Letters and Sounds 1

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Letters and Sounds: Phase One Aspect : Alliteration Play alongside children in a café and place an order: ‘Please may I have some juicy jelly’ or ‘sizzling sausages’ or ‘chunky chips’. 00281-2007BKT-EN © Crown copyright 2007 After children have enjoyed their singing games, make the resources freely available to them to explore for themselves and to act out ‘being the teacher’. Join children at the water tray and introduce alliterative tongue twisters such as She sells seashells. Make sure the book collection includes books with lots of alliterative rhymes and jingles. Letters and Sounds: Principles and Practice of High Quality Phonics Primary National Strategy 0
Letters and Sounds: Phase One Aspect : Alliteration Main purpose ■ To develop understanding of alliteration I spy names Letters and Sounds: Principles and Practice of High Quality Phonics Primary National Strategy Tuning into sounds With a small group of children sitting in a circle, start the game by saying I spy someone whose name begins with… and give the sound of the first letter, for example ‘s’ for Satish. Then ask: Who can it be? Satish stands up, everyone says his name and he carries on the game, saying I spy someone whose name begins with…, and so on. If any children call out the name before the child with that name, still let the child whose name it is take the next turn. If the children find separating out the first sound too hard in the early stages, the adult can continue to be the caller until they get the hang of it. Sounds around Make sure that word play with initial sounds is commonplace. Include lots of simple tongue twisters to ensure that children enjoy experimenting with words that are alliterative. Use opportunities as they occur incidentally to make up tongue twisters by using children’s names, or objects that are of particular personal interest to them (e.g. David’s dangerous dinosaur, Millie’s marvellous, magic mittens). Making aliens Before the activity begins, think of some strange names for alien creatures. The alien names must be strings of non-words with the same initial sound, for example: Ping pang poo pop, Mig mog mully mo, Fo fi fandle fee. Write them down as a reminder. Talk to the children about the names and help them to imagine what the strange creatures might look like. Provide creative or construction materials for the children to make their own alien. Comment as the children go about shaping the aliens and use the aliens’ strange names. Invite the children to display their aliens along with the aliens’ names. Make the pattern clearer by emphasising the initial sound of an alien’s name. Draw the children’s attention to the way you start each word with the shape of your lips, teeth and tongue. 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 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
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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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Letters and Sounds 1

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