Letters and Sounds: Phase Five

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Letters and Sounds: Phase Five Learning to spell and practising high-frequency words no • • go • • so • • have • • –– some • • ––– like come •• • • • ––– one little •• – – were • ––– there –– ––– do • • Letters and Sounds: Principles and Practice of High Quality Phonics Primary National Strategy when ––– • • what ––– • • out ––- • Children should be able to read these words before being expected to learn to spell them. Resources ■ Whiteboards and pens, preferably one per child Procedure 1. 2. 3. 4. 5. 6. 7. Write the word to be learned on the whiteboard and check that all the children can read it. Say a sentence using the word. Sound-talk the word raising a finger for each phoneme. Ask the children to do the same. Discuss the letters required for each phoneme, using letter names. Ask the children to ‘trace the shape of’ the letters on their raised fingers. Rub the word off the whiteboard and ask them to write the word on their whiteboards. Note: Although ending in the letter e, some, come and have are not split digraph words. It is easiest to suggest that the last phoneme is represented by a consonant and the letter e. It is not possible to show the phonemes represented by graphemes in the word one. 00281-2007BKT-EN © Crown copyright 2007
Practising spelling two-syllable and three-syllable words Resources ■ ■ List of words Whiteboards, pens and wipes, or pencil and paper for each child Procedure 1. 2. 3. 4. 5. 6. 7. 8. Say a word (e.g. rescue), clap each syllable and ask the children to do the same. Repeat the clapping with two or three more words. Clap the first word again and tell the children that the first clap is on res and the second is on cue. Ask the children for the sounds in res and write them. Repeat with the second syllable. Read the completed word. Repeat 3–6 with another word. Continue with more words but the children write the words on their own whiteboards. Practising writing sentences Resources ■ Sentence including words you wish to practise Procedure 1. 2. 3. 4. 5. 00281-2007BKT-EN © Crown copyright 2007 Writing sentences Ask the children to say the sentence all together a couple of times and then again to their partners. Ask them to say it again all together two or three times. Ask the children to tell you the first word. Ask what letters are needed and write the word. Ask about, or point out, the initial capital letter. Letters and Sounds: Principles and Practice of High Quality Phonics Primary National Strategy Letters and Sounds: Phase Five
Page 1 and 2: Letters and Sounds: Phase Five 0028
Page 3 and 4: Summary Children entering Phase Fiv
Page 5 and 6: 00281-2007BKT-EN © Crown copyright
Page 7 and 8: Example session for split digraph i
Page 9 and 10: Practising recognition of graphemes
Page 11 and 12: Procedure 1. 2. 3. 4. 5. 6. 7. Disp
Page 13 and 14: Procedure 1. 2. 3. 4. 5. 6. 7. Remi
Page 15 and 16: Variation Choosing three right answ
Page 17 and 18: Phoneme spotter Purpose ■ ■ To
Page 19: Best bet Purpose ■ To develop chi
Page 23 and 24: Bank of words and other materials f
Page 25 and 26: ow ie ea er ou down low pie chief s
Page 27 and 28: ar/ /air/ /or/ father half there pe
Page 31 and 32: Questions for Yes/no questions (See
Page 37: 00281-2007BKT-EN © Crown copyright

Letters and Sounds: Phase Five

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