Group 1

• Draw the letter «s» on the board.
• Take out the snake puppet and use it to tell the story while interacting with the children.
• Storyline: Snake is crying because she can’t sleep. She yawns all the time. She says «It’s sssssuny and I can’t sleep!». The teacher says to the students that they can calm her down saying «ssss». Snake calms down and tells the students that she needs some grass to sleep on. The teacher draws grass on the board so the students understand the situation.  The children make some grass with draft paper (very quickly) and snake sleeps in the grass. 
• Song (sing and do the action while singing): SONG /s/
• Action:

• Song (sing and do the action): SONG /s/
• Learn some words with /s/ (snake, grass, sun, snail, sunflower, spider):  PHONICS S – VOCABULARY. Make sure to exaggerate the beginning «s». 
• Picture dictation: If time, ask children to draw a picture of the words. Children can dictate them, but make sure they pronounce the beginning «s» properly.

• Song (sing and do the action): SONG /s/
• Quick review of the words (exaggerate the sound «s» and do the action as you sound it out):  PHONICS S – VOCABULARY.
• Picture dictation: If time, ask children to draw a picture of the words. Children can dictate them, but make sure they pronounce the beginning «s» properly.

• Song (sing and do the action): SONG /s/
• Interactive whiteboard game.

• Write on the board the letter «s». Children sound it out and make the action.
• Take out Snake puppet. She says hello to the students.
• Snake asks for silence saying «sssss». She is very nervous because she can hear a weird noise (i i i i i i i…). The teacher writes on the board the letter «i» (lowercase) and pronounces it (make sure to pronounce the SHORT «i»). What can it be? It’s a mouse! Take out the stuffed mouse. Both animals are very happy. Go around the classroom with the mouse saying «i i i i i». Snakes asks «what’s your favourite colour?» and mouse answers «pink». We give her the bottle of ink and she spills the ink. The ink splashes over the mouse and she becomes pink. Now we can call her «Inky the Mouse».
• Song (sing and do the action while singing): SONG /i/
• Action (pretend to be a mouse by wriggling fingers at end of nose and squeak i, i, i, i):

• Songs (sing and do the action while singing): SONG /s/, SONG /i/
• Write letters «s» and «i» on the board and remember the sounds they make and their gestures.
• Present the vocabulary related to the short i (ink, insect, igloo, indian, pink): PHONICS I – VOCABULARY

• Songs (sing and do the action while singing): SONG /s/, SONG /i/
• Vocabulary review. Make sure you highlight the /ɪ/ sound: PHONICS I – VOCABULARY

• Songs (sing and do the action while singing): SONG /s/, SONG /i/
• Give children two pieces of paper and ask them to write the sound /s/ («s») in one of them and the sound /ɪ/ (i) in the other one. Remember not to say the letter names (not /es/ or /ai/). 
• Show them these pictures and pronounce them out loud. They have to lift the «s» or the «i» letter. Ask them to pay attention to the pronunciation to identify the /s/ or the /ɪ/ sound. PHONICS (SOUND DISCRIMINATION) – S, I

• Songs (sing and do the action while singing): SONG /s/, SONG /i/
• Worksheet: PHONICS WORKSHEET – S, I

• Write on the board the letters «s» and «i» and sound them out. Write on the board the letter «t» and say that we need our friends Snake and Inky to learn it.
• Storyline: Snake and Inky want to play a tennis match. They need a tennis ball and tennis rackets (when saying ‘tennis’, try to exaggerate the sound /t/). Give Inky to one student and Snake to another one. Ask them to stand separately, because they are going to play t, t, t, t, TENNIS! Point to the letter ‘t’ on the board and shout ‘It’s t, t, t, tennis t, t, t, time!! The teacher holds the ball in his/her hand and moves it from side to side as Inky and Snake hit it. Ask children to make the sound /t/ every time the rackets hit the ball. 
• Song (sing and do the action while singing): SONG /t/
• Action (turn head from side to side as if watching tennis and say t, t, t, t):

• Songs (sing and do the action while singing): SONG /s/, SONG /i/, SONG /t/
• Write letters «s», «i» and «t» on the board and remember the sounds they make and their gestures.
• Present the vocabulary related to the sound /t/ (tennis, teddy, tin, sit): PHONICS T – VOCABULARY

• Songs (sing and do the action while singing): SONG /s/, SONG /i/, SONG /t/
• /t/ sound review with an interactive game.
• Phonics race: Write on the board the 3 letters we have already learnt (s, i, t). Children stand making two lines in front of the board. The teacher says one sound (not the letter’s name) and the first child of every line has to run and hit the correct letter on the board.

• Songs (sing and do the action while singing): SONG /s/, SONG /i/, SONG /t/
• Phonics race: Write on the board the 3 letters we have already learnt (s, i, t). Children stand making two lines in front of the board. The teacher says one sound (not the letter’s name) and the first child of every line has to run and hit the correct letter on the board.

• Songs (sing and do the action while singing): SONG /s/, SONG /i/, SONG /t/
• Let’s start blending (putting sounds together to read words): Stick the three flashcards (s, i and t) on the board  and sound them out. For example, point to the letter ‘s’ and say ‘Ssssss’; point to the letter ‘i’ and say ‘i-i-i-i-i’ (this must sound like a lot of short i sounds); and point to the letter ‘t’ and say ‘/t/, /t/, /t/’. Making the actions while saying the sounds really help students. 
• Put the flashcards in order so make the word ‘sit’. Ask the children to sound the letters along with you while you point to them in order. E.g.: ‘/s/, /s/, /s/; /ɪ/, /ɪ/, /ɪ/; /t/, /t/, /t/’. Now, say the sounds together faster: ‘/s/, /ɪ/, /t/’. Say ‘Hey, we can read this word! It says «sit!», so, everybody, sit down!’. 
• Now, write on the board the words ‘it is’ (or use the cards). Ask the students to read these words. Later, ask them about their favourite colour, so they can use these two words to answer. E.g. ‘What’s your favourite colour?’ and one student answers by reading the words ‘it is… (blue)’.

• Songs (sing and do the action while singing): SONG /s/, SONG /i/, SONG /t/
• Worksheet (do it together with the students so they can feel they can read the words «it is» and «sit»): PHONICS WORKSHEET – S, I, T

• Songs (sing and do the action while singing): SONG /s/, SONG /i/, SONG /t/
• Play this game on the interactive whiteboard.

• Let’s start segmenting (break down a word into sounds) with this presentation: SEGMENTING – S, I, T. Show the students the pictures, ask them to repeat the words out loud and ask ‘how many sounds has it got?’ and count the sounds. It is a good idea to put your fingers out to represent the sounds and count them. Example: Show the picture of the sun, read ‘sun’ out loud, ask children to repeat the word, ask ‘how many sounds has it got?’, say /s/ and take one finger out, say /ʌ/ and take another finger out, say /n/ and take another finger out. Finally, count the fingers: one, two, three!! Sun has got three sounds.

• Watch these videos:
• Alphablocks, letter s
• Alphablocks, letter i (short sound) 
• Alphablocks, letter t 

• Write on the board the letter ‘p’ (lowercase). Sound it out, but don’t say the letter’s name (say /p/, but not ‘pi’). 
• Take out Snake. She says hello to the students.
• Snake is very sad. Today is her birthday, but she has not a cake to blow the candles. Ask the children to draw a cake on their mini whiteboards with a candle. When they finish, Snake tries to puff out the candles on their boards, but she can’t blow candles. The teacher teaches her with the letter ‘p’. It’s easy peasy if you say this letter: /p/, /p/, /p/ (notice the letter ‘p’ is very plosive in English). Snake walks around the classroom puffing out all the candles. 
• Song (sing and do the action while singing): SONG /p/
• Action (children imagine their finger is a candle and try to puff it out saying /p/, /p/, /p/…):

• Songs (sing and do the action while singing): SONG /s/, SONG /i/, SONG /t/, SONG /p/
• Write letters «s», «i», «t» and «p» on the board and remember the sounds they make and their gestures.
• Present the vocabulary related to the sound /p/ (pig, parrot, pan, apple, pencil): PHONICS P – VOCABULARY

• Songs (sing and do the action while singing): SONG /s/, SONG /i/, SONG /t/, SONG /p/
• Vocabulary review (highlight the sound /p/ and help children to identify the letter within the written word): PHONICS P – VOCABULARY

• Songs (sing and do the action while singing): SONG /s/, SONG /i/, SONG /t/, SONG /p/
• Segmenting time: Say the words aloud and ask students to count how many sounds they contain: SEGMENTING – P

• Songs (sing and do the action while singing): SONG /s/, SONG /i/, SONG /t/, SONG /p/
• Vocabulary review: GAME.

• Songs (sing and do the action while singing): SONG /s/, SONG /i/, SONG /t/, SONG /p/
• Worksheet: PHONICS WORKSHEET – P

• Songs (sing and do the action while singing): SONG /s/, SONG /i/, SONG /t/, SONG /p/ 
• Vocabulary review: GAME
• Colouring sheet: Colour Snakes’ birthday cake (a pink pig cake).Colouring sheet – P

• Write on the board the letter ‘a’ (lowercase) and try to draw an apple from the letter «a». Sound it out, but don’t say the letter’s name (say /æ/, but not ‘ei’). 
• Take out Snake and Inky. They say hello to the students.
• Storyline: They want to go on a picnic. Ask students their favourite food and the puppets will tell them that they love apples. They (Snake and Inky) sit down in the middle of the classroom (assembly) and  spread out the lunch: apples, bananas, etc. You can also ask students to collaborate with their morning snacks. They start eating. Suddenly, the teacher shouts out loud. He/She feels a tickling on their arm and says ‘a, a, a, a, a, a’ (/æ/, /æ/, /æ/, /æ/…). They are ants going up their arms. Try to draw ants on your arms with a black felt-tip pen and ask children to do so.
• Song (sing and do the action while singing): SONG /æ/
• Action (Children pretend the ants are going up their arms and say /æ/, /æ/, /æ/, /æ/…):

• Songs (sing and do the action while singing): SONG /s/, SONG /i/, SONG /t/, SONG /p/, SONG /æ/
• Write letters «s», «i», «t», «p» and «a» on the board and remember the sounds they make and their actions.
• Present the vocabulary related to the sound /æ/ (ant, apple, astronaut, cap, tap): PHONICS short A – VOCABULARY

• Songs (sing and do the action while singing): SONG /s/, SONG /i/, SONG /t/, SONG /p/, SONG /æ/
• Write letters «s», «i», «t», «p» and «a» on the board and remember the sounds they make and their actions.
• Vocabulary review (highlight the sound /a/ and help children to identify the letter within the written word): PHONICS short A – VOCABULARY

• Songs (sing and do the action while singing): SONG /s/, SONG /i/, SONG /t/, SONG /p/, SONG /æ/
• Play this BLENDING GAME.

• Songs (sing and do the action while singing): SONG /s/, SONG /i/, SONG /t/, SONG /p/, SONG /æ/
• Use your weather routine to practise phonics. Write on the board «is it…» (lowercase) and blend these words together with the children so they can read them. Ask «What’s the weather like?» or «How’s the weather?». Point to the words on the board and ask «Is it… sunny?», «Is it… cloudy?», «Is it… whatever?». Children will read these two words in a meaningful context. You can stick weather flashcards after the words «is it», so they can read the words and use the pictures to say the words orally. When they guess today’s weather, write on the board «it’s» and draw a sun if it’s sunny, a cloud if it’s cloudy, etc. Children can also write the weather on their mini whiteboards (it’s ☀️).

• Songs (sing and do the action while singing): SONG /s/, SONG /i/, SONG /t/, SONG /p/, SONG /æ/
• Blending game: sign language. The teacher does the actions of the letters that make up a word and the students have to guess what word it is. Here you have these two words (students can’t make many words yet because they only know five letter sounds):
• WORD 1: tap (++)
• WORD 2: sit (++)

• Songs (sing and do the action while singing): SONG /s/, SONG /i/, SONG /t/, SONG /p/, SONG /æ/
• Segmenting time: Say the words aloud and ask students to count how many sounds they contain: SEGMENTING – A

• Songs (sing and do the action while singing): SONG /s/, SONG /i/, SONG /t/, SONG /p/, SONG /æ/
• It’s time to consolidate and start reading hybrid sentences (letters and pictures). Use this worksheet: PHONICS WORKSHEET – A

• Write on the board the letter ‘n’ (lowercase). Sound it out, but don’t say the letter’s name (say /n/, but not ‘en’). 
• Take out Snake and Inky. They say hello to the students.
• Storyline: Inky is very sad. She brings a paper aeroplane to the classroom, shows it to the children and ask them for its colour. It takes the paper aeroplane with its little hands and makes this sound: /n/, /n/, /n/… She wants her aeroplane to make a louder noise. She asks students to make that sound as she flies it around the classroom. Children help her. 
• Song (sing and do the action while singing): SONG /n/
• Action (Children put their arms out and pretend to be the aeroplane making a continuous /nnnnnnnnnn/ sound):

• Songs (sing and do the action while singing): SONG /s/, SONG /i/, SONG /t/, SONG /p/, SONG /æ/, SONG /n/
• Write letters «s», «i», «t», «p» ,»a» and «n» on the board and remember the sounds they make and their actions.
• Present the vocabulary related to the sound /n/ (net, nap, nose, pin, night): PHONICS N – VOCABULARY

• Songs (sing and do the action while singing): SONG /s/, SONG /i/, SONG /t/, SONG /p/, SONG /æ/, SONG /n/
• Vocabulary review: GAME. Make sure that children repeat the words and highlight the sound /n/ as they do the action with their arms.

• Songs (sing and do the action while singing): SONG /s/, SONG /i/, SONG /t/, SONG /p/, SONG /æ/, SONG /n/
• Write letters «s», «i», «t», «p»,»a» and «n» on the board and remember the sounds they make and their actions.
• Blending game: sign language. The teacher does the actions of the letters that make up a word and the students have to guess what word it is. Here you have these two words (make sure you write the words on the board after guessing so they can see and read the written word):
• WORD 1: tin + +
• WORD 2: pan + +

• Songs (sing and do the action while singing): SONG /s/, SONG /i/, SONG /t/, SONG /p/, SONG /æ/, SONG /n/
• Segmenting time: Say the words aloud and ask students to count how many sounds they contain: SEGMENTING – N

• Songs (sing and do the action while singing): SONG /s/, SONG /i/, SONG /t/, SONG /p/, SONG /æ/, SONG /n/
• Print and cut out these wordcards and flashcards (flashcards group 1 and wordcards group 1). Blend all the words along with the children. Do the actions as you sound out the letters. When children read all the words, ask them to help you to match the words and the pictures. 

• Print out as many copies of the flashcards and wordcards as groups are in your class. Shuffle the cards and ask the students to match them in groups. They can also do this in pairs and individually.

• Worksheet: PHONICS WORKSHEET – N

• Alphablocks, letter p
• Alphablocks, letter a (short a)
• Alphablocks, letter n

WORD BANK

/ɪ/: ink, insect, igloo, Indian, pink

/t/: tennis, teddy, tin, sit

/p/: pig, parrot, pan, apple, pencil

/æ/: ant, apple, astronaut, cap, tap

/n/: net, nap, nose, pin, night