Rocket Phonics brochure 2025 - Flipbook - Page 28
Teacher materials
Rocket Phonics provides in-depth guidance, downloadable teaching plans, and assessment
support for teachers and support staff at all levels. Everything is clearly structured and designed
to save you planning and preparation time.
Weekly plans
Daily plans
44
Day
Teaching focus
Monday
Introduce /s/ as s
Resources
Blending practice
Tuesday
/s/ as s
Phonemic awareness: sock, snake,
spade, sand, sandcastle, sun, sky, sunhat,
sunglasses, sat
Flashcards 1–6
Flipchart or whiteboard for
modelling
● Mini whiteboards (optional)
● Pupil Practice Booklet, 1 page 3
Phonemic awareness: sun, sit, sand, pans,
pins, sat, snake, sock
Flashcards 1–6
IWB Big Book 1 Episode 1:
Splash-landing!, pages 4–5
Pupil Practice Booklet 1, page 4
Phonemic awareness: ant, apple, alligator,
axe, ants, apples
Flashcards 1–6
● Flipchart or whiteboard for
modelling
● Mini whiteboards (optional)
● Pupil Practice Booklet 1, page 5
Phonemic awareness: ant, sat, tap, pan,
nap, alligator, apple
●
●
Segmenting practice
Wednesday
Introduce /a/ as a
●
●
Blending practice
Thursday
●
/a/ as a
●
Consolidate: s, a
●
Sam sits on a mat.
●
An ant sat on a tap.
Letter s is commonly pronounced as /z/ at
the end of words (e.g. is, as, his, has) and
at the end of many plural words (e.g. bags,
hens, pegs).
Some people pronounce letter a in some
words as if it were /ar/, e.g. path, bath,
class, glass.
●
/s/ as s
Flashcards 1–6
● Flipchart or whiteboard for
modelling
● Mini whiteboards (optional)
● Pupil Practice Booklet, 1 page 3
●
Segmenting practice
Wednesday
Introduce /a/ as a
Flashcards 1–6
IWB Big Book 1 Episode 1:
Splash-landing!, pages 4–5
● Pupil Practice Booklet 1, page 4
●
●
Blending practice
Thursday
/a/ as a
Flashcards 1–6
Flipchart or whiteboard for
modelling
● Mini whiteboards (optional)
● Pupil Practice Booklet 1, page 5
●
●
Segmenting practice
Friday
Consolidate: s, a
Flashcards 1–6
IWB Big Book 1 Episode 1:
Splash-landing!, pages 1–5
● Flipchart or whiteboard for
modelling
● Mini whiteboards (optional)
● Pupil Practice Booklet 1, page 26
●
●
Assessment
Baseline Assessment
PUPIL PRACTICE AND
APPLICATION
● Mini whiteboards (optional)
● Children use Pupil Practice Booklet 1, page
3 to practise pre-segmenting skills using s as
/s/ focusing on letter formation and saying
the sound.
● Tip: Guide children through the sections on
● Play spot the grapheme. Use Flashcards
Phonemic awareness: sock, snake,
spade, sand, sandcastle, sun, sky
sunglasses, sat
the Pupil Practice Booklet page with support
and lots of modelling. Children will access
the content at their own level.
1–6. Tell the children to watch carefully and
quietly as you scroll through the flashcards.
As you show each card say the sound for the
children to hear. When they see the letter s
and hear you say /s/ they should stand up
SESSION
and say /s/
in a loud voice.AIMS
● Tip: Give lots of praise and put ticks and
smiley faces on the●page
to acknowledge
On your
flipchart or whiteboard, model the
children identifying and forming the letter s.
formation of the letter s. This letter starts at
Tip: Gently
children to
● To know that when we hear the● sound
/s/,encourage
it
theyou
top,
like
the letter c. As you slowly write
Phonemic awareness: sun, sit, sand, pans,
participate.
Remember
are
at the very
TEACH
is sometimes spelt with the letter s
say: I go up
and over the hill from right to
beginning stages of establishing
a routine
pins, sat, snake, sock
● Orally segment words that contain s as /s/,
● To practise writing the letter s using
the phonics practice.
left. I curl around like a snake (which sits on
for core
using sound fingers to scaffold. Call out the
correct
formation
a
writing
line).
word slowly and count the individual sounds
Pupil
Practice
Booklet
content
and
answers
on your left●hand
from/s/
thumb
across
To say
andand
write
the letter s
● Ask children to air write the shape and/or
fingers. Words to segment: sun, sit, sand,
write
the shape
on mini whiteboards.
1. Revisit and
call out
the sounds
and words
Sam sits on a mat.
pans, pins.
RESOURCES:
review:
and observe as children point to
Phonemic awareness: ant, apple, alligator
● Model segmenting using dashes as a written
the letters and pictures (s, sun,
PUPIL PRACTICE AND
● Flashcards 1–6
S, s, sun, S, s, sun)
scaffold. Orally
segment words containing
axe, ants, apples
APPLICATION
s as /s/, count
the sounds,
then draw the
observe
and support as children
2. Grapheme
● Flipchart
or whiteboard
write:
write the s and S letters
An ant sat on a tap.
corresponding
number of dashes in a line
● Children use Pupil Practice Booklet 1, page
● Mini whiteboards (optional)
on your flipchart or whiteboard. Show how
3. Segmenting
snake, sock
3 to practise pre-segmenting skills using s as
Pupil Practice
Booklet 1, page 3 practice:
to write the●letter/sound
correspondences
/s/
focusing on letter formation and saying
Phonemic awareness: ant, sat, tap, pan, on the dashes (one per dash) to write the
4. Apply:
(dictation) s, s, s, s, s
the sound.
words. Words
to model: s aAND
t, s i t. REVIEW
nap, alligator, apple
REVISIT
● Tip: Guide children through the sections on
● Play spot the grapheme. Use Flashcards
the Pupil Practice Booklet page with support
1–6. Tell the children to watch carefully and
and lots of modelling. Children will access
quietly as you scroll through the flashcards.
the content at their own level.
As you show each card say the sound for the
● Tip: Give lots of praise and put ticks and
children to hear. When they see the letter s
Phonemic awareness: sat, ant, sun, nap,
smiley faces on the page to acknowledge
and hear you say /s/ they should stand up
pan, sit, tap, sip, apple, axe, spade,
children
identifying and forming the letter s.
Readingand
Planetsay
Rocket
Phonics
©loud
Hoddervoice.
& Stoughton Limited 2021. You may photocopy
this page.
/s/
in
a
socks, sky
85
● Tip: Gently encourage children to
Sam and Sid sat in the sand.
participate. Remember you are at the very
TEACH
beginning stages of establishing a routine
● Orally segment words that contain s as /s/,
for core phonics practice.
using sound fingers to scaffold. Call out the
word slowly and count the individual sounds
Pupil Practice Booklet content and answers
on your left hand from thumb and across
fingers. Words to segment: sun, sit, sand,
1. Revisit and
call out the sounds and words
pans, pins.
review:
and observe as children point to
Model segmenting using dashes as a written
the letters and pictures (s, sun,
Reception End of Half-Term 1 Assessment
Name:
Letter-sounds for reading
Point to each grapheme and ask the child to say the sound.
t
● Flipchart or whiteboard
● Pupil Practice Booklet 1, page 3
1. Letter-sounds
a
RESOURCES:
Example w
Each section tests a different skill. The content within each section is progressive. Attempt each section
but stop and move on to the next section as soon as child can no longer answer confidently.
s
is sometimes spelt with the letter s
● To practise writing the letter s using the
correct formation
● To say /s/ and write the letter s
REVISIT AND REVIEW
Phonemic awareness: sat, ant, Resources
sun, nap,
Flashcards
Day 1–6
Teaching focus
pan, sit, tap, sip, apple, axe, spade,
● IWB Big Book 1 Episode 1:
socks,
Splash-landing!, pages
1–5 /s/ as
Monday
Introduce
s sky ● Flashcards 1–6
Sam and Sid sat in the sand.
● Flipchart or whiteboard for
● IWB Big Book 1 Episode 1:
modelling
Splash-landing!, pages 1–3
● Mini whiteboards (optional)
Blending practice
● Pupil Practice Booklet 1, page 26
● Pupil Practice Booklet 1, page 2
●
Tuesday
formation of the letter s. This letter starts at
the top, like the letter c. As you slowly write
say: I go up and over the hill from right to
left. I curl around like a snake (which sits on
a writing line).
● Ask children to air write the shape and/or
write the shape on mini whiteboards.
● To know that when we hear the sound /s/, it
For wider reading of letter a teach: Try the
short vowel sound /a/ first, if that does not
sound right then try the long vowel /ai/
sound.
SEGMENTING FOCUS
/s/ as s
● On your flipchart or whiteboard, model the
SESSION AIMS
● Flashcards 1–6
WEEK 1
Segmenting practice
Friday
Additional teaching points
Example words and sentences
Flashcards 1–6
● IWB Big Book 1 Episode 1:
Splash-landing!, pages 1–3
● Pupil Practice Booklet 1, page 2
●
WEEK 1
Lesson 2
READING PLANET ROCKET PHONICS
WEEK 1
i
p
n
m
d
g
Date:
s
a
t
i
m
d
g
o
p
n
c
k
Reception End of Half-Term 1 Assessment
Name:
o
c
k
ck
e
u
r
h
b
f
ff
l
ll
ss
j
v
w
x
y
z
zz
qu
ch
sh
th
ng
ai
ee
igh
oa
oo
oo
ar
or
ur
ow
sip
mop
kit
got
Adult says /t/ /o/ /p/. Can the child tell you ‘top’?
Letter-sounds for
reading
can
s
the
go
to
i
p
n
o
c
k
into
mop
can
Tim sat on the mat.
kit
got
ant
Common exception words for reading
I
Adult says ‘cot’. Can the child tell you /k//o//t/ as separate sounds?
Adult says ‘jump’. Can the child tell you /j//u//m//p/ as separate sounds?
the
go
to
no
into
Sentence for reading
4. Word reading
Tim sat on the mat.
Point to each word and ask the child to read it. The child should read independently but you can
remind them to sound out aloud and blend if it helps them.
28
t
g
sip
3. Oral segmenting
262
noreading
Words for
a
d
Sentence for reading
Letter-sounds for writing
Adult says /h//a//n//d/. Can the child tell you ‘hand’?
ant
m
Common exception words for reading
I
2. Oral blending
Date:
Words for reading
sit
map
fuss
red
jet
van
train
sheep
brown
yard
whisper
dolphin
find
lime
uniform
June
author
straw
city
germs
bottle
mixed
picture
mystery
Reading Planet Rocket Phonics © Hodder & Stoughton Limited 2021. You may photocopy this page.
Letter-sounds for writing
Word dictation
With National Test-style
assessments for Year 2 (P3)
Reading Planet Rocket Phonics © Hodder & Stoughton Limited 2021. You may photocopy this page.
hachettelearning.com/reading-planet/rocket-phonics
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