a Phonic Worksheets

for Special Needs (Set 2)

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. Include the new words: fat, can, van, ran, bad.
Tuesday to Thursday:
Space the activities in this pack over the days Tuesday to Thursday.
Friday
Do this dictation.
The man has a van. The man is glad.

General teaching tips.

Learn to understand that we do not need to talk of ‘right’ and ‘wrong’ when helping a child to learn to read and write, but rather
to turn whatever response a child makes to an activity into a learning exercise.
E.g., If the child misreads a word, then rather than saying ‘That’s not right - try again’, we can say ‘Have another look at the
sounds in that word. Say them carefully and listen. What word can you hear?’. This keeps the tone of the lesson positive and
reduces the frustration for the child.
Or if the child misses out the /l/ in ‘glad’ when asked to write the word, rather than saying, ‘No - that is not right,’, turn it
around and ask the child to read back what s/he has written. Does it make the word ‘glad’? If not, what is missing? To begin
with, many children will read back their ‘gad’ as ‘glad’ as they will say /gl/ for /g/. In this case, model to the child how to say
each sound and that /g/a/d/ says ‘gad’ not ‘glad’. Do daily work on /g/l/. Have the child write the letters that make /g/l/
before you start work each day. Will do more consonant blends work in the next lesson.

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.
fat can van
ran bad
Start on the arrow and run around the track as fast as you can by
reading the words.
Read them every day and try and go a little faster each day.

can man
sad ran
fat bad
van has
cat glad
 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 cat man fat can van

2 ran sad has glad bad

3 can glad man cat has

4 van ran sad fat bad

Trace the letters ‘/g/and /l/ saying their sounds as you do so. Say each word. Can you hear the sounds /g/l/? If you can, write /g/l/
under the picture. Write the whole word under the word ‘glad’.
We have: gloves, glad, guitar, globe, grapes, glue, glasses, glum.
 Key skills: blending tracking word recognition comprehension
The man has a fat cat.
The man has a van.
The fat cat ran.
Use the first set of word with the second set in this pack. Cut off the grid at the bottom of the
page and give it to the child. Spread the /a/ family word cards on the table. Read a sentence The cat is bad.
from the box, right, a word at a time, giving time for the child to find each word and lay it in
The fat cat is bad.
position. Then ask the child to read the completed sentence, pointing to each word as it is
said. Ask the child to tell something else about each sentence verbally. For example: The cat The man has a can.
is sad. He has no fish. The man is glad. He has caught a fish. Etc… Only do 2 a session.
The man has a bad cat.
 Key skills: blending phonemic awareness auditory processing
Change a letter and make a new word. Cut out the letters below. Place them in the empty space. Read the word you have made.
Alternative: place magnetic letters over the letters below and use them to place in the empty space each time.
Extension (another rday) : Once the child is happily changing the letter and reading the new word, help the child to arrange magnetic
letters in the order of the alphabet. Remove the vowels. Take each letter in turn and place it in the space. Can you make a real word, or
not? Write the real words down on a whiteboard/paper for your child to see. Talk about how they all end in the same way - with /an/.
Aim: to help children to sort words by their ending; visually by comparing letters, or by sound - having the same ending
sound at/, /ad/ or /an/ .
Cut out the words on the next page. First sort the words into piles of ‘at’ words, ‘ad’ words and ‘an’ words and read them. You can
write these sounds in squares on a white board and ask the child to place each word on the right square.
THEN:
1. Find a partner.
2. Deal the cards so that each player has 10 cards. Each played should put his/her cards in a pile, face down on the table.
Take it in turns to take a card and place it face up on the table. Players should look for words with the same ending (either /
at/, /ad/ or /an/ and shout SNAP if they see two words ending in the same way.
3. Should a snap be found, the person seeing the SNAP takes both cards and puts them to one side, out of the game.
4. When one player has no cards left, the other player should continue to place his/her cards, one at a time, slowly on the pile,
face up so that both players can watch for a SNAP!
5. Play continues until there are no cards left. The winner is the player with the most number of pairs.
6. Did you win? Play again until you do!
TIPS: The adult should initially help the child to see the ending and let the child have the pair, giving less help if it becomes
evident that the child is beginning to see them for him/herself. Do mention the fact that the words rhyme: cat/fat etc…. but do
not be discouraged if some children do not hear it yet. It is not the main purpose of this activity. The game does include one word
not on the list for this lesson, to discourage guessing.
If by the end of one game the child cannot see or hear the similarity between pairs of words with the same ending, then play the
game looking for pairs of matching words instead, or miss it out.

Key skills: blending tracking word recognition

cat fat man ran van
can sad bad glad mat
cat fat man ran van
can sad bad glad mat
 Key skills: blending tracking word recognition

Read the sentence.

Sam has a cat. The cat is fat.

Answer the question by using the same words in a different order. Make the sentence with word cards first if this helps.

Has Sam a cat?

Draw a picture. This will help to connect the words together in the child’s memory.
Then write the word under the picture.
 Key skills: blending tracking word recognition

Read the sentence.

The fat cat is bad. The man is sad.

Answer the question by using the same words in a different order. Make the sentence with word cards first if this helps.

Is the fat cat bad?

Draw a picture of the bad fat cat and the fat man. This will help to connect the words together in the child’s memory.
Then write the word under the picture.
Sam has a cat. The cat is fat.

The man has a van. The man is glad.

The fat cat is bad. The man is sad.

Do your neatest handwriting!

fat can van ran bad

 Down you go!
You will need two counters and a die. Take it in turns to throw the die and move the number of spaces indicated. If you land on a word, read
it. If there is a ladder, go up the ladder and read the new word at the top. If there is a snake, go down the snake and read the new word at the
bottom. Were you the winner? If it is not you - play until it is! You can carry the game over to another day. Who can be the first to reach the
star? Not you - play again until it is!

glad has fat

glad cat man van

van fat can bad

man ran sad has