Phase 1 Week 1: Aspect 1: General Sound Discrimination Environmental Sounds (pages 9 1!

"ain Purpose: #o develop children$s listening skills and a%areness o& sounds in the environment
Monday Tuesday Wednesday Thursday Friday
'evisit(
'evie%
Introduce sitting
skills and explain
that we are going to
do some
investigation in to
sounds. What
sense/part of our
ody do we need to
use!
"evise sitting and listening
skills.
"evise sitting and
listening skills.
"evise sitting and
listening skills.
"evise sitting and
listening skills.
#each #emonstrate sitting
skills and listen
$uietly for sounds in
the classroom. What
can you hear!
)istening "oment
%it in the reading corner
use a sand timer and get
children to listen to sounds
in the classroom. Talk
aout the sounds you can
hear.
Drum *ndoors
Take children to the
hall and sit in a circle.
#emonstrate hitting
the ig drum and
listening for the
sounds.
Drum +utdoors
"epeat Wednesday&s
activity ut show
children how to drum
the outdoor
e$uipment.
Sound )otto
Introduce sound lotto
tape to the group and
show children how to
match the card to the
sound.
Practise )istening Walk
'o on a walk around
school and listen for
sounds. What can
we hear outside the
office!
"epeat activity and
children listen for sounds
in the classroom.
(hildren take it in
turn to eat the ig
drum. (ould
incorporate counting.
)et children explore
the sounds made y
eating the trees*
container* walls* etc.
+ll children listen
together and try to
match the cards to
the sound.
Appl, "eturn to the
classroom and talk to
teacher aout what
they have heard on
their walk.
#emonstrate activity to
the remainder of the class.
)et children drum
e$uipment in the hall.
Then come together
as a group to talk
aout the different
sounds made on the
e$uipment.
%it in a circle and
review activity. ,ach
child talks aout and
demonstrates their
sound drumming.
"epeat activity and
review. (orrect
misconceptions.
%ome children may
not know what the
pictures are - ear
this in mind.
Assessment
%tart to show the skills needed for listening.
%how increasing ody control .not rolling aout and sitting
properly/.

Childs Name Comment

Phase 1 Week -: Aspect -: General Sound Discrimination . *nstrumental Sounds (pages 1/ 10!
"ain Purpose: #o e1perience and develop a%areness o& sounds made %ith instruments and noise makers2
#o listen to and appreciate the di&&erence 3et%een sounds made %ith instruments2
Monday Tuesday Wednesday Thursday Friday
'evisit(
'evie%
"evise sitting and
listening skills.
"evise sitting and listening
skills.
"evise sitting and
listening skills.
"evise sitting and
listening skills.
"evise sitting and
listening skills.
#each #uning into sounds
%how children two
sets of musical
instruments and
name them. 0lay
each instrument*
whilst children
listen.
Then hide one set.
#emonstrate
playing a hidden
instrument and the
children say the
instruments name.
"atching Sound "akers
%how children some
musical instruments .1 of
each/ and place one set in a
feely ag.
+dult selects one
instrument from the ag*
makes the sound and
matches it to the other
instrument not in the ag.
"epeat.
"atching Sounds
%itting in a circle the
adult demonstrates
playing a percussion
instrument. Then
explain that we are
going to pass the
instrument and try to
copy the sounds
made.
4idden *nstruments
2utside hide some
musical instruments
for the children to
find.
#emonstrate finding
one instrument* play
it and the children
gather round you.
Animal Sounds
(hoose an animal
puppet and instrument
to match.
#emonstrate playing
all the musical
instruments until one
is found to match the
puppet.
Practise "epeat activity to
reaffirm and
consolidate
learning.
Then children* one y one*
attempt the activity.
0ractise this activity*
taking it in turns to
have a go.
The children find the
instruments* play it
and run to the finder.
In turn children
choose an instrument
to match their chosen
puppet.
Appl, (hildren take it in
turns to do the
activity.
"epeat and discuss sounds
made. (orrect any
misconceptions.
"epeat and support
children who are
struggling.
"epeat until all
instruments found.
0ractice playing their
musical instrument to
the group.
Assessment
(an children rememer and repeat a rhythm
(an they hear and make loud and $uiet sounds
+le to start and stop playing at the signal.
3se sounds imaginatively to represent a puppet animal.
Childs Name Comment
Phase 1 Week : Aspect : General Sound Discrimination 5od, Percussion (pages -6 -!
"ain Purpose: #o develop a%areness o& sounds and rh,thms2 #o distinguish 3et%een sounds and to remem3er patterns o& sound2
#o talk a3out sounds %e make %ith our 3odies and %hat the sounds mean2
Monday Tuesday Wednesday Thursday Friday
'evisit(
'evie%
"evise sitting
and listening
skills.
"evise sitting and listening
skills.
"evise sitting and
listening skills.
"evise sitting and
listening skills.
"evise sitting and
listening skills.
#each 5od, Parts
#emonstrate
using the ody
to make
different
sounds .clap
hands* stamp
feet* click
fingers/
)isten to the music
0lay one percussion
instrument and pass it
around the circle for each
child to play. (an they
think of a ody sounds to
play and match the
instrument! ,.g. anging a
drum - stamp feet.
7ollo% the sound
%itting in a circle the
adult makes a ody
sound to pass around
the circle .click
fingers* clap hands
etc/.
Words a3out sounds
0lay a selection of
instruments to make
slow* fast* $uiet* loud*
long and short sounds.
(an the children tell
which one you are
doing!
If children unsure*
name each action and
repeat until
understanding more
secure.
#he Pied Piper
Introduce the story
and explain that the
piper played an
instrument to lead the
children. (hoose an
instrument and ask
the leading child to
choose a movement
.walk* skip etc/ whilst
the adult plays the
instrument.
Practise (hildren take it
in turn to
practise making
ody sounds.
(hoose a leader to make a
ody sound to the music
for the other children to
follow.
0ractise and repeat
the activity.
In turn let each child
play an instrument
and the remaining
children have to say
whether it is fast*
slow etc.
0ractise the activity
using different
movements.
Appl, Then the adult
performs a
pattern of ody
"epeat with different
leaders doing different
actions.
Make activity a little
harder y introducing
a se$uence of ody
"epeat activity. 4ary pace and
descrie actions as
children move. Model
sounds for the
children to copy
and apply skills.
sounds for the
children to follow
.clap hands* stamp
feet etc/.
the actions and words.
For example move
la5ily and say the
word.
Assessment
(an children use a wide vocaulary to talk aout the sounds
they hear!
To listen with concentration.
To 6oin in with words and actions.
+rticulate words clearly.
(opy sounds and actions.
Make patterns of sounds.
Childs Name Comment
Phase 1 Week 8: Aspect 8: 'h,thm and rh,me (pages -/ -9!
"ain Purpose: #o e1perience and appreciate rh,thm and rh,me and to develop a%areness o& rh,thm and rh,me in speech2 #o
increase a%areness o& %ords that rh,me and to develop kno%ledge a3out rh,me2 #o talk a3out %ords that rh,me and to
produce rh,ming %ords2
Monday Tuesday Wednesday Thursday Friday
'evisit(
'evie%
"evise sitting and
listening skills.
"evise sitting and listening
skills.
"evise sitting and
listening skills.
"evise sitting and
listening skills.
"evise sitting and
listening skills.
#each 'h,ming 5ooks
%hare a ook that
has a familiar
repeating/rhyming
pattern .The
'ingerread Man/.
'h,ming soup
3sing a owl and spoon say
the rhyming soup song and
introduce o6ects/picture
cards that rhyme. 0lace
o6ects/pictures in the
owl* stir the soup and sing
the rhyme.
Songs and rh,mes
%ing 7ickory*
#ickory* #ock* and
encourage children to
6oin in. %ustitute
some of the rhyming
words with new
rhyming words. (an
they hear and say the
new rhyming words!
'h,ming Puppets
'ive silly names to 1
puppets .Fi55y*
Wi55y* )i55y and 7o
To/.
Talk to the puppets
and miss out the silly
words or rhyming
words. ,ncourage
children to 6oin in
saying the silly
words.
+dd one out
%elect three o6ects
or pictures from a
ag .1 must rhyme
cat and at/. %ay the
name of the
o6ects/cards and ask
children to find the
one that does not
rhyme.
Practise "epeat the ook
and children
practise the
repeating words.
"epeat - encouraging
children to sing the rhyme.
"epeat with other
rhymes.
"epeat activity. "epeat until children
are secure with all
o6ects/cards in the
ag.
Appl, +dd actions to
the story .run*
run* etc/.
In turn let each child place
an o6ect/picture in the
owl and sing the rhyme.
,ncourage children
.one* y* one/ to sing
their own favourite
rhyme with different
rhyming words.
0ass the puppets
around the circle and
children make up silly
stories with missing
words.
In turn* children find
8 cards/o6ects from
the ag to find the
odd one out.
Assessment
(an children sing or chant the rhyming string along with the
adult!
"ecognise that some words rhyme.
)isten and attend to rhyming strings.
'enerate their own rhymes
(omplete sentences using appropriate rhyming words.
Make a series of words that rhyme.
Childs Name Comment
Phase 1 Week /: Aspect /: Alliteration (pages 1 8!
"ain Purpose: #o develop understanding o& alliteration2 #o listen to sounds at the 3eginning o& %ords and hear the di&&erences
3et%een them2 #o e1plore ho% di&&erent sounds are articulated9 and to e1tend understanding o& alliteration2
Monday Tuesday Wednesday Thursday Friday
'evisit(
'evie%
"evise sitting and
listening skills.
"evise sitting and listening
skills.
"evise sitting and
listening skills.
"evise sitting and
listening skills.
"evise sitting and
listening skills.
#each * sp, names
%it in a circle and
play 9I spy names&.
:I spy someone&s
name eginning
with 9s&. Who can
it e;
The child with the
name eginning
with 9s& stands up
and all the
children say his
name.
Digging &or #reasure
(ollect two sets of o6ects
for the sand trough. 0lace
these in the trough and
demonstrate finding them.
%ay the initial sound.
Match more o6ects to the
sounds and recite them.
:Wow< =ou&ve found a car.
>ow we have a cow* a
candle and a car;.
#on, the #rain$s
3us, da,2
%ee page 81 )etters
and sounds.
Take the train along
the carpet saying a
story aout Tony&s
usy day. %ay train
sounds .clickety
clack/ and then s?t?o?
p. %omething is in the
way. %ay what is in
the way .ig rown
ear/ and then Tony
returns to the other
trains.
Sound 3ag
0lace o6ects with
the same initial sound
in a ag and pull them
out one at a time*
saying the initial
sound.
"irror Pla,
%how the children
how to hold a mirror
sensily and explain
that we are going to
look at our mouths
when we make sounds.
Model saying initial
sounds and use @olly
0honics #4# if
necessary.
Practise Take it in turns to
say the next
person&s name
sound and repeat.
"epeat activity and let
children take it in turn to
find o6ects and say the
initial sound.
"epeat the activity
and add one extra
o6ect each time.
%aying the list of
o6ects.
(hildren practise
saying the initial
sound* sssssssss for
snake etc. after the
adult has removed an
o6ect.
(hildren practise
making mouth shapes
whilst looking at the
mirror.
Appl, ,xtend activity to
playing 9I spy& in
the classroom.
%ay I spy
something
eginning with
.ook/* children
guess the word
and the child that
guesses correctly
touches the
o6ect.
'ame
,ncourage the children to
6oin in y giving points for
saying the correct sound.
First child to 8 wins.
(hildren 6oin in with
the story and say the
list of o6ects on the
track.
If time* let the
children move the
train.
(hildren take it in
turn to find an
o6ect and say the
initial sound.
(hildren make the
sounds looking in the
mirror and to a
partner. Then play
9follow my leader& y
following the adult
making the mouth
shape and sound.
Assessment
(an children sing or chant the rhyming string along with the
adult!
"ecognise that some words rhyme.
)isten and attend to rhyming strings.
'enerate their own rhymes
(omplete sentences using appropriate rhyming words.
Make a series of words that rhyme.
Childs Name Comment
Phase 1 Week :: Aspect :: ;oice Sounds (pages < 86!
"ain Purpose: #o distinguish 3et%een the di&&erences in vocal sounds9 including oral 3lending and segmenting2 #o e1plore speech
sounds2 #o talk a3out the di&&erent sounds that %e can make %ith our voices2
Monday Tuesday Wednesday Thursday Friday
'evisit(
'evie%
"evise sitting and
listening skills.
"evise sitting and listening
skills.
"evise sitting and
listening skills.
"evise sitting and
listening skills.
"evise sitting and
listening skills.
#each "outh movements
%how the children
how to make
different mouth
movements
.lowing* sucking*
tongue stretching
and wiggling/
3se a mirror to
look at the mouth
movement and
encourage
children to make
the movements in
the adult&s mirror.
;oice Sounds
%how the children how to
make sounds with their
voices .pg 8A/.
.whee* oing* oh* ssss*
shshsh* mmmooo* oooooo*
chchchch* 5555* and tick
tock.
"agic "icrophone
(o%n resource! or
"etal "ike .pg 8B/
7ave a collection of
o6ects/pictures in a
ag and sound out
and lend the sounds.
%ay some of them
wrong to encourage
the children to 6oin in
Whose voice=
0lay a tape of
children&s recorded
voices. (an they
recognise the child&s
voice!
Sound stor, time
"ead a familiar story
ook .The Three Cilly
'oats 'ruff/ and
change voice for
different characters.
3se loud* $uiet* soft*
hard intonation etc.
Practise (hildren practise
making mouth
movements using a
mirror.
The children practise
making the voice sounds.
,ach child takes in
turn to find an
o6ect/picture and
say the sounds.
"e?play the tape and
encourage children to
listen.
,ncourage children to
6oin in with the story
and change their
voice to match the
different characters.
Appl, 0lay music and
encourage
children to make
mouth movements
to the music.
In the circle* children take
it in turn to make their
favourite voice sound.
+dult then repeats
the activity ut says
the sounds wrong.
The child who says
the word correct
gets to keep the
o6ect/picture. (hild
with most
o6ects/pictures
wins.
0lay +pple 0ie with
the children in the
group taking turns to
say 9+pple 0ie& and
the rest of the group
work out who has
said the words.
In turn* encourage
each child to orally
re?tell their favourite
story to the group
using different voices
for the characters.
Assessment
(an the children distinguish etween the differences in vocal
sounds!
%ustain their listening through a story.
"ecognise their own and each other&s voices* including a
recorded voice.
3se appropriate vocaulary to talk aout different voice and
speech sounds.
Childs Name Comment
Phase 1 Week <: Aspect <: +ral 3lending and segmenting (pages 8- 88!
"ain Purpose: #o develop oral 3lending and segmenting o& sounds in %ords2 #o listen to phonemes %ithin %ords and to remem3er
them in order in %hich the, occur2 #o talk a3out the di&&erent phonemes that make up %ords2
Monday Tuesday Wednesday Thursday Friday
'evisit(
'evie%
"evise sitting and
listening skills.
"evise sitting and listening
skills.
"evise sitting and
listening skills.
"evise sitting and
listening skills.
"evise sitting and
listening skills.
#each +ral 3lending
0lay touch your
ody game.
,xplain to the
children that they
are going to touch
parts of their
ody when asked
to do so ut they
must listen for
the ody part.
%ay the ody part
name in sound
speak* touch your
f?ee?t* feet* t?oe?
s toes etc.
>lapping sounds
Think of the words that
use the sounds s*a*t*p*i*n
and sound them out.
%at
Tap
0in
%in
Tin
0it
(lap each phoneme for the
word and then lend them
to make the word.
#o, talk
Introduce the soft
toy and say that he
can only speak in
sound talk. The toy
whispers the word in
the adult&s ear and
the adult says it to
the group. Talk to
the puppet and
repeat what he says.
3se picture card
clues to aid visual
representation ut
remove during the
apply stage to make
activity harder.
"epeat and make
some errors .say
skim instead of skip/.
Sa, the sounds
0lace
o6ects/pictures of
cvc words in a ag.
Take one o6ect out
of the ag and say
the word using sound
talk .c?a?t/ and the
toy. ,ncourage the
children to lend the
sounds.
#alking a3out sounds
When used to oral
lending start to
introduce 1 and 8
phoneme words.
Write the word on a
phoneme frame and
sound it out. (ount
each sound using
fingers .cat* dog* on*
to* peg etc/.
Practise (hildren touch
ody parts and
then in turn say a
ody part name
for the other
children.
,ncourage children to 6oin
in and clap the sounds and
lend them to make cvc
words.
(hildren practise
saying the segmented
words.
0ass the ag around
the group and
encourage each child
to say the sound
word.
,ncourage children to
6oin in with saying
each sound and
counting on their
fingers.
Appl, "ead ig ook
"hyme Time and
say one of the
rhymes that has
rhyming couplets.
,ncourage
children to 6oin in
with the rhyme
and the adult
demonstrates
segmenting and
lending the
rhyming couplets.
(hildren repeat
the rhyme to
segment and lend
the rhyming
couplets.
'ame
+dult repeats the activity
ut says some words
wrong. The children have
to segment and lend the
word and the one fastest
gets a point.
,ncourage children to
ask $uestions and the
toy and adult
segments the words
for the children to
lend.
'ame
"epeat the activity
ut the first child to
lend the segmented
word gets a point.
The first player with
8 points wins. "epeat
if time.
+dult says the word
without sounding out
and writes it on the
oard. (hildren then
sound it out and count
the sounds* showing
their fingers to the
adult.
Assessment
Clend phonemes and recognise the whole word.
%ay the word and identify the o6ect
Clend words that egin with the same initial phoneme.
%egment words into phonemes.
Identify the numer of phonemes that make up a given word.
Childs Name Comment