A series of phonic resources which I use to teach each sound across a week. This week is the ‘ch’ sound. Although the template could be easily adapted to suit any sound. Also a great resource for interventions to support the main teaching. Activity 1: Children to read the words in the table and circle the ones which have a ‘ch’ sound. During this time the teacher will circulate to hear blending and support as needed. Activity 2: Children to read the words in the list. Teacher will then call out some ‘ch’ words and children to segment into the boxes below e.g. chip ch-i-p. Activity 3: Children to read the sentences. Teacher to circulate and hear reading, support as necessary. Children again to practice writing ‘ch’ words using segmenting. Activity 4: Children to read the questions and answer ‘yes or no’ to each one. Children will then write basic sentences of their own using ‘ch’ words e.g. I like chips. Blank lines have the brave and scared monkey from kinetic letters, however this can be removed if not using.

A series of phonic resources which I use to teach each sound across a week. This week is the ‘OR’ sound. Although the template could be easily adapted to suit any sound. Also a great resource for interventions to support the main teaching. Activity 1: Children to read the words in the table and circle the ones which have a ‘OR’ sound. During this time the teacher will circulate to hear blending and support as needed. Activity 2: Children to read the words in the list. Teacher will then call out some ‘OR’ words and children to segment into the boxes below e.g. sore s-or-e. Activity 3: Children to read the sentences. Teacher to circulate and hear reading, support as necessary. Children again to practice writing ‘OR’ words using segmenting. Activity 4: Children to read the questions and answer ‘yes or no’ to each one. Children will then write basic sentences of their own using ‘OR’ words e.g. I like chips. Blank lines have the brave and scared monkey from kinetic letters, however this can be removed if not using.