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Phonics Program Planning Guide

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Phonics Program Planning Guide

Plan a 10-week Year 2 phonics support program. Each week includes a sound focus, a short teaching sequence and a check for learning. Adapt the pace and provide movement breaks or visual prompts when useful. Use the review questions to choose next steps.

Program overview

Suggested sessions: 30–45 minutes, four or five times each week, in a small group. Begin with a quick oral warm-up, teach one focus explicitly, practise reading and spelling, then finish with a brief check. The sequence moves from simple vowel patterns to more complex words and connected reading.

10-week teaching sequence

Use the words and activities below as a flexible planning sequence. Ask learners to say sounds, blend to read, and segment to spell. Revisit earlier patterns during warm-ups.

Week 1 — Short vowels Practise a, e, i, o, u in cat, bed, sit, hop, bug. Sort words by vowel, then build and read CVC words.

Week 2 — Consonant digraphs Focus on sh, ch, th, wh: ship, chat, thin, when, fish. Point to the two letters that work together for one sound.

Week 3 — Initial blends Blend both consonant sounds in bl, cl, fl, sl, br, cr, fr: clap, flag, slip, crab, frog. Sort words by their first blend.

Week 4 — Final clusters and double consonants Read hand, tent, best, hill, off, miss. Notice nd, nt, st and the ff, ll, ss endings after a short vowel.

Week 5 — Silent e Compare cap/cape, kit/kite, hop/hope and cub/cube. Read both words and explain how the final e changes the vowel sound.

Week 6 — R-controlled vowels Read car, her, bird, corn, burn. Sort by ar, er, ir, or, ur; notice that er, ir and ur can represent the same vowel sound.

Week 7 — Vowel teams Practise ai, ay, ee, ea, oa, ow: rain, play, feet, beach, boat, snow. Underline the vowel team in each word.

Week 8 — Other vowel patterns Read coin, boy, cloud, cow, moon, book and snow. Compare ow in cow and snow, and oo in moon and book.

Week 9 — Multisyllabic words Clap and mark syllables in sunlight, rabbit, napkin, fantastic and understand. Read each part, then blend the parts together.

Week 10 — Review and apply Mix the patterns from Weeks 1–9 in word reading, spelling and a short passage. Note which patterns are secure and which need more practice.

Plan, practise and reflect

Keep short notes after a session: what learners read successfully, which spellings caused difficulty, and what to revisit. Celebrate effort and improvement.

1.A learner reads “ship” as “sip”. Which phonics focus from the sequence would you teach again, and what sound does sh represent?

2.Choose the word with a short a sound: cape, cap, kite.

cape
cap
kite

3.True or false: In the word “frog”, the letters fr represent two consonant sounds blended together.

TrueFalse

4.Fill in the missing vowel team: The boat sailed in the r__n.

5.Sort each word into its spelling pattern: car, bird, corn, burn. Write one word for ar, ir, or and ur.

6.How many syllables are in “fantastic”? Write the word with a slash between its syllable parts.

7.Choose the word in which ow represents the same vowel sound as in “cow”: snow, brown, boat.

snow
brown
boat

8.Complete the word with the correct ending: “The hi__ is steep.” Which spelling finishes the word: l or ll?

9.Write one simple practice activity for helping a learner hear and spell the short vowel in CVC words. Include one example word.

10.After a review, a learner reads silent-e words accurately but confuses ai and ay. Which focus should come next, and give one example word for each spelling.