Phase 2 Phonics x4 sets Matching cut/stick

What’s included?
x8 sheets (activity and answers) for Phase 2 split into x4 activity sets. Portrait orientation, pdf format

What’s it for?
This ‘Phase 2’ phonics practise activity set has kept little hands very busy and focused (for me!) I hope the same will be true for you! This has been designed to be a simple, predictable activity to promote independence and consolidate learning. This activity is ideal for groups to be getting on with independently.

Phase 3 (x5 sets) in same design is now available in my TES shop if you like/d this one.

How to use it?
Each learner needs to cut out x12 ‘phoneme pictures’ and match x2 of these ‘phoneme pictures’ to every grapheme (printed on the left of each sheet). Dotted lines guide where to cut, though picture-squares could be pre-cut for those who struggle with cutting out.

Resource Details…
I split ‘phase 2’ into four sets, one set per sheet. Not all phonemes are ‘initial’ letters (in sets 3 and 4 here) - so learners may need this pointing out before working on these independently if you want them to be kept focused. I have made which sounds these are ‘bold’ (below) for your quick, easy reference…

I will list the answers here in case they are not obvious!

Set 1
s - scissors, snake
a - apple, avocado
t - torch, tractor
p - panda, pear (learners should watch out not to confuse ‘needle’ with ‘pin’)
i - ink, igloo
n - narwhal, needle (NOT ‘pin’!)

Set 2
m - mouse, milk
d - dog (daschund, ‘double d’ !), dinosaur (diplodocus, also ‘double d’ !)
g - glasses (green - ‘double g’ ! ), goat
o - (orange) octopus (double ‘o’!), orange
c - cat, clock
k - key, kangaroo

Set 3
ck - sock, duck (‘end’ sound here so may catch out some learners)
e - elephant, egg
u - umbrella (upside -down ‘double u’ !), up (stairs - arrow indicates this)
r - robot, rainbow
h - horse, house
b - balloon (blue - ‘double b’ !), bee

Set 4
ck - truck, black (‘ck’ is reinforced (repeated from ‘Set 3’) instead of leaving a gap)
f - frog, fish
ff - giraffe, coffee
l - lemon, leaf
ll - bull, ball
ss - grass, dress

Recommendations
Adding the word labels is optional and best provided as an extension for more able/quick learners.

I find a small, flat (shallow) container is helpful for each learner to have if a group are working on the same activity set at the same time (to stop cut-out pictures becoming muddled up). Each different set here is a different colour to help with this. However, if learners only cut out one picture at a time there shouldn’t be an issue with losing any pictures.

Tiny ‘word labels’ which can be cut out and added to the ‘phoneme pictures’ to ‘’extend’ the activity (page 2, lower right side). I feel it t is best, however, to complete the phoneme/grapheme matching first (without word labels initially) to encourage learners to think about the sounds in each word more carefully.