Letters and Sounds 1

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Assessment (See Notes of Guidance for Practitioners and Teachers, page 16.) By the end of Phase Two children should: ■ give the sound when shown any Phase Two letter, securing first the starter letters s, a, t, p, i, n; ■ find any Phase Two letter, from a display, when given the sound; ■ be able to orally blend and segment CVC words; ■ be able to blend and segment in order to read and spell (using magnetic letters) VC words such as if, am, on, up and ‘silly names’ such as ip, ug and ock; ■ be able to read the five tricky words the, to, I, no, go. Some children will not have fully grasped CVC blending and segmentation but may know all the Phase Two letters. CVC blending and segmentation continues throughout Phase Three so children can progress to the next stage even if they have not mastered CVC blending. Writing Children’s capacity to write letters will depend on their physical maturity and the teaching approach taken to letter formation. Some children will be able to write all the letters in pencil, correctly formed. Most children should be able to form the letters correctly in the air, in sand or using a paint brush and should be able to control a pencil sufficiently well to write letters such as l, t, i well and h, n and m reasonably well. 00281-2007BKT-EN © Crown copyright 2007 Letters and Sounds: Principles and Practice of High Quality Phonics Primary National Strategy Letters and Sounds: Phase Two
Letters and Sounds: Phase Two Bank of suggested words for practising reading and spelling The words in this section are made up from the letters taught for use in blending for reading and segmentation for spelling. These lists are not for working through slavishly but to be selected from as needed for an activity (words in italics are from the list of 100 highfrequency words). Words using set GPC For ** see next page at sat pat tap sap [a*, as**] Words using sets (+g) (+o) – GPCs (+c) (+k) tag got can kid gag on cot kit gig not cop Kim gap pot cap Ken nag top cat sag dog cod gas pop pig God dig Mog Letters and Sounds: Principles and Practice of High Quality Phonics Primary National Strategy Words using sets and GPCs (+i) (+n) (+m) (+d) it an am dad is** in man sad sit nip mam dim sat pan mat dip pit pin map din tip tin Pam did pip sip tan nap Words using sets (+ck) (+e) Tim Sid Sam and – GPCs (+u) (+r) kick get up rim sock pet mum rip sack ten run ram dock net mug rat pick pen cup rag sick peg sun rug pack ticket met men tuck mud rot rocket pocket neck sunset carrot Teach that ‘ck’ together stands for the same sound as ‘c’ and ‘k’ separately – ck never comes at the beginning of a word, but often comes at the end or near the end. *The indefinite article ‘a’ is normally pronounced as a schwa, but this is close enough to the /a/ sound to be manageable. 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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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 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
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 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
Page 112 and 113: Letters and Sounds: Phase Four 0 Ph
Page 114 and 115: Letters and Sounds: Phase Four 0 Pr
Page 116 and 117: Letters and Sounds: Phase Four 0 Qu
Page 118 and 119: Letters and Sounds: Phase Four Teac
Page 120 and 121: Letters and Sounds: Phase Four Coun
Page 122 and 123: 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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