Phase 1 Week 1: Aspect 1: General Sound Discrimination – Environmental Sounds (pages 9 – 13)

Main Purpose: To develop children’s listening skills and awareness of sounds in the environment
Monday Tuesday Wednesday Thursday Friday
Revisit/ Introduce sitting Revise sitting and Revise sitting and Revise sitting and Revise sitting
Review skills and explain listening skills. listening skills. listening skills. and listening
that we are going skills.
to do some
investigation in
to sounds. What
sense/part of
our body do we
need to use?
Teach Demonstrate Listening Moment Drum Indoors Drum Outdoors Sound Lotto
sitting skills and Sit in the reading Take children to Repeat Introduce
listen quietly for corner use a sand the hall and sit in Wednesday’s sound lotto
sounds in the timer and get a circle. activity but show tape to the
classroom. What children to listen Demonstrate children how to group and show
can you hear? to sounds in the hitting the big drum the outdoor children how to
classroom. Talk drum and equipment. match the card
about the sounds listening for the to the sound.
you can hear. sounds.
Practice Listening Walk Repeat activity Children take it Let children All children
Go on a walk and children in turn to beat explore the listen together
around school listen for sounds the big drum. sounds made by and try to
and listen for in the classroom. Could incorporate beating the match the
sounds. What counting. trees, container, cards to the
can we hear walls, etc. sound.
outside the
office?

Apply Return to the Demonstrate Let children Sit in a circle and Repeat activity and
classroom and activity to the drum equipment review activity. review. Correct
talk to teacher remainder of the in the hall. Each child talks misconceptions.
about what class. Then come about and Some children may
they have together as a demonstrates not know what the
heard on their group to talk their sound pictures are – bear
walk. about the drumming. this in mind.
different
sounds made on
the equipment.
Assessment 
 Start to show the skills needed for listening.
 Show increasing body control (not rolling
about and sitting properly).
Child’s Name Comment
Phase 1 Week 2: Aspect 2: General Sound Discrimination - Instrumental Sounds (pages 15 – 18)
Main Purpose: To experience and develop awareness of sounds made with instruments and noise makers.
To listen to and appreciate the difference between sounds made with instruments.
Monday Tuesday Wednesday Thursday Friday
Revisit/ Revise sitting Revise sitting and Revise sitting Revise sitting Revise sitting and
Review and listening listening skills. and listening and listening listening skills.
skills. skills. skills.
Teach Tuning into Matching Sound Matching Hidden Animal Sounds
sounds Makers Sounds Instruments Choose an animal
Show children Show children some Sitting in a Outside hide puppet and
two sets of musical instruments circle the adult some musical instrument to
musical (2 of each) and demonstrates instruments for match.
instruments place one set in a playing a the children to Demonstrate
and name them. feely bag. percussion find. playing all the
Play each Adult selects one instrument. musical
instrument, instrument from Then explain Demonstrate instruments until
whilst children the bag, makes the that we are finding one one is found to
listen. sound and matches going to pass the instrument, play match the puppet.
Then hide one it to the other instrument and it and the
set. instrument not in try to copy the children gather
Demonstrate the bag. sounds made. round you.
playing a hidden Repeat.
instrument and
the children
say the
instruments
name.
Practice Repeat activity Then children, one Practice this The children In turn children
to reaffirm and by one, attempt the activity, taking it find the choose an
consolidate activity. in turns to have instruments, instrument to
learning. a go. play it and run match their
to the finder. chosen puppet.
Apply Children take it Repeat and discuss Repeat and Repeat until all Practice playing
in turns to do sounds made. support children instruments their musical
the activity. Correct any who are found. instrument to the
misconceptions. struggling. group.

Assessment  Able to start and stop playing at the signal.

 Can children remember and repeat a rhythm  Use sounds imaginatively to represent a puppet
 Can they hear and make loud and quiet sounds animal.
Child’s Name Comment
Phase 1 Week 3: Aspect 3: General Sound Discrimination – Body Percussion (pages 20 – 23)
Main Purpose: To develop awareness of sounds and rhythms. To distinguish between sounds and to
remember patterns of sound.
To talk about sounds we make with our bodies and what the sounds mean.
Monday Tuesday Wednesday Thursday Friday
Revisit/ Revise sitting Revise sitting and Revise sitting Revise sitting and Revise sitting
Review and listening listening skills. and listening listening skills. and listening
skills. skills. skills.
Teach Body Parts Listen to the Follow the Words about The Pied Piper
Demonstrate music sound sounds Introduce the
using the body Play one Sitting in a Play a selection of story and
to make percussion circle the adult instruments to explain that the
different instrument and makes a body make slow, fast, piper played an
sounds (clap pass it around the sound to pass quiet, loud, long instrument to
hands, stamp circle for each around the and short sounds. lead the
feet, click child to play. Can circle (click Can the children children.
fingers) they think of a fingers, clap tell which one you Choose an
body sounds to hands etc). are doing? instrument and
play and match If children ask the leading
the instrument? unsure, name each child to choose
E.g. banging a action and repeat a movement
drum – stamp until (walk, skip etc)
feet. understanding whilst the adult
more secure. plays the
instrument.
Practice Children take Choose a leader to Practice and In turn let each Practice the
it in turn to make a body sound repeat the child play an activity using
practice to the music for activity. instrument and different
making body the other children the remaining movements.
sounds. to follow. children have to
say whether it is
fast, slow etc.
Apply Then the adult Repeat with Make activity a Repeat activity. Vary pace and
performs a different leaders little harder by describe actions
pattern of doing different introducing a as children
body sounds actions. sequence of move. Model
for the body sounds for the actions and
children to the children to words. For
copy and apply follow (clap example move
skills. hands, stamp lazily and say
feet etc). the word.
Assessment  To join in with words and actions.
 Can children use a wide vocabulary to talk about  Articulate words clearly.
the sounds they hear?  Copy sounds and actions.
 To listen with concentration.  Make patterns of sounds.
Child’s Name Comment
Phase 1 Week 4: Aspect 4: Rhythm and rhyme (pages 25 – 29)
Main Purpose: To experience and appreciate rhythm and rhyme and to develop awareness of rhythm and
rhyme in speech. To increase awareness of words that rhyme and to develop knowledge about rhyme. To
talk about words that rhyme and to produce rhyming words.
Monday Tuesday Wednesday Thursday Friday
Revisit/ Revise sitting and Revise sitting and Revise sitting Revise sitting Revise sitting
Review listening skills. listening skills. and listening and listening and listening
skills. skills. skills.
Teach Rhyming Books Rhyming soup Songs and Rhyming Odd one out
Share a book that Using a bowl and rhymes Puppets Select three
has a familiar spoon say the Sing Hickory, Give silly objects or
repeating/rhyming rhyming soup song Dickory, Dock, names to 2 pictures from a
pattern (The and introduce and encourage puppets (Fizzy, bag (2 must
Gingerbread Man). objects/picture children to join Wizzy, Lizzy rhyme cat and
cards that rhyme. in. Substitute and Hob Tob). bat). Say the
Place some of the name of the
objects/pictures in rhyming words Talk to the objects/cards
the bowl, stir the with new puppets and and ask
soup and sing the rhyming words. miss out the children to find
rhyme. Can they hear silly words or the one that
and say the new rhyming words. does not rhyme.
rhyming words? Encourage
children to join
in saying the
silly words.
Practice Repeat the book Repeat – Repeat with Repeat Repeat until
and children encouraging other rhymes. activity. children are
practice the children to sing secure with all
repeating words. the rhyme. objects/cards
in the bag.
Apply Add actions to the In turn let each Encourage Pass the In turn,
story (run, run, child place an children (one, puppets around children find 3
etc). object/picture in by, one) to sing the circle and cards/objects
the bowl and sing their own children make from the bag to
the rhyme. favorite rhyme up silly stories find the odd
with different with missing one out.
rhyming words. words.

Assessment  Generate their own rhymes

 Can children sing or chant the rhyming string along  Complete sentences using appropriate rhyming
with the adult? words.
 Recognize that some words rhyme.  Make a series of words that rhyme.
 Listen and attend to rhyming strings.
Child’s Name Comment
Phase 1 Week 5: Aspect 5: Alliteration (pages 31 – 34)
Main Purpose: To develop understanding of alliteration. To listen to sounds at the beginning of words
and hear the differences between them. To explore how different sounds are articulated, and to
extend understanding of alliteration.
Monday Tuesday Wednesday Thursday Friday
Revisit/ Revise sitting Revise sitting and Revise sitting Revise sitting Revise sitting
Review and listening listening skills. and listening and listening and listening
skills. skills. skills. skills.
Teach I spy names Digging for Tony the Sound bag Mirror Play
Sit in a circle Treasure Train’s busy Place objects Show the
and play ‘I spy Collect two sets of day. with the same children how to
names’. “I spy objects for the See page 32 initial sound in hold a mirror
someone’s sand trough. Place Letters and a bag and pull sensibly and
name these in the trough sounds. them out one at explain that we
beginning with and demonstrate Take the train a time, saying are going to look
‘s’. Who can it finding them. Say along the carpet the initial at our mouths
be” the initial sound. saying a story sound. when we make
Match more objects about Tony’s sounds. Model
The child with to the sounds and busy day. Say saying initial
the name recite them. “Wow! train sounds sounds and use
beginning with You’ve found a car. (clickety clack) Jolly Phonics
‘s’ stands up Now we have a cow, and then s-t-o-p. DVD if
and all the a candle and a car”. Something is in necessary.
children say the way. Say
his name. what is in the
way (big brown
bear) and then
Tony returns to
the other trains.
Practice Take it in Repeat activity and Repeat the Children Children
turns to say let children take it activity and add practice saying practice making
the next in turn to find one extra object the initial mouth shapes
person’s name objects and say the each time. sound, whilst looking at
sound and initial sound. Saying the list sssssssss for the mirror.
repeat. of objects. snake etc.
after the adult
has removed an
object.
Apply Extend activity Game Children join in Children take it Children make
to playing ‘I Encourage the with the story in turn to find the sounds
spy’ in the children to join in and say the list an object and looking in the
classroom. Say by giving points for of objects on say the initial mirror and to a
I spy saying the correct the track. sound. partner. Then
something sound. First child play ‘follow my
beginning with to 3 wins. If time, let the leader’ by
b (book), children move following the
children guess the train. adult making the
the word and mouth shape and
the child that sound.
guesses
correctly
touches the
object.

Assessment  Generate their own rhymes

 Can children sing or chant the rhyming string  Complete sentences using appropriate rhyming
along with the adult? words.
 Recognize that some words rhyme.  Make a series of words that rhyme.
 Listen and attend to rhyming strings.

Child’s Name Comment

Phase 1 Week 6: Aspect 6: Voice Sounds (pages 37 – 40)
Main Purpose: To distinguish between the differences in vocal sounds, including oral blending and
segmenting. To explore speech sounds. To talk about the different sounds that we can make with our
voices.
Monday Tuesday Wednesday Thursday Friday
Revisit/ Revise sitting Revise sitting and Revise sitting and Revise sitting Revise sitting
Review and listening listening skills. listening skills. and listening and listening
skills. skills. skills.
Teach Mouth Voice Sounds Magic Microphone Whose voice? Sound story
movements Show the (own resource) or Play a tape of time
Show the children how to Metal Mike (pg 38) children’s Read a familiar
children how make sounds with Have a collection of recorded story book (The
to make their voices (pg objects/pictures in voices. Can Three Billy
different 37). a bag and sound out they recognize Goats Gruff)
mouth and blend the the child’s and change voice
movements (whee, boing, oh, sounds. Say some voice? for different
(blowing, ssss, shshsh, of them wrong to characters. Use
sucking, mmmooo, oooooo, encourage the loud, quiet, soft,
tongue chchchch, zzzz, children to join in hard intonation
stretching and and tick tock. etc.
wiggling)

Use a mirror
to look at the
mouth
movement and
encourage
children to
make the
movements in
the adult’s
mirror.
Practice Children The children Each child takes in Re-play the Encourage
practice practice making turn to find an tape and children to join
making mouth the voice sounds. object/picture and encourage in with the story
movements say the sounds. children to and change their
using a mirror. listen. voice to match
the different
characters.
Apply Play music and In the circle, Adult then repeats Play Apple Pie In turn,
encourage children take it the activity but with the encourage each
children to in turn to make says the sounds children in the child to orally re-
make mouth their favorite wrong. The child group taking tell their
movements to voice sound. who says the word turns to say favorite story to
the music. correct gets to ‘Apple Pie’ and the group using
keep the the rest of different voices
object/picture. the group work for the
Child with most out who has characters.
objects/pictures said the words.
wins.

Assessment  Use appropriate vocabulary to talk about different

 Can the children distinguish between the voice and
differences in vocal sounds? speech sounds.
 Sustain their listening through a story.
 Recognize their own and each other’s voices,
including a recorded voice.

Child’s Name Comment

Phase 1 Week 7: Aspect 7: Oral blending and segmenting (pages 42 – 44)
Main Purpose: To develop oral blending and segmenting of sounds in words. To listen to phonemes
within words and to remember them in order in which they occur. To talk about the different
phonemes that make up words.
Monday Tuesday Wednesday Thursday Friday
Revisit/ Revise Revise sitting and Revise sitting and Revise sitting and Revise sitting
Review sitting and listening skills. listening skills. listening skills. and listening
listening skills.
skills.
Teach Oral Clapping sounds Toy talk Say the sounds Talking about
blending Think of the Introduce the Place sounds
Play touch words that use soft toy and say objects/pictures of When used to
your body the sounds that he can only cvc words in a bag. oral blending
game. s,a,t,p,i,n and speak in sound Take one object start to
Explain to sound them out. talk. The toy out of the bag and introduce 2 and
the children Sat whispers the word say the word using 3 phoneme
that they Tap in the adult’s ear sound talk (c-a-t) words. Write
are going to Pin and the adult says and the toy. the word on a
touch parts Sin it to the group. Encourage the phoneme frame
of their Tin Talk to the puppet children to blend and sound it
body when Pit and repeat what the sounds. out. Count each
asked to do Clap each he says. sound using
so but they phoneme for the fingers (cat,
must listen word and then Use picture card dog, on, to, peg
for the body blend them to clues to aid visual etc).
part. Say make the word. representation
the body but remove during
part name in the apply stage to
sound speak, make activity
touch your harder.
f-ee-t, feet,
t-oe-s toes Repeat and make
etc. some errors (say
skim instead of
skip).
Practice Children Encourage Children practice Pass the bag around Encourage
touch body children to join in saying the the group and children to join
parts and and clap the segmented words. encourage each in with saying
then in turn sounds and blend child to say the each sound and
say a body them to make cvc sound word. counting on
part name words. their fingers.
for the
other
children.
Apply Read big book Game Encourage Game Adult says the
Rhyme Time and Adult repeats the children to ask Repeat the word without
say one of the activity but says questions and activity but the sounding out
rhymes that has some words the toy and first child to and writes it on
rhyming wrong. The adult segments blend the the board.
couplets. children have to the words for segmented word Children then
Encourage segment and blend the children to gets a point. sound it out and
children to join the word and the blend. The first player count the
in with the one fastest gets a with 3 points sounds, showing
rhyme and the point. wins. Repeat if their fingers to
adult time. the adult.
demonstrates
segmenting and
blending the
rhyming
couplets.
Children repeat
the rhyme to
segment and
blend the
rhyming
couplets.

Assessment  Segment words into phonemes.

 Blend phonemes and recognize the whole word.  Identify the number of phonemes that make up a
 Say the word and identify the object given word.
 Blend words that begin with the same initial
phoneme

Child’s Name Comment