Letters and Sounds: Phase Five

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Letters and Sounds: Phase Five 0 Assessment (See ‘Notes of Guidance for Practitioners and Teachers’, page 16.) By the end of Phase Five children should: ■ ■ ■ ■ ■ ■ ■ 6. 7. 8. 9. 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
Bank of words and other materials for use in Phase Five activities Some new graphemes for reading Words in italics are high-frequency words. 00281-2007BKT-EN © Crown copyright 2007 ay ou ie ea oy ir ue ue day out pie sea boy girl clue cue play about lie seat toy sir blue due may cloud tie bead joy bird glue hue say scout die read oyster shirt true venue stray found cried meat Roy skirt Sue value clay proud tried treat destroy birth Prue pursue spray sprout spied heap Floyd third rue queue tray sound fried least enjoy first flue statue crayon loudest replied steamy royal thirteen issue rescue delay mountain denied repeat annoying thirsty tissue argue aw wh ph ew ew oe au ey saw when who Philip blew stew toe Paul money paw what whose Philippa chew few hoe haul honey raw which whole phonics grew new doe daub donkey claw where whom sphinx drew dew foe launch cockney jaw why whoever Christopher screw pew woe haunted jockey lawn whistle dolphin crew knew Joe Saul turkey yawn whenever prophet brew mildew goes August chimney law wheel phantom flew nephew tomatoes jaunty valley shawl whisper elephant threw renew potatoes author trolley drawer white alphabet Andrew Matthew heroes automatic monkey 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 and 20: Best bet Purpose ■ To develop chi
Page 21: Practising spelling two-syllable an
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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