No-Prep Phonics Lessons

No-Prep Phonics Lessons

A Teacher’s Guide to UsingPhonics Hero to Structure and Resource Your Phonics Lesson

www.phonicshero.com © Phonics Hero Limited 2020

Core Mix Extend

Words

Supported

Contents

What Does Phonics Hero Teach?

Overview of Learning


A Great Phonics Lesson

The Phonics Hero Resources

Lesson Templates

Template 1 - The Phonemes

Template 2 - Blending to Read 1


Template 4 - Segmenting to Spell 1


Template 6 - Tricky Word Reading

Template 7 - Tricky Word Spelling

Template 8 - Reading Sentences

Template 9 - Writing Sentences

Template 10 - Recognising the Alternative Spellings

Tricky Word Crib Sheet




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1www.phonicshero.com © Phonics Hero Limited 2020

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What Does Phonics Hero Teach?

Phonics Hero uses systematic, synthetic phonics to teach children how to read and spell. Research across the English-speaking world has proven that synthetic phonics is the most effective method to teach early reading and spelling. By following Phonics Hero’s synthetic phonics approach, you will be teaching children:

• The 44 phonemes (sounds) of English and their associated graphemes (letter/s).

• How to blend these phonemes together to read a word.

• How to segment to spell words.

• How to read and spell tricky words, such as ‘the’ and ‘was’.

• How to put these skills together to read sentences .

To learn more about synthetic phonics

There are 44 phonemes in the English language. Phonics Hero systematically and explicitly teaches these phonemes, using the Letters and Sounds order. The program takes between 3-5 years to complete.

The following tables lay out what to teach, when. Whilst we have allotted 2 weeks to each set of phonemes, it may take longer to achieve mastery, where children are achieving 80-100% success. With this in mind, you will need to repeat lessons. Expect spelling to develop slower than reading.

Part One teaches one representation for each of the 44 phonemes.



Level

Pha

se 2

Pha

se 3

Week Sounds(Template 1)

Tricky Read(Template 6)

Tricky Spell(Template 7)

Sentence Reading

(Template 8)

Sentence Spelling

(Template 9)

Part One

1-2

3-4

5-6

7-8

9-10

11-12

s a t p

i n m d

g o c k

ck e u r

h b f l

ff ll ss

If Ready

If Ready

If Ready

If Ready

–

–

–

to, the

no, go, I

–

–

–

–

–

to, the

–

–

he, she

we, me, be

was

my

you

they, her, all, are

–

–

–

no, go, I

–

–

–

j v w x

y z zz qu

ch sh th ng

ai ee igh oa

oo (zoo) oo (book) ar or

ur ow oi ear

air ure er

1A

1B

2A

2B

3A

3B

4A

4B

5A

5B

6A

6B

6C

13-14

15-16

17-18

19-20

21-22

23-24

25-26

Reading(Templates 2&3)

Spelling(Templates 4&5)

– –

– –

– –

Level

Pha

se 4

WeekSounds

(Template 1)Reading

(Templates 2&3)Spelling

(Templates 4&5)Tricky Read(Template 6)


Sentence Reading

(Template 8)

Sentence Spelling

(Template 9)

Part Two

CVCC & CCVC words

Polysyllabic words

like, some, come, said, so, have

were, there, little, one, do, when, out, what

he, she, we, me, be, was

you, they, all, are, my, her

7A

7B

1-2

3-4

Part Two expands children’s knowledge of the logic of English. Level 7A teaches longer words (Consonant-Vowel-Consonant-Consonant, CCVC words and Polysyllabic words).



ay ou ie ea

oy ir ue aw

wh ph ew oe au

a_e e_e i_e o_e u_e

–

–

–

–

–

–

oh, their, people

Mr, Mrs, looked

–

–

–

Level

Pha

se 5

Week Sounds(Templates 1 & 10)



Tricky Read(Template 6)

New Graphemes for Reading

Alternative Pronunciations

Alternative Spelling


Sentence Reading

(Template 8)

Sentence

Spelling(Template 9)

Part Two (cont ’ d)

27-28

29-30

ch tu tch

f ff ph

j dge ge g

r rr wr

c ce s ss se

sh ci ti

i (fin vs find), o (hot vs cold), c (cat vs cent), g (got vs giant)

u (but vs put), ow (cow vs blow), ie (tie vs field), ea (eat vs bread)

er (farmer vs her), a (hat vs what), y (yes vs by vs very,

ch (chin vs school vs chef), ou (out vs shoulder vs could vs you)

oh, their, people

Mr, Mrs, looked

called, asked

–

water, where, who, again, thought, through

little, one, do

when, what, out

–

work, mouse, many, laughed, because, different

any, eyes, friends, once, please

said, so, have

like, some, come

were, there

–

8A

8B

8C

8D

9A

10A

11A

10B

11B

12

13

9B

9C

5-6

7-8

9-10

11-12

13-14

15-16

17-18

19-20

21-22

23-24

25-26

Part Three

Pha

se 5

Level Week Sounds(Template 10)



Sentence Reading(Template 8)

Sentence Spelling(Template 9)

ai a ay a_e

ee ea y e

igh i y ie i_e

oa o ow o_e

oo ew ue u_e

u oo oul

ar a

or au aw al ore

ur ir er ear or

ow ou

oi oy

air ear are ere

s si (zh)

14

15

16

17

18

19

20

21

22

23

24

25

26

1-2

3-4

5-6

7-8

9-10

11-12

13-14

15-16

17-18

19-20

21-22

23-24

25-26

On Level 8 (Part Two), children learn alternative ways to spell a phoneme (e.g. ‘ay’ is now learned alongside the already learned ‘ai’).

Level 9 introduces the logic that a letter (or letters) can be pronounced more than one way, such as the ‘i’ in ‘fin’ vs the ‘i’ in ‘find’.

Then, on Levels 10-13, the number of alternative spellings children learn for a phoneme is expanded.

In Part Three, children complete their phonics learning with the alternative spellings for each phoneme.


A Great Phonics Lesson

Phonics Hero supports a teacher through every step of teaching phonics. A well-structured phonics lesson will include the following steps:

6. Assess

Make a note of children requiring support or complete

formal assessment.

5. Apply

Apply this learning at home and school.

4. Practise

Practise what’s been taught.

1. Introduction

What the children are learning and what success looks like.

2. Revisit and Review

Tune in to the lesson by revising what’s been taught.

3. Teach

Explicitly teach the phonemes, blending, segmenting or tricky

words.

Our resources can be used in each and every step of your phonics lesson.

No-Prep Phonics LessonsPhonics Hero’s click-and-go Phonics Lessons support teachers in every step of teaching the phonemes, reading and spelling. Our interactive Phonics Lessons are jam-packed with 3,500 decodable words, 1,000 nonsense words and 2,000 decodable sentences alongside video, audio and picture support.

Ready to play on your interactive whiteboard or a computer, our 850 games make the practising and application of phonics skills so fun!

Each level has a workbook of worksheets to practise the skills taught in each lesson.

Both pre- and post-assessments to ensure every child is on target towards successful reading and spelling.

With delightful games and a captivating storyline, our Child Accounts motivate children to practise their phonics skills at home too! The 850 step-by-step games are played sequentially, ensuring competency at the basics before moving onto more complex content.

With their own individual logins, children can play on an iPad, Android tablet or computer, at home and school.

850 Phonics Games

200 Worksheets

Assessment Tools

Individual Child Accounts


The Phonics Hero Resources

Lesson Preparation: and print the workbook for this level. Materials: Children need a paper and pencil or whiteboard and marker. Learning Objective(s): We are learning to recognise the graphemes (letters) associated with the phonemes so we can read and spell words. Success: Children will recognise and pronounce ______ new grapheme-phoneme correspondences.

Template 1 - The Phonemes

Level ______ Phonemes ______________

https://vimeo.com/530806084


Revisit and ReviseQuickly revise yesterday’s lesson.

Teach with Phonics LessonsFor each phoneme, complete these steps:

Pronounce: Watch the video and ask children to repeat. Click the phoneme to listen – children repeat.

Demonstrate drawing the grapheme in the air while saying the phoneme – children repeat. Demonstrate writing the grapheme, saying the phoneme. First teacher says it, then students say it. Repeat with less and less teacher involvement.

Tune in: Click each image and ask children to indicate the position of the phoneme in the word – 1st, 2nd or 3rd? Repeat. If they struggle to hear the position, click the blending arrow for support.

PractiseFor each phoneme, complete two steps:

Teacher points to each grapheme asking what it represents. Click it to confirm.

Speed Read: Children say the phonemes as quickly as possible. Write down the time. Can they improve their time?

Apply

Play a game to practise learning.

Complete page ______ in workbook.

Home LearningChildren log in at home and play ‘Know’ section from their individual Child Account.

Children Who Need Extra Help & Focus for Next Lesson

__________________________________________________

1.

2.

3.

1.

2.

Lesson Preparation: . Learning Objective(s): We are learning to blend phonemes together to read words. Success: Children will be able to read 5 new words.


Level ______ Phonemes ______________


Revisit and ReviseQuickly revise yesterday’s lessons.

Teach with Phonics LessonsNavigate to the Read section and select the target phoneme.

Demonstrate how to read a word: click the sound buttons to hear each phoneme, then click the arrow to demonstrate the blended word. Click the to reveal the matching picture and hear the completed word.

Repeat for 4 words with less and less teacher involvement and less Phonics Lessons support, by switching to ‘independent’ using the toggle.

Practise


Apply


Home LearningChildren log in at home and play ‘Read’ section from their individual Child Account.


__________________________________________________

?


Supported Independent

1.

2.

Lesson Preparation: . Learning Objective(s): We are learning to blend phonemes together to read words. Success: Children will be able to read 7 new words.


Level ______ Phonemes ______________



Teach with Phonics LessonsNavigate to the Read section and select the target phoneme.

If children are confident with blending, switch to extend:

Demonstrate how to read a word: click the sound buttons to hear each phoneme, then click the arrow to demonstrate the blended word. Click the to reveal the matching picture and hear the completed word.


PractiseImprove the speed at which children are blending with a Speed Read. Say to children, "We are going to try and speed up our blending. Let’s see how quickly we can read these words.”

Can they improve on their previous time?

Apply




__________________________________________________

?


Core Mix Extend


1.

2.

Lesson Preparation: . Materials: Children will each need a paper and pencil or whiteboard and marker.Learning Objective(s): We are learning to segment phonemes to spell words.Success: Children will be able to spell 5 new words.


Level ______ Phonemes ______________


Revisit and ReviseQuickly revise the level’s phonemes and how to read with them.

Teach with Phonics LessonsNavigate to the Spell section and select the target phoneme.

Demonstrate how to spell a word by working through these five steps:

Practise


Apply


Home LearningChildren log in at home and play ‘Spell’ section from their individual Child Account.


__________________________________________________


1. Click the picture to hear the target

word.

2. Click the arrow to demonstrate how to stretch the word

out.

3. Click the sound buttons to sound

out the word and count the

phonemes.

4. Demonstrate how to represent

each phoneme with a letter or letters or

give the children the opportunity to have

a go.

5. Does it look right? Show the

completed work to check your spelling.




https://vimeo.com/512591034Lesson Preparation: . Materials: Children will each need a paper and pencil or whiteboard and marker.Learning Objective(s): We are learning to segment phonemes to spell words.Success: Children will be able to spell 7 new words.


Level ______ Phonemes ______________


Teach with Phonics LessonsNavigate to the Spell section and select the target phoneme.

If children are confident with spelling core words, switch to extend.

Demonstrate how to spell a word with the five steps. Have children spell this word independently, without the 5 steps of support, by switching to ‘independent’ using the toggle.

Now children spell the next 6 words independently. If they need support, use the five steps, but your aim here is for independent spelling.

Practise

Apply




__________________________________________________

Core Mix Extend


If teaching the Alternative Spellings, load a Word Sort. Sort the words according to their spelling choice. Once children are confident with the written word, switch to and progress to using the .


Independent

1.

2.

https://m9n7r5z7.rocketcdn.me/wp-content/uploads/Word-Sort.pdf


Template 6 - Tricky Word Reading

Level ______ Tricky Words _________________________________


Lesson Preparation: . Learning Objective(s): We are learning to read tricky words so we can start reading full sentences. Success: Children will be able to read 6 new tricky words.

Revisit and ReviseQuickly revise how to read words.

TeachNavigate to the Read section and select Tricky Words.

Demonstrate how to read a word: click the sound buttons to hear each phoneme, when you encounter a tricky part tell children how to sound it out. Toggle to and read a sentence emphasising the tricky word.

Repeat for the other tricky words. When children are more confident progress to reading tricky words in a sentence only.

Practise

ApplyComplete page ______ in workbook.

Home LearningChildren log in at home and play ‘Tricky Read’ section from their individual Child Account.


__________________________________________________

Note: Spelling of tricky words is much trickier than their reading. Do not progress with the spelling lesson until at least 80% of the children are confident with reading the tricky words.

Improve the speed at which children are reading tricky words with a Speed Read. Say to children, "We are going to try and speed up our reading. Let’s see how quickly we can read these words.”

Can they improve on their previous time?


1.

2.

Sentences


Template 7 - Tricky Word Spelling

Level ______ Tricky Words _________________________________


Lesson Preparation:Learning Objective(s): We are learning to spell tricky words so we can start writing full sentences. Success: Children will be able to spell 6 new tricky words.

Revisit and ReviseQuickly revise how to spell words.

TeachExplain to children that there are some words which have one or two tricky phonemes. These words are very important because they help them to write sentences.

Practise

ApplyComplete page ______ in workbook.

Home LearningChildren log in at home and play ‘Tricky Spell’ section from their individual Child Account.


__________________________________________________

Navigate to the Spell section and select Tricky Words.

Demonstrate how to spell a word by working through these five steps:

Repeat for the other words with less and less teacher involvement and less Phonics Lessons support, by switching to ‘Independent’ using the toggle.

1. Click the picture to hear

the target word.

2. Click the arrow to demonstrate

how to stretch the word out.

3. Click the sound buttons to sound out the word and count

the phonemes.

4. Demonstrate how to represent each phoneme

with a letter (or letters) or give the children the

opportunity to have a go.

5. Does it look right? Show the completed

work to check your spelling.



(spelling starts at 3 minutes).

https://vimeo.com/531212502Lesson Preparation: .Learning Objective(s): We are learning to blend phonemes together to read words and read whole sentences.Success: Children will be able to read 5 sentences.

Template 8 - Reading Sentences

Level ______ Phonemes ______________


Revisit and ReviseQuickly revise how to read words.

Teach with Phonics Lessons

Practise

Apply


Home LearningChildren log in at home and play ‘Sentence Reading’ section from their individual Child Account.


__________________________________________________

Repeat for 4 more sentences. If children are confident at reading the core sentences, switch to extend: and take away the support for independent reading:

Navigate to the Read section and select the target phoneme.

Then switch from ‘words’ to ‘sentences’ mode using the toggle: Words Sentences

Click the first word in the sentence and show children how to sound it out. Ask children to repeat after you (e.g. ‘p-a-t’). If any words are bolded, they are tricky words (e.g. ‘the’). Click the word and emphasise the known phonemes, then give children the tricky word. See Lesson Template 6 on how to read tricky words. Demonstrate how to add it to the first word (e.g. pat the…).Click and sound out the remaining words, adding them to the sentence (e.g. ‘c-a-t’, ‘pat the cat’). Once the sentence is completed, click the to reveal the picture. Click the picture to hear the sentence and check for accuracy.

?

Core Mix ExtendSupported Independent

1.

2.

3.4.


Template 9 - Writing Sentences

Level ______ Phonemes ______________

Learning Objective(s): We are learning to segment to spell words and write whole sentences.Success: Children will be able to write 4 sentences.

Revisit and ReviseQuickly revise how to spell words.


Practise

Apply

Using the toggle, switch to single word spelling: . Children then write their own sentence which uses the target word, making sure that every sentence has a capital letter, finger spaces and a full stop.


__________________________________________________

Navigate to the Spell section and select target phoneme.

Then switch from words to sentences mode using the toggle:

Demonstrate how to write a sentence, emphasising the tricky word. To show how to spell a specific word, click it for word-level support.

Words Sentences

Core Mix Extend


If children are confident with spelling core sentences, switch to extend.

Write sentences with less and less support from Phonics Lessons by switching to ‘independent’ using the toggle.

Words


Template 10 - Recognising the Alternative Spellings

Level ______ Alternative Spellings ______________https://youtu.be/Vup99CwAEzgMaterials: Children need a paper and pencil or whiteboard and marker.

Learning Objective(s): We are learning to recognise the graphemes associated with a phoneme so we can read and spell words. Success: Children will recognise and pronounce ______ different grapheme-phoneme correspondences.


Select ‘All’ from the ‘Sounds’ menu.


Pronounce: For the first grapheme e.g. ‘ee’, watch the video and ask children to repeat what they hear. Click the grapheme to listen – children repeat. Repeat for the remainder of the graphemes.

Tune in: Click each image and ask children to indicate the position of the phoneme in the word – 1st, 2nd or 3rd? Repeat. If they struggle to hear the position, click the blending arrow for support.

Practise

Teacher points to each grapheme asking what it represents. Click it to confirm.

Speed Read: Children say the sounds as quickly as possible. Write down the time. Can they improve their time?

Apply


Home LearningChildren log in at home and play ‘Know’ section from their individual Child Account.


__________________________________________________

For graphemes which have previously been taught, e.g. ‘y’ as in ‘yes’, discuss how its position in the word changes which sound to use, e.g. “When it’s used at the start of a word, we use ‘y’ as in ‘yes’ but, when it’s at the end of a word, we use the phoneme ‘ee’.”


1.

2.


to

the

no

go

I

he

she

we

me

be

was

my

you

Tricky Word Breakdown Decodable SentenceLe

vel 2

B

(orange if known)

Leve

l 3A

Leve

l 4B

Leve

l 5A

Leve

l 5B

Leve

l 6A

Leve

l 6B


t o

th e

n o

g o

I

h e

sh e

w e

m e

b e

w a s

m y

y ou

Get to bed!

Kick the sack.

No bats on the bus!

Hal can go.

I brag to Mel.

He gets the box.

She gets a hat.

We got a gift.

Jack sings to me.

I will not be sad.

Liv was glad.

My book is good!

You can jump high.


they

her

all

are

like

some

come

said

so

have

were

there

little

one

do

when

out

what


vel 6

C(orange if known)

Leve

l 7A

Leve

l 7B

th ey

h er

al l

are

l i k e

s o me

c o me

s ai d

s o

h a ve

w ere

th ere

l i tt le

o n e

d o

wh e n

ou t

wh a t

They hum a song.

Get Jen her bag.

Gran pairs all the socks.

Are you sure?

I like to swim.

Some shrubs are green.

Come to the brook.

She said to jump.

The bed is so soft.

We have a fat cat!

They were surfing.

There are flowers in the pot.

Her little dog is sweet.

I see one fish.

Do we have oil?

When will we meet?

I let the cat out.

What can you see?


Mr

Mrs

looked

called

asked

water

where

who

again

thought

through

work

mouse

many

laughed


vel 8

CLe

vel 8

BLe

vel 8

A(orange if known)

Leve

l 9A

Leve

l 9B

oh

their

people

oh

th eir

p eo p le

Mr

Mrs

l oo k ed

c al l ed

a s k ed

w a t er

wh ere

wh o

a g ai n

th ough t

th r ough

w or k

m ou se

m a n y

l au gh ed

“Oh, I see,” said Gal.

Their dog is brown.

Some people sleep in tents.Mr Green went to the shop.I met Mrs King on the bus.

We looked for snails

She is called Pam.

They asked for lunch.

Water the flowers.

Where are the sheep.

Who drew this?

“Make the bed again,” said Dad.

We thought it might rain.

We cut through the yard.

We work on the farm.

Eek, a mouse!

How many trees can you see?

We laughed at his joke.


because

different

any

eyes

friends

once

please


vel 9

B(orange if known)

Leve

l 9C

a n y

eye s

f r ie n d s

o n ce

p l ea se

b e c au se

d i � e r e n t

I cried because I saw a spider.

The twins look di�erent.

Is there any porkleft?

Zak’s eyes are brown.

My friends like to hike.

Once, we went to the zoo.

Please hand Sid the brush.

No-Prep Phonics Lessons

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