Step 2.

Aim: To learn the letter sounds: c,k,ck,e,h,r,m,d, and to decode words that contain these letters along with
letters also learnt in step 1 s, a, t, i, n, p

Contents:

Flash Cards c, k, ck, e, h, r, m, d, introducing z, th,

Word List
Teacher Notes
Work Sheets 1 & 2
Handwriting Practice Sheets
Certificate of Achievement
Sound Book
Suggested lesson plan
Decodable text
Silly Sentences Word Box
Suggested lesson plan & Extension Lesson Ideas
Letter Game Matching Pairs

Other step by step lessons include:

Step 1. s, a, t, i, n, p, Free from www.atozphonics.com

Step 3. g, o, u, l, f, b
Step 4. ai, j, oa, ie, ee, or
Step 5. z, w, ng, nk, v, short oo, long oo
Step 6. y (4 sounds), x, ch, sh, voiced th, unvoiced th
Step 7. - qu, ou, oi, ue, er, ar

I refer to the lessons as steps because that is what they are. Each, little step builds on previous knowledge
and sounds learnt in previous lessons. By teaching the steps in the order given, you can be confident that
you are covering all the necessary phonics sounds to build confident readers.

A lesson plan is included. I suggest spending 5 15 minutes a day with your child. However this is just a
guide. Please progress at a pace that is comfortable for you both. If it takes two or even three weeks it
doesn t matter! Let your child guide the pace you take. Remember to make it fun!

This is not intended to be a full phonics programme, but as a supplement to be used with other resources.
Please see www.atozphonics.com for recommended reading resources.

The order of letter sounds being learnt at any one time, come recommended by Jolly Phonics.

Please visit www.atozphonics.com for more step by step phonics lessons and updates.

Kindest regards

Founder of www.atozphonics.com
 Two sounds: thumb, that

Flash Cards print on card, cut out and laminate for durability
Word List: s,a,t, i, n, p, c, k, ck, e, h, r, m, d, z
1.
c at cat
k at kat
d at dat
h at hat
r at rat
m at mat
2.
c ap cap
z ap zap
m ap map
3.
k id kid
h id hid
S id Sid
t ed ted
r ed red
N ed Ned
4
K en Ken
h en hen
t en ten
d en den
5
h it hit
m it mit
k it kit
r it rit
d it dit
z it zit
Word list cont:

6
r ip rip
z ip zip
h ip hip
d ip dip
k ip kip

7
r im rim
h im him
d im dim
T im Tim
K im Kim

8
a m am
r am ram
h am ham
d am dam
T am Tam
S am Sam
9
r an ran
m an man
D an Dan
c an can
an d and
Word list cont:

10
m et met
p et pet
n et net
s et set

11
m ad mad
p ad pad
s ad sad
h ad had

12
See teacher notes

i ss iss
h iss hiss
m iss miss
k iss kiss
13
See teacher notes /s/ sounds
like /z/.

i s is
h is his
a s as
h as has
Word list cont:

14
c,ck,k See teacher notes

i ck ick
r ick Rick
s ick sick
t ick tick
h ick hick
k ick kick
p ick pick
m ick Mick
n ick nick

15
a ck ack
p ack pack
r ack rack
s ack sack
t ack tack
h ack hack
m ack mack
d ack dack
n ack nack

16
e ck eck
p eck peck
n eck neck
d eck deck
17
th /th/as in fourth See teacher notes

th /th/as in with
the

Teacher Notes: Reading Tips:

1. The sound /c/ has 1 sound but 3 spellings. c,k,ck. Eg kick, cat,
2. Names begin with a capital letter.
3. The s sometimes makes a /z/ sound - eg is, has, his,
4. Sound out double consonants as one sound only kiss
5. To make reading more interesting, I have introduced the word the . Introduce the two /th/ sounds.
Say something like: The letters th make two sounds. One hard sound and one soft sound. The
hard /th/ as in that and soft /th/ as in thumb . More time will be spent on the /th/ sounds as we
progress but for now, introduce the word the and model the correct /th/ sound. The word the
can be learnt as a sight word for now. Saying words like fourth and with will help you isolate
the correct /th/ sound. At this level, I would say something like: This word has a hard /th/ sound
and the /e/ is silent. The word says the .

Remember to teach the letter sounds and not the names: c, k, ck, e, h, r, m, d,

c, k, ck king, cat, pick

e - egg
h - huh
r tar
m- mum
d dad
in this lesson we are also introducing the following sounds:

z buzz
th hard /th/ as in that or with
th soft /th/ as in thumb or fourth

They will be studied at depth in a later lesson. Simply introduce the sounds and move on.

A good way to isolate a consonant sound is to listen to the sound it makes at the end of a word. This helps
you avoid putting an /uh/ at the end of sounds.

Help your child to pronounce the sounds as purely as possible. Model them clearly.
Worksheet 1:

m s

n c

h m

h s

n p

c h

r p

Circle the letter to make the word. Look at the picture to give you a clue!
Graphics by www.countryclipart.com worksheet by www.atozphonics.com
Worksheet 2:

m s

n c

r s

p t

n p

c h

m k

Circle the letter to make the word. Look at the picture to give you a clue!
Graphics by www.countryclipart.com worksheet by www.atozphonics.com
 Handwrit ing Pract ice

N a m e :_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
D a t e :_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
 Congrat ulat ions!

You have com plet ed St ep 2 in

learning t o read.

www.atozphonics.com graphics by www.countryclipart.com

soft
hard
Decodable Text: High Frequency Words include: a, I, is, has, an, at, it, in, his, and, am, the, had, him, ran,
can, ten, him

I am t en.

An ant .

Can Rick kick? Rick can kick.

A hen. Pat t he hen. Pat him . The hen

has a sick hip. A cat . The cat ran at t he
hen. The hen is sad.

A rat is in t he sack. I hid him . The cat is

in t he sack. Cat m et rat in t he sack. Rat
is sad. Rat is sad cat is in t he sack. Rat is
m ad. Nip! Nip! The cat ran and ran.

Ken m et Ned in t he den. Ken and Ned sat

in t he den. Ken had a m ap in his sack.
Silly Sentences. Print words and put into a Silly Sentence Box this could be an old shoe box or similar.
As more words are put in here, more silly sentences can be created! Great fun! Words in red are high
frequency words

Put these words in the

Silly Sentence Box. cat

hat rat

m at cap

zap m ap

kid hid
Sid t ed

red Ned

Ken hen

t en den

hit m it
rip zip

hip dip

rim him

Tim Kim

am ram
ham Sam

ran m an

Dan can

m et pet

net set
m ad sad

had hiss

m iss kiss

is his

as has
Rick sick

kick pick

Mick pack

rack sack

peck neck
deck t he

t he t he

has has

is is

and and
Suggested Lesson Plan: Remember go at your child s pace. It can take 1 week or 1 month it doesn t
matter! When the word lists & decodable text can be read confidently you know you can move on to step 3.

Step 2:1 Revise letters learnt in lesson 1 s, a, t, i, n, p. Show all 8 flashcards: c, k, ck, e, h, r,
m, d, and model how they are pronounced. Refer to Teacher Notes for help in
isolating the sounds. I usually say something like: This is the letter d it makes the
/d/ sound What sound does it make? Point out that the letters c, k, ck all make the
same sound. If you think your child is ready, introduce them to the sounds, /z/ and
/th/ as in the . Simply introduce the sounds and move on. We will cover them in
more depth at a later stage.

Play Matching Pairs

Step 2:2 Flashcards c, k, ck, e, h, r, m, d, (and z , th ) if you think your child is ready

Print a copy of Matching Pairs and glue the pictures into the Sound Book making
sure the picture corresponds to the correct letter sound . They will be using their
Sound Book to record all letters sounds taught. You may put other pictures and words
into the sound book as you come across them during the week.

Step 2:3 Flashcards c, k, ck, e, h, r, m, d, (and z , th )

Begin reading the wordlists. Stop when your child has had enough. I suggest 5
15minutes a day.

Play Matching Pairs

Step 2:4 Flashcards c, k, ck, e, h, r, m, d, (and z , th )

Continue reading the wordlists. Go at your child s pace. Point out that names begin
with a capital letter, eg Nan

Play Matching Pairs

Step 2:5 Flashcards c, k, ck, e, h, r, m, d, (and z , th )

Continue reading the wordlists. For wordlist 12 & 13 - See Teacher Notes.

When the Wordlists are finished - read the decodable text. Remember to go at your
child s pace.

Complete Worksheets 1 & 2

Step 2:6 Lesson Extension optional:

If you are teaching handwriting alongside learning how to read, get your child to copy
some of the Word Cards into their Sound Books

Dictate words: cat, hat, mat, sat, etc and ask your child to attempt to spell them. Put
them in the Sound Book.

Put Word Cards into the Silly Sentence Box and make up a short silly sentence.

Glue word cards into the sound book. Match the initial letter to the correct sound.
Letter Game Matching Pairs:

Print out on card and laminate for durability. Cut to make 12 tiles.

Matching Pairs: - The aim of the game is to match the correct pictures to the correct initial letter sounds.
Eg /d/ and the picture of the dog

Place 12 tiles face down

Take turns to turn over two tiles
Encourage players to sound out the letter sounds
If a picture and letter sound match, then the player keeps the cards and has another go
If they do not match, the tiles are turned back over
The winner is the player with the most tiles

Matching sounds/pictures:
c cat
e eggs
h hat
r rainbow
m man
d dog

Graphics by www.countryclipart.com