Literacy Resources: Key Expressions:

Tricky words  Active board. Short vowels

Play the jolly phonics sounds song  Tricky words the tricky words
 Review the short vowels (a, e, i, o, u). blue set.
 Blend these words (stack, mad, cross, pant).  The tricky
 Introduce the concept of tricky words: tell the students that the tricky words
words are naughty words they try to trick us when we read, and they worksheet.
never follow the rules, we shouldn’t let them trick us. We have to
memorize them so that every time we see them we recognize them.
 Introduce the tricky words: today we are going to learn new tricky
words they are: the, are.
o Show them the tricky words on the wall blue set
o Explain the tricky part in each word to help them remember, the (/e/
sound is silent), are (/e/ sound is silent) that's why those words try to
trick us.
 Write the tricky words on the board.
 Give them the tricky words worksheet, and let them copy and colour
when they finish with blue.

Literacy Resources: Key Expressions:

Tricky words  Active board. Short vowels
Play the jolly phonics sounds song  Tricky words the tricky words
 Review the short vowels (a, e, i, o, u) blue set.
 Blend these words (bump, jacket, strain, print).  The tricky
 Review the tricky words: the, are. words
 Ask the students ‘why we call these words tricky words? answer: because worksheet.
they want to trick us ‘.
 Introduce the tricky words: today we are going to learn new tricky
words they are: (was, all).
 Show them the tricky words on the wall blue set.
 Explain the tricky part in each word to help them remember was (/s/
sounds as /z/) and all (/a/ sounds as /o/) that's why those words try to trick
us)
 Write the tricky words on the board.
 Give them the tricky words worksheet, and let them copy and colour
when they finish with blue.
 Literacy Resources: Key Expressions:
Tricky words  Active board. Short vowels
Play the jolly phonics sounds song  Tricky words the tricky words
 Review the short vowels (a, e, i, o, u) blue set.
 Blend these words (unload, hip, spied, coffee)  The tricky
 Review the tricky words: the, are, was, all. words
 Ask the students ‘why we call these words tricky words? answer: because worksheet.
they want to trick us ‘.
 Introduce the tricky words: today we are going to learn new tricky
words they are: (she, he).
 Show them the tricky words on the wall blue set.
 Explain the tricky part in each word to help them remember she (/e/
sounds as /ee/) and he (/e/ sounds as /ee/) that's why those words try to
trick us)
 Write the tricky words on the board.
 Give them the tricky words worksheet, and let them copy and colour
when they finish with blue.

Literacy Resources: Key Expressions:

Tricky words  Active board. Short vowels
Play the jolly phonics sounds song  Tricky words the tricky words
 Review the short vowels (a,e,i,o,u) blue set.
 Blend these words (snort, fizz, twin, pingong)  The tricky
 Review the tricky words: the, are, was, all, he, she. words
 Ask the students ‘why we call these words tricky words? answer: because worksheet.
they want to trick us ‘.
 Introduce the tricky words: today we are going to learn new tricky
words they are: (me, we, be).
 Show them the tricky words on the wall blue set.
 Explain the tricky part in each word to help them remember me (/e/
sounds as /ee/) and we (/e/ sounds as /ee) be (/e/ sounds as /ee/)/) that’s
why those words try to trick us.
 Write the tricky words on the board.
 Give them the tricky words worksheet, and let them copy and colour
when they finish with blue.

Literacy Resources: Key Expressions:

Tricky words  Active board. Short vowels
 Play the jolly phonics sounds song  Tricky words the tricky words
 Review the short vowels (a,e,i,o,u) blue set.
 Blend these words (velvet, stood, bee, lies)  The tricky
 Review the tricky words: the, are, was, all, he, she, me, we, be. words
 Ask the students ‘why we call these words tricky words? answer: because worksheet.
they want to trick us ‘.
 Introduce the tricky words: today we are going to learn new tricky
words they are: (I, to, do).
 Show them the tricky words on the wall blue set.
 Explain the tricky part in each word to help them remember I (/I/ sounds
as /ie/) , to (/o/ sounds as /oo /) and do (/o/ sounds as /oo/) that's why
those words try to trick us)
 Write the tricky words on the board.
 Give them the tricky words worksheet, and let them copy and colour
when they finish with blue .

Literacy Resources: Key Expressions:

Tricky words  Active board. Short vowels
Play the jolly phonics sounds song  Tricky words the tricky words
 Review the short vowels (a,e,i,o,u) yellow set.
 Blend these words (yell, chess, next, popcorn)  The tricky
 Review the tricky words: the, are, was, all, he, she, me, we, be, I, to, do. words
 Ask the students ‘why we call these words tricky words? answer: because worksheet.
they want to trick us ‘.
 Introduce the tricky words: today we are going to learn new tricky
words they are: (you, your).
 Show them the tricky words on the wall yellow set.
 Explain the tricky part in each word to help them remember you (/ou/
sounds as /oo/), your (/ou/ sounds as /oa /) and that's why those words try
to trick us)
 Write the tricky words on the board.
 Give them the tricky words worksheet, and let them copy and colour
when they finish with yellow.

Literacy Resources: Key Expressions:

Tricky words  Active board. Short vowels
Play the jolly phonics sounds song  Tricky words the tricky words
 Review the short vowels (a,e,i,o,u) yellow set.
 Blend these words (shock, then, sixteen, ram)  The tricky
 Review the tricky words: the, are, was, all, he, she, me, we, be, I, to, do, words
you, your. worksheet.
 Ask the students ‘why we call these words tricky words? answer: because
they want to trick us ‘.
 Introduce the tricky words: today we are going to learn new tricky
words they are: (come, some).
 Show them the tricky words on the wall yellow set.
 Explain the tricky part in each word to help them remember come (/o/
sounds as /u/ and /e/ sound is silent), some (/o/ sounds as /u/ and /e/ sound
is silent) and that's why those words try to trick us)
 Write the tricky words on the board.
 Give them the tricky words worksheet, and let them copy and colour
when they finish with yellow.
Literacy Resources: Key Expressions:
Tricky words  Active board. Short vowels
Play the jolly phonics sounds song  Tricky words the tricky words
 Review the short vowels (a,e,i,o,u) yellow set.
 Blend these words (camp, quench, south, bang)  The tricky
 Review the tricky words: the, are, was, all, he, she, me, we, be, I, to, do, words
you, your, come, some. worksheet.
 Ask the students ‘why we call these words tricky words? answer: because
they want to trick us ‘.
 Introduce the tricky words: today we are going to learn new tricky
words they are: (here, there).
 Show them the tricky words on the wall yellow set.
 Explain the tricky part in each word to help them remember here (/e/
sounds as /i/ and /e/ sound is silent), there (/ e/ sound is silent and that's
why those words try to trick us)
 Write the tricky words on the board.
 Give them the tricky words worksheet, and let them copy and colour
when they finish with yellow.

Literacy Resources: Key Expressions:

Tricky words  Active board. Short vowels
Play the jolly phonics sounds song  Tricky words the tricky words
 Review the short vowels (a,e,i,o,u) yellow set.
 Blend these words (tinfoil, fuel, vest, kick)  The tricky
 Review the tricky words: the, are, was, all, he, she, me, we, be, I, to, do, words
 you, your, come, some, here, there. worksheet.
 Ask the students ‘why we call these words tricky words? answer: because
they want to trick us ‘.
 Introduce the tricky words: today we are going to learn new tricky
words they are: (said, they).
 Show them the tricky words on the wall yellow set.
 Explain the tricky part in each word to help them remember said (/ai/
sounds as /e/), they (/ y/ sounds as /ai/ and /e/ sound is silent) and that's
why those words try to trick us)
 Write the tricky words on the board.
 Give them the tricky words worksheet, and let them copy and colour
when they finish with yellow.

Literacy Resources: Key Expressions:

Tricky words  Active board. Short vowels
Play the jolly phonics sounds song  Tricky words the tricky words
 Review the short vowels (a,e,i,o,u) yellow set.
 Blend these words (deeper, aim, gas, bunch)  The tricky
 Review the tricky words: the, are, was, all, he, she, me, we, be, I, to, do, words
you, your, come, some, here, there, said, they. worksheet.
 Ask the students ‘why we call these words tricky words? answer: because
they want to trick us ‘.
 Introduce the tricky words: today we are going to learn new tricky
words they are: (go, no, so).
 Show them the tricky words on the wall yellow set.
 Explain the tricky part in each word to help them remember go (/o/
sounds as /oo/), no (/ o/ sounds as /oo/), so (/o/ sounds as /oo/) and that's
why those words try to trick us)
 Write the tricky words on the board.
 Give them the tricky words worksheet, and let them copy and colour
when they finish with yellow.

Literacy Resources: Key Expressions:

Tricky words  Active board. Short vowels
Play the jolly phonics sounds song  Tricky words the tricky words
 Review the short vowels (a,e,i,o,u) yellow/red set.
 Blend these words (winter, foot, oak, theft)  The tricky
 Review the tricky words: the, are, was, all, he, she, me, we, be, I, to, do, words
 you, your, come, some, here, there, said, they, go, no, so. worksheet.
 Ask the students ‘why we call these words tricky words? answer: because
they want to trick us ‘.
 Introduce the tricky words; today we are going to learn new tricky
words they are: (my, by).
 Show them the tricky words on the wall yellow/red set.
 Explain the tricky part in each word to help them remember my (/y/
sounds as /ie/), by (/ y/ sounds as /ie/), and that's why those words try to
trick us).
 Write the tricky words on the board.
 Give them the tricky words worksheet, and let them copy and colour
when they finish with yellow for my and red for by.

Literacy Resources: Key Expressions:

Tricky words  Active board. Short vowels
Play the jolly phonics sounds song  Tricky words the tricky words
 Review the short vowels (a,e,i,o,u) red set.
 Blend these words (wig, smart, quiz, paintbox)  The tricky
 Review the tricky words: the, are, was, all, he, she, me, we, be, I, to, do, words
you, your, come, some, here, there, said, they, go, no, so, my, by. worksheet.
 Ask the students ‘why we call these words tricky words? answer: because
they want to trick us ‘.
 Introduce the tricky words: today we are going to learn new tricky
words they are: (one, only, old).
 Show them the tricky words on the wall red set.
 Explain the tricky part in each word to help them remember one (/o/
sounds as /w/ and /e/ sound is silent), only (/ y/ sounds as /ee/), old (/o/
sounds as /oo/) and that's why those words try to trick us)
 Write the tricky words on the board.
 Give them the tricky words worksheet, and let them copy and colour
when they finish with red.

Literacy Resources: Key Expressions:

Tricky words  Active board. Short vowels
Play the jolly phonics sounds song  Tricky words the tricky words
 Review the short vowels (a,e,i,o,u) red set.
 Blend these words (toast, sport, coast, mix)  The tricky
 Review the tricky words: the, are, was, all, he, she, me, we, be, I, to, do, words
you, your, come, some, here, there, said, they, go, no, so, my, by, one, worksheet.
only, old.
 Ask the students ‘why we call these words tricky words? answer: because
 they want to trick us ‘.
 Introduce the tricky words: today we are going to learn new tricky
words they are: (like, have).
 Show them the tricky words on the wall red set.
 Explain the tricky part in each word to help them remember like (/i/
sounds as /ie/ and /e/ sound is silent), have (/ e/ sound is silent) and that's
why those words try to trick us)
 Write the tricky words on the board.
 Give them the tricky words worksheet, and let them copy and colour
when they finish with red.

Literacy Resources: Key Expressions:

Tricky words  Active board. Short vowels
Play the jolly phonics sounds song  Tricky words the tricky words
 Review the short vowels (a,e,i,o,u) red set.
 Blend these words (pat, fixing, hunt, garlic)  The tricky
 Review the tricky words: the, are, was, all, he, she, me, we, be, I, to, do, words
you, your, come, some, here, there, said, they, go, no, so, my, by, one, worksheet.
only, old, like, have.
 Ask the students ‘why we call these words tricky words? answer: because
they want to trick us ‘.
 Introduce the tricky words: today we are going to learn new tricky
words they are: (live, give).
 Show them the tricky words on the wall red set.
 Explain the tricky part in each word to help them remember live (/e/
sound is silent), give (/ e/ sound is silent) and that's why those words try
to trick us.
 Write the tricky words on the board.
 Give them the tricky words worksheet, and let them copy and colour
when they finish with red.

Literacy Resources: Key Expressions:

Tricky words  Active board. Short vowels
Play the jolly phonics sounds song  Tricky words the tricky words
 Review the short vowels (a,e,i,o,u) red set.
 Blend these words (oilcan, ground, quench, thump)  The tricky
 Review the tricky words: the, are, was, all, he, she, me, we, be, I, to, do, words
 you, your, come, some, here, there, said, they, go, no, so, my, by, one, worksheet.
only, old, like, have, live, give.
 Ask the students ‘why we call these words tricky words? answer: because
they want to trick us ‘.
 Introduce the tricky words: today we are going to learn new tricky
words they are: (little, down).
 Show them the tricky words on the wall red set.
 Explain the tricky part in each word to help them remember little (/e/
sound is silent), down (/ow/ sounds as /ou/) and that's why those words
try to trick us.
 Write the tricky words on the board.
 Give them the tricky words worksheet, and let them copy and colour
when they finish with red.

Literacy Resources: Key Expressions:

Tricky words  Active board. Short vowels
Play the jolly phonics sounds song  Tricky words the tricky words
 Review the short vowels (a,e,i,o,u) red set.
 Blend these words (butter, mouse, shook, exam)  The tricky
 Review the tricky words: the, are, was, all, he, she, me, we, be, I, to, do, words
you, your, come, some, here, there, said, they, go, no, so, my, by, one, worksheet.
only, old, like, have, live, give, little, down.
 Ask the students ‘why we call these words tricky words? answer: because
they want to trick us ‘.
 Introduce the tricky words: today we are going to learn new tricky
words they are: (what, when).
 Show them the tricky words on the wall red set.
 Explain the tricky part in each word to help them remember what (/h/
sound is silent), when (/h/ sound is silent) and that's why those words try
to trick us.
 Write the tricky words on the board.
 Give them the tricky words worksheet, and let them copy and colour
when they finish with red.