Letters and Sounds 1

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Teaching and practising high-frequency (common) words There are 100 common words that recur frequently in much of the written material young children read and that they need when they write. Most of these are decodable, by sounding and blending, assuming the grapheme–phoneme correspondences are known, but only 26 of the high-frequency words are decodable by the end of Phase Two. Reading a group of these words each day, by applying grapheme–phoneme knowledge as it is acquired, will help children recognise them quickly. However, in order to read simple captions it is necessary also to know some words that have unusual or untaught GPCs (‘tricky’ words) and these need to be learned (see Notes of Guidance for Practitioners and Teachers, page 15). 00281-2007BKT-EN © Crown copyright 2007 Teaching ‘tricky’ high-frequency words the to I go no • • • • • • • • Resources ■ Caption containing the tricky word to be learned (see ‘Bank of suggested captions for practising reading’ on page 71) Procedure 1. Explain that there are some words that have one, or sometimes two, tricky letters. 2. Read the caption, pointing to each word, then point to the word to be learned and read it again. 3. Write the word on the whiteboard. 4. Sound-talk the word and repeat putting sound lines and buttons (as illustrated above) under each phoneme and blending them to read the word. 5. Discuss the tricky bit of the word where the letters do not correspond to the sounds the children know (e.g. in go, the last letter does not represent the same sound as the children know in dog). 6. Read the word a couple more times and refer to it regularly throughout the day so that by the end of the day the children can read the word straight away without sounding out. Letters and Sounds: Principles and Practice of High Quality Phonics Primary National Strategy Letters and Sounds: Phase Two
Letters and Sounds: Phase Two Practising reading high-frequency words Children should be given lots of practice with sounding and blending the 26 decodable high-frequency words so that they will be able to read them ‘automatically’ as soon as possible. They also need practice with reading the five tricky words, paying attention to any known letter–sound correspondences. Resources ■ Between five and eight high-frequency words, including decodable and tricky words, written on individual cards Procedure 1. Display a word card. 2. Point to each letter in the word as the children sound-talk the letters (as far as is possible with tricky words) and read the word. 3. Say a sentence using the word, slightly emphasising the word. 4. Repeat 1–3 with each word card. 5. Display each word again, and repeat the procedure more quickly but without giving a sentence. 6. Repeat once more, asking the children to say the word without sounding it out. Give the children a caption incorporating the high-frequency words to read at home. Introducing two-syllable words for reading Resources ■ Short list of two-syllable words Procedure 1. Write a two-syllable word on the whiteboard making a slash between the two syllables (e.g. sun/set). 2. Sound-talk the first syllable and blend it: s-u-n sun. 3. Sound-talk the second syllable and blend it: s-e-t set. 4. Say both syllables: sunset. 5. Repeat and ask the children to join in. 6. Repeat with another word. Letters and Sounds: Principles and Practice of High Quality Phonics Primary National Strategy 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
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Letters and Sounds: Phase One Aspec
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Teddy is lost in the jungle One chi
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Enlivening stories Involve the chil
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Letters and Sounds: Phase One Aspec
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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 28 and 29: Letters and Sounds: Phase One Aspec
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
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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 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
Page 110 and 111: Having food in the wigwam is fun. T
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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 0 No
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Letters and Sounds: Acknowledgement
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