1. Phonics plan
Date Time Class/ group Risk Assessment/Health &
Safety issues
10 mins Phase 3 phonics- Year 1 Children moving around
classroom
Phase/stage 3
Resources (including other adults)
Bingo cards, pens, white board
Parts of the
lesson
Teaching commentary
(including timings and differentiation)
Assessment
opportunities
Introduction
Objectives and
criteria for
success
 Class will have learnt the new sound ‘ee’
 Class will be able to correctly pronounce and draw the
‘ee’ sound
 Class will play a game of bingo using a variety of
words using the ‘ee’ sound
 Some of the class will be able use some ‘ee’ words to
make their own sentence.
Revisit and
review
previously
learned letters
or graphemes
Children recap sound learnt from previous lesson. Think pair
share
Teacher can
listen in to think
pair share
conversations
and decide who
will answer
questions.
Teach new
graphemes,
teach one or
two tricky
words
Jasmin introduces the ‘ee’ sound to class. Class are asked to
listen and repeat correct pronunciation of the ‘ee’ sound and
then are asked to use magic fingers to show the sound in the
air.
Teacher can
judge which
members of the
class are miming
the sound
correctly in the
air.
Practise
blending and
reading words
with a new
GPC*, practise
segmenting
and spelling
words with a
new GPC
Katy goes through the words that will be on the bingo cards.
(sweet, wheel, green, queen, free, peel, teeth, three, jeep,
seed, sheep, heel, weep, week, feet, coffee, street, bee, see,
greed, sleep, meet, tree, cheese).
Fred fingers / sound buttons is gone through with each
words. (hands up from class)
Teacher can
decide who
answers
questions.
Apply – read
or write a
caption or
sentence using
one or more
tricky words
and words
containing the
graphemes
Class choose a given bingo card and Emma and Amanda read
out words for game of bingo. Class choose each word from a
bag. Fred fingers / Sound buttons is revised at this point.