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Phonics Outdoors


  • pg 1
									 Phonics outdoors/child initiated-from Phonic Phase 1 but
   can be used across all Phonic Phases for practise and
           application of skills and knowledge.
Aspect 1-environmental sounds
    Using writing materials outside-making ‘listening lists’-may attempt
     to write or draw what they can hear. Use of tape recorders. Go on
     listening walks.
    Water tray set up with materials to make different sounds
    Sound stories using objects/puppets
    Sign writing for mini circuit training course outside-jump, skip, hop,
    Sing environmental songs such as ‘Down came the raindrops’, ‘I hear
     thunder’, ‘Sounds Around’ and ‘Listening Bag’
Aspect 2-instrumental sounds
    Play singing games such as ‘I am the music man’, ‘Here we go round
     the Mulberry Bush (using instruments). Photos on outside board of
     children playing singing games to remind them-they then choose
     own games outside
    Marching band-using variety of musical instruments-experimenting
     with sounds-‘Follow my Leader to London Town’, ‘Oh the Grand old
     Duke of York’.
    Hidden instruments-hide around setting children find and play
Aspect 3 body percussion
    Variety of songs using body percussion for instance ‘Everybody do
     this’, Let’s all clap together’, ‘Do as I’m doing follow, follow me’
     ‘Head, shoulders knees and toes’, ‘Touch you head, touch your toes’,
     ‘Going on a Bear Hunt’, ‘In and out the dusty bluebells’ and clapping
     games, ‘A sailor went to sea, sea, sea’ and ‘With your hands you
     clap, clap, clap’.
    Follow the leader games-using body sounds
    Dancing and playing to piped music.
Aspect 4 rhythm and rhyme
    Using skipping rope between 2 children encouraging others to jump
     over rope by inviting them in rhyme. ‘Here comes Amy, pamy,
     wamy….over the rope’. ‘Here comes Katy, paty. maty .over the rope
    Favourite rhymes and Nursery Rhymes
    Rhyming books/poems/songs ‘Put your finger in your ear in your
    Following the beat
    Dancing to rhythms as if were wearing Wellingtons or baggy
     trousers or space suits or like raggy dolls etc.

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    Rhyming puppets
Aspect 5 alliteration
    Bertha goes to the zoo. When children have learnt how to play
     leave toys around for them to use
    Hubble Bubble Pot
    ‘I saw a slippery slithery snake, slide through the grasses making
     them shake…’
    Sound boxes/bags-containing objects beginning with same sound
Aspect 6 voice sounds
    Making instrumental sounds with voices
    Singing songs and chanting raps/rhymes
    Mouth movements-blowing, sucking, puckering lips, wiggling and
     stretching tongue
    Animal noises and animal poems/songs ‘Old Mac Gregor had a Zoo
    Telling sound stories
    ‘The wheels on the bus’, Postie’s Knocking rat, tat, tat’ and ‘Train is
     a coming’.
Aspect 7 oral segmenting and blending
    Place floating plastic letters in water tray. Use fishing nets to
     catch beginning of name, end of name for example.
    Children name riding toys, for example Cruiser, Tracker. At end of
     play toys are parked correctly in bays marked with initial phoneme
     of toy.

Other adaptable ideas for CLLD outdoors, to use at any of 6 Phases
and from Settings to end of KS1
     Set up outdoor Museum-label things found outside such as leaf,
      twig, stone, paper, flower top, bag, and petal.
     Make leaflet/map/signs/captions for Museum. Link with collecting
      items in transparent pocketed wallets (for slides) and sorting
      materials into natural/ man-made. Describe artefacts. Draw or
      paint them. Classify in different ways-size/colour/shape/texture.
      Use finds to tell stories or poems. Ideas are endless.
     Set up story scene in sand tray with small world play items, for
      instance 3 Billy Goats Gruff. Children make labels, signs, speech
      bubbles, retell stories.
     Draw round child on floor with chalk. Children make labels for body
     Have objects for floating and sinking with long vowel sounds eg.
      Boat, foam, soap, rope, stone, chain, plate, whale, train (YR, Y1 and

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     Write recounts after visits-use digital photographs to retell
      events. Use related vocabulary to reinforce middle vowel sounds,
      for example Garden Centre Visit oi ou ow as in soil, flower, pound,
      coins, ground. Make posters (YR, Y1 and Y2).
What’s under your feet?
     Use small rectangles of sticky back plastic cut into the shape of
      feet. Place sticky side down in area with loose materials on ground-
      grass, gravel, leaves, twigs, litter….Press down firmly. Lift up
      plastic and examine. Discuss what objects have stuck and why.
      Label objects. Discuss and compare with each other.
Micro Hike
     Give children lengths of string- throw onto ground: across a log,
      over a flower bed, through some grass. Children make way along
      string (using magnifying glass), imagining they are a mini-beast,
      studying everything along the route. Recount what they saw on
      micro hike, map out what saw. Tell and write stories about journey
      or some of the objects on journey.
     Sing Alphabet to different tunes such as Auld Lang Sine, Jack and
      Jill, Mary, Mary quite contrary

Supplement to Letters and Sounds-C. Birt June 2008

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