Letters and Sounds 1

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Modelling listening and speaking The ways in which practitioners and teachers model speaking and listening, interact and talk with children are critical to the success of Phase One activities and to promoting children’s speaking and listening skills more widely. The key adult behaviours can be summarised as follows. ■ Listen to encourage talking – time spent listening to children talk to each other, and listening to individuals without too frequent interruption, helps them to use more, and more relevant, language. This provides practitioners with insights into children’s learning in order to plan further learning, that is make assessments for learning. Practitioners should recognise that waiting time is constructive. It allows children to think about what has been said, gather their thoughts and frame their replies. ■ Model good listening. This includes making eye contact with speakers, asking the sort of questions attentive listeners ask and commenting on what has been said. Effective practitioners adapt their spoken interventions to give children ample opportunities to extend their spoken communication. ■ Provide good models of spoken English to help young children enlarge their vocabulary and learn, for example, how to structure comprehensible sentences, speak confidently and clearly, and sustain dialogue. Phase One activities are designed to foster these attributes. Look, listen and note: making assessments for learning Effective assessment involves careful observation, analysis and review by practitioners of each child’s knowledge, skills and understanding in order to track their progress and make informed decisions about planning for the next steps of learning. This assessment for learning (Early Years Foundation Stage paras 2.6–2.10, Ref: 00012-2007PCK-EN) is key to the success of Phase One and for enabling practitioners to make principled, professional judgments about when children should begin a systematic phonics programme. For this reason, examples of what practitioners should focus their observations on are included after each set of the Phase One activities under the subheading ‘Look, listen and note’. These examples are designed to help practitioners keep a careful eye on children’s progress and will help to identify those who may need further practice and support before moving on, as well as supporting those who are capable of making rapid progress. By observing children, listening to them and noting their achievements, practitioners will be well placed to judge how well children are doing and plan next steps. At the end of each aspect, the ‘Considerations’ section provides some indications of what practitioners need to reflect on to develop their practice and to ensure that the needs of all the children are met. For example, these sections suggest how activities may be extended where appropriate to provide greater challenge and encourage children to apply their developing language knowledge and skills more widely. 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 Seven aspects and three strands Phase One activities are arranged under the following seven aspects. ■ Aspect 1: General sound discrimination – environmental sounds ■ Aspect 2: General sound discrimination – instrumental sounds ■ Aspect 3: General sound discrimination – body percussion ■ Aspect 4: Rhythm and rhyme ■ Aspect 5: Alliteration ■ Aspect 6: Voice sounds ■ Aspect 7: Oral blending and segmenting While there is considerable overlap between these aspects, the overarching aim is for children to experience regular, planned opportunities to listen carefully and talk extensively about what they hear, see and do. The boundaries between each strand are flexible and not fixed: practitioners should plan to integrate the activities according to the developing abilities and interests of the children in the setting. Each aspect is divided into three strands. ■ Tuning into sounds (auditory discrimination) ■ Listening and remembering sounds (auditory memory and sequencing) ■ Talking about sounds (developing vocabulary and language comprehension). Activities within the seven aspects are designed to help children: 1. listen attentively; 2. enlarge their vocabulary; 3. speak confidently to adults and other children; 4. discriminate phonemes; 5. reproduce audibly the phonemes they hear, in order, all through the word; 6. use sound-talk to segment words into phonemes. The ways in which practitioners and teachers interact and talk with children are critical to developing children’s speaking and listening. This needs to be kept in mind throughout all phase one activities. Letters and Sounds: Principles and Practice of High Quality Phonics Primary National Strategy 00281-2007BKT-EN © Crown copyright 2007
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Page 3: 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
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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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Summary Children entering Phase Two
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Suggested timetable for Phase Two -
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5. Point to the snake and say sssss
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Interactive whiteboard variation Re
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Procedure Use the soft toy to give
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Teaching and practising blending fo
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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 Five SPEL
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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 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 Appe
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Letters and Sounds: Appendices Phas
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Letters and Sounds: Appendices 0 No
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Letters and Sounds: Acknowledgement
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