Letters and Sounds: Phase Five

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Letters and Sounds: Phase Five Revisit and review ■ ■ Practise previously learned graphemes Practise blending and segmentation Teach ■ ■ Teach new graphemes Teach tricky words Practise ■ ■ Practise blending and reading words with the new GPC Practise segmenting and spelling words with the new GPC Apply ■ Read or write a sentence using one or more high-frequency words and words containing the new graphemes Suggested timetable for Phase Five – discrete teaching Weeks – – Practise recognition and recall of Phase Two, Three and Five graphemes as they are learned – Teach new graphemes for reading (about four per week) – Practise reading and spelling words with adjacent consonants and words with newly learned graphemes – Learn new phoneme /zh/ in words such as treasure – Teach reading the words oh, their, people, Mr, Mrs, looked, called, asked – Teach spelling the words said, so, have, like, some, come, were, there – Practise reading and spelling high-frequency words – Practise reading and spelling polysyllabic words – Practise reading sentences – Practise writing sentences Weeks – – Practise recognition and recall of graphemes and different pronunciations of graphemes as they are learned – Teach alternative pronunciations of graphemes for reading (about four per week) – Practise reading and spelling words with adjacent consonants and words with newly learned graphemes Letters and Sounds: Principles and Practice of High Quality Phonics Primary National Strategy 00281-2007BKT-EN © Crown copyright 2007
00281-2007BKT-EN © Crown copyright 2007 – Teach reading the words water, where, who, again, thought, through, work, mouse, many, laughed, because, different, any, eyes, friends, once, please – Teach spelling the words little, one, do, when, what, out – Practise reading and spelling high-frequency words – Practise reading and spelling polysyllabic words – Practise reading sentences – Practise writing sentences Weeks – 0 – Practise recognition and recall of graphemes and different pronunciations of graphemes as they are learned – Teach alternative spellings of phonemes for spelling – Practise reading and spelling words with adjacent consonants and words with newly learned graphemes – Teach spelling the words oh, their, people, Mr, Mrs, looked, called, asked – Practise reading and spelling high-frequency words – Practise reading and spelling polysyllabic words – Practise reading sentences – Practise writing sentences 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: Summary Children entering Phase Fiv
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 and 22: Practising spelling two-syllable an
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 29 and 30: 00281-2007BKT-EN © Crown copyright
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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