1teacher Bookingles PDF

Gill Budgell
Natalie Jane Gmez ONeill
Pips
Phonics
Teachers Resource Book
Index
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Welcome to Pips Phonics
What is synthetic phonics?
Teaching and learning resources
Methodology for young bilingual learners
Step by step to learning new sounds
Step by step to consolidating learned sounds
10
Reading books
12
Teaching tips
13
Ideas banks
15
Teaching notes
18
Assessment
99
Letter to parents
102
Photocopiable material
103
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Welcome to Pips Phonics

Pips Phonics is a carefully structured
synthetic phonics scheme for young learners

of English aged between 4 and 6. Its unique
feature is that it has been written specifically
for Spanish speaking children learning English.
It takes the very best of synthetic phonics
teaching and combines it with the very best of
English language teaching to produce a course
that will work perfectly for you and your class.
Pips Phonics offers support for English
and bilingual teachers as well as the

children, as it builds confidence in teaching
and learning techniques. Through a series
of highly structured teaching units, Pips
Phonics ensures that children understand the
relationship between letters and sounds in the
English alphabetic system so that they can
begin to develop independence in their mastery
of English. The course will help children to read
and write in English as well as developing their
pronunciation skills.
Key features include:
A synthetic phonics approach to learning
to read; a structured teaching sequence
of letters and sounds in order to blend
(read) and segment (spell) words which are
appropriate for young children learning a
second and/or foreign language.
Content that is meaningful and appropriate
to young learners of English in terms
of characters, themes, vocabulary and
language structures.
Small steps of progression from unit to unit.
Cumulative progression: after each set
of three units there is a practice and
consolidation unit.
Clear and direct support for teachers with
step-by-step lesson plans, pronunciation tips
and letter formation guidance as well as
activity ideas, record-keeping and checks.
A full suite of resources to enable the
teacher to bring phonics alive in the
classroom: students books, pop-outs,
stickers, jingles, photocopiable resources and
ideas banks. Each level features an i-book
in order to project the students book pages
onto the IWB (Interactive white board).
A set of reading books to encourage

independent reading.
The aim of Pips Phonics is to support
children in their understanding of the English
alphabetic code (the relationship between
letters and sounds) and then to build
their confidence in using and applying this
knowledge in speaking, listening, reading
and writing in English.
The Pips Phonics programme consists of
3 levels:
Level 1 begins with the very simplest letter /
sound correspondences: one letter, one sound.
Level 2 continues with the simple letter
sounds but also introduces the first two letters,
one sound (e.g. sh, th, ch) as well as qu as kw
and x as ks.
Level 3 builds on the notion of two letters,
one sound, as well as reading two adjacent
consonants (e.g. stop, pest).
High frequency (HF) words are introduced

and tackled from the very beginning but split
into those which are entirely decodable using
phonic knowledge and those that are not.
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What is synthetic phonics?

Synthetic phonics is a process of teaching
children the relationship between letters
(graphemes) and sounds (phonemes) for
reading, spelling and handwriting. The word
synthetic relates to the process of identifying,
sounding out and then synthesising or blending
the sounds in a word from left to right in order
to read it. This enables learners to decode from
print to speech.
For example:
To read the word cat:
1. Recognise the letters (graphemes): c, a, t.
2. Say the sounds (phonemes) for each letter:
k-a-t.
3. Blend the sounds (phonemes) to hear the
word: cat.
For L1 learners this method can support
comprehension but for L2 learners we must
offer additional support to ensure that
the vocabulary becomes part of the oral
vocabulary.
Therefore we sometimes offer visual support
for EFL or bilingual learners that would not be
appropriate for L1 learners.
To spell the word dog:

1. Recognise each sound heard from beginning
to end of the spoken word: d, o, g.
2. Write the letter or letters for each sound
(phonemes): d, o, g.
3. Blend the sounds (phonemes) to check that
the word you hear is the one you wanted
to spell: dog.
Pronunciation
English speakers pronounce words differently
depending on regions. In Pips Phonics we
provide pronunciation guidance for each sound
but there will always be a degree of variance.
Letter sequence
You may wonder why the letters and sounds
are not taught in an A-Z sequence. In synthetic
phonics it is crucial that a sequence of letters
and sounds is taught in an order that most
quickly allows learners to use their phonic
knowledge and skills to read and write. So
we teach s, i, t followed by p, a, n so that
many simple consonant-vowel-consonant (CVC)
words can be read early on.
In English speech we have 44 phonemes but

only 26 letters in the alphabet with which to
represent these sounds in writing. Unlike most
other languages, English has many spelling
alternatives for a sound as well as many letters
which can be pronounced in more than one
way.
Pips Phonics ensures that children know some
of these associations, rules and anomalies in
order to crack the code for speaking, listening,
reading and writing.
Spelling and writing are the reverse part of
the blending and reading process;
so we blend to read but segment to spell.
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Teaching resources
i-book
This exciting classroom tool helps to capture the childrens attention and make their learning
more meaningful. The Students Book can be projected onto the IWB in order to introduce and
practise each sound session. It contains direct links to all the resources necessary for the session:
audios, teaching notes, photocopiable worksheets, flashcards, pronunciation guide and an
illustrated grapheme guide.
The jingles have been recorded in a variety of ways: fast, slow, as a chant and without music,
to suit all learning needs. They are taught with actions to promote TPR (total physical response)
and one of these actions can then be used later as a mnemonic. The range of actions also
practises fine and gross motor skills.
Pip's Phonics 1 Santillana Educacin S.L.
Ss
Sal likes the sun,

Sal likes the sea.
Sal likes sunglasses,
Just like me!
i-flashcards
The flashcards can be projected or printed out. They are divided into four different types:
Jingle cards
Ss
The jingle appears on one side and the corresponding image on the
other. This is ideal when listening to the jingle or as a quick visual
reminder of the letter and sound.
Sound cards
These are used for learning the letters and sounds. On one side we see
the grapheme in both capital and small letter, on the other an image
which helps to fix the sound in the childrens mind.
Picture flashcards
Each sound has four picture flashcards to help reinforce the sound as
well as some of the vocabulary.
sit
Decodable word cards

Children will be able to decode these CVC words after learning the
corresponding sounds. It is important that children can read and
pronounce them even if they do not know the meaning.
Teachers Resource Book

There are comprehensive teaching notes for each sound to cover five sessions as well as notes for
the consolidation sections of the Students Book.
This useful resource book also has many practical sections to help the teacher:
A bank full of ideas to make the teaching sessions as fun and creative as each teacher prefers.
Evaluation charts.
A photocopiable vocabulary activity for each sound.
A photocopiable letter formation activity for each sound.
A photocopiable creative activity for each sound.
Photocopiable sound cards, CVC and HF word cards for games and individual practice.
Photocopiable certificates for encouragment.
Photocopiable writing practice worksheets.
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Learning resources
Students Book
My
Say the sound.

Finger write the letters.
15 single sounds are introduced,

each one with two pages of
clear, systematic activities. The
children practise hearing, saying,
seeing and writing each sound.
Digging dog, digging dog,

Dig, dig, dig.
Digging dog, digging dog,
Dig, dig, dig.
d drawing
og
D DD
dd d
Say the sound. Write the letters.
Find and ring.
Stick.
Draw something with
a
23
After every three sounds there is

a consolidation section to review
what has been learned. The
children are also encouraged to
try reading and writing words
which use the sounds they
know.
Say the sounds. Join the letters.
uck on
og
og in a
ress
rink for
a
oll and a
inosaur
24
Say the words.

Say the first sound.
Say the sounds. Read the words. Ring the pictures.
dog
Say the sounds.

Try to read.
on
go
pig
Join the letters to the pictures.
Sal and
a dog
dig
dad
Say the word. Write the letter for the start sound.
o
My words
a sad dog
a pig and
a dog
ants in
sand
25
26
At the end of the book there are pages to practise all the sounds learned so far and discover
how many words they can now read!
Stickers
Pop-outs
A tiger mask
Pips Phonics Santillana Educacin, S.L. 2013
Every new sound includes

fun stickers to support the
learning as well as helping
to practise new vocabulary.
These pre-punched cards help to consolidate

the learning in a fun, hands-on way. Children
can use their creativity while at the same
time reinforcing their memorisation of the
sounds.
Reading books
Sal.
Sit, Pip.
These three decodable reading books featuring the course

characters are an ideal tool to practise reading in a
meaningful context.
See page 12 for more detailed information.
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Methodology for young bilingual learners

Given the intended audience for Pips Phonics, we worked closely with EFL teachers in Spain to
ensure that the phonics approach took account of the fact that these young learners are battling
with the alphabetic code of a second language. We therefore make no apology for occasionally
breaking a few synthetic phonic rules in order to fully support the bilingual learner who is
searching for meaning.
Pips Phonics Level 1 Students Book
We focus on hearing the sound represented by a letter at the beginning of words as well as
being able to write the letter correctly. We use and build a vocabulary base suitable for L2
learners which feature the focus letter sound.
Sal loves the sun.

Sal loves the sea.
Sal loves sunglasses,
Just like me!
We provide a mnemonic image for each

letter to help children remember the letter
sound.
Find and ring.
Stick.
Draw something with
We provide a jingle that features words

beginning with the focus letter sound and
uses TPR. These are for hearing and saying
the sound in an alternative, fun way, not for
reading.
Sal loves the sun.

Sal loves the sea.
Just like me!
Find and ring.
Stick.
Draw something with
Sal loves the sun.

Sal loves the sea.
Just like me!
Find and ring.
Stick.
Draw something with
We ask children to find and ring objects in a

picture beginning with the focus sound. We
then ask them to add stickers of items that
feature this sound. We do not usually expect
these bilingual learners to be able to hear the
sound in different positions in the word at
this stage. We also provide plenty of visual
images to support their understanding and
vocabulary development.
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Sal loves the sun.

Sal loves the sea.
Just like me!
Find and ring.
Stick.
Draw something with
We ask children to draw items beginning with

the focus letter sound to make their own
vocabulary collection. This can be a word
from the lesson, another word they know or
even a classmate whose name starts with
that sound.
Sea and sand
Say the sound.

al
We ask children to finger trace and then write
both capital and lower case letters.
S SS
s s s
un
un hat
ungla
andal
Sea and sand
Say the sound.

al
We ask children to write the focus letter

within words that they cannot necessarily
read and for which we therefore provide an
illustration. This would not feature in an L1
synthetic phonics programme but is essential
for these learners.
S SS
s s s
un
un hat
ungla
andal
We provide icons to support the instructional language.

ring
draw
finger write
join
stick
say
write
read
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Step by step to learning new sounds

Each session should last between 10 and 20 minutes.
Session 1: Introducing the letter sound
1. Introduce the letter and the letter sound using the sound card.
2. Model how to say the sound.
3. Introduce new vocabulary using the picture flashcards.
4. Show the IWB screen to further consolidate the letter and sound.
a. Consolidate the sound and introduce
the iconic image for this letter sound.
b. Sing or say the jingle.
Pip in the park,

Stop, stop, stop!
Pip in the park,
Pop, pop, pop!
Find and ring.
Stick.
Draw something with
11
c. Model Find and ring, Stick and Draw.
d. Find and teach additional letter sound

vocabulary if appropriate to your class.
Session 2: Practise see, hear, and say the letter sound

1. Sing the jingle again from the last lesson.
Revise the sound picture cards to review vocabulary.
Revise some of the additional vocabulary learned from Session 1 and found in the picture.
2. The children complete the corresponding page in the Students Book.
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Session 3: Practise saying the letter sound and writing the letter
1. Show the IWB screen.
a. Teach the finger tracing of the letter
formation and then practise writing it in
the air together.
b. Model the formation as you write

it on the board. Always say the
sound as you write.
My park
Say the sound.

ip
PPP
ppp
op! op! op!
izza
anda
ig u
et
12
c. Revisit the vocabulary for these items.

Establish the missing letter sound. Demonstrate
writing the missing letter on the line.
d. Model how to use the stickers

and drawings.
2. The children complete the corresponding page in the Students book.

Session 4: Practise the letter sound with a creative activity
There is always a pop-out item for the children to enjoy making and using in creative play.
Session 5: Practise the letter sound with the whole class and in group activities
Revisit the sound, vocabulary and jingles. Set up a variety of whole class or small group games
and activities as suggested in the Teachers Resource Book (see pages 13-17).
After every three sounds there will always be a set of four cumulative
consolidation sessions.
These sessions follow a similar pattern but use and mix all three of the
letter sounds just learned.
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Step by step to consolidating learned sounds

Each session should last between 10 and 20 minutes.
Session 1: Consolidating the letter sounds
Revisit the three newly learned letter sounds, key vocabulary and jingles either with the
flashcards or the corresponding Students Book pages.
a. Review how to say the sounds and then
match the small and capital letters.
b. Ensure the children can recall the

vocabulary, model how to say the
word and say the first letter sound.
Say the sounds. Join the letters.
Say the words.

Say the first sound.
Join the letters to the pictures.
p
n
a
My words
17
c. Model how to join the letters to the

pictures and invite children to help you.
d. Model how to add words of your own.

If you have a child in the class whose
name begins with one of the letters,
then add their names to the box.
Children can always return to this page
to add words as they learn them.
Session 2: Practise see, hear, say the letter sounds

Children complete the corresponding page in the Students Book.
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Session 3: Practise reading and writing the letter sounds previously learned in
this level
a. Revisit previously learned letters.
b. Work with the children to show how to

complete the activity. Model how to
blend each word, for example: P-i-p is Pip.
Say the sounds.

Try to read.
Say the sounds. Read the words. Ring the pictures.
it
Pip
in
in
Pip and
an ant
ant
ants in my
pants
sit
Say the word. Write the letter for the start sound.
Its Pip.
Its Sal and
Tom.
No, Pip!
18
c. With the children, look at each picture, say

the word, identify the correct letter and
sound and then write the letter for each.
d. Model how to blend these sounds in order

to read the words. Help the children with
meanings where necessary.
Session 4: Consolidate and practise

Revisit the sounds, vocabulary and jingles for these letters. Set up a variety of whole class or
small group games and activities as suggested in the Teachers Resource Book (see pages 1317).
When the necessary letter sounds have been taught, you may also
introduce the children to the reading books during this set of sessions.
Each book offers systematic practice of taught letter sounds to
encourage reading independence.
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Reading books
Pips Phonics 1 is accompanied by three reading books, each one carefully written by the course
author to ensure that the children can use their newly acquired phonics knowledge to decode
(read) them. The language has also been chosen so that children whose first language is not
English can understand them.
Sun on Sal.
The artwork contains many images which

the children will have seen and can
recognise from the Students Book so they
can practise their vocabulary development
as well.
At the back of each book there is a fun
quiz to check comprehension.
Sun on Tom.
The books can be enjoyed together as a class using the class audio CD.
It is also very important that the children read the books independently, in small groups,
in pairs, at home and individually to the teacher.
Book
Characters
1. Sit, Pip!
Sal, Tom, Pip
Sal.
Sit, Pip.
12
Phonically
decodable
words
HF / Tricky
words
sit
get
Phonically When to read

decodable
HF words
and
it
after learning
e
on
after learning
u
its
and
after learning
r
13
2. Mud on Pip
Sal, Tom, Pip
Mud on Pip!
sun
cap
cat
mud
16
3. Top dog
Pip!
Sal, Tom, Pip,

Mum, Dad
cat
mug
net
pen
pot
red
rat
kiss
top
16
Pips Phonics reading books offer children tiny steps of ensured success
on the road to independent reading!
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Pips tips
General Phonic Teaching Tips
This course is designed to be as flexible as the teacher needs it to be; each sound can be
covered in a day, a week or however long is needed.
Teach the units in the order presented within the course as the content is cumulative and
designed to both support and develop learning.
Lessons are most effective when based on: review, teach, practise, apply, check and progress.
Keep the sessions short and snappy.
Practise both oral/aural and reading/writing work. But remember that writing usually follows
behind reading development in the early stages.
Never ask the children to read or write a word that is beyond their level of phonic knowledge.
At the start of every session review the sounds already learned using the sound cards; this
can get faster and faster as the children become more familiar with them.
Whenever possible during the day, review the sounds the children have learned as the
occasion arises; for example, in the dining room: Look, you are eating ssssspaghetti; when
listening to a story: This is a story about a duck, what is the first sound of duck? Look, here is
the word duck.
As the children learn new sounds, put them on view in the classroom, permanently if possible.
This could be done in a practical way, for example: stick a d on the door, t on the teachers
table, or make a cumulative letter / sound frieze to run around the classroom wall.
Use technology wherever possible to engage and motivate the children in a multisensory way
with photos, video, reading and writing on-screen:
If possible take photos of the Tom, Sal or Pip pop-outs in different places or with different
objects to coincide with each new sound.
Play the jingles to children while they are working on a creative worksheet.
Video record the children acting out a jingle, sound record the children singing the jingle,
then play it back for others to enjoy.
Pronunciation
Always promote correct pronunciation from the beginning and remind children to use their

English head when speaking or reading. It is preferable that the children pronounce correctly
using the English sounds not their native language sounds to avoid typical mistakes.
Practise the sounds yourself using online sites or the sounds videos on the i-book and ensure
that you say the sounds purely e.g. mmm, not muh. This will help the children to blend the
sounds for reading more easily.
Know that some phonemes can be represented by two letters, one sound e.g. ch, ng; three
letters, one sound e.g. ear; one letter, two sounds e.g. x.
Let the children see your mouth clearly as you pronounce sounds. Exaggerate the position of
your mouth, teeth and tongue so the children can see how to move their own mouths into
position.
Encourage them to watch themselves in mirrors or each other as they practise forming the
shapes with their mouths.
Encourage them to touch their throats or put their fingers in front of their lips for different
sounds to feel the difference between them.
Use the jingles repeatedly and enjoy them they are written specifically for you and the
children to practise saying the focus letter sound.
Use technology wherever possible to record the children saying the sounds and play it back
for them (they love this!).
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Pips tips
Reading
It is important that children know that reading and writing are reversible processes different
sides of the same coin! Remember that reading will usually be a little bit ahead of writing.
Do not ask children to read a word if it contains letter sounds which they do not know yet.
Encourage children to use their phonics knowledge as a first strategy to read a word or phrase
and discourage guessing from pictures.
Use letter sound cards, magnetic letters, or other resources which are now available in order to
practise grapheme-phoneme correspondence.
Children should have access to a wide range of books for sharing and enjoying. They should not
be expected to read books independently which contain words they cannot yet decode.
Encourage the children to read in pairs sometimes too.
High frequency words need to be taught but some of these are less easy to decode. Show the
children how to use a phonics first approach and then tweak the parts of the word that are
irregular. Words like one, the, who are very tricky and may need additional strategies; for
example, devise a mnemonic to help them to remember, look at the word shape, etc.
Letter formation
Try writing something yourself using the hand you do not normally use in order to understand
the difficulties for the children!
Ensure that you are confident about correct letter formation for both capitals and lower case.
Use the grapheme guide on the i-book to see correct letter formation.
For children who are not physically ready to write letters, try to give them gross motor skill
practice. Remember, a child who cannot run round a hoop in the hall will almost certainly not be
able to write the letter O on a small piece of paper.
Ensure the children are holding their pencils correctly.
Ensure the paper is angled correctly depending on whether the child is right or left handed:
For right handers the top right hand corner of the paper is tilted up.
For left handers the top left hand corner of the paper is tilted up.
Make sure the children are sitting correctly with their feet on the floor, head up, not resting on
the desk, spare hand steadying the paper.
Always model writing with your back to the children so they can see where you start and which
direction to write in.
Encourage the children to practise letter formation in the air, on the palm of their hand, on a
partners back, in sand, in paint, and eventually on paper.
Explain that all small letters start in the air, they never start on the line.
Make a set of textured letters using fine sandpaper, textured wallpaper, plasticine or anything
else, to help the children feel the shapes.
Keep example letters on view on the walls for the children to refer to.
Writing
Do not ask children to spell a word with letter sounds which they do not know.
Children may be asked to write the focus letter in words which are not yet decodable this is just
for letter formation practice and gives an opportunity to develop oral vocabulary too.
If available, use mini white or chalk boards for writing practice.

Use magnetic letters to show children how to build words for spelling.
Use large letter cards for children to hold or wear like a necklace so they can physically
organise themselves into words, phrases or sentences.
Use simple dictations once children are confident.
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Ideas bank
Games
Print out and photocopy various copies of all the flashcards and laminate them if possible.
Put on the wall as many sounds as the children have learned. Call out two to four
children and give each one a fly squatter. Say a sound and the first child to hit it wins a
point. (They can also do this just with their hands if no fly squatters are available.)
In the school gym or playground, put up all the sounds they have learned around the
walls. Call out sounds or instructions and the children go to the corresponding one.
For example: Run to T. / Girls, go to A. / Go to the first sound of your name. / Blue eyes
jump to S.
Alternatively, ask the children to bring letters; for example, ask individual children to
bring certain letters or say: Bring me the letters for dog.
Put magnetic letters into a box full of shredded paper / polystyrene and, using a magnetic
fishing rod, ask the children fish for letters. Alternatively, make magnetic letters or words
by attaching a paper clip to the word or sound card.
Give all the children a word in an envelope and tell them to look at it in secret. Call out
two words and the children with those words change places.
Give out various sound cards. Say a word and tell the children who are holding one of
the sounds from that word to come out. Help them to stand in order to spell the word
correctly. The rest of the class can say whether it is correct or not.
Put the children into pairs and give them a set of cards to play Snap!
Put the children into pairs and give one of them a secret CVC word. This child dictates
the sounds to their partner, who writes down the letters. They then compare if the two
words, the one on the card and the one written down, are the same.
Ask the children to bring objects or pictures to school that start with the letter you are
focusing on for oral work. Give out the objects and the children in turn stand up and say
the name of the object they have.
Hands-on
Note: Some of these ideas can be messy so are best done in small groups. Have a bowl of
water, tissues or wipes readily available.
Using flour/ chocolate powder / sand / salt etc. sprinkled on a plastic plate, say a letter
or a word and the children use their finger to write it. (Tell them not to lick their fingers
afterwards!)
Make sand / textured letters by putting glue on a large letter and letting the children
sprinkle sand on.
Call out a letter or a word and the children make it using pipe cleaners / string / wool.
These can then be stuck down on card.
Put shaving foam onto a paper plate and the children trace the letters you say into it
using their finger.
Make a collage with coloured paper and card, sticking the paper in the shape of the
letter.
Use gomets in different colours to recreate the shape of a letter. For children who find it
harder, draw the line for them to stick the gomets on; those who find it easier can do it
independently.
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Ideas bank
Creative ideas
These ideas can be as creative as each teacher chooses them to be.
Some of these ideas can be messy so are best done in small groups.
Make
Make
Make
Make
Make
Skip!
a
a
a
a
a
sun using tissue paper.

snake from a sock.
spiral snake.
spider or a snail from plasticine.
pattern using squares of different sizes and materials.
Make insects from plasticine / modelling clay.

Make insects from finger prints.
Make musical instruments.
Make invitations for people to visit your class.
Decorate and hang huge in, is, if, it to help learn these HF words.
Make a toucan or a tree with handprints.
Trace a turtle.
Draw a television with a tiger or a tortoise on the screen.
Make a play tent in the corner of the classroom.
Make a pattern using triangles of different sizes and materials.
Decorate and hang huge to, the to help learn these HF words.
Make a paper bag puppet.
Make a pink and purple collage.
Make a plasticine pizza.
Make a police officers hat.
Decorate a paper plate.
Paint!
Make apple prints.
Apple print a large letter A.
Make an animal collage with pictures cut from magazines.
Decorate and hang huge as, and to help learn these HF words.
Make a pasta necklace.
Make plasticine nests.
Make nurses hats.
Paint a night picture.
Decorate and hang a huge no to help learn this HF word.
Make an octopus.
Mix red and yellow paint to make orange.
Make an office corner in the classroom.
Make an orange collage.
Decorate and hang huge on, off to help learn these HF words.
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Make glasses and decorate them with glitter.

Make white ghosts on black card.
Make a green, grey or gold collage.
Make green grapes with plasticine.
Decorate and hang a huge go to help learn this HF word.
Paint daisies on black card.
Make a drum or a dinosaur.
Dance.
Dig in the sandpit.
Decorate and hang a huge do to help learn this HF word.
Paint a hard-boiled egg.
Decorate an envelope.
Make an elephant with plasticine.
Make cat masks.
Stick corn flakes onto a big C.
Draw a clown or a castle.
Make a colour chart using collage or paint.
Practice catching a ball / beanbag.
Make a carrot print caterpillar.
Make a kings crown.
Glue silver paper onto a key shape.
Fly a kite.
Draw a kitten.
Jump like a kangaroo.
Move to music.
Design a monster.
Make a map of the classroom.
Draw your mum.
Make a moon or a mirror with tin foil.
Decorate and hang huge me, my to help learn these HF words.
Draw an ugly monster.
Make an Im upset when ... book.
Do an Up and under obstacle course.
Decorate and hang a huge up to help learn this HF word.
Stick rice onto a large letter R.
Sing and do Ring-a-ring-a-roses.
Use rectangles to make a robot.
Sing and paint a rainbow.
Make a red collage.
Use a paper towel tube to make a rabbit.
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Teaching the letter and sound: S
What are the children learning?

To see, hear, say, read and write the
simple sound for the letter s.
How to write s correctly both as a small
and a capital letter.
To identify the sound s in words in any
position, e.g. sun, glasses.
Some new vocabulary featuring s.
A simple jingle with actions to use and
reuse as a mnemonic.
Warning:
Talk about Sals name; explain that Sal is

not salt, it is short for Sally.
Dont focus on the s in the sh sound in
shell or fish just yet. (see Book 2)
Say a long sssss sound, not a short
s, s, s sound.
Help the children to avoid saying e before
the s sound. Ask them to put a finger to
their lips to avoid saying es. Tell them to
say a long sss sound and then say the
word straight away, e.g. sssnake, ssstop.
Main Vocabulary:
Sal, sunglasses, sun, sun hat, sandal
Vocabulary in the scene:
sea, sand, sky, surf, swim, salad,
sandcastle, spade, swing, slide, seesaw
Additional Vocabulary:
six, starfish
S Jingle
Sal loves the sun, (point to the sun)
Sal loves the sea. (make wave actions)
Sal loves sunglasses, (hold hands as if
lenses up to eyes)
Just like me! (point to self)
Teaching and learning focus in each

session:
Introduce the letter sound.
Introduce new vocabulary.
Introduce the iconic image.
Sing or say the jingle.
Session 2: Practise see, hear and say the
letter sound
Sing the jingle again.
Review new vocabulary.
Complete Students Book, page 3.
Session 3: Practise saying the letter
sound and writing the letter
Finger trace the letter.
Review the vocabulary.
Session 4: Practise the letter sound with
a creative activity
Make the pop-out sun.
the whole class and in group activities
Review the sound.
Whole class and group activities (see
Teachers Book, pages 14-17).
Optional extra materials
Photocopiable vocabulary activity,
Worksheet S1, see page 103.
Photocopiable letter formation activity,
Photocopiable craft activity,
Class audio
S Sound: Track 1.
S Jingles: Tracks 2-5.
Main action: Sunglasses

Make a circle with each hand and hold them
up to the eyes.
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Session 1: Introduce S
Materials:
Pip pop-out
i-book
Sound card for s
Picture flashcards for s
Jingle card for s
CD
Photocopiable vocabulary worksheet
(Optional Follow up Activity)
Warm up
Introduce Pip the dog to the children using the
pop-out. Explain that he knows a lot of sounds in
English and that he is going to help them to learn
them too. Pip says: Hello and the children say:
Hello, Pip!
Give a special voice to Pip and use him to ask the
children their name.
Tell the children that Pip is excited and wants to
teach them the first sound but that they need to
say: Whats the sound today, Pip? Encourage the
children to repeat the question several times. Pip
then answers: S.
Tell them that Pip has a special friend called Sal.
Explain that Sal is not salt; it is the short name for
Sally. Ask the children if they would like to meet
Sal.
See, hear, say
Display the Students Book, page 3 or the IWB
and use Pip to introduce the sound of the day.
He points to Sal and says: Look, this is Sal!
Exaggerate the S for Sal.
Show the sound card for s and say: S! (Make sure
that you say sssss not suh.) Play the sound for the
children to hear and repeat.
Point to your own mouth to model the way you
hiss the s sound. Play the video for this sound in
the i-book to demonstrate correct pronunciation.
Repeat the sound, ask the children to say it
several times. Choose various children to model
the sound in front of the class.
Show the picture flashcards of sunglasses, sandal
and sun. Say each word with emphasis on the s
sound. Ask children to come out and point to each
of the cards and say the word.
Use Pip to say a word and invite volunteers to

come out and touch the corresponding card.
Mix up the cards and repeat until the children are
joining in saying all the words.
Once you have introduced all the words start
saying them without the exaggerated s sound.
Present the scene
Point to the S at the top and reiterate the sound
whilst you trace the letter shape. Point to Sal and
repeat her name. Then point to the pictures and
ask the children to name sunglasses, sun, sun hat
and sandal as you see the items in the picture.
Encourage the children to repeat and join in as
much as possible. Depending on the level of the
class and their language acquirement skills you
could point out other s words that appear in the
picture: salad, swing, slide, seesaw, surf, swim,
sand, spade, sandcastle, sea, sky.
Jingle
Explain to the children that there is a great song
that Pip likes about the sound s. Show them the
flashcard of the jingle and then play the chant
version while demonstrating the actions. Play the
jingle again and encourage the children to join in,
both saying it and with the actions.
Point to the pictures Sal, sun, sea, sunglasses
as they appear in the jingle and then point to
yourself on the last line.
Repeat the jingle and encourage the children to
join in again.
If there is someone in the class whose name begins
with S you can substitute Sal for their name.
Divide the class into two groups and ask them to
sing the different versions of the jingle in turn.
Use the instruments in the classroom, if you have
them, to accompany each group.
Say: Give yourselves a round of applause! You are
all super singers!
Optional Follow up
Photocopiable vocabulary activity, Worksheet S1,
see page 103. Use the i-book to demostrate the
activity.
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Teaching the letter and sound: S
Session 2: See, hear and say S

Materials:
Pip pop-out CD i-book
Sound card for s Students Book, page 3
Students stickers for s Pencils and crayons
Warm up
Remind the children who Pip is. Pip says: Hello, its
phonics time!
Ask the children if they can remember the sound
Pip told them in the last session. Do the main
action to remind them. Play the jingle and
encourage the children to join in.
See, hear, say
Show the s sound card and ask all the children to
identify and say: ssss.
Session 3: Say and write S

Materials:
Pip pop-out i-book Picture flashcards for s
Students Book, page 4 Students stickers for s
Photocopiable writing worksheet (Optional
Follow up Activity)
Plasticine or dough (optional)
o
you
and
tter
on
Warm up
Remind the children to ask: Whats the sound
today, Pip? Pip whispers: S. The children repeat
the question and Pip responds with a louder: S!
Pip can then ask: Whats the sound today,
children? They reply either loudly or quietly: S.
er
d
e
Say and write

Show the s card and everyone calls out: ssss.
Make the s shape in the air with your back to
the children so they can copy it correctly. Ask the
children to draw a big S in the air and then draw
it very small on the palm of their hands. They
can also finger draw it on their table or on their
friends back.
If there are ribbons available the children can use
these to draw the s in the air.
Call out: Big s! or Small s! and encourage the
children to sky-write it accordingly.
in
e
g
eet
e
Lets work!
Using the IWB or Students Book page 4, point
to the letters at the top and demonstrate how to
finger write both letters, pronouncing the s as you
Quickly revisit the main picture and find the s

words. If the children do not know them, point out
the pictures of the sandcastle and spade. If you
have a sand tray available, the children can make
sandcastles!
Lets work!
Hand out the Students Books and s sticker sheet.
to and demonstrate the Find and ring activity.
Remind the children what they need to do and
give them a few minutes to do it. Repeat with the
Stick activity. Finally, elicit words that start with s
and ask the children to draw one or two pictures
in the space provided. Give lots of praise for their
work: Super!
do so. Encourage the children to say the letter and

finger write it in their books. Use the grapheme
guide in the i-book to demostrate the correct letter
formation.
Demonstrate how to write the capital S for Sal on
the IWB or chalk board and invite volunteers to
come out and have a go. Point to the picture of
Sal and ask the children what is the first sound
of her name. Tell them to write the missing letter
from Sals name in their books.
The children then complete the rows of S and s in
their books.
Point to the pictures at the bottom of the page
and ask the children to identify them. Tell them
that all the letters s are missing and that they
have to write them in. The children are not
expected to read the words.
Hand out the S sticker sheet. Point to the picture
of the beach and tell the children they are going
to decorate it with s words, they can use their
stickers and do drawings too if they like. As they
work, ask them to tell you what pictures they
have put in.
Optional Follow up
Photocopiable letter formation activity, Worksheet
S2, see page 104. Use the i-book to demonstrate
the activity.
Introduce the word starfish. Use the worksheet
for writing practice, making sure the pattern is
followed correctly. The children can then trace the
drawings and colour them.
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Session 4: Play with S

Materials:
Sound card for s i-book
S Pop-out Crayons
Decorating materials (glitter, sequins, paint etc.)
CD
Warm up
Do the main action and show the sound card for
s. Ask the children to say the sound and to finger
write it in the sky.
Session 5: Review S
Materials:
i-book Picture flashcards CD
Objects the children know starting with s
Optional craft resources Crayons
Photocopiable craft activity
(Optional Follow up)
Scissors,
glue, pencils and crayons.
Warm up
Display the Students Book scene and ask: What
can you see? I can see (the sun).
Note: It doesnt have to be something with s, but
encourage them to use s words if they can and to
answer using a sentence.
Whole class work
Put the picture flashcards and s objects around
the classroom. Point to the suns from the
previous session and say: Look, its a sunny
day. Ask the children to say a chant using the
words from the flashcards and objects:
Sunny day, sunny day,
What can we say?
We can say (sandal).
Sing the jingle, as fast as the children can
manage.
Play Sal Says (like Simon Says) using the words
sit and stand:
Sal says sit. All sit.
Sal says stand. All stand.
Sit! Stay standing, you didnt say Sal says...
Lets work!
Use the i-book to demostrate the activity. Show
the children the pop-out sun and help them to
push it out. They decorate their sun with an s
pattern and colour it. This is good practice for
letter formation but let them enjoy the markmaking. The children can use other craft materials
to decorate them.
As they work, play the different versions of the
jingle.
When they have finished, hang the suns up around
the classroom.
Group work
Divide the children into groups and have them
play or create different things to practise s. Here
are some examples but there are more ideas on
page 16.
Make a giant S mobile

Photocopy the shape of the sound s onto A4 card.
The children use a bradawl or scissors to cut out
the shape and then decorate it. Hang them from
the ceiling.
Make a seaside scene in the sand tray
Using the sand tray, the toys in the classroom or
other items, they create a seaside scene. Ask the
children about the items you can see.
Pictures with sand
The children put glue onto an s shape drawn
on card and then sprinkle sand on.
Create a seaside scene on a piece of card. The
children divide the card horizontally with a
black curved line.
They paint or colour the top half blue like the
sea, and then smear glue on the bottom half
and sprinkle sand onto it as the beach. They
can cut out pictures from magazines to stick on.
Optional Follow up
Photocopiable craft activity, Worksheet S3, see
page 105.
Ask the children to say all the s words they can
see on the picture. Tell them that Sal is at the
beach and she wants to make a sandcastle with
her spade! Ask them to colour the scene, then cut
out and stick the two pictures next to Sal.
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Teaching the letter and sound: I

simple sound for the letter i.
How to write i correctly both as a small
To identify the sound i in words in any
position, e.g. insect, six.
Some new vocabulary featuring i.
Warning:
It is important to teach the short sound i

(like in) not the name (like I am).
This is a short, punchy sound. It is not ee.
Main Vocabulary:
insects, in, ink, ink pad
insects, in, ink, ink pad
six, big, instruments
I Jingle
Insects, insects, (wiggle fingers)
Big and small. (hands to make big, finger and
thumb to make small)
Insects, insects, (wiggle fingers)
I like them all! (wiggle fingers in a circle to
show all)
Main action: Insects
Wiggle the fingers like insects crawling.

session:
letter sound
a creative activity
Make the pop-out insect mobile.
Review the sound.
Worksheet I1, see page 106.
Class audio
I Sound: Track 6.
I Jingles: Tracks 7-10.
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Session 1: Introduce I
Materials:
Pip pop-out
i-book
Sound card for s, i
Picture flashcards for i
Jingle card for i
CD
Warm up
Show the s sound card and ask the children what
it is. Tell them that Pip has a new sound today.
Show the Pip pop-out and remind children to ask:
Whats the sound today, Pip? Get the children
to repeat the question several times. Pip then
answers: I.
See, hear, say
Show the sound card for i and say: I. Play the
sound for the children to hear and repeat.
say it. Stretch your mouth a little so the sound
is a short, sharp i (neither ee nor eye). Play the
video for this sound in the i-book to demonstrate
correct pronunciation.
Repeat the sound and ask the children to say it
Show the picture flashcards of insects, in, ink and
instruments. Say each word with emphasis on the
i sound. Ask the children to repeat the words.
Play Snap with the previously printed out
flashcards: Place them on the board and invite
four volunteers to come out. Say: One, two, three
(insects). The first child to snap the card wins.
Present the scene

and use Pip to point to and say the sound of
the day.
Point to the I at the top and reiterate the sound
whilst you trace the letter shape. Get the children
to repeat and join in. Point to the insects and say:
Look, insects emphasising the initial letter and
demonstrating the main action as you say it.
Depending on the level of the class and their
language acquirement skills you could point out
other i words that appear on the picture like: ink
pad, in.
Jingle
Show the flashcard of the jingle and then play the
chant version, while demonstrating the actions.
Play the jingle again and encourage the children
to join in.
Divide the class into two groups. Ask one group
to sing the jingle while the other group do the
actions.
Optional Follow up
Photocopiable vocabulary activity, Worksheet I1,
see page 106. Use the i-book to demostrate the
activity.
Get the children to point to the insects and say
the sound. Then ask them to draw something with
i. Finally, in each pair of pictures they circle if the
insect is in the hand, in the glass or in the apple.
Review the sounds learned so far at the bottom
of the page.
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Teaching the letter and sound: I
Session 2: See, hear and say I

Materials:
i-book
Students Book, page 5
Students stickers for i
Pencils and crayons
Warm up
Get the children in turns to come to the IWB and
point to the vocabulary previously learned. Play
a quick game of Snap on the IWB with some
volunteers.
See, hear, say
Invite the children in turn to point to and ring
insects, in, ink pad.
Session 3: Say and write I

Materials:
i-book CD Sound card for i
Students stickers for i
Follow up Activity)
Plasticine or dough
Warm up
Show the i card and everyone calls out: i. Sing the
jingle together.
Say and write
Make the i and I shapes in the air with your back
to the children. Ask them to draw a big i in the air
and then draw it very small on the palm of their
hands. They can also finger draw it on their table
or on their friends back.
Check that all the children are drawing the i
correctly. Call out: Big I! or Small i! and encourage
the children to sky write it accordingly.
See page 14 for Pips tips on letter formation.
Lets work!
Hand out the Students Books and the i sticker
sheet.
Using the IWB or a Students Book, page 6, point
finger write both the letters, pronouncing the i as
you do so. Encourage the children to say the letter
and finger write it in their books.
Remind them of the jingle and ask them to find a

big insect and a small insect. Ask them to find an
insect in something.
Then, get the children in turn to drag the pictures
into their correct space on the scene.
Lets work!
Hand out the Students Books and i sticker sheet.
to and demonstrate what the children have just
done so they can ring and stick in their own
books.
Get the children to draw their favourite insect in
the space provided in their books and colour it.
Give the children lots of praise for their work:
Incredible insects!
Use the grapheme guide in the i-book to

demostrate correct letter formation. Demonstrate
how to write the capital I for Insects on the IWB
or chalk board and tell the children to write the
missing letter from the word in their books.
Draw some capital Is in a row on the board and
ask volunteers to write some more to complete
the row, remember to give lots of praise for
effort! Repeat with the small i. The children then
complete the rows of I and i in their books.
and ask the children to identify them. Tell them
that all the letters i are missing and that they
have to write them in.
Point to the picture of the hand and tell the
children they are going to choose their favourite
insects and place them in the hand.
Optional Follow up
I2, see page 107. Use the i-book to demostrate the
activity.
Introduce the new word by explaining what an
igloo is. Use the worksheet for writing practice
making sure the pattern is followed correctly. They
can decorate the igloo with their spare insects
from the sticker sheet.
Hand out a small amount of plasticine or dough.
Demonstrate how to make a big I and a small
i and get the children to make them. Once they
have finished, they trace both letters with their
fingers.
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Session 4: Play with I

Materials:
Pip pop-out i-book CD
I Pop-out
Crayons, ink stamps, glitter and glue.
1 coat hanger per child or 2 lollypop sticks
per child.
String or wool
Warm up
Go on an insect hunt in the playground. Get the
children to point to any insect they see and shout:
Insect! Get Pip to do it first to demonstrate.
Session 5: Review I
Materials:
i-book CD Flashcards
Continuous paper / large piece of card
A piece of card per child
Coloured pipe cleaners
Crayons / finger paint / ink stamps / insect
stickers
Photocopiable craft worksheet (Optional
Follow up Activity)
Lets work!
the children the pop-out of the insects and help
them to push it out.
Hand out the ink stamps if you have any or the
crayons and let them decorate them as they
choose. Explain that they are going to make a
mobile to hang from the ceiling and so they must
decorate both sides.
The children can add glitter to their favourite
insect!
Tie the insects to string in different lengths and
then onto the hanger.
Hang the mobiles around the classroom.
Optional Follow up
Photocopiable craft activity, Worksheet I3, see
page 108.
Get the children to colour the cards and cut
them out.
Explain to the children that they are going to play
a memory game. They place their flashcards face
down on the table and lift two at a time. If they
are identical insects they can keep them. Let the
children play alone and then in pairs or small
groups.
Warm up
Sing the jingle with the children.
Go round the classroom finding objects with i
including the mobiles, dough patterns, picture
flashcards and IWB picture.
Whole class work
Give the children different coloured pipe cleaners
and get them to model a capital I, a small i, some
insects and if they can, an ink pad. They can then
stick them on a piece of card.
Group work
Draw a big I and a small i on the large piece of
continuous paper or card.
Demonstrate how to decorate them by drawing
insects, or big and small Is inside them. The
children as a group then decorate the letters to
make a wall display.
They can also use their pipe cleaner creations,
insect stickers or ink stamps to decorate too.
See page 16 for more creative ideas to reinforce
the letter I.
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Teaching the letter and sound: T

simple sound for the letter t.
How to write t correctly both as a small
To identify the sound t in words in any
position, e.g. Tom, boot.
Some new vocabulary featuring t.
Warning:
It is important to teach the short sound

for t. It is neither tuh, teh nor tea.
Say t, tongue tip up.This is a quiet sound
with a little explosion of air.
Main Vocabulary:
Tom, toy(s), tiger, teddy, boot/trainer,
torch, train
tortoise, tissues, tent, treasure box,
trousers, tennis racket, tennis ball
telephone, ten
T Jingle
Toy tiger, toy tiger, (make a clawing action)
1, 2, 3. (hold up fingers)
Toy tiger, toy tiger, (make a clawing action)
Talk with me! (make chatter action with
hand)
Main action: Tiger
Make a clawing movement like a tiger.

session:
letter sound
a creative activity
Make the pop-out tiger mask.
Review the sound.
Whole class and group activities (see pages
14-17).
Worksheet T1, see page 109.
Class audio
T Sound: Track 11.
T Jingles: Tracks 12-15.
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Session 1: Introduce T
Materials:
Pip pop-out
i-book
Sound cards for s, i, t
Picture flashcards for t
Jingle card for t
CD
Photocopiable vocabulary worksheet (Optional
Follow up Activity)
Warm up
Show the s and the i sound cards and ask the
children what they are. Show the Pip pop-out
and remind the children to ask: Whats the sound
today, Pip? Get the children to repeat the question
several times. Pip then answers: T.
Introduce Tom. Explain that Tom is Sals brother
and his favourite toy in the whole world is his
toy tiger.
See, hear, say
and use Pip to point to and say the sound of the
day. Show the sound card for t and say: T. Play
the sound for the children to hear and repeat.
say it. Remember to say a short t noise (neither
tuh, teh nor tea). Play the video for this sound in
the i-book to demonstrate correct pronunciation.
Repeat the sound and ask the children to say
it several times with Pip as the leader. Choose
various children to model the sound in front of
the class.
Show the picture flashcards of toy tiger, train,
torch and teddy. Say each word with emphasis
on the t sound and ask the children to repeat
the words.
Present the scene

Point to the T at the top and reiterate the sound
to repeat and join in. Point to Tom and say:
Hello Tom!
other t words that appear on the picture like:
tortoise, poster, laptop (computer), tissues, tent,
treasure box, trousers, tennis racket, tennis ball.
Jingle
Show the flashcard of the jingle and then play the
chant version, while demonstrating the actions.
to join in.
Get the children to sing the jingle in groups whilst
doing the actions.
Optional Follow up
Photocopiable vocabulary activity, Worksheet T1,
see page 109. Use the i-book to demonstrate the
activity.
Get the children to point to the t in the centre
and say the sound. Then ask them to name all the
pictures and raise their hands if the word starts
with a t. Finally, ask them to draw a line from
all the words starting with t to the letter in the
centre.
Review the sounds learned so far at the bottom of
the page.
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Teaching the letter and sound: T
Session 2: See, hear and say T

Materials:
Pip pop-out i-book
Students stickers for t
Pencils and crayons
Warm up
Do the main action and ask the children to call
out the sound t. Get the children in turns to come
to the IWB and point to the vocabulary previously
learned. Play a quick game of Snap on the IWB
with some volunteers. Get Pip to play a round of
snap with them too!
Session 3: Say and write T

Materials:
Picture flashcards for t
Students stickers for t i-book
Follow up Activity)
Paper and different-sized gomets (Optional)
Warm up
Quickly revisit the vocabulary with the flashcards.
Play Hide and seek: hide the flashcards around the
room and get the children to look for them. When
they have found them get them to say: My (train)!
Say and write
finger write both the letters, pronouncing the t as
you do so. Encourage the children to finger write
in the air or on their desks and say the letter.
Lets work!
Hand out the Students Books and the t sticker
sheet.
to the letters at the top and tell the children
to say the letter and finger write it in their
books. Use the grapheme guide in the i-book to
demonstrate correct letter formation.
See, hear, say

Revisit the vocabulary from the previous session,
toy tiger, train, torch and teddy.
other t words, for example: tent, tissues, turtle.
Get the children to drag the pictures into their
correct space on the picture.
Lets work!
Hand out the Students Books and t sticker sheet.
done so they can ring and stick in their own
books.
Get the children to draw their favourite t word in
the space provided in their books and colour it.
Give them lots of praise for their work: Terrific!
Demonstrate how to write the capital T for Tom

on the IWB or chalk board and tell the children
to write the missing letter from his name in their
books.
Draw some capital Ts in a row on the board and
ask volunteers to come out and write some more
to complete the row. Repeat with the small t.
The children then complete the rows of T and t in
their books.
and ask the children to identify them and then
write all the missing letters t. Tell them that Toms
name needs a capital T.
Point to the picture of Toms toy box and tell them
to stick in their favourite toys from the sticker
sheet. As they work, ask them to name the toys
they have put in.
Optional Follow up
T2, see page 110. Use the i-book to demonstrate
the activity.
The children practise writing the letter t. Ask them
to count how many tigers there are in each line.
They then write the same numbers as letters t.
Give each child a piece of paper and some
different-sized gomets. Get them to make a big T
and a small t with the gomets. Demonstrate by
doing one yourself. Once they have finished, the
children finger trace both letters.
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Session 4: Play with T

Materials:
CD i-book
T Pop-out Orange and black wool
Orange and black crayons / finger paint
Black elastic or lolly sticks Glue
Warm up
Sing the jingle together. Tell the children to
pretend to be tigers, call out: (Big) tigers and
the children act by pretending to be big or small
tigers.
Session 5: Review T
Materials:
CD Crayons Finger paint
A large piece of paper
Orange and black wool or pipe cleaners
Photocopiable craft worksheet (Optional
Follow up Activity)
Warm up
Use the masks from the previous class and get the
children to sing the jingle and pretend to be tigers
while on the floor on hands and knees.
Lets work!
Use the i-book to demonstrate the activity.
Give out the pop-out of the tiger mask and help
the children to push it out. Give out the crayons or
paint and ask them to colour them. They can add
wool to make whiskers.
Thread the elastic or wool so the children can
wear their masks. Alternatively, they can be stuck
onto lolly sticks so the children hold them in front
of their faces. Say: Now you are all tigers!
Note: Save the masks for the next session.
Optional Follow up
Tell the children that they are going to make a toy
box! Ask them to write on it all the t words they
can remember or draw pictures of t words on it,
and then colour it. When they have finished, they
can cut it out. Show them how to fold and glue
the sides together.
Whole class work

Draw Toms toy box in the middle of a large piece
of paper. Give the children black and orange wool
or pipe cleaners and show them how to make
some letters t / T using one colour for the stick of
the letter and the other colour for the cross bar.
They can decorate the toy box with their letters.
Group work
Get the children to draw on a piece of paper their
favourite toy from Toms bedroom. Once they have
finished colouring it, they cut it out and stick it in
the toy box. Display the decorated toy box.
the letter T.
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Consolidating the letters and sounds: S I T

simple sounds for the letters s, i, t.
Some new vocabulary featuring the
letters.
To begin to put these letter sounds
together in order to blend them to read.
To begin to hear a word and segment the
sounds in order to spell it.
Main Vocabulary:
Sal, sun, sandal, starfish, sit
insects, in, ink pad, instruments
Tom, tiger, teddy, torch, toys, train
HF Words:
it, its, and
Words to read and write
it
sit
Warning
The word is can be taught but as a
tricky word because the s has a different
pronunciation (iz).

session:
Session 1: Consolidate the letter sounds
Revisit the letters and sounds s, i, t.
Review new vocabulary linked to the letter
sounds.
Session 2: Consolidate see, hear and say
the letter sound
Recognise the letters both capital and
small.
Review initial sounds of words.
Introduce independent writing.
Session 3: Practise reading and writing
the letter sounds
Say sounds.
Introduce reading.
Write initial letter sounds.
Review the letters and sounds s, i, t.
14-17).
Class audio
Tracks 1-15.
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Session 1: Consolidate S, I, T
Materials:
i-book
Flashcards for s, i, t
CD
Warm up
Show the sound flashcards for s, i, t. Check that
the children can say the sounds for the letters and
can name Sal, Tom and insects. Put the flashcards
on the board and call out a letter or word, then
ask volunteers to come out and touch the
corresponding card.
Sing the three jingles.
Practise
Put a vocabulary flashcard on the board and
invite a volunteer to come and select the correct
first letter sound for it. Continue with other
pictures.
Practise writing the letters on the board or on
paper. See page 15 for some fun ideas to practise
letter formation.
Lets work!
Show the IWB or Students Book, page 9.
Point to the letters at the top, both capital and
small, and reiterate the sounds.
Get the children to repeat and join in as much as
possible.
Point to the pictures on the right and ask the
children to say each word and then the initial
sound. The word instruments will be new here to
them.
Invite a child to the board and ask them to point
first to the letter s and then to a picture that
starts with s. Repeat with the other sounds.
Ask the children to call out all the words they can
think of which start with s, i, or t.
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Consolidate the letters and sounds: S I T
Session 2: Consolidate see, hear and

say the letter sounds
Materials:
i-book
Flashcards for s, i, t
Warm up
Show the sound card for each sound s, i, t. Ask
the children to call out the sound. Show them in
a different order, getting faster and faster try to
catch them out by repeating some consecutively!
Repeat with the vocabulary flashcards.
Session 3: Practise reading and

writing the letter sounds
Materials:
i-book
Picture flashcards for s, i, t
Warm up
Put some picture flashcards on the board or IWB.
Call out a sound and ask volunteers to come out
and point to a corresponding picture. Then ask
children to come out and write the letter under
each picture.
Read and write
Point to the letters at the top of the page and ask
the children to call them out.
Point to the word Sal and ask if anyone can
remember or guess what it says. Then point to
the pictures of Tom and Sal and ask them which
picture belongs to the word Sal. Draw a ring
around the picture of Sal. Repeat with sit and
Tom.
Point to the picture of the sandal and ask a
volunteer to come and write the start sound on
the board. Repeat with starfish, train, toys, ink
pad and in.
Practise
Show the IWB or Students Book, page 9. Invite
volunteers to come and draw a line between the
pairs of letters and between the letters and the
pictures.
Point to the pictures on the right and ask
individual children to say the word and say the
first sound.
Lets work!
Hand out the Students Books.
The children complete the joining activities.
Get the children to draw their favourite s, i, t
words in the space provided in their books and
colour them. Also, let the children have a go at
writing the word sit; write it on the board as well
if necessary so they can copy it. They can also try
to write the character names, Sal and Tom.
Help the children try to blend and read the words

on the right. Show them how to look and say each
sound and then to join the sounds together to
make a word: s, i, t, sit. Say the sounds and read
the words together as a group. The HF word and
is introduced here and will need a lot of practice
as the children do not yet know these sounds.
Lets work!
done so they can do it in their own books.
Ask individual children to try to read some of the
words to you.
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Materials:
Sound card for s, i, t Flashcards for s, i, t
3 large cards each with a letter on
Crayons, felt tips, paint
Warm up
Play I spy around the classroom using s, i or t,
say: I spy something (someone) starting with
(s). Once the children understand the idea of the
game, let volunteers take over your role.
Whole class work
If possible take the children to the playground. Put
the sound and picture flashcards around the walls.
Call out a sound or a word and let the children
specific go to the correct card. Then give the
children specific instructions, for example: Girls go
to i, boys go to t.
Group work
Divide the class into three groups and give each
group a card with one of the letters on. Tell them
to decorate their letter however they want. When
they have finished, cut them out and display the
letters around the room. Use them to review the
sounds and vocabulary on a regular basis.
Photocopy various copies of the s, i, t sound cards
from pages 148 and 150. Give half the class a
lower case letter each and the other half a capital
letter. Tell them to walk around, find and hold
hands with someone who has the same letter but
as a small or capital.
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Teaching the letter and sound: P

simple sound for the letter p.
How to write p correctly both as a small
To identify the sound p in words in any
position, e.g. stop, pig.
Some new vocabulary featuring p.
Warning:
It is important to teach the short sound

for p. It is neither peh nor pea.
To say p, begin with the lips together.
This is a quiet sound with a little
explosion of air through the lips.
Children may find it tricky to hear the
p at the end of Pip and pop so practise
saying these words with them lots of
times and model how you must say the
sound at the beginning and at the end.
Main Vocabulary:
Pip, pizza, pop, pig
park, pink, purple, paint, panda, penguin,
pencil, pea pod, pie, picnic, pear, pram,
people, police officer
puppet, pirate, parrot, stop
P Jingle
Pip in the park,
Stop, stop, stop! (children hold hands to
mouth as if calling)
Pip in the park,
Pop! Pop! Pop! (children clap hands as the
balloons pop)
Main action: Pop!
Clap the hands together with the fingers
spread wide and then continue the movement

upwards and outwards to make a circle.
session:
letter sound
a creative activity
Make the pop-out finger puppets.
Session 5: Practise the letter sound in
whole class and group activities
Review the sound.
14-17).
Worksheet P1, see page 112.
Class audio
P Sound: Track 16.
P Jingles: Tracks 17-20.
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Session 1: Introduce P
Materials:
Pip pop-out
i-book
Sound card for p
Picture flashcards for p
Jingle card for p
CD
Warm up
Show the Pip pop-out and ask the children what
his name is. Tell them that Pip is very excited
because todays sound is in his name. Ask the
children if they can guess what it might be.
Encourage them to repeat the p sound several
times. Ask them to put their fingers in front of
their lips so they can feel the air being forced out
as they say the sound.
See, hear, say
Show the sound card for p and say: P.
Play the sound for the children to hear and repeat.
say it with a little explosion of air. Remember
to say a short puh noise (neither peh nor pea).
Play the video for this sound in the i-book to
demonstrate correct pronunciation.
Show the picture flashcards of pig, puppet, pizza,
pink, purple and park. Say each word with
emphasis on the p sound. Ask children to come
out and point to each of the cards and say the
word.

other p words that appear on the picture like: Pip,
parrot, pirate, puppy, paint, panda, and penguin.
Jingle
Show the flashcard of the jingle and then play it,
while demonstrating the actions. Play the jingle
again and encourage the children to join in.
Get the children to make a little explosion as they
sing the jingle in every p they pronounce!
Optional Follow up
Photocopiable vocabulary activity, Worksheet P1,
activity.
This is also a revision worksheet of the four sounds
learned so far.
Ask the children to write s, i, t and p on the
balloons that the characters are holding according
to the first letter of their name. Then get them to
match the picture balloons to the letter balloons
using a different colour for each one.
Present the scene

Display Students Book page 11 or the IWB and
use Pip to introduce the sound of the day. He
points to himself and says: Look, thats me, Pip!
Exaggerate the P for Pip.
Point to the P at the top and reiterate the sound
to repeat and join in.
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Teaching the letter and sound: P
Session 2: See, hear and say P

Materials:
i-book Sound cards for s, i, t, p
Students stickers for p Pencils and crayons
See, hear, say

Invite the children in turn to point to and ring Pip,
pizza, pop and pig. Ask volunteers to come out,
point to and name other words starting with p.
Then, get the children in turn to drag the pictures
into their correct space on the scene.
Warm up
Show the s, i, t, and p sound cards one at a time
and ask the children to call out the sounds. Show
them again in a mixed-up order, getting faster and
faster.
Lets work!
Hand out the Students Books and p sticker sheet.
Get the children to draw and colour something
with p in the space provided.
Session 3: Say and write P
Demonstrate how to write a capital P on the

IWB or chalk board. Tell the children to write the
missing P from Pips name.
Ask some volunteers to come out and draw some
letters P and p on the board. The children then
complete the rows of letters in their books. Use
the grapheme guide in the i-book to demonstrate
correct letter formation.
Ask the children to identify the pictures at the
bottom and to complete the words with the letter
p. Read the words with the children to practise
that exploding p sound.
Point to the picture of the park and ask the
children to stick the balloon seller holding his four
p balloons and Pip where they like. As they work,
ask them about the pictures and give them lots of
praise: Perfect!
Materials:
i-book CD Picture flashcards for p
Students stickers for p
Follow up Activity)
Plasticine
or dough (optional)
Warm up
Sing the jingle together. Quickly revisit the
vocabulary with the IWB and the flashcards.
Say and write
Show the P card and everyone calls out: P.
Make the p shape in the air with your back to
the children so they can copy it correctly. Ask the
children to draw a big P in the air and then draw
it very small on the palm of their hands. They
can also finger draw it on their table or on their
friends back.
Check that all the children are drawing the p
correctly, starting at the top, going down, up and
then round.
Lets work!
Hand out the Students Books and the p sticker
sheet.
to the letters at the top and demonstrate how
to finger write both the letters, pronouncing the
p as you do so. Encourage the children to say
the letter and finger write it in their books. Use
the grapheme guide in the i-book to demostrate
correct letter formation.
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Optional Follow up
P2, see page 113. Use the i-book to demonstrate
the activity.
Introduce the new word to the class by explaining
what a pocket is, point to the pockets on their
clothes and your own pockets too.
Use the worksheet for writing practice making
sure the pattern is followed correctly. When the
children have finished, they can decorate the
pockets.
Hand out a small amount of dough. Get the
children to make a capital P and a small p.
Demonstrate by doing one yourself. Once they
have finished, ask them to trace both letters and
say the sound.
02/01/13 15:56
Session 4: Play with P

Materials:
i-book P pop-out
Crayons
Warm up
Ask the children to go around the classroom and
pick up anything that has the sound p in it. Its a
p hunt!
Lets work!
Show the children the pop-out of the finger
puppets and ask them to name the pictures, Pip,
parrot, panda and penguin.
Session 5: Review P
Materials:
CD Popcorn
Big P drawn on a large card
Pink and purple paint Glue
Paint brushes Card circles
Crayons and decoration material
Glue, scissors, pencils and crayons
Warm up
Get the children to use their finger puppets from
the last session to say good morning to each other
and to sing the jingle.
Play Stop, please! Ask the children to play with
their finger puppets. When you say: Stop, please!
the children must freeze. If you say only: Stop!
then they continue playing.
Show the children pictures of parrots and penguins

to give them ideas of how to colour them. The
children decorate their puppets and then pop them
all out.
Get the children to play with the finger puppets
straight away:
Say: Show me the penguin. Show me Pip.
Note: Keep the puppets for the next session.
Show pictures of different pizzas on the IWB to

help them with their decoration.
The children create their favourite pizzas.
the letter P.
Optional Follow up
Photocopiable craft activity, Worksheet P3, see
page 114.
Ask the children to say all the p words they can
see on the picture. Tell them that Pip is all alone
in the park and he wants to have a picnic with the
penguin and the panda and they are going to eat
pizza! Ask them to colour the scene, then cut out
and stick the three pictures next to Pip.
You can display the park scenes with the big
popcorn P.
Whole class work

Give each child a handful of popcorn and ask them
to stick it onto the big letter P. If you have time
you can ask the children to paint the popcorn pink
or purple before sticking it. Use this as a classroom
display.
Group work
Divide the class into groups of four. Give each
group a card circle and explain that they are
going to make a pizza! Make sure that the pizzas
have lines drawn on so that each child will have a
piece to decorate.
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Teaching the letter and sound: A

simple sound for the letter a.
How to write a correctly both as a small
To identify the sound a in words in any
position, e.g. hands, ants.
Some new vocabulary featuring a.
Warning:
Talk about a being a short sound neither

uh nor ay.
Say a with the tongue quite flat at the
bottom of the mouth behind the teeth.
This is a sound that comes from the
throat.
Children may find it tricky to hear the
a in the middle of words but it is the
most common place to find it so practise
saying these words with them lots of
times and model how you can say each
letter sound to identify it for example,
p-a-n-t-s: pants!
Main Vocabulary:
ants, arrow, apple, ambulance
animals, alphabet
acrobat, and, a, at, an, hands, pants
A Jingle
Ants in my hair, (point to hair)
Ants in my hands. (cup hands to show they
are in the hands)
Ants in my pants, (point to bottom)
Ants, ants, ants! (children wriggle on their
bottoms!)
Main action: Ants

Wriggle around
session:
letter sound
a creative activity
Make the pop-out ant.
Review the sound.
14-17).
Worksheet A1, see page 115.
Class audio
A Sound: Track 21.
A Jingles: Tracks 22-25.
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Session 1: Introduce A
Materials:
Pip pop-out
i-book
Sound card for s, i, t, p, a
Picture flashcards for a
Jingle card for a
CD
Warm up
Show the sound cards for the sounds already
covered and ask the children what they are. Show
the Pip pop-out and remind the children to ask:
answers: A.
Jingle
Get the children to sing the jingle in small groups
and do a little singing competition!
Optional Follow up
Photocopiable vocabulary activity, Worksheet A1,
activity.
Point the ants and say: Look, ants! Do the main
action as you say it.
Get the children to circle all the letters A / a in the
jingle. Then demonstrate how to draw each line of
the jingle in the clouds.
See, hear, say

Show the sound card for a and say: A.
say it. Play the video for this sound in the i-book
to demonstrate correct pronunciation.
Show the picture flashcards of acrobat, apple,
ambulance and animals.
Say each word with emphasis on the a sound.
Play The sound chain. Get the children to line up
and clap as they say the sound in turn in different
ways. Let each child say the sound in a different
style, for example: whisper, shout and so on.
Present the scene
point to the new sound.
Point to the A at the top and reiterate the sound
to repeat and join in. Get Pip to model the a too.
Point to the apples and ask the children to say
what they are.
other a words that appear on the picture like:
arrow, ants, alphabet, ambulance and animals.
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Teaching the letter and sound: A
Session 2: See, hear and say A

Materials:
i-book Students stickers for a
Pencils and crayons
Warm up
Display the scene for a and get the children in
turns to come up to the IWB and point to the
vocabulary previously learned.
Get the children in turn to drag the apple and the

ambulance into their correct space on the picture.
Lets work!
Hand out the Students Books and a sticker sheet.
Using the IWB or a Students Book page 13, point
Get the children to draw something with a in the
space provided.
See, hear, say

Invite children to point to and ring the ants and
the arrow.
Session 3: Say and write A

Materials:
i-book CD Picture flashcards for a
Students Book, page 14 Wooden blocks
Students stickers for a
Follow up Activity)
Warm up
Sing the jingle together! Quickly revisit the
vocabulary with the flashcards.
Say and write
finger write both the letters, pronouncing the a as
and say the letter. Use the grapheme guide in the
i-book to demonstrate correct letter formation.
Hand out small wooden blocks to each children.
Get the children to make a big A and a small a.
have finished get the children to trace both letters
above the blocks and build the letters several
times.
Point to the pictures at the bottom and read the

text to help them identify the a sound. Then ask
them to fill in the missing letters.
Finally point to the a tree and let them put their
stickers on it. Help them to read the words, and,
at, a, an.
Optional Follow up
A2, see page 116. Use the i-book to demonstrate
the activity.
The children consolidate their letter formation.
They then trace and colour the apple.
Lets work!
Hand out the Students Books and the a sticker
sheet.
Remind the children how to write the a correctly
and get them to write the missing a from the
word ant.
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Session 4: Play with A

Materials:
Sound cards for s, i, t, p, a i-book
A Pop-out Split pins Glue
Warm up
Show the s, i, t, p and a sound cards one at a
time and ask the children to call out the sounds.
Show them again in a mixed-up order, getting
faster and faster.
Session 5: Review A
Materials:
CD IWB Cards Glue
Crayons, pencils and pens
Warm up
Sing the jingle with the ants they made in the
previous session!
Lets work!
the children the pop-out of the ant and help them
to push it out.
Explain to the children the parts of the ant: head,
body and legs.
Demonstrate how to join the body parts with split
pins or alternatively they can simply glue the parts
together.
Let the children play with their ants.
Note: Keep the ants for the next session.
Optional Follow up
Photocopiable craft activity, Worksheet A3,
see page 117.
Tell the children to colour and cut out the pictures.
Demonstrate how to make a sentence with the
pictures, for example: Pip and apples, Sal and
Tom.
Let them practise making different sentences and
then tell them to choose one to stick on card. They
can then read their sentence to the rest of the
class.
Group work
Hand out the paper and place a good amount of
animal pictures on the IWB. Get the children to
draw and colour their favourite animals.
Whole class work
Using large pieces of card, get the children to
draw some trees and maybe a sea or a lake if they
choose some water animals. Help them by tracing
the trees and lake or sea with black felt tip pen.
Let the children glue their animals on to the cards
and display them with a big sign saying A for
animals!
the letter A.
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Teaching the letter and sound: N

simple sound for the letter n.
How to write n correctly both as a small
To identify the sound n in words in any
position, e.g. nurse, funny, nest.
Some new vocabulary featuring n.
Warning:
Talk about the n sound being a noise,

neither nuh, ene, nor en
Say nnnn with the tongue tip up behind
the top teeth and the sound coming
down through the nose.
Say a long sound nnnn, not a short
sound n, n, n.
Main Vocabulary:
necklace, nurse, noodles, nest
newspaper, nail, net, night, nachos
nose, no, funny, number nine, numbers
N Jingle
No, Pip, no, Pip! (wagging finger as if to Pip)
No, no, no! (shake head)
No, Pip, no, Pip! (wagging finger as if to Pip)
Go, go, go! (shoo Pip away)
Main action: No
Wag a finger to say no.

session:
letter sound
a creative activity
Make the pop-out numbers mobile.
Review the sound.
14-17).
Worksheet N1, see page 118.
Class audio
N Sound: Track 26.
N Jingles: Tracks 27-30.
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Session 1: Introduce N
Materials:
Sound cards for s, i, t, p, a, n
Pip pop-out
i-book
Picture flashcards for n
Jingle card for n
CD
Warm up
the Pip pop-out and remind the children to ask;
answers: N.
Do the main action and say no! Tell the children
to do the same.
Jingle
Get the children to sing the jingle in groups
whilst doing the actions. Have a jingle singing
competition!
Optional Follow up
Photocopiable vocabulary activity, Worksheet N1,
activity.
Get the children to point to the n in the centre,
say the sound and trace the letter. Then get them
to name all the pictures and raise their hands if
the word starts with an n. Finally, ask them to
draw a line from all the words starting with n to
the letter in the centre.
Review the sounds learnt so far at the bottom of
the page.
See, hear, say

Show the sound card for n and say: N.
say it. Remember to say a short n noise, that
comes down the nose (neither nuh nor ene).
several times with Pip as the leader. Choose
various children to model the sound in front of the
class.
Show the picture flashcards of nurse, nest,
necklace, and noodles. Say each word with
emphasis on the n sound and ask the children to
repeat the words.
Present the scene
use Pip to point to and say the sound of the day.
Point to the N at the top and reiterate the sound
Point to Pip begging for food and say: No, Pip!
Pip is naughty!
Invite volunteers to come out and find any
pictures starting with n. Depending on the level
of the class and their language acquirement skills
you could point out other n words that appear on
the picture like: nurse, nail, newspaper, nachos.
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Teaching the letter and sound: N
Session 2: See, hear and say N

Materials:
i-book Students Book, page 15
Students stickers for n Pencils and crayons
Warm up
Ask two children to come to the IWB, call out a n
word and ask the children to point to it. Repeat
with other children.
See, hear, say
Invite children to point to and ring necklace,
nurse, noodles and nest.
Session 3: Say and write N

Materials:
CD
i-book
Sound card for n
Students stickers for n
Follow up Activity)
Pipe
cleaners (optional)
Warm up
Sing the jingle together doing the actions. Divide
the class into two groups, one group can do the
actions whilst the other sings. Then reverse the
roles.
Say and write
Show the n card and ask everyone to call out the
sound. Make the n shape in the air with your back
to the children so they can copy it correctly. Ask
the children to draw a small n and a capital N in
the air. Make sure that they start the small n in
the air, they go down, then up and over.
Lets work!
Hand out the Students Books and the n sticker
sheet.
finger write both the letters, pronouncing the n
as you do so. Encourage the children to say and
finger write the letter in their books.
Using the IWB get the children in turn to drag the

pictures into their correct space on the picture and
ring the necklace and the nurse.
They can also ring all the vocabulary they know
with n.
Lets work!
Hand out the Students Books and N sticker sheet.
Get the children to draw something with n in the
space provided. Praise the childrens work: Nice!
Use the grapheme guide in the i-book to

Demonstrate how to write N for No on the IWB
or chalk board. Get the children to do the same in
their books.
Tell the children to complete the rows of letter N
and n in their books.
Point to the pictures of noses at the bottom of
the page and ask the children to fill in the missing
letters n.
Read the words with the children to practise.
Point to the comic and help the children to read
the title and identify the yellow letters. Explain
that Pip is being naughty and remind them of
the jingle. Then ask them to complete the missing
letters and to put the stickers in place.
Optional Follow up
N2, see page 119. Use the i-book to demonstrate
the activity.
Get the children to trace the different sized n
around the necklace and then colour it.
Use the worksheet for writing practice making sure
the pattern is followed correctly.
Hand out bright coloured pipe cleaners. Tell
the children to make a big N and a small n.
have finished get the children to trace both letters.
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Session 4: Play with N

Materials:
i-book Sound card for n
N Pop-out Crayons
Long pieces of string
CD
Lets work!
Use the i-book to demonstrate the activity. Show
the children the pop-out of the numbers and
explain that they are going to decorate them and
hang them from the ceiling so they can all count
to nine!
Warm up
Write the numbers from 1 - 9 on the board and
say: Look, numbers. Lets count! Count up to nine
with the children several times.
Ask them to colour them however they like and

then to push them out.
Session 5: Review N
Optional Follow up
Photocopiable craft activity, Worksheet N3, see
page 120.
Tell the children to trace the noses of the clown,
pig and the man.
Then ask them to draw their own funny noses in
the circles on the worksheet.
Materials:
Jingle flashcards for s, i, t, p, a, n
White A4 paper A4 cards
Crayons and pens Finger paint
Enough pasta and string for each child
Glue
Give each child a piece of string and demonstrate

how to thread the numbers onto the string in
order. Once they have finished, hang the number
mobile up by pinning both ends onto the wall.
Warm up
Show the jingle flashcards for the sounds learned
so far. For each one ask: Is this the n jingle?
Encourage the children to shake their heads or
wag their fingers and say: No!
When you show the n jingle flashcard ask the
children to sing it with you.
Group work
On a big sheet of paper or card draw a big nest
which the children can colour and decorate. Show
pictures of different birds and then get the children
to draw little birds on paper, colour and cut them
out. Glue the birds to the nest and display.
Whole class work
Using pasta of different shapes make a necklace!
Get the children to paint the pasta and allow time
for it to dry. Thread the pasta through string so
they can all have their own special necklace.
the letter N.
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Consolidating the letters and sounds: P A N

simple sound for the letters p, a, n.
letters.
To begin to put these and previously
learned letter sounds together in order to
blend them to read.
Main Vocabulary:
pig, pop, pizza, parrot, pirate, puppy,
pink, purple, paint, panda, puppet,
penguin, pencil, stop
ants, arrow, apple, ambulance, animals,
alphabet, hands, pants, acrobat, and, a,
at, an
nurse, necklace, nest, noodles, no,
number nine, numbers, newspaper, nose,
funny, on, no, in, and, nurse, net, night,
nail
HF words:
it, in, and, an, my, its, no
pin
tip
tin
pip
nip
at
sat

Revisit the letters and sounds p, a, n.
sounds.
the letter sounds
small.
the letter sounds
Review all the sounds learned so far.
Practise reading.
Review the letters and sounds p, a, n.
14 -17).
Words to read and write:

it
sit
pit
nit
in
sip
pit

session:
pat
sap
tap
tan
pan
nap
Class audio
Tracks 16-30.
Warning
Some of these words will not be familiar
to the children. However, they can be
used to practise the sounds and reinforce
the phoneme-grapheme correlation.
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Session 1: Consolidate P, A, N
Materials:
i-book
Flashcards for p, a, n
CD
Warm up
Show the sound and picture flashcards for p, a, n.
Check that the children can say the sounds for the
letters. Put the flashcards on the board and call
out a letter or word, then ask volunteers to come
out and touch the corresponding card.
Practise
invite a volunteer to come and select or write the
correct first letter sound for it. Continue with other
pictures. Tell the children to stand up if they have
one of these letters in their name.
paper.
See page 15 for some fun ideas to practise letter
formation.
Lets work!
small and reiterate the sounds.
possible.
sound.
Invite a child up to the board and ask them to
point first to the letter p and then to a picture
that starts with p. Repeat with the other sounds.
think of which start with p, a, or n.
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Teaching the letters and sounds: P A N

Materials:
i-book
Sound cards for s, i, t, p, a, n
Warm up
Show the sound card for each sound s, i, t, p, a,
n. Ask the children to call out the sound. Show
them in a different order, getting faster and
faster try to catch them out by repeating some
consecutively!

Materials:
i-book
Picture flashcards for s, i, t, p, a, n
Warm up
Put some previously printed picture flashcards of
all the sounds learned so far on the board. Call
out a sound and ask volunteers to come out and
point to a corresponding picture. Then ask children
to come out and write the letter under each
picture.
Practise
Show the IWB or Students Book, page 17. Invite
pictures.
first sound.
Lets work!
Get the children to draw their favourite p, a, n
colour them. If the children are able to, ask them
to try and write a word using the letters they
know, for example: pan, sit, pat, pin, nap.

on the right. Show them how to look and say
each sound and then to join the sounds together
to make a word: i-t, it. Say the sounds and read
the words together as a group.
Lets work!
words to you.
Read and write

Point to the word Pip and ask if anyone can try to
read what it says. Help them to blend the sounds
together. Then point to the pictures of Pip and
Sal and ask the children to say which one is the
correct picture for the word. Draw a ring around
the correct picture. Continue with the other words.
Point to the picture of the sun and ask a volunteer
to come and write the start sound on the board.
Repeat with the apple, nest, park, ink pad and
tiger.
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Materials:
Bingo cards, 1 per child, each with the 6 sounds
in 2 rows
Small
squares of paper
3 pieces of paper, with the words Pip, and, Tom

written on
Warm up
Play I spy around the classroom using p, a or
n, say: I spy something (someone) starting with
(p). Once the children understand the idea of the
Whole class work
Play Sound Bingo! Give each child a Bingo card
and three pieces of paper. Call out a sound and
tell the children to cover it with a paper if they
have that sound. Continue until someone has all
three sounds in a row covered.
Begin to make human phrases:
Give out papers with words written on to different
children, then ask:
Tom? Where is Tom? (The child comes to the front)
Pip? Where is Pip? (The child comes to the front)
And? Where is and? (The child comes to the front
and squeezes between Tom and Pip). Everyone
reads together: Tom and Pip.
Repeat with other simple words and high
frequency words.
Whole class work
Get the children to cut the Bingo cards up into
sound cards. Show the children how to play Snap.
Divide the class into pairs, each child in the pair
turns over a card at the same time. If the cards
are the same they call out Snap! The first one
to say it wins the cards. The child with the most
cards at the end wins the game.
Photocopy various copies of the s, i, t, p, a, n
sound cards from pages 148 and 150. In small
groups, let the children match the capital and
small letters together.
Note:
Use the first column of reading words from page
152 to practise blending and reading.
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Teaching the letter and sound: O

simple sound for the letter o.
How to write o correctly both as a small
To identify the sound o in words in any
position, e.g. octopus, orange, olives.
Some new vocabulary featuring o.
Warning:
Talk about the short o sound (on) not

the name of the letter oh (Joe)
Say o with the tongue behind the lower
teeth and the lips making an o shape.
The lower jaw drops down.
The familiarity of olives should help the
children to remember. They could even
be organic olives!
Do not focus on double oo as this makes
a different sound.
Main Vocabulary:
octopus, orange, olive
ostrich, olive tree, orange tree, socks
Tom, on/off,
O Jingle
Oranges on a tree, (fingers touching above
the head to make a circle)
1, 2, 3. (use fingers to count)
Oranges on a tree, (fingers touching above
the head to make a circle)
Just for me! (point to self)
Main action: Orange tree
Make a large o with the arms above the
head, fingers touching.

session:
letter sound
a creative activity
Make the pop-out Octopus Snap game.
Play Memory with the pop-out on the
i-book.
Review the sound.
Worksheet O1, see page 121.
Class audio
O Sound: Track 31.
O Jingles: Tracks 32-35.
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Session 1: Introduce O
Materials:
Pip pop-out
Sound card for s, i, t, p, a, n, o
i-book
Picture flashcards for o
Jingle card for o
CD
Pens and coloured pencils
Warm up
answers: O. Tell the children to copy the sound.
Jingle
Ask the children to sing the jingle in small groups
and do a little singing competition: girls versus
boys or the class versus the teacher!
Optional Follow up
Photocopiable vocabulary activity, Worksheet O1,
activity.
Point to the jingle on the page and ask the
children to circle all the letters o they can see. Tell
them to draw pictures of things starting with o or
things that are orange in the ovals.
See, hear, say

Show the sound card for o and say: O.
say it by dropping your lower jaw down. Make
sure you say a short, sharp o sound, not a longer
oh sound. Play the video for this sound in the
i-book to demonstrate correct pronunciation.
Show the picture flashcards of on / off, olive,
octopus and orange juice.
Say each word with emphasis on the o sound and
ask the children to repeat the words.
Turn the classroom light on and off, each time
asking the children to say the word, on or off.
Present the scene
Point to the O at the top and reiterate the sound
to repeat and join in. Point to the orange tree and
say: What is growing on this tree?
other o words that appear on the picture, like:
ostrich, olives, orange flowers and octopus.
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Teaching the letter and sound: O
Session 2: See, hear and say O

Materials:
i-book CD
Students stickers for o
Pencils and crayons
Warm up
Get the children in turns to come up to the IWB
and point to the vocabulary previously learnt. Sing
the jingle.
Session 3: Say and write O

Materials:
i-book Picture flashcards for o
Different coloured ribbons
Students stickers for o
Follow up Activity)
Pencils and coloured pencils
Warm up
Quickly revisit the vocabulary with the printed out
flashcards.
Invite a volunteer to the front and give them a
flashcard to hold but not to show the class. Ask
the other children to guess which picture the child
is holding. They answer, yes or no. When someone
guesses correctly they can come out and take over
the role.
Say and write
finger write both letters, pronouncing the o as
Using ribbon in different colours, ask the children
to sky write the O with the ribbon by circling anticlockwise several times. Get the children to make
a big and a small o on the table with their ribbon.
have finished get the children to trace both letters
above the ribbon.
See, hear, say

Invite the children in turn to point to and ring the
octopus and the oranges.
Get the children to drag the T-shirt and the olives
into their correct space on the IWB picture.
Lets work!
Hand out the Students Books and o sticker sheet.
with o in the space provided.
Lets work!
Hand out the Students Books and the o sticker
sheet.
Remind the children how to write an o correctly
and get them to write the missing o from the
word orange. Then the children complete the rows
of small and capital O in their books.
text to help them identify the o sound. Then ask
Finally, point to the picture of the tree and explain
that it is a special tree that has things beginning
with o growing on it. Let them put the stickers on
and help them to read the words on and off.
Optional Follow up
O2, see page 122. Use the i-book to demonstrate
the activity.
The children consolidate their letter o writing by
following the example.
Then, get the children to trace the octopus and to
colour it orange.

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Session 4: Play with O

Materials:
i-book
O Pop-out
Laminating paper
Warm up
Warm up by having an orange hunt! Tell the
children to look for orange objects around the
classroom. When they find something they call
out: Orange!
Lets work!
Use the i-book to demonstrate the activity or play
Memory.
Show the children the pop-out of the octopus snap
game and help them to push them out.
Explain to the children how to play the game.
Start by playing in pairs so its not too difficult.
Explain that they must match the same octopus
so they can keep the card. The one with the most
cards wins.
You can also help the children laminate the cards
so they will last longer.
Session 5: Review O
Materials:
Word flashcards White A4 paper
An orange for each child, pipe cleaners and
wiggly eyes
Pencils and crayons
Warm up
Show the word flashcards for pop and top. With
your help, show the children how to blend the
sounds together in order to read them. Leave the
words on show and encourage different children to
read them aloud.
Optional Follow up
Photocopiable craft activity, Worksheet O3,
see page 123.
Tell the children that they are going to make a
quiz. In each pair of pictures they must colour one
orange and the other a different colour. When
they have finished, demonstrate how to play the
game by pointing to a picture and asking the
question: Is it orange? They can play in pairs or in
groups.
Group work
Divide the class into groups of three. Give each
group a piece of paper for them to write the word
top or pop between them in colourful letters.
Whole class work
Tell the children they are going to make their own
special octopus. Show a picture of an octopus
and get the children to count the legs. Give out
the oranges and the pipe cleaners, then tell the
children to stick in their orange as many pipe
cleaners as octopuses legs.
To finish, get the children to stick wiggly eyes on
to their octopus and take it home!
the letter O.
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Teaching the letter and sound: G

simple sound for the letter g.
How to write g correctly both as a small
To identify the sound g in words in any
position, e.g. green, goggles, big.
Some new vocabulary featuring g.
Warning:
It is important to teach a short, hard g

(like go) not a soft j sound (like giraffe).
Say g with the back of the tongue up to
make a loud explosion of air coming from
the throat. Its a short sound.
Be particularly careful at the end of
words, to say a hard g not a guttural h
(big not bih)
Main Vocabulary:
grapes, goggles, guitar, green glasses
garden, gorilla, green, grass, girl, ghost,
grandma, grandad, frog
goodbye, grasshopper, guinea pig, goat,
big
G Jingle
Gorilla in the garden, (beat chest)
Who can it be? (hands up and out in
questioning gesture)
Gorilla in the garden, (beat chest)
Look, its me! (point to self)
Main action: Gorilla
Beat the chest with alternating fists to imitate
a gorilla.

session:
letter sound
a creative activity
Make the pop-out glasses.
Review the sound.
Worksheet G1, see page 124.
Class audio
G Sound: Track 36.
G Jingles: Tracks 37-40.
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Session 1: Introduce G
Materials:
Sound card for s, i, t, p, a, n, o, g
Pip pop-out
i-book
Picture flashcards for g
Jingle card for g
CD
Pens and crayons
Warm up
answers: G. Tell the children to copy the sound.
Jingle
Show the flashcard of the jingle and then play it
whilst demonstrating the actions. Play the jingle
Get the children to sing the jingle and move
around the class making gorilla movements with
their arms.
Optional Follow up
Photocopiable vocabulary activity, Worksheet G1,
activity.
Get the children to point to the g in the centre,
to name all the pictures and raise their hands if
the word starts with a g. Finally, ask them to
draw a line from all the words starting with g to
the page.
See, hear, say

Show the sound card for g and say: G.
to demonstrate correct pronunciation. Encourage
the children to carefully touch their throats to feel
the vibration as they pronounce it from the back
of their throats.
Choose various children to model the sound in
front of the class.
Show the picture flashcards of garden, goggles,
grapes, and goat.
Say each word with emphasis on the g sound and
ask the children to repeat.
Present the scene
introduce the sound of the day.
Point to the G at the top and reiterate the sound
to repeat and join in. Ask: What animal is sitting
on the letter G?
pictures starting with g. Depending on the level
you could point out other g words that appear on
the picture like: gorilla, grass, girl, ghost, guitar,
frog, grandma.
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Teaching the letter and sound: G
Session 2: See, hear and say G

Materials:
i-book CD Students Book, page 21
Sound card for g Students stickers for g
Pencils and crayons
See, hear, say

grapes and goggles. Then get them to drag the
guitar and green glasses.
The children can then ring all the g vocabulary
they can see.
Warm up
and point to the vocabulary previously learnt.
Sing the jingle and tell the children to dance like
gorillas as they sing it!
Lets work!
Hand out the Students Books and g sticker sheet.
Get the children to draw something with g in the
space provided.
Session 3: Say and write G

text to help them identify the g sound in different
positions. Then ask them to fill in the missing
letters.
Finally, point to the picture of the zoo and explain
that in this zoo there are big animals and small
ones. Let them look at the stickers and help them
to decide which side to put them on. Identify the
animals: goat, gorilla, guinea pig, grasshopper,
gecko. For each animal ask the children to say big
or small. Ensure that they pronunce the g correctly
at the end of big.
Materials:
CD i-book Picture flashcards for g
Students stickers for g
Follow up Activity) Pencils and crayons
A4
paper, finger paint (optional)
Warm up
Sing the jingle together! Get the children to do
the gorilla dance they did in the previous session.
Quickly revisit the vocabulary with the Students
Book or the flashcards.
Say and write
finger write both the letters, pronouncing the g as
Get the children to make a big and a small g on
the table with their finger.
Optional Follow up
G2, see page 125. Use the i-book to demonstrate
the activity.
Get the children to trace the rows of letters. They
then trace the grapes and colour them green.
Hand out A4 paper and 2 colours of finger paint.
Get the children to make capital and small g in
different colours on their paper with their finger.

Lets work!
Hand out the Students Books and the g sticker
sheet.
Remind the children how to write a g correctly
and get them to write the missing g from the
word gorilla. Then the children complete the rows
of small and capital g in their books.
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Session 4: Play with G

Materials:
CD Jingle card for g G Pop-out
Glue, crayons, elastic or lolly sticks, beads and
glitter
Warm up
Singing competition! Divide the class into groups
and tell them to sing the jingle and do the actions.
Lets work!
Show the children the pop-out of the glasses and
give them materials to decorate them as they like.
Help them to push them out.
They can wear them either by using elastic or
attaching the lolly stick to hold them in front of
their faces. Praise their work: Great glasses!
Make sure the children have a look at themselves
in a mirror - they will love it!
Note: Save one pair of glasses per child for the
next session.
Session 5: Review G
Materials:
Glasses from the previous session Tape
Large pieces of card Glue Scissors
Empty tissue box per child (the long kind)
2 rubber bands per child Crayons or paint
1 paper towel roll per child
Warm up
Give the children their glasses and ask them to
look around the room for words beginning with g
or with any of the previously learned sounds.
Group work
Divide the children into groups and give each
group a large piece of card. Show them pictures
of gardens and ask them to create a garden on
their card. They can draw, paint, or use collage
techniques

the letter G.
Optional Follow up
Photocopiable craft activity, Worksheet G3,
see page 126.
The children cut out the pictures and then sort
them into words that start with g and words that
dont.
Show them how to play Toms game (Kims
game) in small groups. One child places six or
eight of the pictures on the tray for the others to
memorise. After a minute the tray is covered over
and the children have to remember what was on
the tray.
Finally they can colour and stick all the g pictures
onto the tray.
Whole class work

Hand the children the materials they need to
create their own guitar.
Demonstrate each step slowly:
Cut around the edge of the opening to take out
the plastic.
Make a hole in the end of the box for the neck/
paper towel roll.
Insert the neck into the hole; put tape around if it
moves around.
Put a rubber band around the box, one on each
side of the neck.
Decorate the guitar and then play it!
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Teaching the letter and sound: D

simple sound for the letter d.
How to write d correctly both as a small
To identify the sound d in words in any
position, e.g. doll, dad, duck.
Some new vocabulary featuring d.
Warning:
Talk about the short d sound. It is

neither dee nor deh.
Say d with the tongue up to make a loud
explosion of air. It is a short, punchy
sound.
Remember that d will never say th as in
this (not dis) nor t as in bat (not bad).
Be careful pronouncing d at the end of
words. It should have the same hard
sound as at the beginning.
Main Vocabulary:
dinosaur, drum, doll, dig, digger
dog, drink, dress, daisy, dove, donut,
draw, dad, duck, spade, slide, sand
dragon
D Jingle
Digging dog, digging dog, (alternate hands
making a digging action like a dog)
Dig, dig, dig. (hands together making a
digging action like a dog)
Digging dog, digging dog, (as line 1)
Dig, dig, dig. (as line 2)

session:
letter sound
a creative activity
Make the pop-out die.
Review the sound.
Worksheet D1, see page 127.
Class audio
D Sound: Track 41.
D Jingles: Tracks 42-45.
Main action: Digging dog

Make a digging action with alternate hands
imitating a dog wich is digging.
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Session 1: Introduce D
Materials:
Sound card for s, i, t, p, a, n, o, g, d
Pip pop-out
i-book
CD
Picture flashcards for d
Jingle card for d
Warm up
answers: D. Tell the children to copy the sound.
Ask them what animal Pip is, say: Hes a dog.
He likes to dig! Do the main action.
Jingle
Get the children to sing the jingle and dig with an
imaginary spade or to dig like a dog with its front
paws!
Optional Follow up
Photocopiable vocabulary activity, Worksheet D1,
activity.
Explain that Tom and Pip are in the park. Ask
the children to practise reading the words on the
page.
Note: The o here is pronounced using its name,

oh, rather than its sound; the children have seen
the word No in the n sessions.
Finally ask them to choose a d word to draw and
another to try and write, for example, dog, dot,
dig, dip, dad.
See, hear, say

Show the sound card for d and say: D.
say d with your tongue behind your front teeth.
several times.
Choose various children to model the sound in
front of the class.
Show the picture flashcards of doll, dad, duck and
dinosaur.
Say each word with emphasis on the d sound.
Present the scene
Point to the D at the top and reiterate the sound
pictures starting with d. Depending on the level
you could point out other d words that appear in
the picture like: digger, dog, drink, dig, dad, dress,
daisy, dove, drum, donut, draw, spade, slide.
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Teaching the letter and sound: D
Session 2: See, hear and say D

Materials:
i-book CD
Students stickers for d
Pencils and crayons
See, hear, say

dinosaur and the drum. They can then drag the
doll and the digger onto the scene.
You can get the children to ring all the vocabulary
they know which has the d sound.
Warm up
Sing the jingle.
Lets work!
Hand out the Students Books and D sticker sheet.
Get the children to draw something with d in the
space provided.
Session 3: Say and write D
Finally point to the blue box and let the children

put their stickers on and draw d pictures on there.
Ask them if they know the picture that is already
there, it is a dragon. Ask the children individually
to name the pictures thay have stuck.
Materials:
i-book CD Pencils and crayons.
Picture flashcards for d
Students stickers for d
Follow up Activity)
A4 paper, finger paint (optional)
Warm up
Optional Follow up
D2, see page 128. Use the i-book to demonstrate
the activity.
Get the children to trace the letters d and the
duck and then colour it.
Say and write

finger write both letters, pronouncing the d as
and say the letter. Make sure for the small d they
go round, up and then down. Use the grapheme
guide in the i-book to demonstrate correct letter
formation.
Lets work!
Hand out the Students Books and the d stickers.
Remind the children how to write the d correctly
and ask them to write the missing letter and then
read the word dog. The children complete the rows
of small and capital D in their books.
text to help them identify the d sound. Then ask
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Session 4: Play with D

Materials:
i-book D Pop-out
Glue Scissors
Warm up
Singing competition! Put the children into groups
and ask them to sing the jingle actions included in
different ways, for example, very loud, whispering,
like pop stars, very sad!
Session 5: Review D
Materials:
Sound cards for s, i, t, p, a, n, o, g, d
Word cards i-book
Large white card 1 per group
Crayons or paint Gomets
Green plasticine
Liquid glue Wobbly eyes
Pencils and crayons
Lets work!
Use the i-book to demostrate the activity.
Show the children the pop-out of the die and help
Explain how to fold and stick the sides to make
the die. Allow enough time to help them out. Get
the children to play in pairs throwing the die and
saying the word!
If you have room, take them into a larger space so
you can sit in a circle and throw the die to each
other. Or play Pass the die (like Pass the parcel):
those holding the cube when the music stops must
read the word or do the action.

the letter D.
Optional Follow up
Photocopiable craft activity, Worksheet D3,
see page 129.
Tell the children to colour all the pictures on the
left and then use a different colour to trace each
characters line to discover what each one finds in
the sand. Get the children to draw new d words or
toys for the characters in the spaces provided on
the right.
Warm up
Show the sound cards for all the sounds learned
so far. Practise reading with the word flashcards,
they should be able to read the words: pat, tap,
top, pop, dog, dig, pig, sit, dad, ant. Write the
word and on the board and then stick a word card
on either side and ask the children to read what it
says. For example: dog and dad.
Group work
Divide the class into groups and give each group a
card with a big drum drawn on it. Give them paint
or crayons and let them decorate the drum with
different gomets.
Whole class work
Give each child some green plasticine and display
pictures of different dinosaurs.
Get the children to make their own dinosaur. Mix
some glue and water so the children can paste the
plasticine. When they have finished they can put
on wobbly eyes before the glue dries.
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Consolidating the letters and sounds: O G D

simple sound for the letters o, g, d.
letters.
To begin to put these and previously
learned letter sounds together in order to
blend them to read.
Main Vocabulary:
on/off, octopus, olive, orange
gorilla, goat, goggles, go, pig
doll, dig, dad, duck, drink, dinosaur,
dress, dog, and, sad, sand
HF words:
go, and, a

sad
pad
tag
nag
sag
gap
gas
pig
dig
dip
din
top
pop
pot
not
got
dot
pod
nod
dog
on

session:
Revisit the letters and sounds o, g, d
sounds.
the letter sounds
Recognise the letters, both capital and
small versions.
the letter sounds
Review all the sounds learned so far.
Practise reading.
Review the letters and sounds o, g, d.
14 - 17).
Class audio
Tracks 31-45.
Warning:
The words no and go can be taught
but as tricky words because the o has a
different pronunciation (n-oh, g-oh).
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Session 1: Consolidate O, G, D
Materials:
i-book
Flashcards for o, g, d
CD
Warm up
Show the sound flashcards for o, g, d. Check that
the children can say the sounds for the letters
and can name all the pictures. Put the flashcards
on the board and call out a letter or a word,
then ask volunteers to come out and touch the
corresponding card.
Practise
invite a volunteer to come and write the first letter
sound for it. Continue with other pictures and
children.
paper.
See page 15 for some fun ideas to practise letter
formation.
Lets work!
Show the IWB or Students Book page 25.
possible.
sound. Get the children to write some o, g, d
words in the box provided.
point first to the letter d and then to a picture
that starts with d. Repeat with the other sounds.
think of which start with o, g or d. Write some of
the simpler words on the board or ask volunteers
to have a go, for example: on, dog, dot, dig.
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Teaching the letters and sounds: O G D

Materials:
Sound cards for s, i, t, p, a, n, o, g, d
Vocabulary cards for s, i, t, p, a, n, o, g, d
Warm up
Show the sound card for each sound s, i, t, p, a,
n, o, g, d. Ask the children to call out the sound.
Show them in a different order getting faster and
consecutively!
Repeat with the vocabulary flashcards.

Materials:
i-book
Picture flashcards for o, g, d
Warm up
Put some picture flashcards on the board or IWB.
Call out a sound and ask volunteers to come out
and point to a corresponding picture. Then ask
children to come out and write the letter under
each picture.
Practise
Show the IWB or Students Book page 25. Invite
pictures.
first sound.
Lets work!
Get the children to draw their favourite o, g, d
colour them. Ask them to try and write a word
using the letters they know. See pages 46 and 62
for word lists. Then let them try and read each
others words.

to make a word: a-n-t-s, ants. Say the sounds and
read the words together as a group.
Lets work!
words to you. Let them practise reading together
with their friends.
Read and write

Point to the word dog and ask if anyone can
read what it says. Then point to the pictures of
the goat and the dog and ask them which picture
belongs to the word dog. Draw a ring around the
picture of the dog. Repeat with pig, dig and dad.
Point to the picture of the olives and ask a
the board. Repeat with gorilla, dog, dress, octopus
and goggles.
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Materials:
A beach ball Permanent marker
Pencils
Card cut into strips approximately 3 cms wide
Split pins
Warm up
Play I spy around the classroom using o, g or
d. Say: I spy something (someone) starting with
(g). Once the children understand the idea of the
Note:
Use the first and second columns of reading
words from page 152 to practise blending and
reading.
The children can complete the writing practice
worksheet from page 155. Alternatively they
can cut out the relevant words from page 152
to stick underneath each picture.
Whole class work

Beach Ball Phonics! Write all of the sounds the
children know on a beach ball, using a permanent
marker. Draw a square or circle around each
sound or use different coloured markers. Create
a big circle with all the children in the classroom.
Toss the ball to somebody and ask them to say
the sound and/or give you a word that has that
sound in it.
Group work
Sound fan: Explain to the children that they are
going to make a sound fan. You can just make it
with the consolidation sounds o, g, d, or use all
the sounds the children have learned up to now.
Give each child strips of card (three to nine
depending on how many sounds you would like
to review). Show them how to write the sound
on one side of the strip right near the edge. They
then put all the edges together where there are
no sounds. Help the children to put the split pin
through the strips of card. Once the children
have finished their fan they can play together by
choosing a sound and saying the words they know
with that sound in turns. Or call out a sound and
ask all the children to find it and hold it up to
show everyone.
Photocopy various copies of the s, i, t, p, a, n,
o, g, d sound cards from pages 148 and 151.
Give half the class a lower case letter each and
the other half a capital letter. Tell them to walk
around, find and hold hands with someone who
has the same letter but as a small or capital.
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Teaching the letter and sound: E

simple sound for the letter e.
How to write e correctly both as a small
To identify the sound e in words in any
position, e.g. envelope, egg.
Some new vocabulary featuring e.
Warning:
Talk about the short e sound (egg)

not the name of the letter ee (tea). It
should present no problems for Spanish
speakers.
Say e with the tongue down behind the
bottom teeth and mouth open.
Children should be familiar with
chocolate eggs.
Main Vocabulary:
envelope, elbow, egg, elephant
engine, exit, red, hen
end
E Jingle
Eggs, eggs, eggs, (make an egg shape with
two hands)
Eggs, big and small. (arms out wide and then
hands close together)
Eggs, eggs, eggs, (make an egg shape with
two hands)
Enjoy them all! (Rub tummy and smile)
Main action: Eggs
Make an egg shape using both hands, fingers
touching.

session:
letter sound
a creative activity
Make the pop-out elephant model.
Review the sound.
Worksheet E1, see page 130.
Class audio
E Sound: Track 46.
E Jingles: Tracks 47-50.
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Session 1: Introduce E
Materials:
Sound cards for s, i, t, p, a, n, o, g, d, e
Pip pop-out
i-book
Picture flashcards for e
Jingle card for e
CD
Pens and crayons
Warm up
answers: E. Tell the children to copy the sound.
Mime being a big elephant and ask the children to
guess what you are.
Jingle
Tell the children that there is something that Pip
really likes, show them the flashcard of the jingle
and ask them what it is: Eggs! Tell them: Pip likes
eggs, he enjoys eggs. Do you like eggs?
Play the jingle while demonstrating the actions.
Play it again and encourage the children to join in.
Optional Follow up
Photocopiable vocabulary activity, Worksheet E1,
activity.
Ask the children to try to read the words on the
left of the page. Demonstrate how to join the
matching words or letters in the two columns.
Write on the board: a red pet and help the
children to read and understand it. Then ask them
to draw one in the space provided.
the page.
See, hear, say

Show the sound card for e and say: E.
say it with your mouth open.
Show the picture flashcards of engine, envelope,
elbow and elephant. Point out that engine is the
front part of the train.
Say each word with emphasis on the e sound and
ask the children to repeat the words.
Present the scene
Point to the E at the top and reiterate the sound
Invite volunteers to come out and find any pictures
with e. Depending on the level of the class and
their language acquirement skills you could point
out other e words that appear on the picture, for
example: elbow, exit, red, jet, hen.
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Teaching the letter and sound: E
Session 2: See, hear, and say E

Materials:
Students stickers for e
Sound card for e Pencils and crayons
Warm up
Revisit all the new vocabulary on the IWB. Ask the
children to touch their elbows. Write the words
egg, pen, ten and pet on the board and help the
children to read the words. Make sure that they
pronunce the end g and t sounds correctly.
Session 3: Say and write E

Materials:
Picture flashcards for e
i-book Pencils and crayons
Students stickers for e
Follow up Activity)
Warm up
Quickly revisit the vocabulary with the flashcards.
Hold a flashcard up with a piece of paper covering
it and ask the children to guess what it is. Slowly
remove the paper so they can see if they are right.
See, hear, say

Invite the children to point to and ring the
envelope and elbow.
Get the children in turn to drag Ed the egg and
the elephant to the scene on the IWB.
Lets work!
Hand out the Students Books and the e sticker
sheet.
Get the children to draw something with e in the
space provided.
Point to the pictures at the bottom and as a class,

read the text to help them identify the e sound.
Then ask them to fill in the missing letters.
Finally point to the egg shape and let the children
put their stickers on; help them to read end and
exit. They can also add an e or E pattern
Optional Follow up
E2, see page 131. Use the i-book to demonstrate
the activity.
Get the children to trace the letters e and the
elephant and then colour it
Say and write

finger write both the letters, pronouncing the e as
Sky-write the E and then write the letter on a
childs back, change the letter every so often and
see if they can guess it. Let the children do the
same with a partner.
Lets work!
Hand out the Students Books and the e sticker
sheet.
Remind the children how to write the e correctly
and ask them to write the missing letter and then
read the word egg. The children complete the rows
of small and capital E in their books.
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Session 4: Play with E

Materials:
i-book pieces of card
Glue
E Pop-out
Warm up
Practise some of the words and simple sentences
you have read with the children in previous
sessions. You can get the children to come up to
the front in turns to read them.
You can write the sentences and words learnt
up to now on card and practise reading them
regularly.
Session 5: Review E
Materials:
White A4 paper
Felt tip pens
A hard boiled egg per child
Liquid glue
Scissors, glue, split pins
Warm up
Sing the jingle without the CD!
Ask a volunteer to write a letter on the board in
both capital and small letter. Continue with other
volunteers and other letters.
Lets work!
the children the pop-out of the elephant and help
them to push them out.
Explain to the children that they are going to
make an elephant model they will later play with.
They must roll the body and glue it together and
then glue the body parts on. They may need help
with the body of the elephant but the rest they
should be able to do themselves.
Praise their work: Excellent elephants!
Optional Follow up
Photocopiable craft activity, Worksheet E3, see
page 132.
Ask the children to colour and cut out the egg.
Give them a piece of card the same size as the
egg. They choose one of the smaller pictures to
colour and stick onto the card. Put the egg on top
of the picture and fasten it at the side with 2 split
pins, one on the top half and one on the bottom,
to make a hinged egg. The children can then ask
each other to guess what is inside their egg.
Note:
The children have now covered all the sounds
necessary to read Reader 1, Sit, Pip!
Group work
On a big sheet of paper or card draw the word
exit. Get the children to decorate it with felt tips
and once they have finished you can place it
above the door of the classroom.
Whole class work
Give each child an egg. Tell them they are going
to decorate it to take home. Get the children to
decorate the egg with felt tip pens. Create some
patterns on the IWB to give them ideas. Once they
have finished paste the egg with glue to seal the
colours.
the letter E.
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Teaching the letter and sound: C

simple sound for the letter c.
How to write c correctly both as a small
To identify the sound c in words in any
position, e.g. cake, clock, cat.
Some new vocabulary featuring c.
Warning:
Talk about c being k not s at this stage.

Say c with the back of the tongue up.
Its a quiet sound but has an explosion of
air.
Children should be familiar with cat and
colour so build on this for confidence.
Do not focus on the c in the ch sound in
chair just yet. (see Book 2)
Main Vocabulary:
clown, cow, caterpillar, cat, cake
caf, cap, cup of coffee, castle, camera,
computer, cash register, calendar,
cupcake, cactus, clock, carrot, cookies,
croissant
crocodile, cut, car, can
C Jingle
Cake on my plate, (hold an imaginary plate in
both hands)
Cake in my hand. (hold out one hand)
Cake in my tummy, (touch tummy)
Yummy, yummy, yummy! (rub tummy)
Main action: Cake
Hold both hands out together, palms up, as if
they were holding a plate with a cake on.

session:
letter sound
a creative activity
Make the pop-out caterpillar.
Review the sound.
Worksheet C1, see page 133.
Class audio
C Sound: Track 51.
C Jingles: Tracks 52-55.
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Session 1: Introduce C
Materials:
Sound cards for s, i, t, p, a, n, o, g, d, e, c
i-book
CD
Picture flashcards for c
Jingle card for c
Warm up
answers: C. Tell the children to copy the sound.
See, hear, say
Show the sound card for c and say: C.
say it from the back of your throat.
Show the picture flashcards of clown, cow,
caterpillar and clock.
Say each word with emphasis on the c sound
and ask the children to repeat the words. Ask the
children if they know any other words with the c
sound.
Jingle
Ask the children if they like cake. Show the
flashcard of the jingle and then play it while
demonstrating the actions.
to join in.
Get the children to sing the jingle and make the
shape of a cake with your arms as if you were
placing it on a plate.
Optional Follow up
Photocopiable vocabulary activity, Worksheet C1,
activity.
Get the children to point to the c in the centre,
to name all the pictures and raise their hands
if the word starts with a c. Finally, ask them to
draw a line from all the words starting with c to
Review the sounds learnt so far at the bottom of
the page.
Present the scene

Point to the c at the top and reiterate the sound
Invite volunteers to come out and find any pictures
starting with c. Depending on the level of the
class and their language acquirement skills you
could point out other c words that appear on the
picture: caf, cap, cup of coffee, castle, camera,
computer, cash register, calendar, cupcake, cactus,
clock, carrot, cookies, croissant.
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Teaching the letter and sound: C
Session 2: See, hear and say C

Materials:
i-book CD Students Book, page 29
Students stickers for c Pencils and crayons
See, hear, say

clown cake and cow cake.
Then ask them to drag the caterpillar cake and cat
cake.
Warm up
Get the children in turns to come up to the
IWB and point to or circle all the words they
can remember that start with c. Sing the jingle
together.
Lets work!
Hand out the Students Books and c sticker sheet.
done so they can do it in their own books with the
stickers.
Get the children to draw something with c in the
space provided.
Session 3: Say and write C
Lets work!
Hand out the Students Books and the c sticker
sheet.
Remind the children how to write the c correctly
and get them to write the missing c from the word
cake. Then the children complete the rows of small
and capital C in their books.
text to help identify the missing letters; there is
another letter that isnt a c missing from the word
cup.
Point to the street caf scene and ask the children
to guess what the words are, tell them to write in
the missing letters for cup and cake. Ask them to
put the stickers in the correct place and to draw
themselves sitting on the chair.
Finally, ask them to complete the sentence and
to try to read it. They will need help with the HF
words I and the.
Materials:
i-book CD
Picture flashcards for c
Different coloured ribbons
Students stickers for c
Follow up Activity)
Pencils and crayons.
Warm up
Play a c sound memory chain game with the
children. Say a word and ask them to repeat it,
for example cat. Then say the word again but add
a new one: cat, cow. Continue in this way until
the children are remembering a list of six words or
more depending on their ability.
Say and write
finger write both letters, pronouncing the c as you
do so. Encourage the children to finger write and
say the letter. Remind them of the letter o and
explain that the c is written in the same direction
but stops part way round. Use the grapheme
guide in the i-book to demonstrate correct letter
formation. Using ribbon in different colours, ask
the children to sky write the c to reinforce the
anti-clockwise direction.
Optional Follow up
C2, see page 134. Use the i-book to demonstrate
the activity.
Get the children to trace the letters c at the top
and also on the cake. They can then decorate the
cake as they like.
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Session 4: Play with C

Materials:
Sound card for c i-book
C Pop-out Glue, card
Split pins, string (optional)
Lets work!
the children the pop-out of the caterpillar and help
them to push out all the pieces. The children can
glue the caterpillar onto a piece of card in a C
shape.
Warm up
Revisit the sentence from the previous session, I
can cut the cake. Write the word can on the board
and get the children to read it aloud as a class.
Repeat with the other words form the sentence in
random order. Then write the complete sentence
and ask them to read it. The HF words I and the
will need regular practice.
Alternatively, show the children how to use the

split pins or glue to join the caterpillars body
together. Then attach 3 pieces of string to the
head, torso and rear end of the caterpillar and tie
them together in a knot. Now they can make their
caterpillar walk!
Session 5: Review C
Whole class work

Make a chocolate biscuit layer cake. Invite some
volunteers out at each stage to help with the
process so that everyone has a turn. Layer the
base of the container with biscuits and then pour
chocolate on top to cover the biscuits; repeat the
action until you reach the top of the container,
then decorate with cornflakes. Allow time to be
able to help the children and clean up. Cooking
can get messy! Leave the cake to set in a fridge
and in the next session you can all eat it!
Alternatively, give each child a plain biscuit and
give them small icing tubes and sprinkles to
decorate their cake.
Make a role-play caf in the corner of the
classroom with toy food.
Materials:
Word cards Plain paper cups Stickers
Felt tips
A plastic food container
Biscuits, liquid chocolate and cornflakes
Biscuits, icing, sprinkles
Scissors, pencils and crayons
Warm up
Practise reading with the word flashcards. They
should be able to read the words: pat, tap, top,
pop, dog, dig, pig, sit, dad, ant, egg, cat, cap, cot,
can. Put four of the previously printed Flashcards
with those words on the board and ask two
children to come out. Call out a word and the
first one to touch it wins. Repeat with other words
and children. Write the word the on the board
and practice this HF word too, using it in front of
appropriate word cards.
Group work
Give each child a paper cup and ask them to
decorate them with stickers and felt tips. Let them
be as creative as they like! Praise their work: Cool
cups!

the letter C.
Optional Follow up
Photocopiable craft activity, Worksheet C3,
see page 135.
Get the children to colour all the pictures and cut
them out. Dont forget to tell them to draw 2 of
their own but they have to be the same.
They can then play Snap! in pairs or groups saying
the words of the pictures out loud.
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Teaching the letter and sound: K

simple sound for the letter k.
How to write k correctly both as a small
To identify the sound k in words in any
position, e.g. kitten, sock, koala.
Some new vocabulary featuring k.
Warning:
Talk about k being the same sound as

for the letter c. So both letters make the
same sound but look different!
Say K with the back of the tongue up.
Its a quiet sound but has an explosion of
air.
Children should be familiar with koala
and ketchup so build on this for
confidence.
Main Vocabulary:
kangaroo, koala, ketchup, kiwi, kitten
kitchen, kick, sink
kiss, key, kite, king

session:
letter sound
a creative activity
Make the pop-out spinning top.
Play the interactive game with the pop-out
on the i-book.
Review the sound.
K Jingle
Kisses for me, (touch the lips and then pat
themselves with the kiss)
Kisses for you. (touch the lips and then turn
the hand outwards)
Heres a kiss, (touch the lips)
From me to you! (blow kiss from the hand)

Worksheet K1, see page 136.
Main action: Kiss

Touch the fingers to kissing lips. Do not make
a mua sound.
Class audio
K Sound: Track 56.
K Jingles: Tracks 57-60.
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Session 1: Introduce K
Materials:
Sound cards for s, i, t, p, a, n, o, g, d, e, c, k
i-book Pip pop-out
CD
Picture flashcards for k
Jingle card for k
Pens and crayons
Warm up
answers: K. Tell the children to copy the sound.
Jingle
again and encourage the children to join in. Ask
one group to sing while another group does the
actions.
Optional Follow up
Photocopiable vocabulary activity, Worksheet K1,
activity.
Ask the children to try and read the sentences.
You can even ask them to role-play what the
sentences say. Once you know the children
understand, get them to trace the k in each
sentence and draw and colour a picture of what
the sentence says.
Review the letters learned so far at the bottom.
See, hear, say

Show the sound card for k and say: K.
say it and remind them that it is the same sound
as c.
Show the picture flashcards of key, kitten, kite and
kangaroo.
Say each word with emphasis on the k sound.
Present the scene
Point to the K at the top and reiterate the sound
to repeat and join in. Ask the children to tell you
which room Sal is in and what animals they can
see on her T-shirt.
other k words that appear on the picture like:
kick. Do not focus on the word knife as this is
written with a k but it is not pronounced.
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Teaching the letter and sound: K
Session 2: See, hear and say K

Materials:
CD i-book Pencils and crayons
Sound card for k Students Book, page 31
Students stickers for k Pencils and crayons
Warm up
Sing the jingle and encourage the children to join
in and blow kisses to everyone!
Ask the children what words they can remember
from the last session that have the k sound.
Tell them to jump like kangaroos!
Session 3: Say and write K

Materials:
CD i-book Picture flashcards for k
Beach ball from OGD consolidation with eck
added on
Coloured tape
Students stickers for k
Follow up Activity)
Pencils
and crayons
Warm up
Use the beach ball to do a quick revision of all the
sounds they know.
Say and write
finger write both letters, pronouncing the k as
i-book to demostrate correct letter formation.
Using coloured tape, get the children to make a k
on their tables and then trace it with their finger.
You can also make a big K on the floor and they
can walk on the lines of the K the right way.
See, hear, say

kangaroo, koala and ketchup.
Get the children to drag the kiwi and the kitten
onto the scene. Remind them that the word cake
has two k sounds, the first one is written with a c
and the second with a k.
Lets work!
Hand out the Students Books and k sticker sheet.
Get the children to draw something with k in the
space provided.
Lets work!
Hand out the Students Books and the k sticker
sheet.
Remind the children how to write the k correctly
and get them to write the missing k from the
word kiss. Then the children complete the rows of
small and capital K in their books.
text to help them to identify the k sound. Then
ask them to fill in the missing letters. Tell them to
look at the word kiss at the top of the page to
help them write it and be careful because there are
two s!
Finally, ask them to identify the toy and the
picture on it in the blue box. Tell them they are
going to add K ribbons to the kite with their
stickers.
Optional Follow up
K2, see page 137. Use the i-book to demonstrate
the activity.
Get the children to trace the k letters and the key
and colour it.
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Session 4: Play with K

Materials:
i-book
K Pop-out Pencils or rounded tooth picks
Warm up
them again but at a faster pace and in a random
order. Continue showing them getting faster each
time.
Session 5: Review K
Materials:
Beach ball from session 3
A4 coloured card, lollipop sticks, string, glue
Long strip of orange card per child
Crayons, felt tips, glitter, stickers, tape, stapler
Lets work!
Use the i-book to demonstrate the activity and
play the game.
Show the children the pop-out of the spinning top
and get the children to name all the words. Help
them to push them out and show them how to
push a pencil or a rounded tooth pick through the
centre of the spinning top.
Demonstrate how to spin the top and then name
the object where it lands. Let them play in pairs or
small groups.

the letter K.
Optional Follow up
Photocopiable craft activity, Worksheet K3, see
page 138.
Get the children to colour each K they see in the
picture a different colour and count how many
letters K there are. The children can then decorate
the kite however they choose.
Warm up
Sing the jingle without the CD in different styles:
fast, slow, opera, like a king.
Throw the beach ball to a child and ask them to
say a sound on it and to say a word that starts
with that sound.
Group work
Divide the class into small groups and give each
group a piece of card. Demonstrate how to cut
off the corners to make a kite shape. Ask them
to decorate their kite with pictures of things that
start with k or with some k letters.
Place the lollipop sticks across the body of the kite
and glue them to the corners. Where the lollipops
cross, tie a piece of string to the kite. It wont
fly very well unless the children run with the kite
behind them, so go outside and try it out!
Whole class work
Give each child a long strip of card. Demonstrate
how to cut triangles from one edge of the card
to make the spikes of a kings crown. Give the
children different materials to decorate the crown.
Help them to tape or staple the crown together so
they can wear them!
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Consolidating the letters and sounds: E C K

simple sounds for the letters e, c, k.
Some new vocabulary featuring these
letters.
Main Vocabulary:
egg, envelope, elbow, elephant, engine,
end, red
cow, cat, cake, cut, clock, caterpillar,
castle, cup, cot, can
kite, kiss, key, king, kiwi, kitten
HF Words:
a, the, no, for
See pages 46 and 62 for previous word sets.

can
cap
cat
cod
cog
cot
kit
kid
set
ten
ted
pet
pen
peg
net
get
set
den

session:
Session 1: Consolidate the letter sound
Introduce the letter sounds e, c, k.
the letter sound
the letters sounds
Review the vocabulary and sounds learned
so far.
Review the letters and sounds e, c, k.
Teachers Book, pages 14-17
Class audio
Tracks 46-60.
Warning:
In this level the children are still learning
to read and write simple CVC words.
Words containing ck together (neck)
or with adjacent consonants (step) are
taught in Level 3.
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Session 1: Consolidate the letters and sounds E C K

Materials:
Flashcards e, c, k
i-book
Word cards
CD
Warm up
Show the sound flashcards for e, c, k. Check that
the children can say the sounds for the letters.
Put the printed out flashcards on the board and
call out a letter or a word, then ask volunteers to
come out and touch the corresponding card.
Practise
Using the flashcards and word cards, play a
round of snap matching the picture and the word.
You can get the children to play in pairs, or as
a group. You could make a snap competition by
playing one group against another and adding up
points.
Practise writing both the capital and small letters
on the board or on paper. See page 15 for some
fun ideas to practise letter formation.
Lets work!
small, and reiterate the sounds.
possible.
sound.
point first to the letter e and then to a picture
that starts with e. Repeat with the other sounds.
think of which start with e, c, or k.
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Consolidating the letters and sounds: E C K

Materials:
i-book
Warm up
Show the sound card for each sound learned
so far. Ask the children to call out the sound.
Show them in a different order getting faster and
consecutively!

Materials:
Picture flashcards for e, c, k
i-book
Warm up
Put some picture flashcards of the sounds on the
board. Call out a sound and ask volunteers to
come out and point to a corresponding picture.
Then ask children to come out and write the letter
under each picture. Depending on the picture, you
could even ask them to write the whole word!
Practise
pictures.
first sound.
Lets work!
Get the children to draw their favourite e, c, k
colour them. They can also try writing words in
the space, for example: cat, cot, egg, end. You can
also dictate the sounds for king.

to make a word: c-a-n, can. Say the sounds and
read the words together as a group.
Lets work!
words to you. Encourage them to read the words
to their friends too.
Read and write

Point to the word cat and ask if anyone can read
what it says. Then point to the pictures of the cat
and dog and ask the children to say which one
is the correct picture for the word. Draw a ring
around the correct picture. Repeat with the other
words.
Point to the picture of the elbow and ask a
the board. Repeat with castle cake, kitten, kiwi,
caterpillar and envelope.
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Materials:
CD
Warm up
Play Hangman either on the board or IWB. Use
the simple words the children have learned and
know the sounds for. They can take turns to
choose a word and say the sounds!
Note:
Use the reading words from page 152 to
practise blending and reading.
The children can complete the writing practice
worksheets from page 156. Alternatively they
can cut out the relevant words from page 152
to stick under each picture.
Sky write a letter in the air and ask the children to

say what it is.
Whole class work
Explain to the children youre going to go on
a Sound treasure hunt! Hide the printed out
sound cards around the classroom or even the
playground. Select one sound to be the treasure
and write it on the board. The child that finds that
sound wins the game! You can get the children to
choose the treasure sound themselves in turns.
Group work
Sounds with a beat: Explain to the children that
you are going to play a game with sounds and
beats (claps, finger clicking or an instrument like
a drum). Start by saying: The sound is K, clap 4
times and then say: Kite! Clap four times again
and then point to a child to say a different k
word. Continue until the children can think of no
more words.
You can increment the beats or shorten the beats
if you know your class knows a lot of words with
that sound. Remember that the beats are thinking
time so be creative as to their length!
Photocopy various copies of the s, i, t, p, a, n, o,
g, d, e, c, k sound cards from pages 148-151. Let
the children use the letters to match capital and
small letters. Put them into pairs and let them try
to spell words.
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Teaching the letter and sound: M

simple sound for the letter m.
To identify the sound m in words in any
position, e.g. monkey, mum.
Some new vocabulary featuring m.
Warning:
Talk about the m being a simple sound,

it is neither em nor muh.
Say m with lips together.
Main Vocabulary:
money, mat, melon, milk
mum, man, mango, mushrooms, music,
mirror, machine, motorbike, meat,
magazine, moon
monster, mouse, mop, map, mug
M Jingle
Mirror, mirror, (pretend your hand is a mirror)
Who can you see? (hands out to suggest a
question)
Mirror, mirror, (pretend your hand is a mirror)
I can see Me! (point to self)
Main action: Mirror
Hold a hand in front of the face as if it were a
mirror.

session:
letter sound
a creative activity
Make the pop-out of the monkey face.
Review the sound.
Worksheet M1, see page 139.
Class audio
M Sound: Track 61.
M Jingles: Tracks 62-65.
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Session 1: Introduce M
Materials:
Sound cards for s, i, t, p, a, n, o, g, d, e, c,
k, m
Pip pop-out
i-book
Picture flashcards for m
Jingle card for m
CD
Pens
and crayons
Warm up
answers: M. Tell the children to copy the sound.
Jingle
Get the children to sing the jingle and use their
hand as a mirror to act out the jingle.
Optional Follow up
Photocopiable vocabulary activity, Worksheet M1,
activity.
Ask the children to read the m words at the top
of the page. Remember mop and map are new to
them here so introduce the words.
Demonstrate how to match the words with the
pictures and get the children to do the same.
Write the sentence: A cat on a mat on the board
and ask volunteers to read it. Then get the
children to draw a cat on a mat in the space
provided.
See, hear, say

Show the sound card for m and say: M.
say it. Make sure you only say the noise of m
as a sound down the nose. Play the video for
this sound in the i-book to demonstrate correct
pronunciation. Repeat the sound and ask the
children to say it several times. Choose various
children to model the sound in front of the class.
Show the picture flashcards of monkey, melon,
magazine and moon. Say each word with
emphasis on the m sound.
Present the scene
Point to the M at the top and reiterate the sound
pictures starting with m. Depending on the level
you could point out other m words that appear in
the picture, like: mum, mat, man, mango, music,
mirror, mushrooms, machine, motorbike, meat.
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Teaching the letter and sound: M
Session 2: See, hear and say M

Materials:
i-book Sound card for m
Pencils and crayons
Students stickers for m
Warm up
Get the children in turns to come to the IWB and
point to the vocabulary previously learnt. Play
Snap with the flashcards: Place them on the board
or use the IWB. Invite four volunteers to come out.
Say: 1-2-3 (melon). The first child to snap the card
wins.
Session 3: Say and write M

Materials:
CD Paper i-book
Picture flashcards for m
Students stickers for m
Follow up Activity)
Plasticine
(optional) Pencils and crayons
Warm up
Sing the jingle together!
Give the children some paper and dictate some
words to them. Be sure to say the sounds very
clearly so they can hear the sounds: mat, m-a-t.
You can ask volunteers to write the words on the
board as well. Other words to try are: man, map,
mop.
Say and write
Using the IWB or a Students Book page 36,
point to the letters at the top and demonstrate
how to finger write both letters, pronouncing the
m as you do so. If ribbons are available let the
children use ribbons to make the shape in the air.
Encourage the children to finger write and say the
letter. Use the grapheme guide in the i-book to
See, hear, say

Invite children to point to and ring the money and
the mat.
Get children to drag the melon and the milk to the
picture.
Lets work!
Hand out the Students Books and m sticker sheet.
with m in the space provided.
Marvellous!
Lets work!
Hand out the Students Books and the m sticker
sheet.
Remind the children how to write the m correctly
and get them to write the missing m from the
word mirror. Then the children complete the rows
of small and capital M in their books.
text to help them to identify the m sound. Then
ask them to fill in the missing letters. The word
monkey will be new to them here.
Finally, point to the magazine and let them put
their stickers on. As they work ask them what
pictures they have put on. Monster and mouse will
be new words here.
Magnificent magazines!
Optional Follow up
M2, see page 140. Use the i-book to demonstrate
the activity.
Get the children to trace the M and the monkey
and colour it brown.
Get the children to make a big M and a small
m with the different coloured plasticine. Then let
them trace the letters with their fingers, moving in
the right direction.
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Session 4: Play with M

Materials:
k, m i-book
M
Pop-out Glue
Warm up
Hand out the sound cards to different children.
Call out a word, carefully saying the sounds, for
example, m-a-n. The children with those sounds
come out to the front and stand in order to spell
the word. The rest of the class says if they are
right or not. Other words which can be used are:
sit, pan, pen, sad, mat, mop, cat, can, pig, dog,
king, ants.
Session 5: Review M
Materials:
CD Empty milk cartons
Green finger paint (optional)
Pencils and crayons
Glue
Warm up
Singing competition! Put the children into groups
and let them sing the jingle with actions included!
Lets work!
Show the children the pop-out of the monkey face
and help them to push it out.
Explain to the children that they are going to put
the face together to make a monkey. Demonstrate
the different steps to create the monkeys face,
they can then make it and glue all the features in
place.
Get the children to role-play being monkeys
around the class!
Optional Follow up
Photocopiable craft activity, Worksheet M3, see
page 141.
Get the children to finish the other half of the
pictures on the worksheet and colour them. Ask
the children to say the words of the pictures.
You can also show the children symmetry on a big
scale by folding a picture in half of simple shapes
like a square, a tomato, a ball or even an egg.
Group work
Milk Carton Mountain! Let the children play
around making a big mountain out of empty milk
cartons. They might find it difficult to put all of
them in one without it falling over so make smaller
ones in groups. Once they have played, secure
the cartons together with glue. You can prime the
cartons with glue and water and get the children
to paint them with green finger paint.
Whole class work
If possible, take the children to a large open space
where they can move freely. Play some music to
the children and let them move to it. Then call out
instructions of how to move, for example: Move
like... a monkey / a monster / a mouse / a man /
you are on the moon / your mum.
the letter M.
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Teaching the letter and sound: U

How to write u correctly both as a small
To identify the sound u in words in any
position, e.g. umbrella, up, bus.
Some new vocabulary featuring u.

session:
Warning:
Talk about u being a short sound not oo
or you. Spanish speakers may want to
stress oo or make an a sound, so take
time to really help the children to hear
this sound.
Say u with mouth open and tongue
down behind the bottom teeth.
This is a difficult vowel sound and there
are very few useful English words for
children to learn so make the most of the
iconic umbrella.
Main Vocabulary:
umbrella, upset, up
bus, under
U Jingle
Umbrellas go up, (pretend to put up an
umbrella)
Umbrellas go down. (put umbrella down)
Umbrellas go up, (pretend to put up an
umbrella)
Up and down! (up and down)
Main action: Umbrella
Pretend to put up an umbrella.

letter sound
a creative activity
Make the pop-out of a rainy day mobile.
Review the sound.
Worksheet U1, see page 142.
Class audio
U Sound: Track 66.
U Jingles: Tracks 67-70.
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Session 1: Introduce U
Materials:
Sound card for s, i, t, p, a, n, o, g, d, e, c,
k, m, u
i-book Pip pop-out
Picture flashcards for u
Jingle card for u
CD
Pens, crayons, glue and scissors
Jingle
Show the flashcard of the jingle and then play it
Optional Follow up
Photocopiable vocabulary activity, Worksheet U1,
activity.
Read the words under the empty boxes with the
children. Then ask them to cut out the pictures
and glue them in the correct place.
Warm up
answers: U. Tell the children to copy the sound.
See, hear, say
Show the sound card for u and say: U.
Show the picture flashcards of upset, up, under
and umbrella.
Say each word with emphasis on the u sound.
Present the scene
Display Students Book page 37 or IWB and point
to the new sound.
Point to the U at the top and reiterate the sound
to repeat and join in. Point to the scene and ask
what the weather is like. Ask them what we use
when its raining? Say: We put an umbrella up!
Point to the lady being splashed and tell them
that she is unhappy and upset.
other u words that appear on the picture like:
under, bus, run.
Ask them if they can find a cat hiding under
something.
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Teaching the letter and sound: U
Session 2: See, hear and say U

Materials:
i-book
Students stickers for u
Pencils and crayons
Warm up
Play Simon says with the expressions sit down,
stand up, look upset and umbrellas up. You can
make it more fun by adding under the table!
Session 3: Say and write U

Materials:
CD
Picture flashcards for u
i-book
Pipe cleaners
Students stickers for u
Follow-up Activity)
Pencils and crayons
Warm up
Sing the jingle together! You can ask the children
to bring an umbrella so they can do the actions
with it. Quickly revisit the vocabulary with the
poster and the flashcards.
Say and write
finger write both the letters, pronouncing the u as
Use some pipe cleaners in different sizes to make
this sound. It is very easy so they can do it several
times and trace their finger the right way round to
write the sound u.
See, hear, say

green umbrella and the upset lady. The children
then drag the umbrellas to the picture.
Lets work!
Hand out the Students Books and u sticker sheet.
with u in the space provided.
Lets work!
Hand out the Students Books and the u sticker
sheet.
Remind the children how to write the u correctly
and get them to write the missing u from the
word umbrella. Then the children complete the
rows of small and capital U in their books.
text to help them to identify the u sound. Then
ask them to fill in the missing letters. They have to
write both letters for the word up.
Finally, point to the rainy day and let them
put their stickers on. Ask them to complete
the sentences with who is under each umbrella
by choosing four of the characters. Sound out
everyones name and write them on the board if
necessary: Sal, Tom, Pip, Mum, Dad.
Optional Follow up
U2, see page 143. Use the i-book to demonstrate
the activity.
Ask the children to trace the rows of letters and
the umbrella and then colour it.
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Session 4: Play with U

Materials:
A4 paper i-book
U Pop-out Several coat hangers
Cotton or wool
Warm up
Give the children some paper and dictate some
words to them. Be sure to say the sounds very
clearly so they can hear the sounds: Sun, s-u-n.
You can ask volunteers to write the words on the
board as well. Other words to try are: cup, mug,
mum, up.
Session 5: Review U
Materials:
Word cards
Big sheet of paper, crayons, paint
Air drying modelling clay Felt tips
Warm up
Practise reading with the word flashcards, they
should be able to read the words: pat, tap, top,
pop, dog, dig, egg, cat, cap, cot, can, mat, man,
map, mop, mug, cup, sun, pig, sit, mum, dad, cut,
ant. Put four of the words on the board and ask
two children to come out. Call out a word and the
first one to touch it wins. Repeat with other words
and children. Write the words the and and on
the board and practice these HF words too, using
them with some of the word cards.
Lets work!
the children the pop-out of the mobile and help
them to push out the pieces.
Explain to the children that they are going to
make a rain mobile. Put the children into small
groups and give each group a coat hanger and
cotton or wool. The children first thread the cloud
to the coat hanger. Then they attach the raindrops
and the umbrella to the bottom of the cloud at
different lengths. Hang the mobiles from the ceiling
and get the children to sing the jingle with their
umbrellas!

the letter U.
Optional Follow up
Photocopiable craft activity, Worksheet U3, see
page 144.
Let the children decorate the umbrella however
they want.
Note:
necessary to read Reader 2: Mud on Pip
Group work
Draw a big umbrella so that at least 5 children
can fit under. Get the children to decorate it and
help them to cut it out. Display the umbrella
where the children can stand under it. Take
pictures of them under the umbrella and display
the photos.
Whole class work
My mug! Demonstrate to the children how to
make a mug from clay. Once it is dry get the
children to decorate it with felt tip pens. They will
not be able to drink from it but they can use it as
a pencil holder.
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Teaching the letter and sound: R

simple sound for the letter r.
How to write r correctly both as a small
To identify the sound r in words in any
position, e.g. red, rabbit, for.
Some new vocabulary featuring r.
Warning:
Talk about r being a noise, a bit like a

dog might make when growling! It is
neither, ruh, ar nor ere.
Say r with the back of the tongue just up
but not touching the roof of the mouth.
The lips are forward and tightly rounded.
Its a quiet sound.
The children need to know that rr makes
the same r sound.
The r is not rolled in English.
Main Vocabulary:
rabbit, rowing boat, rat, rubbish bin
rocket, robot, rainbow, rain, rock,
rollercoaster, red, run, ride, row
radio, rug
R Jingle
Red rabbit, red rabbit, (hold hands to ears like
a rabbit)
Can you see a red rabbit? (hold hand to eyes
as if searching)
Red rabbit, red rabbit, (hold hands to ears like
a rabbit)
Run, run, run! (run on the spot)

session:
letter sound
a creative activity
Make the pop-out robot.
Review the sound.
Worksheet R1, see page 145.
Class audio
R Sound: Track 71.
R Jingles: Tracks 72-75.
Main action:
Hold both hands up to the head like rabbits ears.
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Session 1: Introduce R
Materials:
k, m, u, r
CD
i-book
Picture flashcards for r
Jingle card for r
Pens and crayons
Jingle
Show them the flashcard of the jingle and then
play it, while demonstrating the actions. Play the
jingle again and encourage the children to join in.
Optional Follow up
Photocopiable vocabulary activity, Worksheet R1,
activity.
Help the children to read the questions and
answers: Yes, No. Demonstrate how to tick the
correct answer for each question.
Warm up
answers: R. Tell the children to copy the sound.
Put your hands up to your ears like a rabbit and
ask them if they know which animal you are
pretending to be.
See, hear, say
Show the sound card for r and say: R.
Show the picture flashcards of radio, rocket, robot
and rainbow.
Say each word with emphasis on the r sound.
Remember not to roll the r.
Present the scene
Point to the R at the top and reiterate the sound
to repeat and join in. Ask volunteers to come out
and point to a rocket, a rainbow and a robot.
other r words that appear in the picture like:
rabbit, rubbish bin, rock, run, row, ride, red rabbit,
rollercoaster, rain, rat.
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Teaching the letter and sound: R
Session 2: See, hear and say R

Materials:
i-book CD
Students stickers for r
Pencils and crayons
Warm up
Ask the children to come to the IWB and point to
the vocabulary previously learnt.
Get the children to hop like rabbits whilst they
sing the jingle!
Session 3: Say and write R

Materials:
i-book CD
Students stickers for r
Follow up Activity)
Pencils
and crayons
Warm up
Ask a volunteer to write a letter on the board, for
example, r. Then ask another to write the letter a
next to it and finally a third child to write the t.
Then ask the class to read the word, rat. Continue
with other letters and children.
Say and write
finger write both the letters, pronouncing the r as
Sky-write the letters with your back to the children
and let them practice writing the letters in the air,
or on their table with their finger.
Use the sand pit and get the children to write the
big and small r with their finger or on the board
with different coloured chalk.
See, hear, say

rabbit and the rowing boat.
Get the children in turn to drag the rat and the
rubbish bin to the scene.
Lets work!
Hand out the Students Books and R sticker sheet.
Get the children to draw something with r in the
space provided.
Lets work!
Hand out the Students Books and the r sticker
sheet.
Remind the children how to write the r correctly
and get them to write the missing rs from the
words red rabbit. Then the children complete the
rows of small and capital R in their books.
text to help them to identify the r sound. Then
ask them to fill in the missing letters. They have to
write all the letters for the words red and rat.
Finally, point to the chart and explain where they
have to put their stickers; the red items (tomato,
apple, strawberry and pepper) in the red side and
the other items (duck, pig, sun, car) in the not red
side.
Add the sentences to the display from the previous
sound so you can use them in the future.
Optional Follow up
R2, see page 146. Use the i-book to demonstrate
the activity.
Ask the children to trace the rows of letters and
the rocket and then colour it.
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Session 4: Play with R

Materials:
Word flashcards i-book
R Pop-out
Split pins, string or glue
Warm up
Practise reading with the word flashcards; they
should be able to read all the words now. Put all
the words on the board and point to them in a
random order asking children to call out the word.
Session 5: Review R
Materials:
Continuous paper, crayons, felt tips or finger
paint
Different textured materials in rainbow colours
(beads, material, chalk dust, gomets, glitter)
Wool, pencils and crayons
Warm up
Sing the jingle without the CD! Call out words and
let the children move around the room in the style
of, for example, a rocket, rabbit or robot.
Put four words on the board and spell one of them

out: m-o-p. Ask a child to come and point to the
correct word.
Lets work!
the children the pop-out of the robot and help
Demonstrate how to use the split pins to put the
robot together. You can also use string if you want
to make it into a puppet or alternatively glue all
the parts together.
Let the children play with their robot and practice
saying r words in a robot voice!
Optional Follow up
Photocopiable craft activity, Worksheet R3, see
page 147.
The children colour the rainbow after they have
traced the big and small R. You can get the
children to put some wool at the top of the
rainbow and then hang them from the ceiling.
Note:
necessary to read Reader 3: Top dog Pip!
Group work
Draw a big rainbow on the continuous paper and
let the children decorate it with different materials.
Take this opportunity to revise the colours.
Whole class work
Take the children outside or to a large space
and play Run rabbit run! Divide the class into
teams and make a relay race where the baton is
a flashcard, a word card or a sentence written
on paper. Once the children pass the baton to
the next person they must say what the sound,
word or sentence is. You can make it a little more
challenging by asking the children to give a little
rabbit hop every few minutes.
Alternatively, make a red collage with material or
red images cut from magazines.
the letter R.
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Consolidating the letters and sounds: M U R

simple sounds for the letters m, u, r.
letters.
Main Vocabulary:
mirror, monster, motorbike, mug, mum,
mat, money, mud
umbrella, upset, under, up,
rabbit, robot, rainbow, red, rug, radio,
rat
HF words:
on, and, the, a, it, is
Words to read and write

See pages 46, 62 and 78 for previous
word sets.
Tom
dim
dam
cup
cut
dug
gun
map
man
map
mat
men
met
mud
mop
mug
ram
rap
rat
rid
rig
rim
rug
run
sum
gum

session:
Revisit the letters and sounds m, u, r.
sounds.
Sing or say the jingles.
the letter sound
small.
the letter sounds
Say sounds.
Introduce reading.
Review the letters and sounds m, u, r
14 - 17).
Class audio
Tracks 61-75.
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Session 1: Consolidate M, U, R
Materials:
Flashcards for m, u, r
CD
Pip pop-out
Warm up
Show the sound flashcards for m, u, r. Check that
the children can say the sounds for the letters. Put
the flashcards on the board and call out a letter
or a word, then ask volunteers to come out and
touch the corresponding card.
Practise
Put various picture flashcards on the board and
invite volunteers to come and write the initial
letter below, or to try and write the whole word if
they know all the letters.
paper. See page 15 for some fun ideas to practise
letter formation.
Lets work!
possible.
sound.
point first to the letter u and then to a picture
that starts with u. Repeat with the other sounds.
think of which start with m, u, or r.
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Teaching the letters and sounds: M U R

Materials:
k, m, u, r
Warm up
Show the sound card for each sound learned
so far. Ask the children to call out the sounds.
Show them in a different order getting faster
and faster. Try to catch them out by repeating
some consecutively! Call out a sound and ask a
volunteer to come and write it on the board.

Materials:
i-book
Warm up
Play Guess the letter. Sky write a letter with your
back to the children and ask them to call out the
sound you are writing. The child who answers
correctly can then sky write for the others to
guess.
Practise
pictures.
first sound. They can choose whether they want to
say rat or mouse here.
Lets work!
Get the children to draw their favourite m, u, r
colour them. They can try writing words in the
space, for example: mud, mum, red, rat, rug, up.
You can also dictate the sounds for various words,
for example: robot, upset.

to make a word: m-u-d, mud. Say the sounds and
read the words and sentences together as a group.
Lets work!
Ask individual children to read some of the words
to you.
Read and write

Point to the word sun and ask them to read what
it says. Invite a volunteer to come out and circle
the correct picture. Repeat with mug, up, and red
rug.
Point to the picture of the radio and ask a
the board. Repeat with the robot, mirror, under,
umbrella and money.
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Materials:
Paper
Words and m, u, r sounds on paper
Warm up
Play Hangman. Using the simple words the
children have learned and know the sounds for,
play Hangman with the IWB. They can take turns
to choose a word and say the sounds!
Note:
Use the reading words from pages 152 and 153
to practise blending and reading.
The children can complete the writing
practice worksheets from pages 155 to 157.
Alternatively they can cut out the relevant
words from pages 152 and 153 to stick
underneath each picture.
Whole class work

Sound magazine. Explain to the children you are
going to make a sound magazine with all the
sounds, words and pictures they have learnt up
to now. Hand the children 16 sheets of paper
stapled together. On the first page they make a
cover for their magazine. Ask the children to draw
one sound on each page, a picture of something
with that sound and some words with that sound.
Demonstrate on the IWB the sounds they have
covered and how the layout should be. Get the
children to colour and decorate it as they wish.
You could also provide pictures or magazines for
them to cut out and stick on.
Group work
Play Speed reading. Write a number of words with
m, u, r sounds on the board. If necessary, go
over the pronunciation of each word. Then read
through the list of words at a good speed leaving
out only one of the words. The children should
be listening to you read the list of words while
following along on the board. After you have
finished, ask the children to tell you which word
(words) you omitted.
Once you have played this game a few times
children will be able to do it themselves and play
it in small groups, taking turns to be the reader.
Photocopy various copies of the s, i, t, p, a, n,
o, g, d, e, c, k, m, u, r sound cards from pages
145 and 151. Give half the class a lower case
letter each and the other half a capital letter. Tell
them to walk around, find and hold hands with
someone who has the same letter but as a small
or capital.
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Review pages
Pages 43 and 44: Sal, Tom and Pip
Use these pages to practice vocabulary which
the children have learned during the course.
Ask where the scenes take place, if they can
remember which sound is associated with
each one as well as any of the words from the
scene.
Page 46: High frequency and tricky

words
The words in blue are decodable using phonic
knowledge, the words in red are more difficult
and take a lot of practice to learn. It is a
good idea to have these words on a wall
display and to visit them regularly with the
whole class.
Page 47: Say the sound

Use this page to practise the sounds from the
book by recognising the letters and the iconic
image. They can try to remember the jingles
as they review each sound.
Page 45: Words I can read

These are mainly CVC decodable words which
the children can start reading once they have
covered the appropriate letters. Only ant and
egg are not CVC but they are words that the
children have seen and used in the book.
The children have not covered the sound l but
have seen the name Sal throughout the book.
Remind the children to say the sound for
each letter: P-i-p and then blend the sounds
together to make the word Pip.
Page 48: Say the sound

Vocabulary practice to review the sounds
learned. Ask the children to name the picture
and to say or write the first sound.
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Assessment
Notes for Assessment 1
Notes for Assessment 2
Use this sheet to keep a record of a childs

knowledge of letters and sounds.
Use this sheet to keep a record of a childs

ability to read high frequency words that have
been met in the Level 1 units and that are
either decodable (top box) or tricky (bottom
box).
Try to revisit the sheet every two to three

weeks to keep it up to date.
Use the sound cards for the Level 1 letters
and spread them out in front of the child.
Vary the order in which you point to the
letters or ask the child to point to the letters.
Tick when the child can point to the
correct letter sound.
Tick when the child can say the correct
letter sound.
Tick when the child can say a word
beginning with the letter sound.
It is not essential that the children know all

these words before they start Level 2 but
the more easily they can blend them to read
the more confidently they will tackle them
when they see them in Level 2. They are
often abstract words so even when they are
decodable they may be tricky for children to
understand; once they have tried to read the
word always try to give them an example of
the word in a simple sentence.
Tick when the child can read a simple

CVC word beginning with the letter
sound use the words on the flashcards
for these.
Show the child the assessment sheet. Tick a

word when the child can blend it / read it.
Tick when the child can write the letter

accurately.
Its always useful to revisit the words, even

when they have been coloured in.
When there are three ticks, date the brick and

ask the child to colour it in.
In any of these events when you have three

ticks, write the date to confirm that the item
is known.
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Pips Phonics 1 Assessment 1
Class
Letter
Identify the sound
Say the sound
Say a word
Read a word
Write the letter
Write a word
Letter
Identify the sound
Say the sound
Say a word
Read a word
Write the letter
Write a word
Letter
Identify the sound
Say the sound
Say a word
Read a word
Write the letter
Write a word
Letter
Identify the sound
Say the sound
Say a word
Read a word
Write the letter
Write a word
Letter
Identify the sound
Say the sound
Say a word
Read a word
Write the letter
Write a word
1
1
1
1
1
1
s i t
2 3
1 2 3
1 2
2 3
1 2 3
1 2
2 3
1 2 3
1 2
2 3
1 2 3
1 2
2 3
1 2 3
1 2
2 3
1 2 3
1 2
3
3
3
3
3
3
1
1
1
1
1
1
p a n
2 3
1 2 3
1 2
2 3
1 2 3
1 2
2 3
1 2 3
1 2
2 3
1 2 3
1 2
2 3
1 2 3
1 2
2 3
1 2 3
1 2
3
3
3
3
3
3
1
1
1
1
1
1
o g d
2 3
1 2 3
1 2
2 3
1 2 3
1 2
2 3
1 2 3
1 2
2 3
1 2 3
1 2
2 3
1 2 3
1 2
2 3
1 2 3
1 2
3
3
3
3
3
3
1
1
1
1
1
1
e c k
2 3
1 2 3
1 2
2 3
1 2 3
1 2
2 3
1 2 3
1 2
2 3
1 2 3
1 2
2 3
1 2 3
1 2
2 3
1 2 3
1 2
3
3
3
3
3
3
1
1
1
1
1
1
m u
2 3
1 2 3
1
2 3
1 2 3
1
2 3
1 2 3
1
2 3
1 2 3
1
2 3
1 2 3
1
2 3
1 2 3
1
3
3
3
3
3
3
r
2
2
2
2
2
2
PHOTOCOPIABLE Pips Phonics Santillana Educacin, S.L. 2013
Name
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Pips Phonics 1 Assessment 2
Name
Class
High frequency words
it
in
and
on
an
get
can
Pips word wall 2
up
its
Tricky words
my
the
no
go
a
for
me
off
is
Pips word wall 1
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Happy English learning!
Dear Parent or Carer,

Your child is learning the basics of English and the
essential skills of listening, speaking, reading and writing
in English with an exciting new resource called
Pips Phonics.
Pips Phonics is based on the principles of systematic
synthetic phonics. This means that your child will be
taught how to say the letter sounds correctly and then
how to recognise them. They will learn how to use
these to blend for reading and segment or split them for
spelling.
This is an approach that is recognised internationally to
be the most effective introduction to the basic skills of
learning to read and write in English. So Pips Phonics
takes the best of this approach and combines it with the
best of English language teaching to create a course that
is perfect for your child. Additionally, Pips Phonics has
been written to take account of Spanish speakers and
predicts and provides for those areas that we know can
often cause difficulty.
You can support your child in the normal ways by
talking with them about their learning and encouraging
enjoyment of activities sent home for practice.
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Draw something beginning with s.
Point and say the sound and the word.
Name
S1
Trace and write.
Trace and colour.
Name
SSS
sss
s
s
S2

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Colour, cut out and stick. Draw the sun.
Name
S3
Point and say the sound and the word.
Name
Draw something beginning with i.
I1
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400646_0103-0147.indd 106
Ring if the insect is in.
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Trace and colour.
Trace and write.
III
iii
Name
I2
Play Snap!
Name
I3

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s
i
t
Trace
and
write.to the t.
Join
the
t words
Name
T1
Trace and write.
Write, count and colour.
t t
t t
t t
t t
Name
TTT
ttt
T2

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Make Toms toy box.
toys
Name
T3
i
t
S
p
Write the letters. Match the sounds.
Name
P1

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Trace and colour the pockets.
Trace and write.
P
PPP
ppp
Name
p
P2
Pip in the park. Colour, cut and stick.
Name
P3

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Ring all the A and a letters.

Draw a picture for each line of the jingle.
Ants in my hair,
Ants in my hands.
Ants in my pants,
Ants, ants, ants!
Name
A1
Trace and write.
Trace and colour the apple.
Name
AAA
aaa
A a
A2

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Cut out and make sentences.
Name
A3
Join the n words to the n.
s
t
p
a
n
Name
N1

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Trace and colour the necklace.
Trace and write.
n
n
N
N
NNN
nnn
Name
N2
Trace and draw funny noses.
Name
N3

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Ring all the O and o letters. Draw o pictures.
Oranges on a tree,
1, 2, 3!
Oranges on a tree,
Just for me!
Name
O1
Trace and write.
Trace and colour the octopus.
O
O
Name
OOO
ooo
O
O
O
O2

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Is it orange?
Is it orange?
Is it orange?
Name
Is it orange?
Colour one, draw and make a quiz.
Is it orange?
Is it orange?
O3
Join the g words to the g.
s
t
p
a
n
o
Name
G1

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Trace and colour the grapes.
Trace and write.
Gg
GGG
ggg
Name
G2
Play Toms game.
Name
G3

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Draw.
Read.
i
t
Sit
p
a
My d picture
No
n
o
g
d
Go
Name
Pat
My d word
Dig
D1
Trace and write.
Trace and colour the duck.
Name
DDD
ddd
D
d
D2

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What do they dig up?
Name
D3
E
e
end
egg
and
Join and read.
s
p
n
o
egg
E
and
e
end
g
Name
Draw a red pet.
E1

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Trace and colour the elephant.
Trace and write.
EEE
eee
Name
E2
What is in my egg? Its an
Name
E3

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s
i
t
p
Join the c words to the c.
a
n
o
Name
e
c
C1
Trace and write.
Trace and colour the cake.
Name
CCC
ccc
c
c
c
c
c
c
c
C2

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Draw, colour and play Snap!
Name
C3
kite
kiss
for Sal.
for Pip.
Trace and draw.
s
a
n
o
d
Name
kitten
for Tom.
K1
for me.
koala

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Trace and colour the key.
Trace and write.
k
k
k
k
k
K
KKK
kkk
Name
K2
Colour the kite.
Name
K3

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Draw a cat on a mat.
Read and join.
mat
man
Name
mop
map
M1
Trace and write.
Trace and colour the monkey.
Name
MMM
mmm
Mm
M2

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Trace and finish the pictures.
Name
M3
Read and ring the u.
a cup
Cut out and stick.
s
a
n
the sun
Name
a mug
o
c
k
Sit up!
e
m
U1
upset
u
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Trace and colour the umbrella.
Trace and write.
u U u u
UUU
uuu
Name
U2
Decorate the umbrella.
Name
U3

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Tick.
I s it red?
d
I s it a rug?
I s it a rat?
I s it Tom?
I s it Sal?
I s it Pip?
Name
Yes
No
R1
Trace and write.
Trace and colour.
Name
RRR
rrr
R
R r
R r
R2

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r r r r r r r
Trace and colour the rainbow.
Name
RRRRRRR
R3
Sound cards
400646 _ 0148-0160.indd 148
s i t p
a n d o
148

09/01/13 09:51
m u r
g e c k
Sound cards

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149
09/01/13 09:51
Sound cards
400646 _ 0148-0160.indd 150
s I t p
a n d o
150

09/01/13 09:51
m u r
g e c k
Sound cards

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151
09/01/13 09:51
Reading words
sit
pan
pit
tip
tap
ant
pat
nap
dog
pig
sad
pad
pod
dig
nod
dad
cat
cap
can
kid
pen
peg
ten
set
net
cog
cot
get
den
cod
kit
pet
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152
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153
09/01/13 09:51
man
mat
map
mad
mop
mud
mug
mum
Reading words
rip
rat
run
rag
rot
rod
red
rug
sum
sun
tug
hut
nut
gum
cut
cup
gas
tan
egg
gap
ran
rim
rut
top
its
in
it
up
and
go
no
on
for
is
me
my
the
400646 _ 0148-0160.indd 154
High frequency and tricky words
an
154

09/01/13 09:51
Name
Look and write.

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155
09/01/13 09:51
Look and write.
Name
156
400646 _ 0148-0160.indd 156

09/01/13 09:51
Name
Look and write.

400646 _ 0148-0160.indd 157
157
09/01/13 09:51
Pips phonics 1
Hurray!
I can say these sounds!
Name:
Signed:
Pips phonics 1
I can blend sounds

to read!
Name:
Signed:
158
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Pips phonics 1
Im a writing champion!
I can write these letters!
Name:
Signed:
Pips phonics 1
Im a reading star!
I can read Book
Name:
Signed:
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159
09/01/13 09:51
notes
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RICHMOND PUBLISHING
58 St Aldates
Oxford OX1 1ST
United Kingdom
Group Publisher: Deborah Tricker

Gill Budgell, 2013
Santillana Educacin, S.L. 2013
All rights reserved.
No part of this work may be reproduced,
stored in a retrieval system or transmitted
in any form, electronic, mechanical, photocopying
or otherwise without the prior permission in
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ISBN: 978-84-668-1559-8
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Gill Budgell

Natalie Jane Gmez ONeill

Welcome to Pips Phonics

What is synthetic phonics?

Teaching and learning resources

Methodology for young bilingual learners

Step by step to learning new sounds

Step by step to consolidating learned sounds

Welcome to Pips Phonics

synthetic phonics scheme for young learners

Pips Phonics offers support for English

and bilingual teachers as well as the

A set of reading books to encourage

High frequency (HF) words are introduced

What is synthetic phonics?

To spell the word dog:

In English speech we have 44 phonemes but

Pip's Phonics 1 Santillana Educacin S.L.

Pip's Phonics 1 Santillana Educacin S.L.

Pip's Phonics 1 Santillana Educacin S.L.

Pip's Phonics 1 Santillana Educacin S.L.

Sal likes the sun,

Pip's Phonics 1 Santillana Educacin S.L.

Pip's Phonics 1 Santillana Educacin S.L.

Pip's Phonics 1 Santillana Educacin S.L.

Pip's Phonics 1 Santillana Educacin S.L.

Decodable word cards

Teachers Resource Book

Say the sound.

15 single sounds are introduced,

Digging dog, digging dog,

Find and ring.

Draw something with

After every three sounds there is

Say the sounds. Join the letters.

Say the words.

Say the sounds. Read the words. Ring the pictures.

Say the sounds.

Join the letters to the pictures.

Pips Phonics Santillana Educacin, S.L. 2013

Every new sound includes

These pre-punched cards help to consolidate

These three decodable reading books featuring the course

Methodology for young bilingual learners

Sal loves the sun.

We provide a mnemonic image for each

Find and ring.

Draw something with

We provide a jingle that features words

Sal loves the sun.

Find and ring.

Draw something with

Sal loves the sun.

Find and ring.

Draw something with

We ask children to find and ring objects in a

Sal loves the sun.

Find and ring.

Draw something with

We ask children to draw items beginning with

Sea and sand

Say the sound.