Letters and Sounds 1

More documents

Recommendations

Info

Phase One Notes for practitioners and teachers Phase One falls largely within the Communication, Language and Literacy area of learning in the Early Years Foundation Stage. In particular, it will support linking sounds and letters in the order in which they occur in words, and naming and sounding the letters of the alphabet. It also draws on and promotes other areas of learning described in the Early Years Foundation Stage (EYFS), particularly Personal, Social and Emotional Development and Creative Development, where, for example, music plays a key part in developing children’s language. Phase One contributes to the provision for Communication, Language and Literacy; it does not constitute the whole language provision. The activities in Phase One are mainly adult-led with the intention of teaching young children important basic elements of the Letters and Sounds programme such as oral segmenting and blending of familiar words. However, it is equally important to sustain and draw upon worthwhile, freely chosen activities that are provided for children in good early years settings and Reception classes. The aim is to embed the Phase One adult-led activities in a language-rich provision that serves the best interests of the children by fully recognising their propensity for play and its importance in their development. It follows that the high quality play activities which typify good provision will offer lots of opportunities to enrich children’s language across the six areas of learning: ■ Personal, Social and Emotional Development ■ Communication, Language and Literacy ■ Problem Solving, Reasoning and Numeracy ■ Knowledge and Understanding of the World ■ Physical Development ■ Creative Development. Practitioners and teachers will need to be alert to the opportunities afforded for language development through children’s play, and link learning from the Letters and Sounds programme with all six areas. 00281-2007BKT-EN © Crown copyright 2007 Letters and Sounds: Principles and Practice of High Quality Phonics Primary National Strategy Letters and Sounds: Phase One
Letters and Sounds: Phase One Enjoying and sharing books Experience shows that children benefit hugely by exposure to books from an early age. Right from the start, lots of opportunities should be provided for children to engage with books that fire their imagination and interest. They should be encouraged to choose and peruse books freely as well as sharing them when read by an adult. Enjoying and sharing books leads to children seeing them as a source of pleasure and interest and motivates them to value reading. Planning and progression Practitioners and teachers should provide daily speaking and listening activities that are well matched to children’s developing abilities and interests, drawing upon observations and assessments to plan for progression and to identify children who need additional support, for example to discriminate and produce the sounds of speech. A rich and varied environment will support children’s language learning through Phase One and beyond. Indoor and outdoor spaces should be well planned so that they can be used flexibly. For each aspect in Phase One, there are photographs and captions that illustrate the ways in which the learning environment can be designed to encourage children to explore and apply the knowledge and skills to which they have been introduced through the activities. Oral blending and segmenting the sounds in words are an integral part of the later stages of Phase One. Whilst recognising alliteration (words that begin with the same sound) is important as children develop their ability to tune into speech sounds, the main objective should be segmenting words into their component sounds, and especially blending the component sounds all through a word. Exploring the sounds in words should occur as opportunities arise throughout the course of the day’s activities, as well as in planned adult-led sessions with groups and individual children. Children’s curiosity in letter shapes and written words should be fostered throughout Phase One to help them make a smooth transition to Phase Two, when grapheme–phoneme correspondences are introduced. There is no requirement that children should have mastered all the skills in Phase One (e.g. the ability to supply a rhyming word) before beginning Phase Two. Letters and Sounds: Principles and Practice of High Quality Phonics Primary National Strategy 00281-2007BKT-EN © Crown copyright 2007
Page 1: Letters and Sounds: Principles and
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 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?