Letters and Sounds 1

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Letters and Sounds: Phase One Aspect : Body percussion Observe how well the children march, stamp and splash to a Using the outdoor area as beat. much as possible encourages children to explore different ways of making sounds with their bodies. Talk with children as they paint and comment on the movements and shapes they are making. 00281-2007BKT-EN © Crown copyright 2007 Stress simple sound patterns to accompany children’s mark-making. Listen to the children as they re-enact familiar stories. Letters and Sounds: Principles and Practice of High Quality Phonics Primary National Strategy
Letters and Sounds: Phase One 0 Aspect : General sound discrimination – body percussion Main purpose ■ To develop awareness of sounds and rhythms Letters and Sounds: Principles and Practice of High Quality Phonics Primary National Strategy Tuning into sounds Action songs Singing songs and action rhymes is a vital part of Phase One activities and should be an everyday event. Children need to develop a wide repertoire of songs and rhymes. Be sure to include multi-sensory experiences such as action songs in which the children have to add claps, knee pats and foot stamps or move in a particular way. Add body percussion sounds to nursery rhymes, performing the sounds in time to the beat. Change the body sound with each musical phrase or sentence. Encourage the children to be attentive and to know when to add sounds, when to move, and when to be still. Listen to the music Introduce one musical instrument and allow each child in the small group to try playing it. Ask the children to perform an action when the instrument is played (e.g. clap, jump, wave). The children can take turns at being leader. Ask the child who is leading to produce different movements for others to copy. As the children become more confident, initiate simple repeated sequences of movement (e.g. clap, clap, jump). Suggest to the children that they could make up simple patterns of sounds for others to copy. Ask the children to think about how the music makes them feel and let them move to the music. 1 Roly poly Rehearse the rhyme with the actions (rotating hand over hand as in the song ‘Wind the bobbin up’). Ro … ly … po … ly … ever … so … slowly Ro … ly … poly faster. (Increase the speed of the action as you increase the speed of the rhyme.) Now add in new verses, such as: Stamp … your … feet … ever … so … slowly Stamp … your feet faster. Ask the children to suggest sounds and movements to be incorporated into the song. Say hello ever so quietly Say HELLO LOUDER! 1 Activity based on Looking and Listening Pack ©Heywood Middleton & Rochdale Primary Care Trust. Used with kind permission. 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 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 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
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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 0 Pr
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Letters and Sounds: Phase Four 0 Qu
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Letters and Sounds: Phase Four Teac
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Letters and Sounds: Phase Four Coun
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Letters and Sounds: Phase Four Phon
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Letters and Sounds: Phase Four Teac
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Letters and Sounds: Phase Four 0 Re
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Letters and Sounds: Phase Four Prac
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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 Four Sent
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Letters and Sounds: Phase Five 0 Ph
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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 Quic
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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 0 6.
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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 /ai/
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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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