Phonics and Word Building

Overview

In this lesson, students practise spelling and reading short words using phonics, focusing on the /f/ sound and the idea that it is usually spelt with f in short everyday words (not ph). Students will segment sounds, blend to read, and write words accurately.

Learning intentions

• Students will recognise the /f/ sound in spoken words.
• Students will identify that short everyday /f/ words are usually spelt f (not ph).
• Students will read and spell simple words by using phonics (segmenting and blending).
• Students will apply this learning to spell several target words correctly.

Success criteria

• I can hear the /f/ sound and point to it in a word.
• I can read target words (e.g. fat, fill, fun) by blending sounds.
• I can spell target words using the correct letter f.
• I can sort words into f (correct for short everyday words) and ph (not used in these words).

Curriculum links

• English Appendix 1: Spelling – work for year 1 (dolphin/elephant list of common words): apply phonics to write familiar words.
• The /f/ sound is not usually spelt as ph in short everyday words (fat, fill, fun).
• Key stage 1 – year 1 / Reading – word reading: apply phonic knowledge as the route to decode words.

Lesson structure (60 minutes)

1. 0–5 min · Settling + sound warm-up. Teacher says 3 words clearly (e.g. fat, fun, fill) and models “I hear /f/ at the start.” Students repeat and show a “/f/” sign (hand cue) when they hear /f/.

2. 5–12 min · Teach: /f/ and spelling rule. Teacher writes f on the board, then shows three word cards: fat, fill, fun and underlines the letter f; teacher states: in short everyday words the /f/ sound is usually spelt f, not ph. Students echo-read each word chorally and repeat the rule phrase “f, not ph.”

3. 12–20 min · Blending practice (read). Teacher demonstrates blending with sound boxes:

• f-a-t → fat
• f-i-l-l → fill
• f-u-n → fun Students work in pairs: one points to boxes as the other blends out loud, then they swap roles.

4. 20–30 min · Guided segmenting and writing (spell). Teacher models writing one word at a time on the board: sound → letter(s). For example: “/f/ /a/ /t/ … f-a-t = fat.” Students use mini whiteboards to write the three words; teacher circulates for correct letter formation and checks that f is used.

5. 30–38 min · Quick sort: f vs ph (concept check). Teacher shows a mixed set of word cards: fat, fun, fill, phone, fish (include at least two “ph” examples such as phone/ph, but keep them clearly separate from the taught short everyday set). Teacher explains the sort task: “For these short everyday words, pick f.” Students place cards into two columns on their desks: f (short everyday) and ph (not this pattern). Teacher prompts: “Does this word look like the ones we practised—fat, fill, fun?”

6. 38–48 min · Sentence frames (apply phonics in context). Teacher writes simple sentence starters with picture supports:

• “I see a ___.”
• “It is ___.” Students choose from target words and write one sentence using a word correctly spelled. Teacher provides word bank strips: fat, fill, fun with accompanying pictures.

7. 48–55 min · Dictation: teacher says, students write. Teacher delivers 4 short items at a steady pace: “fat… fun… fill… fat” and students write on paper/boards. Teacher repeats the whole set once more, then checks quickly: “Look at your f’s—are they f not ph?” Students correct one word if needed.

8. 55–60 min · Exit ticket (5-minute check). Students complete a one-page exit:

• Circle f words from a small list (e.g. fat, phat, fun, phun, fill).
• Write one of the target words from a prompt picture. Teacher collects for quick review.

Resources

• Word cards: fat, fill, fun (large print)
• Additional mixed cards for sorting (include at least 1–2 ph examples)
• Board/chart with the rule: “short /f/ words = f, not ph”
• Sound boxes templates (for teacher model and student use)
• Mini whiteboards, markers, and wipes
• Picture cards/prompt pictures for sentence frames
• Sentence frame strips: “I see a ___.” “It is ___.”
• Dictation list for teacher (prepared)
• Exit ticket sheet for each student

Assessment

• Formative checks during blending: listen for correct decoding of fat, fill, fun.
• Formative checks during writing: monitor that students spell the /f/ sound with f (not ph) in these target short words.
• Exit ticket: sorting accuracy and correct spelling of at least one target word.

Differentiation

• ESOL support:
• Use gesture and consistent phrasing: “short everyday words use f.”
• Provide a colour highlight on f in each model word card.
• Offer sentence starters with a word bank and pictures.
• Support for SEN/early writers:
• Allow tracing of the first letter f before independent writing for dictation (then students finish the word).
• Use thicker markers and larger writing line spacing.
• Extension:
• After sorting, ask: “Can you make another word that starts with /f/?” (accept invented words as long as the sound-letter link is shown, e.g. fin, fun).
• EAL pronunciation support:
• Teacher models mouth shape and clarity; students repeat in echo choral response before partner work.