Letters and Sounds 1

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Letters and Sounds: Phase Four 0 Practise ■ Practise blending and reading words with adjacent consonants ■ Practise segmentation and spelling words with adjacent consonants Apply ■ Read or write sentences using one or more high-frequency words and words containing adjacent consonants Suggested timetable for Phase Four – discrete teaching Week – Practise recognition and recall of Phase Two and Three graphemes and reading and spelling CVC words – Teach and practise reading CVCC words – Teach and practise spelling CVCC words – Teach reading the tricky words said, so – Teach spelling the tricky words he, she, we, me, be – Practise reading and spelling high-frequency words – Practise reading sentences – Practise writing sentences Week – Practise recognition and recall of Phase Two and Three graphemes and reading and spelling CVC words – Teach and practise reading CCVC words – Teach and practise spelling CCVC words – Teach reading the tricky words have, like, some, come – Teach spelling the tricky words was, you – Practise reading and spelling high-frequency words – Practise reading sentences – Practise writing sentences Week – Practise recognition and recall of Phase Two and Three graphemes – Practise reading words containing adjacent consonants – Practise spelling words containing adjacent consonants – Teach reading the tricky words were, there, little, one – Teach spelling the tricky words they, all, are – Practise reading and spelling high-frequency words – Practise reading sentences – Practise writing sentences Week – Practise recognition and recall of Phase Two and Three graphemes – Practise reading words containing adjacent consonants – Practise spelling words containing adjacent consonants – Teach reading the tricky words do, when, out, what – Teach spelling the tricky words my, her – Practise reading and spelling high-frequency words – Practise reading sentences – Practise writing sentences Letters and Sounds: Principles and Practice of High Quality Phonics Primary National Strategy 00281-2007BKT-EN © Crown copyright 2007
Practising grapheme recognition for reading and recall for spelling Flashcards 00281-2007BKT-EN © Crown copyright 2007 Grapheme recognition Purpose ■ To say as quickly as possible the correct sound when a grapheme is displayed Resources ■ Set of A4 size cards, one for each grapheme, or graphemes stacked on interactive whiteboard screen Procedure 1. Hold up or slide into view the grapheme cards the children have learned, one at a time. 2. Ask the children to say, in chorus, the sound of the grapheme. 3. Increase the speed of presentation so that children learn to respond quickly. Frieze Resources ■ Frieze of graphemes ■ Pointing stick/hand Procedure 1. Point to or remotely highlight graphemes, one at a time at random, and ask the children to tell you their sounds. 2. Gradually increase the speed. 3. You could ask a child to ‘be teacher’ as this gives you the opportunity to watch and assess the children as they respond. Letters and Sounds: Principles and Practice of High Quality Phonics Primary National Strategy 0 Letters and Sounds: Phase Four
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Letters and Sounds: Principles and
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Letters and Sounds: Phase One Enjoy
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Letters and Sounds: Phase One Seven
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Letters and Sounds: Phase One ■ F
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Letters and Sounds: Phase One Aspec
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Teddy is lost in the jungle One chi
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Enlivening stories Involve the chil
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Grandmother stands with her back to
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00281-2007BKT-EN © Crown copyright
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Letters and Sounds: Phase One 0 Asp
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Letters and Sounds: Phase One Look,
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Rhyming soup Ask a small group to s
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Main purpose ■ To talk about word
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Digging for treasure Collect two se
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Main purpose 00281-2007BKT-EN © Cr
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Metal Mike Encourage a small group
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Animal noises Provide simple animal
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Letters and Sounds: Phase One Ask t
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Letters and Sounds: Phase Two 00281
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Summary Children entering Phase Two
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Suggested timetable for Phase Two -
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5. Point to the snake and say sssss
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Interactive whiteboard variation Re
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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 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
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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
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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
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Letters and Sounds: Phase Five Lett
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Letters and Sounds: Phase Five 0 Ph
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Letters and Sounds: Phase Five Luke
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Letters and Sounds: Phase Five The
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Letters and Sounds: Phase Six 00281
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Summary By the beginning of Phase S
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SPELLING Teaching spelling 00281-20
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Word sort Purpose ■ To categorise
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Procedure Whole-class work 1. Draw
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Clap and count Purpose ■ To provi
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00281-2007BKT-EN © Crown copyright
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2. Display the poster of four memor
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. Write the sentence. Dictate a sen
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■ marking the children’s work:
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■ Ask yourself whether it looks r
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5. English words do not end in the
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Adding other suffixes Other suffixe
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someone asking before do to Things
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Letters and Sounds: Appendices 100
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Letters and Sounds: Appendices Appe
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Letters and Sounds: Appendices Phas
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Letters and Sounds: Appendices 00 P
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Letters and Sounds: Appendices 0 Ph
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Letters and Sounds: Appendices 0 Pr
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Letters and Sounds: Appendices 0 No
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Letters and Sounds: Acknowledgement
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