Letters and Sounds 1

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Suggested timetable for Phase Two – discrete teaching Week – Teach set 1 letters – Practise the letter(s) and sound(s) learned so far – Briefly practise oral blending and segmentation Week – Teach set 2 letters – Practise all previously learned letters and sounds – Briefly practise oral blending and segmentation – Teach blending with letters (blending for reading) – Practise blending for reading – Practise blending and reading the high-frequency words is, it, in, at Week – Teach set 3 letters – Practise previously learned letters and sounds – Briefly practise oral blending and segmentation – Practise blending with letters (reading words) – Teach segmentation for spelling – Teach blending and reading the high-frequency word and – Demonstrate reading captions using words with sets 1 and 2 letters and and Week – Teach ck, explain its use at the end of words and practise reading words ending in ck – Teach the three other set 4 letters – Practise previously learned letters and sounds – Briefly practise oral blending and segmentation – Practise blending to read words – Practise segmentation to spell words – Teach reading the tricky words to and the – Support children in reading captions using sets 1–4 letters and the, to and and – Demonstrate spelling captions using sets 1–4 letters and and Week – Teach set 5 letters and sounds – Explain ff, ll and ss at the end of words – Practise previously learned letters and sounds – Practise blending to read words – Practise segmentation to spell words – Teach reading tricky words no, go, I – Support children in reading captions using sets 1–5 letters and no, go, I, the, to – Demonstrate spelling captions using sets 1–5 letters and and, to and the Week – Revise all the letters and sounds taught so far – Continue to support children in reading words and captions 00281-2007BKT-EN © Crown copyright 2007 Letters and Sounds: Principles and Practice of High Quality Phonics Primary National Strategy 0 Letters and Sounds: Phase Two
Letters and Sounds: Phase Two Teaching sets – letters Three-part example session for teaching the letter s Purpose Letters and Sounds: Principles and Practice of High Quality Phonics Primary National Strategy Teaching a letter ■ To learn to say a discrete phoneme, recognise and write the letter that represents that phoneme Resources ■ Fabric snake ■ Card showing, on one side, a picture of a snake (mnemonic) in the shape of the letter s with the letter s superimposed in black on the snake; on the other side, the letter s ■ Small whiteboards, pens and wipes or paper and pencils Procedure Hear it and say it 1. Display the picture of a snake. 2. Make a hissing noise as you produce a snake from behind your back; show the children the sssssnake and make the snake into an s shape. 3. Weave your hand like a snake making an s shape, encouraging the children to do the same. 4. If any children in the room have names with the s sound in them, say their names, accentuating the sssss (e.g. Ssssarah, Chrisssssss, Ssssssandip). 5. Do the same with other words (e.g. ssssand, bussss) accepting suggestions from the children if they offer, but not asking for them. See it and say it 1. On the card with the picture of the snake, move your finger down the snake from its mouth, saying sssss and saying sssnake when you reach its tail. 2. Repeat a number of times, encouraging the children to join in. 3. Write s next to the snake and say ssssssssssss. 4. Ask the children to repeat ssssssssssss. 00281-2007BKT-EN © Crown copyright 2007
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Letters and Sounds: Principles and
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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 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
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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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