Daily Lesson Plan:

Every day: Warm-up:

1. Recite the vowel sounds. This provides a safe start to the lesson as the child knows that s/he can do this easily.
2. Read the words on the ‘a’ family word list daily and add in the ‘o’ family words learned: on, top, dog, box, frog and odd word
‘of’. Please note all /o/ words are in this pack to economise printing. Please only use the words listed above for this week.

Tuesday to Thursday:
Space the activities in this pack over the days Tuesday to Thursday. Choose those suitable for your child but try to get a range of
different activities each day; reading, writing and consonant blend work. If there is an activity your child enjoys, the feel free to
repeat it.

Friday
Do this dictation.
The dog is on the box. The fat cat ran at the dog.

General teaching tips.

We now have a two-fold task: to build familiarity with the ‘o’ family words, while constantly revising the ‘a’ family words. The best
way to do this is to work with the words from both families as often as possible; reading and writing them as much as possible in
sentences and as words.

Lesson For the child to know these five words so well that s/he does not need to sound them out (although the child should never be
Aims: told off if s/he needs to do so). When the words are very well known this requirement will naturally drop away but until then
it is the child’s security.
You need 5 counters. Place 1 counter on each circle as a reward. Up to 5 counters can be rewarded in a lesson. Reward for cooperation and
effort during each activity. Start with a counter if the child says the vowels - whether correctly or not. Reward another for being willing to
read the words on the list - whether correct/or not/need to sound out/or not. Reward for willingness to persevere when the going gets tough.
Give a chance before not rewarding. Do not make it a punishment to not get a counter, just refuse to give one. Do not reward for sulking/
arguing. Do not take counters away - just do not give them.
Try to be generous and encourage the child to do the right thing as much as possible. Praise genuine effort and success. Tell the child what
he has done well. Extra counters can be rewarded for above ordinary success/effort. Aim to give 5 every lesson if at all possible. Train the
child to appreciate the sense of having achieved and cooperated. Understand that this is hard work and painful for him – the incentive just
helps to ease the way and one day hopefully you can drop it.
 on top box
dog frog of
fox got hot
not stop lost
 Key skills: letter formation

Finger trace the letter.

Write the letter.
Say /o/.

o o o o o o

O O O O O O
Draw yourself under the tree. Place a counter over each apple. Pick the apples by lifting the counter and
reading the word on the apple. Practice until you can read them all easily.

top
on dog

frog box
 Key skills: blending tracking word recognition

Practice reading the words across the lines. Start slowly and try and increase in speed each day.
Accuracy is the most important thing- so go at a speed that allows you to be accurate.

1 on box dog cat van

2 top sad fat glad frog

3 van top dog fat man

4 box on has fat frog

Trace the letters ‘/f/and /r/ saying their sounds as you do so. Say each word. Can you hear the sounds /f/r/? If you can, write /f/r/
under the picture. Write the whole word under the word ‘frog’.
We have: fruit, frog, frame, fry, frown, friends, Friday, fridge/freezer.
Trace the letters /fr/ and /gl/ saying their sounds as you do so. Say each word. Can you hear /fr/ or /fl/? Write the sounds you hear
under each picture.
We have: fruit, frog, fly, frog, flag, fry, flash, flats, fridge.
Key skills: blending tracking word recognition comprehension

Spread the /a/ and /o/ family word cards (only those being studied this week) on the table.
Read a sentence a word at a time, giving time for the child to find each word and lay it in position to make a row.
Then ask the child to read the completed sentence, pointing to each word as it is said.
After dictating some sentences to the child, allow the child to use the cards to make sentences of his/her own and read
them back.
Keep to the same words. Start with short sentences and build up to longer ones. Do not overdo this - you can always do
some more another day. Here are some suggestions:

The cat is on top of the van.

The dog is on the van.
The dog is on top of the box.
The man has a dog.
The cat ran at the dog.
The frog is on the box.
The dog ran at the cat.
The cat ran at the frog.
The dog is sad.
The dog ran at the fat cat.
The man has a sad dog.

Key skills: tracking making sentences comprehension

 Key skills: blending phonemic awareness auditory processing
1. Have ready the magnetic letters ‘a’ and ‘o’.
2. Ask the child to place one of the letters in a box to make a word.
3. Ask the child to sound out the word. Is it a real word, or a made up word? Repeat for all four words.
4. Are there any words for which we can make a real word with both /a/ and /o/?
 Key skills: blending phonemic awareness auditory processing
1. Read.
2. Write under the appropriate pictures.

on top of
 Key skills: blending phonemic awareness auditory processing
1. Cut out the strip of letters below.
2. In turn, place each letter in the box and sound out the word you have made.
3. If it is a real word, write it on a line. Read your words when you have 6 words. Can you hear that they end in the same way?
We say that these words rhyme!

b t d n f j c l
 Key skills: blending phonemic awareness auditory processing
1. Cut out the strip of letters below.
2. In turn, place each letter in the box and sound out the word you have made.
3. If it is a real word, write it on a line. Read your words when you have 6 words. Can you hear that they end in the same way?
We say that these words rhyme!

h w l m p j t z
 Key skills: blending phonemic awareness auditory processing
1. Cut out the strip of letters below.
2. In turn, place each letter in the box and sound out the word you have made.
3. If it is a real word, write it on a line. Read your words when you have 6 words. Can you hear that they end in the same way?
We say that these words rhyme!

c m g h l n p z
 Key skills: blending tracking word recognition

Read the sentence.

The dog is on the box.

Answer the question by using the same words in a different order. Draw a picture.

Is the dog on the box?

.
box dox

dag dog
 Key skills: blending tracking word recognition

Read the sentence.

The bad cat is on top of the van.

Answer the question by using the same words in a different order. Arrange the word cards first if that helps.

Is the cat on top of the van?

mon man cat cot von van

Name ____________________________________

on dog box top frog

Handwriting: Cut off a strip/fold under. Read the sentences. Copy underneath in your best handwriting.

Sam has a dog. The dog is on the box.

The fat cat is on the van. The man is sad.

The dog is on top of the box.

1. A game for two players. You will need a die and twos counters.
2. Position both counters on the word START. Roll the die and the player with the highest number starts.
3. Each player, in turn, moves the number of places shown on the die. If the player lands on a word, the word must be read. If
the player lands on a FROG, s/he can move on to the next space (and read the word).
Be the first to reach the end! Was it you? If not, play until it is!

START dog box on

frog top on top

dog on box dog

STOP top on frog