Letters and Sounds 1

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Letters and Sounds: Phase One Aspect : Instrumental sounds Children use home-made shakers to explore and learn how sounds can be changed. Playing with musical instruments outdoors encourages children to experiment with the sounds they can hear. 00281-2007BKT-EN © Crown copyright 2007 Note which children can make up simple rhythms. In their free play, children enjoy revisiting an adult-led activity. Observe how well the children listen to each other as they play in the band. Letters and Sounds: Principles and Practice of High Quality Phonics Primary National Strategy
Letters and Sounds: Phase One Aspect : General sound discrimination – instrumental sounds These activities promote speaking and listening through the use of musical instruments (either purchased or made by the children). They do not replace the rich music provision necessary for creative development in the wider educational programme. Letters and Sounds: Principles and Practice of High Quality Phonics Primary National Strategy Tuning into sounds Main purpose ■ To experience and develop awareness of sounds made with instruments and noise makers New words to old songs Take a song or rhyme the children know well and invent new words to suit the purpose and the children’s interests. Use percussion instruments to accompany the new lyrics. Which instrument? This activity uses two identical sets of instruments. Give the children the opportunity to play one set to introduce the sounds each instrument makes and name them all. Then one child hides behind a screen and chooses one instrument from the identical set to play. The other children have to identify which instrument has been played. Develop the activity by playing a simple rhythm or by adding a song to accompany the instrument (e.g. There is a music man. Clap your hands) while the hidden instrument is played. This time the listening children have to concentrate very carefully, discriminating between their own singing and the instrument being played. Adjust the volume Two children sit opposite each other with identical instruments. Ask them to copy each other making loud sounds and quiet sounds. It may be necessary to demonstrate with two adults copying each other first. Then try the activity with an adult with one child. Use cards giving picture or symbol cues to represent loud or quiet (e.g. a megaphone, puppet of a lion; a finger on the lips, puppet of a mouse). 1 Grandmother’s footsteps ‘Grandmother’ has a range of instruments and the children decide what movement goes with which sound (e.g. shakers for running on tip-toe, triangle for fairy steps). First an adult will need to model being Grandmother. Then a child takes the role. 1 Activity based on Looking and Listening Pack ©Heywood Middleton & Rochdale Primary Care Trust. Used with kind permission. 00281-2007BKT-EN © Crown copyright 2007
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Page 3 and 4: Letters and Sounds: Phase One Enjoy
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Page 12 and 13: Teddy is lost in the jungle One chi
Page 14 and 15: Enlivening stories Involve the chil
Page 18 and 19: Grandmother stands with her back to
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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
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Page 52 and 53: Letters and Sounds: Phase Two 00281
Page 54 and 55: Summary Children entering Phase Two
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Page 58 and 59: 5. Point to the snake and say sssss
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Page 62 and 63: Procedure Use the soft toy to give
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5. Ask the children with word cards
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7. If all the children have frames
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Teaching and practising high-freque
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Teaching reading and writing captio
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Assessment (See Notes of Guidance f
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Words using sets - letters (+h) (+b
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Letters and sounds: Phase Three 002
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Summary Children entering Phase Thr
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Suggested timetable for Phase Three
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Week 0 - Practise all GPCs - Practi
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Teaching letter names (if not alrea
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Practising grapheme recognition (fo
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Procedure 1. Say the sound of a gra
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■ Ask the children with word card
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Procedure 1. Ask the children to so
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4. Ask the children to write the wo
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4. Sound-talk the word, and repeat,
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Teaching reading and spelling two-s
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Procedure 1. Display a caption or s
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4. Ask them to say it again all tog
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Bank of suggested words, captions a
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Words using the Phase Three vowel g
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Having food in the wigwam is fun. T
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Letters and Sounds: Phase Four 0 Ph
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Letters and Sounds: Phase Four Teac
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Letters and Sounds: Phase Four Proc
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Letters and Sounds: Phase Four Bank
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Letters and Sounds: Phase Five Revi
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Letters and Sounds: Phase Five READ
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Letters and Sounds: Phase Five Teac
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Letters and Sounds: Phase Five 0 5.
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Letters and Sounds: Phase Five Prac
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Letters and Sounds: Phase Five SPEL
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Letters and Sounds: Phase Five 16.
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Letters and Sounds: Phase Five Lear
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Letters and Sounds: Phase Five a-e
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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 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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