Letters and Sounds: Phase Five

Letters and Sounds: Phase Five
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Assessment
(See ‘Notes of Guidance for Practitioners and Teachers’, page 16.)
By the end of Phase Five children should:
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Remind the children that a space is needed between words and put a mark
where the next word will start.
Ask the children to say the sentence again.
Ask for the next word and ask what letters are needed.
Repeat for each word.
10.
Ask about or point out the full stop at the end of the sentence.
Independent writing
When children are writing, for example in role-play areas, their letter knowledge
along with their ability to segment will allow them to make a good attempt at
writing many of the words they wish to use. Even though some of their spellings
may be partially inaccurate, the experience gives them further practice in
segmentation and, even more importantly, gives them experience in composition
and makes them see themselves as writers. Children should be able to spell most
of the 100 high-frequency words accurately during the course of Phase Five.
give the sound when shown any grapheme that has been taught;
for any given sound, write the common graphemes;
apply phonic knowledge and skill as the prime approach to reading and spelling
unfamiliar words that are not completely decodable;
read and spell phonically decodable two-syllable and three-syllable words;
read automatically all the words in the list of 100 high-frequency words;
accurately spell most of the words in the list of 100 high-frequency words;
form each letter correctly.
Letters and Sounds: Principles and Practice of High Quality Phonics
Primary National Strategy
00281-2007BKT-EN
© Crown copyright 2007