Scope and sequence (crash course)
Beginners Age 2 to 4
| Steps/ Weeks | Steps | Identifying sounds in the environment
Story, action, song, vocabulary |
Sounding
Is there —-sounds in ……? Where is the sound? Beginning middle ending |
| 1
Wk (1-15) One letter sound/week |
First 18 single letter sounds s a t i p n, ck, e h r m d, g o u l f b |
Children are able listen to the sounds in the environment and relate vocabulary with the sounds.
Example: /t/ sound for tin, /l/ for lollipop Use objects that are easily accessible along with the animal names. |
Children are able to relate sounds with letters and know if the sound is there or not. They also touch their arms to tell the position of the sound. It comes later with lots of modeling and practice. Examples: sun, ant, tail, ink, pen, cat, kitten, clock hen, rat, mug, dog, gun, orange, up, lemon, bell, fan |
| 2
Wk 16 |
Short vowels
a e i o u |
Only short vowel sounds are focused through games, snack activities, rhymes and stories | Children are able to differentiate between all short vowel sounds, do hand actions or act/show tell for sounds. Examples: at, edge, in, on, under |
| 3
Wk 17,18,19 |
ai, j, oa, ee, or, z, w, ng, v, oo,00 | Children are able to identify sounds and relate them with two letter sounds. | Picture flash cards and vocabulary baskets are used at this level to reinforce knowledge of sounds.
Examples: jam, zip, win, hanger, van, book, moon |
| 4
Wk 20 |
Long vowels
ai, ee, ie, oa, ue |
Children are introduced to the long vowels sounds and they are able to differentiate between both long and short vowels. | Vowel hand, vowel song, actions and games are used to reinforce these sounds. Teachers can use bumper book for this purpose. rain, tree, tie, goat, glue |
| 5
Wk 21 |
y, x, ch, sh, th, th, qu, ou, oi | Children are able to understand the concept of consonant digraphs and remaining sounds. | Children are able to identify sounds and their position. Beginning, middle or end.
Examples: yellow, yo-yo, box, quilt, cloud, oil |
| 6
Wk 22 |
r-controlled vowels
er, ar, or |
In the beginning, teachers can model the pronunciation of /r/ with the vowels. It can be rhotic or non-rhotic. | Children are able to listen to the sounds in different positions and differentiate between them.
Examples: sister, arm, fork, horn |
| 7
Wk 23,24 |
Digraphs
sh, ch, th, (ph, wh can be added too) |
Children are able to understand that in digraphs two letters join hands to make one sound.
Example: chips, fish, thick, elephant |
Digraph train, digraph wheel and board games can be used to reinforce digraphs. |
| Note: At this level, letter formation through pencil is not required as it comes later when fine motor skills are developed. However, there can be finger tracings, wet writings and other activities to identify letter shapes. Step 1 and 2 are compulsory at this level and teachers can decide if they want to continue with other letter sounds or just reinforce first 18 single sounds from Jolly Phonics groups (1-3). Research has proved that children are capable of producing sounds from an early age and an introduction of all English sounds is helpful for reading readiness in school years.
Children love stories, games, snack activities and animals around them. Teaching through real objects and a nature walk where children are able to see animals or their babies can be very helpful for the reinforcement of sounds. |
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Materials: Whiteboard software, Jolly English, resource cd, Fun Phonics, My first letter sounds, Fun Phonics Readers
