Letters and Sounds 1

More documents

Recommendations

Info

Letters and Sounds: Phase Four Practising reading and writing sentences Matching (with the teacher) Resources Letters and Sounds: Principles and Practice of High Quality Phonics Primary National Strategy Reading sentences ■ Three pictures and a sentence corresponding to one of the pictures Procedure 1. Display the pictures and the sentence (e.g. It is fun to camp in a tent). 2. Sound-talk (if necessary) and read the first word (e.g. I-t It). 3. After reading the second word, say both words (e.g. i-s is – It is). 4. Continue with the next word (e.g. f-u-n fun – It is fun). 5. Continue to the end of the sentence. 6. Ask the children which picture the sentence belongs to. 7. As children get more practice with high-frequency words, it should not be necessary to continue sound-talking them. Matching (independent of the teacher) Resources ■ Set of pictures and corresponding sentences Procedure Ask the children to match the pictures and sentences. Drawing Resources ■ Two sentences 00281-2007BKT-EN © Crown copyright 2007
Procedure 1. Display a sentence. 2. Ask the children to read it with their partners and draw a quick sketch. 3. Repeat with the next sentence. ‘I can…’ books Purpose ■ To practise reading Resources ■ Small zigzag book with ‘I can skip’ (jump, swim, clap, creep, swing, paint, etc.) sentences on one side of each page and a corresponding picture drawn by a child on the other ■ Small four-page empty zigzag books made from half sheets of A4 paper (cut longwise) ■ Action phrases (drink my milk, toast some cheese, punch a bag, hunt the slipper, brush my hair) on cards ■ Paper copies of the action phrases, one per child ■ Materials for writing, drawing and sticking Procedure 1. Read the completed zigzag book to the children. 2. Show them the empty books for them to make their own. 3. Display the phrase cards, one a time, for the children to read. 4. Make available paper copies of the action phrases, the empty zigzag books, and writing, sticking and drawing materials for the children to make their own zigzag books. Yes/no questions Resources ■ A number of prepared questions (see page 128 for suggestions) on card or an interactive whiteboard ■ Cards with ‘yes’ on one side and ‘no’ on the other, one per pair of children 00281-2007BKT-EN © Crown copyright 2007 Letters and Sounds: Principles and Practice of High Quality Phonics Primary National Strategy Letters and Sounds: Phase Four
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 10 and 11:
Letters and Sounds: Phase One Aspec
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:
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 28 and 29:
Page 30 and 31:
Rhyming soup Ask a small group to s
Page 32 and 33:
Main purpose ■ To talk about word
Page 34 and 35:
Page 36 and 37:
Digging for treasure Collect two se
Page 38 and 39:
Main purpose 00281-2007BKT-EN © Cr
Page 40 and 41:
Page 42 and 43:
Metal Mike Encourage a small group
Page 44:
Animal noises Provide simple animal
Page 47 and 48:
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 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?