? 4. Have you ever had a disaster with an ice

cream?

How did I do?










How did I do?





bottom.

Now listen to this word. (sing)

Let’s stretch the word. s – i – ng

Let’s count the sounds. s – i – ng (3 sounds)





Say another word which has one letter different to sing (sang, thing, sick etc) and go through

the same process.




1. Where might you find a merry-go-round like this?

2. Why do you think the little boy is on the same horse with his mum?

3. Can you describe what you might see and hear if you are on a merry-go-round?

How did I do?










How did I do?





bottom.

Now listen to this word. (chair)

Let’s stretch the word. ch – ai – r

Let’s count the sounds. ch – ai – r (3 sounds)





Can you grow the word? chair, chairs, chairing (this can be done orally or you may choose to

work out how to write some of them.)

Say another word which has one letter different to chair (fair, chain, chin etc) and go





1. What games could these children play with the toys that you see in the picture?

2. What time of year do you think this picture was taken?

3. Why do you think the bigger child is crouching down?

How did I do?










How did I do?





bottom.

Now listen to this word. (light)

Let’s stretch the word. l – igh – t

Let’s count the sounds. l – igh – t (3 sounds)





Can you grow the word? light, lights, lighting, lighter, lightning (this can be done orally or

you may choose to work out how to write some of them.)

Say another word which has one letter different to light (fight, bright, etc) and go through

the same process.




1. What game is this child playing? 2. Have you ever played this? 3. What are the rules of the game? 4. What do you think this boy will do if he

wins? 5. What do you think this boy will do if he

doesn’t win the game?

How did I do?










How did I do?





bottom.

Now listen to this word. (coat)

Let’s stretch the word. c – oa – t

Let’s count the sounds. c – oa – t (3 sounds)





Can you grow the word? coat, coats, coating (this can be done orally or you may choose to

work out how to write some of them.)

Say another word which has one letter different to coat (boat, moat, moan etc) and go





1. What time of year do you think this picture might have been taken?

2. Describe the clothes these children are wearing.

3. How do you think the children are feeling?

4. Have you ever played in puddles? 5. Can you think of a good question to ask

about this picture?

How did I do?










How did I do?





bottom.

Now listen to this word. (park)

Let’s stretch the word. p – ar – k

Let’s count the sounds. p – ar – k (3 sounds)





Can you grow the word? park, parks, parked, parking (this can be done orally or you may

choose to work out how to write some of them.)

Say another word which has one letter different to park (mark, fork, form etc) and go





1. This child is wearing a helmet. Why? 2. What may make him fall off? 3. Can you ride a bike? If you do, how does

it make you feel? 4. Can you think of a good question to ask

someone about this picture?

How did I do?










How did I do?





bottom.

Now listen to this word. (torn)

Let’s stretch the word. t – or – n

Let’s count the sounds. t – or – n (3 sounds)





Say another word which has one letter different to torn (turn, born, tort etc) and go through

the same process.




1. Where do you think these children are? 2. Can you name some things that they

might see? 3. Have you ever been to a place like this?

If so, tell us about it.

How did I do?

Let’s Practice our Speed Sounds cow









How did I do?





bottom.

Now listen to this word. (torn)

Let’s stretch the word. t – or – n

Let’s count the sounds. t – or – n (3 sounds)





Say another word which has one letter different to torn (turn, born, tort etc) and go through

the same process.




1. What do you think these children are doing?

2. Where do you think they are? 3. Would you like to try this? Why?

How did I do?

Let’s Practice our Speed Sounds cow









How did I do?





bottom.

Now listen to this word. (mine)

Let’s stretch the word. m – i – ne

Let’s count the sounds. m – i – ne (3 sounds)





Say another word which has one letter different to mine (fine, mane, file etc) and go




Look at this picture. Can you talk about what you see and what you think might happen?

How did I do?

phonics recovery - weeks 1-7€¦ · phonics recovery - weeks 1-7 assess sound knowledge so as to...

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