Phonics Medium Term Plan Term: Autumn Term (a) Year: Reception

Sounds to Opportunities to
Week introduce Objectives Suggested Activities introduce HFW
Develop Discriminate between sounds and begin making • Labels for pictures, drawer, displays. I, am
awareness of links with letters. • Write own name on work. Flash Cards to be
1 sounds and
letters in own
•
•
Self Registration
Letter fans- find letter name begins
displayed in writing
area.
name. with

s, a, t, p Phonological awareness of individual speech • Sort objects with same initial sound The, and
sounds using Jolly Phonics picture card, songs • Circle map of objects
2 and story as reference.
Ensure correct pronunciation.
•
•
Sound Hunt
Sound hop – hop when heard in word
Begin to make links with letters and sounds. (o)

i, n, c/k,e Phonological awareness of individual speech • Make sound when heard in word (i) in
sounds using Jolly Phonics picture card, songs • Fish for sounds/objects Flash Cards to be
3 and story as reference.
Ensure correct pronunciation.
•
•
Sound bingo
Pass the sound around the circle
displayed in writing
area.
Begin to make links with letters and sounds.

h,r,m,d Phonological awareness of individual speech • What’s in the box? Mum, dad, have, like
sounds using Jolly Phonics picture card, songs • Sound bag- identify if it begins with Flash Cards to be
and story as reference. chosen sound. displayed in writing
4 Ensure correct pronunciation. • My favourite food – say mmm area.
Begin to make links with letters and sounds. • Noisy sounds

g,o,u,l Phonological awareness of individual speech • Sound clap – clap when heard in words up, on, us, got
sounds using Jolly Phonics picture card, songs (inc HFW) Flash Cards to be
and story as reference. • Dig for object in sand and sort into displayed in writing
5 Ensure correct pronunciation. sounds area.
Begin to make links with letters and sounds. • Pass the pebble saying a sound with
same initial sound
f,b,j,w Phonological awareness of individual speech • Sound bumps sit down when word said For, from, but, by,
sounds using Jolly Phonics picture card, songs begins with chosen sound when, where
6 and story as reference.
Ensure correct pronunciation.
• Sound hunt with camera
• Peg up pictures to match the sound
Flash Cards to be
displayed in writing
Begin to make links with letters and sounds. • Send home set 1 (JP handbook) area.
 Phonics Medium Term Plan Term: Autumn Term (b) Year: Reception
Sounds to Opportunities to
Week introduce Objectives Suggested Activities introduce HFW
Recap sounds so Discriminate sounds within words • Use sound tiles (on IWB) to recap A, at, an, as, sat, sit,
far. Intro Begin to match letters to sounds sounds daily with action. the, so, if, in, is ,it
1 grapheme for Set
1: S, a, t , I, p, n
Make sound to letter correspondence in Set 1
Build and segment CVC words
• Send home picture cards and words
• Bingo, magnetic letters, fish for letters

Recap sounds in Discriminate sounds within words • Use sound tiles to recap sounds daily Can, came, come,
Set 2 and intro Begin to make spelling matches with action. her, has , he, had,
2 grapheme
Ck, e, h, r, m, d
Make sound to letter correspondence in Set 2
Build and segment CVC words
• Send home set 2 (JP handbook)
• Fish for sounds/objects, Sound bingo,
my, mum, dad,
Kipper
Pass the sound

Grapheme Set 3 Make sound to letter correspondence in Set 3 • Use sound tiles to recap sounds daily But, back, little like,
G, o, u, l, f, b Build and segment CVC words with action. look, down, do, go,
• Clap the sounds- cvc words got, on, out, up,
3 • Sound buttons – count the sounds in
cvc words.
from

• Send home set 3 (JP handbook)

Grapheme Set 4 Make sound to letter correspondence in Set 4 • Use sound tiles to recap sounds daily Just, like, time,
Ai, j, oa, ie, ee, or Make letter/sound correspondence to read and with action. again, been, or, for,
write words. • Whiteboards write sounds called
4 Build and segment CVC words • Post-its write the sound given
• Send home set 4 (JP handbook)

Sound and Make sound to letter correspondence in Set 5 • Use sound tiles to recap sounds daily Zoo, we, went, was,
Grapheme Set 5 Blending practise for reading ‘joining’ sounds with action. were, look, too, very
Z, w, ng, v, oo/oo verbally • Robot talk/action game – cvc words
5 Segmenting practise for writing and • Cut outs from books highlight words
discriminating each sound in sequence. with given sound.

Vowel names and Begin to be aware of vowels and consonants • Sort vowels and consonants- magnetic Again, road, see,
digraphs. Introduce that some sounds have 2 letters letters, fish blue
a-ai, e-ee, i-ie, o- Identify vowel digraphs in words • Matching games letter to digraph
6 oa, u-ue • Flash card games- call out sound
• Hunt for vowels in words use
highlighters
 Phonics Medium Term Plan Term: Spring Term (a) Year: Reception
Sounds to Opportunities to
Week introduce Objectives Suggested Activities introduce HFW
ee/or, z, ng, v, Phonological awareness of individual speech • Matching games words and pictures- Look, book
oo/OO sounds using Jolly Phonics picture card, songs JP resources
1 and story as reference.
Ensure correct pronunciation.
• Watch espresso video clips for each
sounds.
Make links with letters and sounds. • JP sheet complete the ‘or’ words
y, x, ch, sh, th/th Phonological awareness of individual speech • Matching words and pictures- JP This, that, there,
sounds using Jolly Phonics picture card, songs resources then, them, with,
2 and story as reference.
Ensure correct pronunciation.
• Watch espresso video clips for each
sounds.
children,

Make links with letters and sounds.

qu, ou, oi, ue Phonological awareness of individual speech • Matching words and pictures- JP House, about, our,
sounds using Jolly Phonics picture card, songs resources out
and story as reference. • Watch espresso video clips for each
3 Ensure correct pronunciation. sounds.
Make links with letters and sounds.

er,ar Phonological awareness of individual speech
sounds using Jolly Phonics picture card, songs
and story as reference.
4 Ensure correct pronunciation.
Make links with letters and sounds.
• Tree map of er, ar words children to Are, her, were,
write some words of their own hearing
the sounds with support.

Recap all 42 Reinforce and consolidate existing knowledge of • Use sound tiles, JP songs and
sounds. phonological awareness. flashcards to recap sounds learnt.
5

Phonics Assess progress made to date in order to plan LA: a-z sounds
Assessments way forward and next steps. MA: a-z and ch, sh, th
HA: All sounds
6
 Phonics Medium Term Plan Term: Spring Term (b) Year: Reception

Sounds to
Week Objectives Suggested Activities Suggested Words
introduce
Long a Understand there are sometimes spelling • See JP handbook for different ways of Rain, waist, drain
ai, a-e, ay alternatives. writing vowel sounds and introduce Date, plate, flame
1 Learn some spelling rules during shared writing. Day, stay, play

Long e Begin to learn spelling alternatives in writing
ee, ea and recognise which to sound in reading
Use knowledge to be able to independently
2 read and write more extensive sentences and
short pieces of writing.
Long I Begin to learn spelling alternatives in writing
ie, i-e, igh, y and recognise which to sound in reading
Use knowledge to be able to independently
read and write more extensive sentences and
3 short pieces of writing.
• Shared writing activities e.g. think of Seed, bleed, street
how we could use each word in a Seat, cream, read
sentence and model. Children to help
sound out given words.
• HA – to write word on whiteboards
• MA- think of other words where they
can hear the sound.
• Shared writing activities e.g. think of Pie, tie, die
how we could use each word in a Pipe, line, shine
sentence and model. Children to help Night, fright, bright
sound out given words. My, fly, cry
• HA – to write word on whiteboards
• MA- think of other words where they
can hear the sound.

Long o Begin to learn spelling alternatives in writing
oa, o-e, ow and recognise which to sound in reading
Use knowledge to be able to independently
read and write more extensive sentences and
4 short pieces of writing.
• Shared writing activities e.g. think of Boat, goat, float
how we could use each word in a Bone, close, smoke
sentence and model. Children to help Snow, slow, pillow
sound out given words.
• HA – to write word on whiteboards
• MA- think of other words where they
can hear the sound.

Long u Begin to learn spelling alternatives in writing
ue, u-e, ew and recognise which to sound in reading
Use knowledge to be able to independently
read and write more extensive sentences and
5 short pieces of writing.
• Shared writing activities e.g. think of Tuesday, due, cue
how we could use each word in a Cube, tube, duke
sentence and model. Children to help Few, stew, new
sound out given words.
• HA – to write word on whiteboards
• MA- think of other words where they
can hear the sound.
 Phonics Medium Term Plan Term: Summer Term Year: Reception
Sounds to reinforce
(Info from Spring Term Objectives Suggested Activities Suggested Words
Assessment)
Higher Ability Continue to revise and explore further spelling • Use jolly phonics resources to Book, foot, shook
alternatives reinforce sounds learnt (see The Put, push, pudding
Practise more complex blending and Phonics Handbook by sue Lloyd)
segmenting for more developed reading and Moon, fool, shoot
writing skills • Continue to introduce spelling Glue, blue, true
Spelling alternatives for consonant sounds alternatives depending on ability. Blew, flew, brew
Learning spellings and reading more complex e.g. short oo/u, long oo/ue/ew/u-e, June, rude
texts independently er/ir/ur, or/au/aw/al, oi/oy, ou/ow
Assess pupils understanding through applying Supper, sister, blister
knowledge and through formal assessment. • Plug the gaps from Spring Assessment Bird, shirt, third
reinforcing specific areas through Turn, burn, purse
differentiated activities.
Fork, port, storm
Middle Ability • End of year assessments all sounds August, pause, fraud
Claw, saw, shawl
Talk, walk, chalk

Oil, coin, spoil

Boy, toy, enjoy

Loud, mouse, cloud

Cow, clown, brown