Phonics Bug Components Chart
Phonics Bug
Target phon
Unit 1
e accompaniment ay. music without voic intentions for the d ildren the learning • Discuss with the ch
INTRODUCTION
• say the /s/ phonem • fi nd the letter ‘s’ • write the letter ‘s’
Practise Oral
Visual search
Sounds
t lesson session. • Choose the relevan h. you video once throug fter you. Make sure • Play the “This is ‘s’” ildren to repeat it a /s/, and ask the ch he same. • Say the phoneme the children to do t re and encourage keep the sound pu
pins
pants, Stan, past, s
Writing s
n to Next steps rea. Ask the childre for Unit 1 (s) nk onto the work a inning, • Complete the PCM from the asset ba osition is at the beg aying whether s’s p • Bring up the words ach of the words, s words. highlight the ‘s’ in e not pronounce the d of nd of the word. Do nd, often at the en the middle or the e mes has a /z/ sou t out that ‘s’ someti • If appropriate, poin d “has”. words, as in “is” an the letters and to feel ong their magnetic Writing ase letter fi nd the ‘s’ letter am isten as the lowerc • Ask the children to ildren to look and l ow and ask the ch shape of it. Click Sh the same. is formed. the children to do ork area. in the air, and ask ite it on the empty w • “Skywrite” the letter he letter as you wr t you how to write t • Ask a child to direc lines themselves. ite it on the dashed • Ask the child to wr nd repeat. • Select uppercase a
Visual Search
zh Lesso n
Spelling
• Spell words using the fou r phonemes hear the wor . Start by sele d and ask th cting the Wo e children to magnetic let rds tab. Click repeat it. Th ters to make Say to en ask the ch the word on time they loo ildren to use their own w k for a letter. their hiteboards, s Ask a child t Did everyone aying the wo o come up to rd every the board to • Ask a child to get it right? make the w use the arro ord. w to push th blend the wo e letters toge ther. Encoura • Repeat for th rd together out loud. ge the class to • Under the Pi e remaining word under the Words ta ctures tab, c b. lick Show to display the im age and rep WRAP-UP eat the proce ss. • Recap the le • Play the vide arning intentions with the children. o clip for one of the phone encourage th mes again, t e children to hen play the sing along, alphabet so signifying the ng and end of the s ession.
WRAP-UP
children. e the intentions with the ong and encourag • Recap the learning play the alphabet s video again, then nd of the session. • Play the “This is ‘s’” ng, signifying the e children to sing alo
Fantastic teaching tools
Blending and
• Use the pictu Spelling re prompts f rom the asse – T-a-p your fo t bank for so und-talk of th – Point to the mot e following: – Can you h-o -a-p. -p on one l-e • Suggest wor -g? ds for childre n to practise sound-talk t Reading hemselves: h at, card, doo • Watch the Bu r. g’s demonst ration of how child to com to blend the e to the boar word. Click U d and move the sounds o ndo, then as the arrow. En k a courage the • Work throug ut loud as the arrow is m whole class oving along. h each of the to blend words in se quence.
“This is ‘s’” video
LESSON
t, p
LESSON
Focus content: lesson Sounds
Focus content: revision Letters and Sounds s, a, t, p
Writing and
Spelling
s, a, t, p
Focus content: lesson Reading Audio: tap, pat, sat,
as
No audio: at, sa
Spelling
p
Words tab: pats, ta Pictures tab: tap
ps
Lesson plans and assessment support Phonics Bug
TG Reception.indd
47
Then there’s all the Bug Club books for further practice and enjoyment!
gives you 104 fully decodable texts to give children a running start at reading.
Unit 1
• Play the alph abet song tw ice, once wit and singing h voice acco along with a mpaniment, Learning intentions ccompanime music withou children liste nt, and once ning with children • Discuss with t voice accompaniment. • recap what w singing alon the children g to the • say the phon e know the learning intentions fo emes /s/, /a r the day. REVISION /, /t/ and /p/ • read words • Go through t with ‘s’, ‘a’, ‘t ’ and • Watch out fo he Revision screens at a b ‘p’ in them risk pace. r any childre • spell words w n who have for the releva not rememb ith ‘s’, ‘a’, ‘t’ a nt phoneme ered the sou nd s. ‘p’ in them nd or the gra pheme • write the lette rs ‘s’, ‘a’, ‘t’ a nd ‘p’
Learning intentions e tening
• Play the alphabet s ent, and once with with accompanim and singing along .
Unit 13
Unit 13 zh Lesson
leisure
Unit 13 zh Lesson
treasure
fish
on zh Revisi Unit 13
ship
Flashcards for every Phase
s
niment, children lis INTRODUCTION ith voice accompa long to the ong twice, once w children singing a
© Pearson
Revision Unit 13 zh
Teaching Support
Target phoneme:
emes: s, a,
Phonemes
47
43
Fiction
Non-fiction
20/7/10 12:53:55
20/7/10 12:53:52
Phonics Bug TG
Reception.indd
43
100% decodable readers with an eBook for every title Set
Phonemes
1–2
satpi nmd
Phase 2
3
4
5
eBook
gock
Phase 3
h b f ff l ll ss
y z zz qu
8
ch sh th ng
10
11
Phase 4
jvwx
7
9
1 P2
ai ee igh oa oo
Phase 5
FS PK
wh ph
14
ay a–e eigh ey ei (long a)
15
ea e–e ie ey y (long e)
16
ie i–e y i (long i)
17
ow o–e o oe (long o)
18
ew ue u–e (long u) u oul (short oo)
19
aw au al our
20
ir er ear
21
ou oy
22
eer ere are ear
23
k ck ch
24
ce c sc st se
25
ge g dge
26
le mb kn gn wr
27
tch sh alternatives ea (w)a o
ck e u r
Non-fiction
6
13
Fiction
ar or ur ow oi
ear air ure er
Bug Club and
Phonics Bug Components Chart www.joinpearsonbugclub.com
12 Consolidation
Books with covers above were originally published in print form as part of the Rigby Star Phonics series
Bug Club_Phonics Bug 6pp.indd 1
20/05/2011 16:52
Book
Reading
Assessment
Band
Recovery
Assessment
Level
Level
Novels
Guides
Level
Level
Guides
Lilac
n/a
Blue C
11
Green A
12
13
14
Bug Club_Phonics Bug 6pp.indd 2
Brown A
4 G3
Guides
27
Brown B
19
Assessment
Level
27
Grey A
18
Planning and
Level
28
Grey B
3 G2
Non-fiction
Reading Recovery
28
Blue A
17
Fiction
Book Band
29
Blue B
Gold A Gold B
Planning and
29
Red A
Yellow C Blue B
10
Green B
9
Green C
8
Blue A
7
Phase 6
6
2 G1
White A
5
White B
4
Non-fiction
16
30
30
20
21
5 G4
22
23
6 G5
24 Pearson Education is committed to reducing its impact on the environment by using responsibly sourced and recycled paper.
Lime A
3
Fiction
15
25
Lime B
2
Bridging bands between ages 7-8
Pink B Red B Red C Yellow A
1
Purple B Purple A Turquoise B Turquoise A Orange B Orange A
Planning and
Phase 5
Comics/ Graphic
Pink A
Reading Recovery
Yellow B
Phase 4 Phase 5
1 K
144 books and 144 eBooks
eBook
Book
Red A
Phase 2 Phase 3
R PK
Guided Reading Card
Band
Fiction
Non-fiction
Key
Red B
Bug Club Components Chart
26
P11RBG00057
20/05/2011 16:53
Book
Reading
Assessment
Band
Recovery
Assessment
Level
Level
Novels
Guides
Level
Level
Guides
Lilac
n/a
Blue C
11
Green A
12
13
14
Bug Club_Phonics Bug 6pp.indd 2
Brown A
4 G3
Guides
27
Brown B
19
Assessment
Level
27
Grey A
18
Planning and
Level
28
Grey B
3 G2
Non-fiction
Reading Recovery
28
Blue A
17
Fiction
Book Band
29
Blue B
Gold A Gold B
Planning and
29
Red A
Yellow C Blue B
10
Green B
9
Green C
8
Blue A
7
Phase 6
6
2 G1
White A
5
White B
4
Non-fiction
16
30
30
20
21
5 G4
22
23
6 G5
24 Pearson Education is committed to reducing its impact on the environment by using responsibly sourced and recycled paper.
Lime A
3
Fiction
15
25
Lime B
2
Bridging bands between ages 7-8
Pink B Red B Red C Yellow A
1
Purple B Purple A Turquoise B Turquoise A Orange B Orange A
Planning and
Phase 5
Comics/ Graphic
Pink A
Reading Recovery
Yellow B
Phase 4 Phase 5
1 K
144 books and 144 eBooks
eBook
Book
Red A
Phase 2 Phase 3
R PK
Guided Reading Card
Band
Fiction
Non-fiction
Key
Red B
Bug Club Components Chart
26
P11RBG00057
20/05/2011 16:53
Book
Reading
Assessment
Band
Recovery
Assessment
Level
Level
Novels
Guides
Level
Level
Guides
Lilac
n/a
Blue C
11
Green A
12
13
14
Bug Club_Phonics Bug 6pp.indd 2
Brown A
4 G3
Guides
27
Brown B
19
Assessment
Level
27
Grey A
18
Planning and
Level
28
Grey B
3 G2
Non-fiction
Reading Recovery
28
Blue A
17
Fiction
Book Band
29
Blue B
Gold A Gold B
Planning and
29
Red A
Yellow C Blue B
10
Green B
9
Green C
8
Blue A
7
Phase 6
6
2 G1
White A
5
White B
4
Non-fiction
16
30
30
20
21
5 G4
22
23
6 G5
24 Pearson Education is committed to reducing its impact on the environment by using responsibly sourced and recycled paper.
Lime A
3
Fiction
15
25
Lime B
2
Bridging bands between ages 7-8
Pink B Red B Red C Yellow A
1
Purple B Purple A Turquoise B Turquoise A Orange B Orange A
Planning and
Phase 5
Comics/ Graphic
Pink A
Reading Recovery
Yellow B
Phase 4 Phase 5
1 K
144 books and 144 eBooks
eBook
Book
Red A
Phase 2 Phase 3
R PK
Guided Reading Card
Band
Fiction
Non-fiction
Key
Red B
Bug Club Components Chart
26
P11RBG00057
20/05/2011 16:53
Phonics Bug Components Chart
Phonics Bug
Target phon
Unit 1
e accompaniment ay. music without voic intentions for the d ildren the learning • Discuss with the ch
INTRODUCTION
• say the /s/ phonem • fi nd the letter ‘s’ • write the letter ‘s’
Practise Oral
Visual search
Sounds
t lesson session. • Choose the relevan h. you video once throug fter you. Make sure • Play the “This is ‘s’” ildren to repeat it a /s/, and ask the ch he same. • Say the phoneme the children to do t re and encourage keep the sound pu
pins
pants, Stan, past, s
Writing s
n to Next steps rea. Ask the childre for Unit 1 (s) nk onto the work a inning, • Complete the PCM from the asset ba osition is at the beg aying whether s’s p • Bring up the words ach of the words, s words. highlight the ‘s’ in e not pronounce the d of nd of the word. Do nd, often at the en the middle or the e mes has a /z/ sou t out that ‘s’ someti • If appropriate, poin d “has”. words, as in “is” an the letters and to feel ong their magnetic Writing ase letter fi nd the ‘s’ letter am isten as the lowerc • Ask the children to ildren to look and l ow and ask the ch shape of it. Click Sh the same. is formed. the children to do ork area. in the air, and ask ite it on the empty w • “Skywrite” the letter he letter as you wr t you how to write t • Ask a child to direc lines themselves. ite it on the dashed • Ask the child to wr nd repeat. • Select uppercase a
Visual Search
zh Lesso n
Spelling
• Spell words using the fou r phonemes hear the wor . Start by sele d and ask th cting the Wo e children to magnetic let rds tab. Click repeat it. Th ters to make Say to en ask the ch the word on time they loo ildren to use their own w k for a letter. their hiteboards, s Ask a child t Did everyone aying the wo o come up to rd every the board to • Ask a child to get it right? make the w use the arro ord. w to push th blend the wo e letters toge ther. Encoura • Repeat for th rd together out loud. ge the class to • Under the Pi e remaining word under the Words ta ctures tab, c b. lick Show to display the im age and rep WRAP-UP eat the proce ss. • Recap the le • Play the vide arning intentions with the children. o clip for one of the phone encourage th mes again, t e children to hen play the sing along, alphabet so signifying the ng and end of the s ession.
WRAP-UP
children. e the intentions with the ong and encourag • Recap the learning play the alphabet s video again, then nd of the session. • Play the “This is ‘s’” ng, signifying the e children to sing alo
Fantastic teaching tools
Blending and
• Use the pictu Spelling re prompts f rom the asse – T-a-p your fo t bank for so und-talk of th – Point to the mot e following: – Can you h-o -a-p. -p on one l-e • Suggest wor -g? ds for childre n to practise sound-talk t Reading hemselves: h at, card, doo • Watch the Bu r. g’s demonst ration of how child to com to blend the e to the boar word. Click U d and move the sounds o ndo, then as the arrow. En k a courage the • Work throug ut loud as the arrow is m whole class oving along. h each of the to blend words in se quence.
“This is ‘s’” video
LESSON
t, p
LESSON
Focus content: lesson Sounds
Focus content: revision Letters and Sounds s, a, t, p
Writing and
Spelling
s, a, t, p
Focus content: lesson Reading Audio: tap, pat, sat,
as
No audio: at, sa
Spelling
p
Words tab: pats, ta Pictures tab: tap
ps
Lesson plans and assessment support Phonics Bug
TG Reception.indd
47
Then there’s all the Bug Club books for further practice and enjoyment!
gives you 104 fully decodable texts to give children a running start at reading.
Unit 1
• Play the alph abet song tw ice, once wit and singing h voice acco along with a mpaniment, Learning intentions ccompanime music withou children liste nt, and once ning with children • Discuss with t voice accompaniment. • recap what w singing alon the children g to the • say the phon e know the learning intentions fo emes /s/, /a r the day. REVISION /, /t/ and /p/ • read words • Go through t with ‘s’, ‘a’, ‘t ’ and • Watch out fo he Revision screens at a b ‘p’ in them risk pace. r any childre • spell words w n who have for the releva not rememb ith ‘s’, ‘a’, ‘t’ a nt phoneme ered the sou nd s. ‘p’ in them nd or the gra pheme • write the lette rs ‘s’, ‘a’, ‘t’ a nd ‘p’
Learning intentions e tening
• Play the alphabet s ent, and once with with accompanim and singing along .
Unit 13
Unit 13 zh Lesson
leisure
Unit 13 zh Lesson
treasure
fish
on zh Revisi Unit 13
ship
Flashcards for every Phase
s
niment, children lis INTRODUCTION ith voice accompa long to the ong twice, once w children singing a
© Pearson
Revision Unit 13 zh
Teaching Support
Target phoneme:
emes: s, a,
Phonemes
47
43
Fiction
Non-fiction
20/7/10 12:53:55
20/7/10 12:53:52
Phonics Bug TG
Reception.indd
43
100% decodable readers with an eBook for every title Set
Phonemes
1–2
satpi nmd
Phase 2
3
4
5
eBook
gock
Phase 3
h b f ff l ll ss
y z zz qu
8
ch sh th ng
10
11
Phase 4
jvwx
7
9
1 P2
ai ee igh oa oo
Phase 5
FS PK
wh ph
14
ay a–e eigh ey ei (long a)
15
ea e–e ie ey y (long e)
16
ie i–e y i (long i)
17
ow o–e o oe (long o)
18
ew ue u–e (long u) u oul (short oo)
19
aw au al our
20
ir er ear
21
ou oy
22
eer ere are ear
23
k ck ch
24
ce c sc st se
25
ge g dge
26
le mb kn gn wr
27
tch sh alternatives ea (w)a o
ck e u r
Non-fiction
6
13
Fiction
ar or ur ow oi
ear air ure er
Bug Club and
Phonics Bug Components Chart www.joinpearsonbugclub.com
12 Consolidation
Books with covers above were originally published in print form as part of the Rigby Star Phonics series
Bug Club_Phonics Bug 6pp.indd 1
20/05/2011 16:52
Phonics Bug Components Chart
Phonics Bug
Target phon
Unit 1
e accompaniment ay. music without voic intentions for the d ildren the learning • Discuss with the ch
INTRODUCTION
• say the /s/ phonem • fi nd the letter ‘s’ • write the letter ‘s’
Practise Oral
Visual search
Sounds
t lesson session. • Choose the relevan h. you video once throug fter you. Make sure • Play the “This is ‘s’” ildren to repeat it a /s/, and ask the ch he same. • Say the phoneme the children to do t re and encourage keep the sound pu
pins
pants, Stan, past, s
Writing s
n to Next steps rea. Ask the childre for Unit 1 (s) nk onto the work a inning, • Complete the PCM from the asset ba osition is at the beg aying whether s’s p • Bring up the words ach of the words, s words. highlight the ‘s’ in e not pronounce the d of nd of the word. Do nd, often at the en the middle or the e mes has a /z/ sou t out that ‘s’ someti • If appropriate, poin d “has”. words, as in “is” an the letters and to feel ong their magnetic Writing ase letter fi nd the ‘s’ letter am isten as the lowerc • Ask the children to ildren to look and l ow and ask the ch shape of it. Click Sh the same. is formed. the children to do ork area. in the air, and ask ite it on the empty w • “Skywrite” the letter he letter as you wr t you how to write t • Ask a child to direc lines themselves. ite it on the dashed • Ask the child to wr nd repeat. • Select uppercase a
Visual Search
zh Lesso n
Spelling
• Spell words using the fou r phonemes hear the wor . Start by sele d and ask th cting the Wo e children to magnetic let rds tab. Click repeat it. Th ters to make Say to en ask the ch the word on time they loo ildren to use their own w k for a letter. their hiteboards, s Ask a child t Did everyone aying the wo o come up to rd every the board to • Ask a child to get it right? make the w use the arro ord. w to push th blend the wo e letters toge ther. Encoura • Repeat for th rd together out loud. ge the class to • Under the Pi e remaining word under the Words ta ctures tab, c b. lick Show to display the im age and rep WRAP-UP eat the proce ss. • Recap the le • Play the vide arning intentions with the children. o clip for one of the phone encourage th mes again, t e children to hen play the sing along, alphabet so signifying the ng and end of the s ession.
WRAP-UP
children. e the intentions with the ong and encourag • Recap the learning play the alphabet s video again, then nd of the session. • Play the “This is ‘s’” ng, signifying the e children to sing alo
Fantastic teaching tools
Blending and
• Use the pictu Spelling re prompts f rom the asse – T-a-p your fo t bank for so und-talk of th – Point to the mot e following: – Can you h-o -a-p. -p on one l-e • Suggest wor -g? ds for childre n to practise sound-talk t Reading hemselves: h at, card, doo • Watch the Bu r. g’s demonst ration of how child to com to blend the e to the boar word. Click U d and move the sounds o ndo, then as the arrow. En k a courage the • Work throug ut loud as the arrow is m whole class oving along. h each of the to blend words in se quence.
“This is ‘s’” video
LESSON
t, p
LESSON
Focus content: lesson Sounds
Focus content: revision Letters and Sounds s, a, t, p
Writing and
Spelling
s, a, t, p
Focus content: lesson Reading Audio: tap, pat, sat,
as
No audio: at, sa
Spelling
p
Words tab: pats, ta Pictures tab: tap
ps
Lesson plans and assessment support Phonics Bug
TG Reception.indd
47
Then there’s all the Bug Club books for further practice and enjoyment!
gives you 104 fully decodable texts to give children a running start at reading.
Unit 1
• Play the alph abet song tw ice, once wit and singing h voice acco along with a mpaniment, Learning intentions ccompanime music withou children liste nt, and once ning with children • Discuss with t voice accompaniment. • recap what w singing alon the children g to the • say the phon e know the learning intentions fo emes /s/, /a r the day. REVISION /, /t/ and /p/ • read words • Go through t with ‘s’, ‘a’, ‘t ’ and • Watch out fo he Revision screens at a b ‘p’ in them risk pace. r any childre • spell words w n who have for the releva not rememb ith ‘s’, ‘a’, ‘t’ a nt phoneme ered the sou nd s. ‘p’ in them nd or the gra pheme • write the lette rs ‘s’, ‘a’, ‘t’ a nd ‘p’
Learning intentions e tening
• Play the alphabet s ent, and once with with accompanim and singing along .
Unit 13
Unit 13 zh Lesson
leisure
Unit 13 zh Lesson
treasure
fish
on zh Revisi Unit 13
ship
Flashcards for every Phase
s
niment, children lis INTRODUCTION ith voice accompa long to the ong twice, once w children singing a
© Pearson
Revision Unit 13 zh
Teaching Support
Target phoneme:
emes: s, a,
Phonemes
47
43
Fiction
Non-fiction
20/7/10 12:53:55
20/7/10 12:53:52
Phonics Bug TG
Reception.indd
43
100% decodable readers with an eBook for every title Set
Phonemes
1–2
satpi nmd
Phase 2
3
4
5
eBook
gock
Phase 3
h b f ff l ll ss
y z zz qu
8
ch sh th ng
10
11
Phase 4
jvwx
7
9
1 P2
ai ee igh oa oo
Phase 5
FS PK
wh ph
14
ay a–e eigh ey ei (long a)
15
ea e–e ie ey y (long e)
16
ie i–e y i (long i)
17
ow o–e o oe (long o)
18
ew ue u–e (long u) u oul (short oo)
19
aw au al our
20
ir er ear
21
ou oy
22
eer ere are ear
23
k ck ch
24
ce c sc st se
25
ge g dge
26
le mb kn gn wr
27
tch sh alternatives ea (w)a o
ck e u r
Non-fiction
6
13
Fiction
ar or ur ow oi
ear air ure er
Bug Club and
Phonics Bug Components Chart www.joinpearsonbugclub.com
12 Consolidation
Books with covers above were originally published in print form as part of the Rigby Star Phonics series
Bug Club_Phonics Bug 6pp.indd 1
20/05/2011 16:52