Letters and Sounds 1

More documents

Recommendations

Info

Letters and Sounds: Phase One Aspect : Environmental sounds Join children in their play to extend their talk and enrich their vocabulary. Explore with children the sounds different animals make, including imaginary ones such as dragons. 00281-2007BKT-EN © Crown copyright 2007 Encourage children to use language for thinking by asking open questions such as What does it feel like to be in the tunnel? Children enjoy experimenting with the sounds different objects can make. Making large movements with swirling ribbons helps to develop physical skills necessary for writing. Using a more unusual roleplay area inspires children to use language for a range of purposes. Letters and Sounds: Principles and Practice of High Quality Phonics Primary National Strategy
Letters and Sounds: Phase One Aspect : General sound discrimination – environmental sounds Tuning into sounds Main purpose ■ To develop children’s listening skills and awareness of sounds in the environment Listening walks This is a listening activity that can take place indoors or outdoors. Remind the children about the things that good listeners do (e.g. keep quiet, have ears and eyes ready). Invite the children to show you how good they are at listening and talk about why listening carefully is important. Encourage the children to listen attentively to the sounds around them. Talk about the different sounds they can hear. The children could use ‘cupped ears’ or make big ears on headbands to wear as they go on the listening walk. After the children have enjoyed a listening walk indoors or outdoors, make a list of all the sounds they can remember. The list can be in words or pictures and prompted by replaying sounds recorded on the walk. A listening moment This is another activity that can take place indoors or outdoors. Remind the children how to be good listeners and invite them to show how good they are at listening by remembering all the sounds they hear when they listen for a moment. It may be useful to use a sand timer to illustrate, for example, the passing of half a minute. Ask them what made each sound and encourage them to try to make the sound themselves. Drum outdoors Give each child a beater or make drumsticks, for example from short pieces of dowel. Encourage the children to explore the outdoor area and discover how different sounds are made by tapping or stroking, with their beaters, a wooden door, a wire fence, a metal slide, and a few items such as pipes and upturned pots you have ‘planted’. The activity could be recorded and/or photographed. Ask each child to demonstrate their favourite sound for the rest of the group. The whole group can join in and copy. Ask each child to take up position ready to make their favourite sound. An adult or a child acts as conductor and raises a beater high in the air to signal the children to play loudly and lowers it to signal playing softly. Letters and Sounds: Principles and Practice of High Quality Phonics Primary National Strategy 00281-2007BKT-EN © Crown copyright 2007
Page 1 and 2: Letters and Sounds: Principles and
Page 3 and 4: Letters and Sounds: Phase One Enjoy
Page 5 and 6: Letters and Sounds: Phase One Seven
Page 7 and 8: Letters and Sounds: Phase One ■ F
Page 12 and 13: Teddy is lost in the jungle One chi
Page 14 and 15: Enlivening stories Involve the chil
Page 16 and 17: Letters and Sounds: Phase One Aspec
Page 18 and 19: Grandmother stands with her back to
Page 20: 00281-2007BKT-EN © Crown copyright
Page 23 and 24: Letters and Sounds: Phase One 0 Asp
Page 25 and 26: Letters and Sounds: Phase One Look,
Page 30 and 31: Rhyming soup Ask a small group to s
Page 32 and 33: Main purpose ■ To talk about word
Page 36 and 37: Digging for treasure Collect two se
Page 38 and 39: Main purpose 00281-2007BKT-EN © Cr
Page 42 and 43: Metal Mike Encourage a small group
Page 44: Animal noises Provide simple animal
Page 49 and 50: Letters and Sounds: Phase One Ask t
Page 52 and 53: Letters and Sounds: Phase Two 00281
Page 54 and 55: Summary Children entering Phase Two
Page 56 and 57: Suggested timetable for Phase Two -
Page 58 and 59: 5. Point to the snake and say sssss
Page 60 and 61:
Interactive whiteboard variation Re
Page 62 and 63:
Procedure Use the soft toy to give
Page 64 and 65:
Teaching and practising blending fo
Page 66 and 67:
5. Ask the children with word cards
Page 68 and 69:
7. If all the children have frames
Page 70 and 71:
Teaching and practising high-freque
Page 72 and 73:
Teaching reading and writing captio
Page 74 and 75:
Assessment (See Notes of Guidance f
Page 76 and 77:
Words using sets - letters (+h) (+b
Page 78 and 79:
Letters and sounds: Phase Three 002
Page 80 and 81:
Summary Children entering Phase Thr
Page 82 and 83:
Suggested timetable for Phase Three
Page 84 and 85:
Week 0 - Practise all GPCs - Practi
Page 86 and 87:
Teaching letter names (if not alrea
Page 88 and 89:
Practising grapheme recognition (fo
Page 90 and 91:
Procedure 1. Say the sound of a gra
Page 92 and 93:
■ Ask the children with word card
Page 94 and 95:
Procedure 1. Ask the children to so
Page 96 and 97:
4. Ask the children to write the wo
Page 98 and 99:
4. Sound-talk the word, and repeat,
Page 100 and 101:
Teaching reading and spelling two-s
Page 102 and 103:
Procedure 1. Display a caption or s
Page 104 and 105:
4. Ask them to say it again all tog
Page 106 and 107:
Bank of suggested words, captions a
Page 108 and 109:
Words using the Phase Three vowel g
Page 110 and 111:
Having food in the wigwam is fun. T
Page 112 and 113:
Letters and Sounds: Phase Four 0 Ph
Page 114 and 115:
Letters and Sounds: Phase Four 0 Pr
Page 116 and 117:
Letters and Sounds: Phase Four 0 Qu
Page 118 and 119:
Letters and Sounds: Phase Four Teac
Page 120 and 121:
Letters and Sounds: Phase Four Coun
Page 122 and 123:
Letters and Sounds: Phase Four Phon
Page 124 and 125:
Letters and Sounds: Phase Four Teac
Page 126 and 127:
Letters and Sounds: Phase Four 0 Re
Page 128 and 129:
Letters and Sounds: Phase Four Prac
Page 130 and 131:
Letters and Sounds: Phase Four Proc
Page 132 and 133:
Letters and Sounds: Phase Four Bank
Page 134 and 135:
Letters and Sounds: Phase Four Sent
Page 136 and 137:
Letters and Sounds: Phase Five 0 Ph
Page 138 and 139:
Letters and Sounds: Phase Five Revi
Page 140 and 141:
Letters and Sounds: Phase Five READ
Page 142 and 143:
Letters and Sounds: Phase Five Teac
Page 144 and 145:
Letters and Sounds: Phase Five Quic
Page 146 and 147:
Letters and Sounds: Phase Five 0 5.
Page 148 and 149:
Letters and Sounds: Phase Five Prac
Page 150 and 151:
Letters and Sounds: Phase Five SPEL
Page 152 and 153:
Letters and Sounds: Phase Five 16.
Page 154 and 155:
Letters and Sounds: Phase Five Lear
Page 156 and 157:
Letters and Sounds: Phase Five 0 6.
Page 158 and 159:
Letters and Sounds: Phase Five a-e
Page 160 and 161:
Letters and Sounds: Phase Five nati
Page 162 and 163:
Letters and Sounds: Phase Five /ai/
Page 164 and 165:
Letters and Sounds: Phase Five Lett
Page 166 and 167:
Letters and Sounds: Phase Five 0 Ph
Page 168 and 169:
Letters and Sounds: Phase Five Luke
Page 170 and 171:
Letters and Sounds: Phase Five The
Page 172 and 173:
Letters and Sounds: Phase Six 00281
Page 174 and 175:
Summary By the beginning of Phase S
Page 176 and 177:
SPELLING Teaching spelling 00281-20
Page 178 and 179:
Word sort Purpose ■ To categorise
Page 180 and 181:
Procedure Whole-class work 1. Draw
Page 182 and 183:
Clap and count Purpose ■ To provi
Page 184 and 185:
00281-2007BKT-EN © Crown copyright
Page 186 and 187:
2. Display the poster of four memor
Page 188 and 189:
. Write the sentence. Dictate a sen
Page 190 and 191:
■ marking the children’s work:
Page 192 and 193:
■ Ask yourself whether it looks r
Page 194 and 195:
5. English words do not end in the
Page 196 and 197:
Adding other suffixes Other suffixe
Page 198 and 199:
someone asking before do to Things
Page 200 and 201:
Letters and Sounds: Appendices 100
Page 202 and 203:
Letters and Sounds: Appendices Appe
Page 204 and 205:
Letters and Sounds: Appendices Phas
Page 206 and 207:
Letters and Sounds: Appendices 00 P
Page 208 and 209:
Letters and Sounds: Appendices 0 Ph
Page 210 and 211:
Letters and Sounds: Appendices 0 Pr
Page 212 and 213:
Letters and Sounds: Appendices 0 No
Page 214:
Letters and Sounds: Acknowledgement
show all

Letters and Sounds 1

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?