Letters and Sounds 1

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Interactive whiteboard variation Resources ■ Interactive whiteboard Procedure 1. Display the letters the children have learned. 2. Either point to one letter at a time or remotely colour one letter at a time and ask the children to tell you each letter-sound. Fans 00281-2007BKT-EN © Crown copyright 2007 Recall (for spelling) Purpose ■ To find the correct letter in response to a letter-sound being spoken Resources ■ Fans with letters from sets 1 and 2 (e.g. s, a, t, p, i, n), one per child or pair of children Procedure 1. Say a letter-sound and ask the children to find the letter on the fan and leave it at the top, sliding the other letters out of sight. 2. If all the children have fans ask them to check that they have the same answer as their partners. If the children are sharing, they ask their partners whether they agree. 3. Ask the children to hold up their fans for you to see. Variations ■ The children have two different fans each. ■ The children work in pairs with three different fans. Letters and Sounds: Principles and Practice of High Quality Phonics Primary National Strategy Letters and Sounds: Phase Two
Letters and Sounds: Phase Two Quickwrite letters Resources ■ Small whiteboards, pens and wipes for each child or pair of children Procedure 1. Say a letter-sound (with the mnemonic and action if necessary) and ask the children to write it, saying the letter formation patter as they do so. 2. If the children are sharing a whiteboard both write, one after the other. Practising oral blending and segmentation These blending and segmentation skills were introduced in Phase One with a soft toy that ‘could only speak and understand sound-talk’. Blending and segmenting are the inverse of one another and need regular practice during Phase Two but blending and segmentation with letters should replace oral segmentation and blending as soon as possible. Letters and Sounds: Principles and Practice of High Quality Phonics Primary National Strategy Practising oral blending Purpose ■ To give children oral experience of blending phonemes into words so that they are already familiar with the blending process when they start to read words made from the letter-sounds they are being taught From time to time during the day, say some words in ’sound-talk’. For example: ■ sound-talk a word in an instruction (e.g. Give yourselves a p-a-t on the back); ■ say some of the children’s names in sound-talk when sending them to an activity or out to play. Georgie’s gym Resources ■ Soft toy 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
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Letters and Sounds: Phase One Seven
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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
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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
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 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
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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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