Phase 1 phonics activities: Phase 1 Phonics Resources | Mrs Mactivity

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Phase 1 Phonics Resources | Mrs Mactivity

Phase 1 Phonics Resources | Mrs Mactivity


What is phase 1 phonics?

Phase 1 phonics is the first step in teaching children to read and write using synthetic phonics. It is typically taught to young children in the early years of primary school or nursery and focuses on developing their listening and speaking skills. This includes activities such as listening to and repeating sounds, learning to rhyme, and learning to segment words into individual sounds (phonemes).

What is taught in phase 1 phonics?

During Phase 1 phonics, children learn to develop their listening and speaking skills. This includes activities such as:

  1. Listening to and repeating sounds: Children learn to discriminate between different sounds in their environment, such as the sound of a car or the sound of a bird.
  2. Learning to rhyme: Children learn to identify words that rhyme, such as cat and hat using our silly soup rhyming phase 1 lesson plan
  3. Learning to segment words into individual sounds (phonemes) using our phase 1 oral blending and segmenting cards: Children learn to break words down into their individual sounds, for example, c-a-t for cat.
  4. Learning to blend sounds: Children learn to blend individual sounds together to form words, for example, c-a-t for cat.
  5. Developing vocabulary and oral language: Children learn new words and phrases through daily activities and conversations.
  6. Environmental sounds: Children learn to identify and match sounds associated with their environment such as animal, musical instrument and transport sounds.

The goal of Phase 1 phonics is to give children a good foundation in listening and speaking skills so that they are ready to begin learning to read and write using synthetic phonics in Phase 2.

What is covered in Phase 1 aspect 1 phonics?

Phase 1 phonics resources

Explore a range of phase 1 activities that focus on the key skills that children need to learn during phase 1. You can use our phase 1 voice sounds bingo game to help identify different vocal sounds, this is ideal for introducing children to phonemic awareness to encourage them to discriminate sounds. We also have a fantastic phase 1 play activity, where children have to create their own phase 1 sound trumpet, to be used during phonics sessions. This is a great hands-on phase 1 phonics activity that can be used again and again and is great for getting children involved in phase 1 phonics learning.





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Explore our transition resources! Everything you need for the end of term.

Click here for Phase One information and activities

Introduction to Phase 1

Phase 1 is the beginning of your child’s journey, when they train their ears to listen to sounds and to discriminate between different sounds. It  focuses on sounds we hear in everyday life and lays the essential foundations on which to build the learning that follows. It is extremely important that your child can identify individual sounds in the everyday world  e.g. a car horn, a boiling kettle, a dog barking and also tell the difference between them. This ability will help them begin hearing the separate sounds that make up words. During Phase 1 children also develop their speaking skills, talking about and describing the sounds they have heard, increasing their vocabulary and understanding of language. 


Phase 1 is divided into seven aspects. Each aspect contains three strands:

Strand 1.Tuning in to sounds (auditory discrimination)

Strand 2. Listening and remembering sounds (auditory memory and sequencing)  

Strand 3.Talking about sounds (developing vocabulary and language comprehension).



Aspect 1

 General sound discrimination — environmental

To raise children’s awareness of the sounds around them and to develop their listening skills.  

Tuning Into Sounds

  • Tuning into Sounds.pdf

Listening and Remembering Sounds

Talking about sounds 

  • Talking About Sounds.pdf

Aspect 2

 General sound discrimination — instrumental sounds

To develop children’s awareness of sounds made by various instruments and noise makers. 

Tuning Into Sounds 

Listening and Remembering Sounds

  • Phase 1 Aspect 2 Instrumental Sounds.pdf

Talking About Sounds 

Aspect 3

 General sound discrimination — body percussion

To develop children’s awareness of sounds and rhythms. 

Aspect 4

Rhythm and rhyme

To develop children’s appreciation and experiences of rhythm and rhyme in speech.

Aspect 5


The focus is on initial sounds of words, with activities including I-Spy type games and matching objects which begin with the same sound.

Aspect 6

 Voice sounds

To distinguish between different vocal sounds and to begin oral blending and segmenting. 

Aspect 7

Oral blending and segmenting

To develop oral blending and segmenting skills.

To practise oral blending, the teacher could say some sounds, such as /c/-/u/-/p/ and see whether the children can pick out a cup from a group of objects. For segmenting practise, the teacher could hold up an object such as a sock and ask the children which sounds they can hear in the word sock.

The activities introduced in Phase 1 are intended to continue throughout the following phases, as lots of practice is needed before children will become confident in their phonic knowledge and skills.

4.5. Phonetic division of the speech flow

Speech is phonetically
continuous stream of sounds following
one after the other in time. Sound
the flow, however, is not continuous: with
phonetically it can be
divided into specific units.
Phonetic units of speech flow
are text, phrases, measures, words, syllables and

The largest unit is text,
which is phonetically limited
pauses and has its own sound
drawing. However, it remains debatable
question about the minimum length
text. For example, can it be considered
text one single word replica.

Phrase — the second after the text on
size phonetic unit. In speech
the flow of phrases are separated by pauses, then
there is a stop of sound, tearing
audio circuit. Pauses separate this
phrase from neighbors. Breathe in during pauses
the air needed for pronunciation
next phrase. Can’t be identified
phrase and sentence, since a phrase is

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some unit, and the sentence is grammatical;
one phrase can cover several
proposals, and the proposal may
break up into several sentences.

The presence of pauses that limit
phrase, is directly related to the expression
thoughts in language: arbitrariness in articulation
leads either to a complete disruption of thought,
or to the creation of an entirely new thought.
For example, the following sentence in
may fall apart under normal circumstances
into a few phrases: The weapon tinkles,
tin cans // someone mutters during
dream // black man milciano, closing his eyes,
taps on a mug complex syncopated
//. With a different articulation, thought can
be completely distorted: jingle
weapons, cans
// cans someone
mutters // in a dream the black man miliciano, covering
// eyes, taps on the mug // complex
syncopated rhythm //.
such division is obvious.

Each phrase is articulated intonation.
The intonational organization of the phrase includes
into itself its division into cycles, distribution
accent characteristics of words, melodic
drawing of the entire phrase and individual bars,
tempo of pronunciation and strength of sound, general
timbre of the utterance (gloomy, cheerful,
frightened), etc.

Speech tact, or syntagma (from the Greek.
syntaqma — built together,
connected) is a part of a phrase, limited
pauses and characterized by intonation
incompleteness. Pauses separating one
beat from another, shorter than
between phrases. Dividing a phrase into measures
is also directly related to the expression
content in language: arbitrariness
articulation leads either to distortion, or
to change the mind. Yes, famous
literary case of necessity
correct placement of a comma in
sentence Execution cannot be pardoned
can also be interpreted phonetically
— different pauses: Execute |
cannot be pardoned
and cannot be executed
| pardon.
Obviously different
pauses in the same phrase
led to two phrases with
opposite content.

The integrity of the syntagma itself is created
above all by the impossibility of pauses within
her, as well as a certain accent
structure that gives each word
tact one or another degree of stress.
Usually combined in a speech tact

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how many words, although it can match
and with a separate word. Syntagma Presents
itself, thus, intonational-semantic

The speech beat is divided into even smaller
units — phonetic words. Phonetic
the word is part of the speech
measure (or phrase, if it is not divisible by
syntagma), united by one stress.
Phonetic word not always
matches the word in its lexical
and grammatical understanding. Yes, in
phrase And in the grove it’s half dark lexical
4 words, and phonetic — 2. Most often, all
significant words in a phrase
or measure have their own accent. Words
insignificant, having no
accents, adjacent in front or behind
to a significant word, forming with it
one phonetic word. To the unstruck
words usually include prepositions, conjunctions,
particles, articles. In the role of non-shock can
also act some pronouns,
numerals, adverbs.

Words that lose their emphasis and adjoin
in front of the next word are called
proclitics (from Greek proklinō
— tilt forward), for example: to
three , no
my uncle, about
and think where unstressed on, three, no, my, oh, and— proclitics. Enclitics (from Greek enklinō
— I bow) — these are unstressed words,
adjoining behind the previous
word, for example: knew would ,
whether he ,
is , I know i am ,
where would be, whether, he, it, I — enclitics.
There are frequent cases when, in an unstrikeable
position are also significant
words, for example: , for
city , from forest ,
lead .

A phonetic word is divided into syllables.
The syllable acts as a minimum
pronunciation unit of speech
from one or more sounds,
combined into a phonetic whole. At
not all sounds can form
syllable, that is, to be syllable-forming.
Most often, the top, or core, of a syllable
form vowel sounds, and on the periphery
syllables are consonants. Together
with that, syllables are possible that are not at all
contain a vowel sound. In Russian
colloquial speech constantly meet
syllabic consonants, especially
sonorants, which usually replace
missing weak vowel, for example:
out to indeed, where about between two m disappeared-

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lo, and m became syllabic;
from Maria Ivanovna, where instead of
missing -ov- previous
neighboring and became syllabic. less frequently in
in Russian there are syllable-forming
noisy, for example in the interjection shh!

There are languages ​​in which syllabic consonants
— a common occurrence in any category of words
and in any style of speech, for example,
Serbo-Croatian and Czech. Such
are syllabic
in Serbo-Croatian words prst
— finger, srp — serb, rt
cape, czech vrba willow, brno
(city name), syllabic in Czechvlk, etc. WITH
On the other hand, examples can be found
when a syllable contains two vowels
sound (German Maus- mouse).
Then one vowel (in our example
[a]) is the core of the syllable, and the other is its

In all languages, vowels are like sounds.
the greatest sonority are syllabic,
consonants are organized around them in a syllable.
Following the vowels in terms of ability to
syllable-formation, descending
sonorities go sonorous consonants,
voiced consonants and voiceless consonants.
Within these main groups there are
subgroups, also distributed according to
the principle of sonority.

Despite the fact that the division of speech into
syllables are presented in practice
obvious (children freely divide speech into
syllables), yet the definition of a syllable and its
borders is one of the most difficult problems
phonetics. To a certain extent, this
complexity is determined by the fact that the syllable
is not a carrier of meaning, has no
its semantics, but acts only
the result of articulations giving
certain acoustic effect.
The ancient Greeks and Indians defined the syllable
the presence of a vowel — how many vowels in
word, so many syllables. Then starting
since the end of the 19th century, the development
received expiratory and sonor
theory of the syllable, and at the beginning of the 20th century, the muscular theory of the syllable arose.

Expiratory (from Latin expirare — exhale) theory counts the syllable
expiratory push of air. At
pronunciation of the phrase air jet
does not come out smoothly, but in jerks, and each
push corresponds to a syllable. Wherein
the boundary of the syllable is considered the moment of the
weak breath. However, experimental

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studies have shown that the number of syllables
does not have to match the number

Sonor or acoustic theory
at the beginning of its development
combined the respiratory
principle of expiratory theory and own
sound. It was believed that syllables are determined
respiratory push, but the top
syllable forms a sound that has the greatest
sonority. If is both sounds in a syllable
have the same sonority, then the decisive
exhalation plays a role. In the future
sonor theory was developed by the Danish
linguist O. Jespersen (1860-1943),
who defined a syllable as a combination of more
sonorous (sonor) element with less
sonorous. This theory has received great
distribution and has been accepted by many

Muscular theory of syllable speaks of
different muscle tension
articulation time. In this theory, developed
L.V. Shcherboy (1880-1944), syllable is examined
like a piece of sound, pronounced
with a single impulse of muscular tension
pronunciation apparatus. Unity
this impulse and explains the indivisibility
syllable in terms of pronunciation. IN
theories of L.V. Shcherby syllabic structure
speech is based on a kind of pulsation,
when voltage and discharge alternate
muscles of the speech apparatus during
speaking. At the same time, in parallel
rise and fall of sound.

Since any speech act has both
articulatory and acoustic
characteristic, then the syllable is often considered
comprehensively, based on these two aspects.
An integrated approach to the syllable is characteristic
articulatory-acoustic theory,
to which syllable is defined as
minimum pronunciation unit
speech, the elements of which are closely related
to each other both acoustically and

According to the sound structure, syllables are divided into
open, which end with
syllabic sound, and closed, ending
non-syllable sound. For example, all syllables
in Russian dad — open, but in the word
and m-bar — closed. The nature
initial sound syllables can be covered, if they begin with
non-syllable sound (for example, line,
student, city),
and naked,
if they start with a syllabic
sound (for example, ac, a-ul, i-va, u-ha).

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The division into morphemes and syllables may not
coincide. For example, a noun
water consists of morphemes water-a and
syllables water. Since the syllable is not
is a semantic unit, then
fluctuations are possible in syllable boundaries,
which is often facilitated by morphological
word structure. For example, phonetically
words ra-zda-vit, ra-zde-lit are divided
into syllables in this way, however,
considering their morphological composition,
can be divided in another way: times-yes-vit, times-de-lit. Asemanticity
syllable sometimes makes syllable division
variable, representing in practice
known difficulty. In some languages
— Chinese, Thai — the syllable is
stable sound formation, where
number of morphemes and syllables in a word
usually coincides, and among the roots
single syllables predominate. Such languages
are called monosyllables, or

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