Group 4

All the sessions last from 5 to 10 minutes, so they can be integrated into the English classes as routines.

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40	/i:/, /ɔː/	You will need this story to introduce the sounds /i:/ (ee) and /ɔː/ (or). Write on the board the digraphs ‘ee’ and ‘or’ (lowercase). Sound them out and explain the two cases. With ‘ee’, when two vowels go walking, the first does the talking, so we read them as /i:/ (make the sound long). In relation to ‘or’, the letter ‘r’ does not normally sound, so it makes ‘o’ sound longer, so it makes /ɒ:/. Use this story to introduce the sounds. Song (sing and do the action while singing): SONG /i:/ /o:/ Action: Put hands on head as if ears on a donkey. Move them up and down as you say eeyore, eeyore…
41	/i:/, /ɔː/	Write the digraphs ‘ee’ and ‘or’ on the board, belonging to sounds /i:/ and /ɔː/. Song (sing and do the action while singing): SONG /i:/ /o:/ Present the vocabulary related to the sounds /i:/ and /ɔː/ (bee, green, sleep, stormy, fork, torch): PHONICS EE OO – VOCABULARY. Highlight the sounds /i:/, /ɔː/ (‘ee’ and ‘or’) so they can identify them within the words.
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WORD BANK
GROUP 1	/s/: snake, grass, sun, snail, sunflower, spider /ɪ/ (i): ink, insect, igloo, Indian, pink /t/: tennis, teddy, tin, sit /p/: pig, parrot, pan, apple, pencil /æ/ (a): ant, apple, astronaut, cap, tap /n/: net, nap, nose, pin, night
GROUP 2	/k/ (c, k): cat, kiss, sack, kick, castanet /e/: /h/: /r/: /m/: /d/:
GROUP 3	/g/: /ɒ/: /ʌ/: /l/: /f/: /b/:
GROUP 4	/eɪ/: /j/: /əʊ/: /aɪ/: /i:/: bee, green, sleep /ɔː/: fork, torch, stormy