Phase 1 Activities to do at home
Aspect 1: Environmental sounds
Listening walk: Children put their ears and stop at different places discussing what they can hear.
Socks and shakers: Partially fill either opaque plastic bottles or the toes of socks with noisy materials (e.g. rice, peas, pebbles, marbles, shells, coins). Ask the children to shake the bottles or socks and identify what is inside from the sound the items make. From the feel and the sound of the noisy materials encourage the children to talk about them.
Drum outdoors: with small sticks of dowel– can they make different sounds– tapping, stroking, banging, scratching etc
Aspect 2: Instrumental sounds
Matching sound makers: Show children some musical instruments (2 of each) and place one set in a feely bag. Adult selects one instrument from the bag, makes the sound and matches it to the other instrument not in the bag. Repeat.
New words to old songs: Take a song or rhyme the children know well and invent new words to suit the purpose and the children’s interests. Use percussion instruments to accompany the new lyrics.
Aspect 3: Body percussion
Action songs: Singing songs and action rhymes is a vital part of Phase One activities and should be an everyday event. Children need to develop a wide repertoire of songs and rhymes. Be sure to include multi-sensory experiences such as action songs in which the children have to add claps, knee pats and foot stamps or move in a particular way. Add body percussion sounds to nursery rhymes, performing the sounds in time to the beat. Change the body sound with each musical phrase or sentence. Encourage the children to be attentive and to know when to add sounds, when to move, and when to be still.
Roly poly: Ro..ly Po..ly ever so slowly, Ro..ly poly faster, faster, faster Ask the children to think of different sounds and movements- stamp your feet ever so slowly clap your hand ever so fast.
Aspect 4: Rhythm and rhymeRhyming pairs: In a pairs game, use pictures of objects with names that rhyme. The children take it in turns to turn two cards over and keep them if the pictures are a rhyming pair. If they are not a rhyming pair, the cards are turned face down again and the other person has a turn. Start with a small core set of words that can then be extended. The children need to be
familiar with the rhyming word families before they can use the in a game – spend time looking at the pictures and talking about the pairs.
Rhyming soup: Using a bowl and spoon say the rhyming soup song and introduce objects/picture cards that rhyme. Place objects/pictures in the bowl, stir the soup and sing the rhyme.
Aspect 5: Alliteration
I spy names: Sit in a circle and play ‘I spy names’. “I spy someone’s name beginning with ‘s’. Who can it be” The child with the name beginning with ‘s’ stands up and all the children say his name.
Mirror play: Show the children how to hold a mirror sensibly and explain that we are going to look at our mouths when we make sounds. Model saying initial sounds and use Jolly Phonics DVD if necessary.
Aspect 6: Voice sounds
Trumpets: Make amplifiers (trumpet shapes) from simple cones of paper or lightweight card and experiment by making different noises through the cones. Model sounds for the children: the up and down wail of a siren, the honk of a fog horn, a peep, peep, peep of a bird. Contrast loud and soft sounds.
Animal noises: Encourage the children to identify animals in books and to dramatise animal movements and sounds.
Aspect 7: Oral blending and segmenting
Clapping sounds: Think of the words that use the sounds s,a,t,p,i,n and sound them out. Sat Tap Pin Sin Tin Pit Clap each phoneme for the word and then blend them to make the word.
Cross the river: give each child an object– they can cross the river if the hear the sound at the beginning of their word
(this will sing through all the songs on the computer)
www.cbeebies.co.uk (Alpha blocks -uses phonics)
Good things to buy:
The jolly phonics CD
Jolly phonics books
White boards and dry wipe pens
Magnetic letters for the fridge