WK 27 Lessons

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Daily Lesson Plans
/-/ represents sounds. <-> represents letters. These symbols and the letters within /-/ are for teachers and not for showing to children.
Unfamiliar Words
For reading, if a word is not familiar to children, explain its meaning after they have read it.
For spelling, if a word is not familiar to children, explain its meaning before asking them to repeat it and say the sounds.
Week 27
Day 1: <c> as /s/
Day 2: <g> as /j/
Day 3: <ea> as /e/
Day 4: <le> as /l/ four
Day 5: Modelled Creative Writing
After Week 8, Day 4, children can begin to write the words for numbers.
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Week 27 Day 1 <c> as /s/
pencil spice parcel place marketplace price mice nice race pace rice ace face decide cement certain
cinnamon circus trace grace Grace bouncy fancy celebrate saucer slice space spaceship spacewalk ice iceberg
ice-cream city certificate centipede exciting excited lice grocer citizen dice lace vice cell acid citric citrus
civic civil civilise precise cellar circular circumflex circumnavigate circumscribe cinder cinema cesspit censor
celebrity celery censorship centigrade central cent ceramic ceremony cigar decent decimal decipher docile excite
Lessons and Progression Week 27 © Elizabeth Nonweiler www.teachtoread.com

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facilitate incident incidental lacy Pacific pacify pacifist recite tacit brace cancel conceal concentrate concept
concern concert mercy mince mincemeat process precise policy literacy Nancy numeracy prophecy introduce
splice spruce induce
Begin with music or a song to indicate time for phonics.
Revision
Content Teacher Children
Letter-sound correspondences that Show letters. Say sounds.
have been taught.
As many as possible in one minute.
Sentence from last modelled writing Point at words. Read sentence.
lesson
to some “Read these words without saying the sounds.”
Point at words. Try to read without saying the sounds.
If children do not remember, help with the tricky parts. If necessary, say the sounds and blend:
to: Point at <o>. “This is /oo/ .” /t/../oo/ ... to
some: Point at <o>. “This is /u/ .” /s/../u/../m/ ... some
(depending on regional accent) or /s/../o/../m/ ... some

Point at <me>. “This is /m/ .”

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Sound-Letter Correspondences
<s> for /s/ Show letter. “What is this?” Say: /s/ Do action for /s/.
<c> for /k/ Show <c>. Point, “What is this?” Say: /k/ Do action for /k/.
c “Today we are going to learn a new way to spell /s/.
“Sometimes this is /k/ and sometimes this is /s/. What is this? Tell me two sounds.” /k/ or /s/
Reading
spice place mace cinnamon Point at <c>. “In today’s words, this is /s/.” Read words by sounding and blending.
Nancy Follow reading routine to read words. /s/../i/../n/../a/ ... cinna
spice: Point at and <e> together with two fingers. /m/../o/../n/ ... mon ... cinnamon
place: Point at <a> and <e> together with two fingers.
mace: Point at <a> and <e> together with two fingers.
Long words: Reveal one part at a time to sound and blend.
Then blend all parts to read whole word.
Nancy went to the market place to Point at each word. Read sentences.
get some spices for cooking. She Follow word reading routine for unfamiliar words.
found mace and cinnamon.

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Identifying Sounds for Spelling
nice pencil Follow routine to identify sounds for spelling. Repeat the words and say the sounds.
nice: nice ... /n/../ie/../s/
1) When children say /n/, write <n>. Watch the teacher write.
2) When children say /ie/, write .
“I shall add <e>,” (letter name), “later.”
3) When children say /s/, write <c>. pencil ... pen-cil
“Now I shall add <e>.” Write <e>. pen ... /p/../e/../n/
pencil: Pronounce in pencil as /i/, cil ... /s/../i/../l/
to help children with the spelling. Watch the teacher write.
Letter Formation
Follow letter formation routine.

c Form letter on a line. c
Dictation

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nice pencil Follow word dictation routine.

Write words. nice pencil
This is a nice sharp Follow sentence dictation routine. Write sentence.
pencil. “Begin with a capital letter ... Finish with a full stop.”
Th i s is a nice sh ar p pe
ncil.
Finish with the song children have learned about the sound /s/, while the teacher points at <c> in ‘nice’.
After the lesson:
1) Introduce activities to practise reading and writing skills.
2) Most children work independently, without interrupting the teacher. The teacher works with small groups and individual children.
3) Teacher and children review independent work.
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Week 27 Day 2 <g> as /j/
age cage huge rage page wage stage suggest surgery ginger magic tragic digit rigid germ gerbil badger
budget danger didgeridoo fudge fidget gadget gingersnap kedgeree largest German gem gelada gelatin gel
gemstone gender generalise generally logic logical genes genetic gent genteel geography geometry generic
gesticulate fugitive legibly legislate magistrate regiment register vigilant apology apologise apologetic tangent
widget Gerald

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Revision
Letter-sound correspondences that have Show letters. Say sounds.
been taught.
As many as possible in one minute, finishing
with <c>. For <c>, say /k/ or /s/
nice place pencil cinnamon Follow word reading routine. Read words.
mace spice Follow routine to identify sounds for spelling. Repeat the words and say the sounds.
mace: mace ... /m/../ae/../s/
1) When children say /m/, write <m>. Watch the teacher write.
2) When they say /ae/, write <a>.
“I shall add <e>,” (letter name), “later.” spice ... /s/../p/../ie/../s/
3) When they say /s/, write <c>. Watch the teacher write.
“Now I shall add <e>.” Write <e>.
spice:
1) When children say /s/, write <s>.
2) When they say /p/, write 
3) When they say /ie/, write .

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4) When they say /s/, write <c>.
Nancy went to the market place to get Point at words for children to read. Read sentence.
some spices for cooking. She found mace
and cinnamon.
said “Read this word without saying the sounds.” Try to read without saying the sounds.
Point at word. If children do not remember:
Point at <ai>. This is /e/. /s/../e/../d/ ... said
j Show <j>. Point, “What is this?” Say: /j/ Do action for /j/.
g Show <g>. Point, “What is this?” Say: /g/ Do action for /g/.
g “Today we are going to learn a new way to spell /j/.
Show <g>. “Sometimes this is /g/ and sometimes this is /j/.”
“What is this? Tell me two sounds.” Say: /g/ or /j/
Reading

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ginger huge suggest Gerald Point at <g>. “In today’s words, this is /j/.” Read words by sounding and blending.
Follow reading routine to read words. /s/../u/../j/ ... sugg
‘huge’: Point at the vowel letters with two fingers. /e/../s/../t/ ... est ... suggest
Long words: Reveal one part at a time. /j/../e/ ... Ge
/r/../a/../l/../d/ ... rald ... Gerald
mace rice ‘mace’: Point at the vowel letters with two fingers. Read words by sounding and blending.
Point at <c>. “This is /s/.”
‘rice’: Point at the vowel letters with two fingers.
Point at <c>. “This is /s/.”
Gerald suggested a curry for dinner Point at each word. Read sentences.
and we said yes. So Gerald made a huge Follow word reading routine for unfamiliar words.
curry with ginger, mace, beans and rice.
gem magic Follow routine to identify sounds for spelling. Repeat the words and say the sounds.
magic: When children say /j/, write <g>. magic ... /m/../a/../j/../i/../k/
was When they say /k/, write <c>. “This is /k/.” Watch the teacher write.
was: When they say /o/, write <a>. “This is /o/.” was ... /w/../o/../z/

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When they say /z/, write <s>. “This is /z/.” Watch the teacher write.
Letter Formation
Follow letter formation routine. Form letters on a line.

g
Start like <c>. The tail goes below the line.
Dictation
/j/ Follow sound dictation routine. Write letters.
j g
gem magic Follow word dictation routine.
Write words. gem magic
On the ring was a magic gem. Follow sentence dictation routine. Write sentence.
“Begin with a capital letter

On th e r i ng was a magic
... Finish with a full stop.”
gem.
Finish with the song children have learned about the sound /j/, while the teacher points at <g> in ‘magic’.
After the lesson:

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Week 27 Day 3 <ea> as /e/
head bread dead instead read dread tread spread thread deaf death breath health healthy meant leant
sweat threat wealth wealthy stealth stealthy heather feather leather weather ahead homestead overhead
bedspread threatening
Revision
have been taught.
As many as possible in one minute,
finishing with <g>. For <g>, say /g/ or /j/
gem magic Gerald suggest Follow word reading routine. Read words.
huge ginger Follow routine to identify sounds for spelling. Repeat the words and say the sounds.
huge: huge ... /h/../yoo/../j/

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1) When children say /h/, write <h>. Watch the teacher write.
2) When they say /yoo/, write .
3) When they say /j/, write <g>.
Gerald suggested a curry for dinner Point at words for children to read. Read sentence.
and we said yes. So Gerald made a
huge curry with ginger, mace, beans
and rice.
to “Read these words without saying the sounds.”
was Point at words. Try to read without saying the sounds.
If children do not remember, help with the tricky parts. If necessary, say the sounds and blend:
to: Point at <o>. “This is /oo/ .” /t/../oo/ ... to
was: Point at <a>. “This is /o/ .” Point at <s>. “This is /z/ .” /w/../o/../z/ ... was
e Show <e>. “What is this?” Say: /e/ Do action for /e/.
ea Show <ea>. “What is this?” Say: /ea/ Do action for /ea/.
ea “Today we are going to learn a new way to spell /e/.

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Show <ea>. “Sometimes this is /ee/ and sometimes this is /e/.”
“What is this? Tell me two sounds.” /ee/ or /e/
Reading
head meant leather weather Point at <ea>. “In today’s words, this is /e/.” Read words by sounding and blending.
Follow reading routine to read words.
Bobby went out in stormy weather. He had Point at each word. Read sentences.
brown leather boots and a big yellow hat. The Follow word reading routine for unfamiliar words.
hat was meant to keep his head dry.
bread spread Follow routine to identify sounds for spelling. Repeat the words and say the sounds.
Watch the teacher write.
Letter Formation

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e a ea
<a> begins like <c>. To join <e> to <a>, go smoothly from the
end of <e> and curve over to the beginning of the <c>
shape, then back to form <a>.
Dictation
bread spread Follow word dictation routine.

Write words. b r ea d s p r ea d
Erin spread jam on her bread. Follow sentence dictation routine. Write sentence.
“Begin with a capital letter ...

Erin s p r ea d jam on h er br
Finish with a full stop.”
ea d .
Finish with the song children have learned about the sound /e/, while the teacher points at <ea> in ‘bread’.
After the lesson:
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Week 27 Day 4 <le> as /l/ four

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When <le> is at the end of a word, there is a very small vowel sound before the /l/ sound. It is called ‘schwa’ and is often represented by
<ə>. It is a common sound in English, but children do not need to be told about it at this stage.
little ankle apple bible eagle table uncle beetle bottle candle cattle circle cuddle gentle giggle juggle marble
middle muddle needle paddle pebble puddle purple puzzle raffle riddle simple single sizzle turtle example
sparkle spindle vehicle barnacle horrible sensible terrible invisible miserable pineapple rectangle vegetable
remarkable impossible
Revision
have been taught.
finishing with <g>. For <g>, say /g/ or /j/
bread spread leather Follow word reading routine. Read words.
For split vowels, point at the vowel letters with two fingers.
head leather Follow routine to identify sounds for spelling. Repeat the words and say the sounds.
Bobby went out in stormy weather. Point at words for children to read. Read sentence.
He had brown leather boots and a

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big yellow hat. The hat was meant to
keep his head dry.
l Show letter. Say: /l/ Do action for /l/.
le “Today we are going to learn a new way to spell /l/. /l/
Show <le>. Point.
“Sometimes this is /l/, at the end of words.”
“What is this?” /l/
Reading
uncle apple juggle marble Point at <le>. “In today’s words, this is /l/.” Read words by sounding and
Follow reading routine to read words. blending.
four Write ‘4’. “What is this?” Say: four
“The word, ‘four’, has a tricky spelling.”
Write ‘four’. Point at <our>. “This is the tricky part. This is /or/.”
“Let’s read it.” Point at the letters. /f/../or/ ... four

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My uncle can juggle four balls Point at each word. Read sentences.
at the same time. He can juggle Follow word reading routine for unfamiliar words.
apples and marbles too. ‘same’ and ‘time’: Point at the vowel letters with two fingers.
little beetle Follow routine to identify sounds for spelling. Repeat the words and say the sounds.
little: When children say /t/, write <tt>. Watch the teacher write.
“For /t/ we write two letters.”
Letter Formation

l e le
To join <le>, go smoothly from the end of <l> and up and
l e le
across to where <e> curves back.
Dictation

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/l/ Follow sound dictation routine. Write letters.
l e le
little beetle Follow word dictation routine. Write words.
l i tt le b ee t le
A little beetle went under a log. Follow sentence dictation routine. Write sentence.
“Begin with a capital letter ...

A l i tt le b ee t le went u n d er a
Finish with a full stop.”
log.
Finish with the song children have learned about the sound /l/, while the teacher points at <le> in ‘little’.
After the lesson:
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Week 27 Day 5
Revision

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have been taught.
finishing with <l>.
little beetle marble juggle Follow word reading routine. Read words.
uncle apple Follow routine to identify sounds for spelling. Repeat the words and say the sounds.
My uncle can juggle four balls at the Point at words for children to read. Read sentence.
same time. He can juggle apples and
marbles too.
to do of was want all are “Read these words without saying the sounds.” Try to read without saying the sounds.
any many you your come Point at words. If children do not remember, help with
some said here there two the tricky parts. Point and say, “This is – .” (sound) If necessary, say the sounds and blend.
eight one four
Modelled Creative Writing
Topic or story Introduce a topic or story. Ask open-ended questions. Speak in response to questions.

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Spoken sentence Compose a sentence, based on one child’s response. Repeat the sentence.
Sentence Write the sentence on the board, while talking through the Repeat each word and identify the sounds.
writing progress.
Written sentence “Let’s read our sentence.” Read whole sentence.
Copy sentence and draw a picture to illustrate it.
After the lesson:
 Children who have the necessary skills continue writing about the topic independently, without interrupting the teacher.
At this stage, children’s writing should be phonologically correct, so that an adult can read it, but the spelling may not be correct.
 Children who do not have the necessary skills take part in an extra phonics lesson with the teacher, to practise the skills they lack.
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WK 27 Lessons

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WK 27 Lessons

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1

Daily Lesson Plans

Day 1: <c> as /s/

Day 2: <g> as /j/

Day 3: <ea> as /e/

Day 4: <le> as /l/ four

Day 5: Modelled Creative Writing

Week 27 Day 1 <c> as /s/

Lessons and Progression Week 27 © Elizabeth Nonweiler www.teachtoread.com

splice spruce induce

Begin with music or a song to indicate time for phonics.

Content Teacher Children

Letter-sound correspondences that Show letters. Say sounds.

have been taught.

As many as possible in one minute.

Sentence from last modelled writing Point at words. Read sentence.

to some “Read these words without saying the sounds.”

Point at words. Try to read without saying the sounds.

to: Point at <o>. “This is /oo/ .” /t/../oo/ ... to

some: Point at <o>. “This is /u/ .” /s/../u/../m/ ... some

(depending on regional accent) or /s/../o/../m/ ... some

Lessons and Progression Week 27 © Elizabeth Nonweiler www.teachtoread.com

Content Teacher Children

c “Today we are going to learn a new way to spell /s/.

Content Teacher Children

Nancy Follow reading routine to read words. /s/../i/../n/../a/ ... cinna

place: Point at <a> and <e> together with two fingers.

mace: Point at <a> and <e> together with two fingers.

Long words: Reveal one part at a time to sound and blend.

Then blend all parts to read whole word.

found mace and cinnamon.

Lessons and Progression Week 27 © Elizabeth Nonweiler www.teachtoread.com

Identifying Sounds for Spelling

Content Teacher Children

nice: nice ... /n/../ie/../s/

2) When children say /ie/, write <i>.

“I shall add <e>,” (letter name), “later.”

3) When children say /s/, write <c>. pencil ... pen-cil

“Now I shall add <e>.” Write <e>. pen ... /p/../e/../n/

pencil: Pronounce <i> in pencil as /i/, cil ... /s/../i/../l/

to help children with the spelling. Watch the teacher write.

Content Teacher Children

Follow letter formation routine.

Lessons and Progression Week 27 © Elizabeth Nonweiler www.teachtoread.com

Content Teacher Children

nice pencil Follow word dictation routine.

After the lesson:

1) Introduce activities to practise reading and writing skills.

3) Teacher and children review independent work.

Week 27 Day 2 <g> as /j/

Lessons and Progression Week 27 © Elizabeth Nonweiler www.teachtoread.com

Begin with music or a song to indicate time for phonics.

Content Teacher Children

Letter-sound correspondences that have Show letters. Say sounds.

As many as possible in one minute, finishing

with <c>. For <c>, say /k/ or /s/

mace: mace ... /m/../ae/../s/

2) When they say /ae/, write <a>.

“I shall add <e>,” (letter name), “later.” spice ... /s/../p/../ie/../s/

“Now I shall add <e>.” Write <e>.

1) When children say /s/, write <s>.

2) When they say /p/, write <p>

3) When they say /ie/, write <i>.