Letters and Sounds 1

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Week 0 – Practise all GPCs – Practise letter names – Practise blending for reading – Practise segmentation for spelling – Teach reading the tricky word are – Practise reading and spelling words – Practise spelling two-syllable high-frequency words – Practise reading captions and sentences – Practise writing captions and sentences Weeks – – More consolidation if necessary, or move on to Phase Four. Teaching sets and letters Three-part example session for teaching the letter y Purpose 00281-2007BKT-EN © Crown copyright 2007 Teaching a letter ■ To learn to say a discrete phoneme, recognise and write the letter that represents that phoneme Resources ■ Yoyo ■ Card showing, on one side, a picture of a yoyo (mnemonic) with the letter y superimposed in black on the yoyo; on the other side, the letter y ■ Small whiteboards, pens and wipes or paper and pencils for each child Procedure Hear it and say it 1. Make a y-y-y-y noise as you produce a yoyo from behind your back. 2. Continue to say y in time to the movement of the yoyo. 3. Ask the children to stand up and pretend to play with a yoyo, saying y each time the yoyo goes down. 4. If any children in the room have names with the y sound in them, say their names, accentuating the y (e.g. YYYYolande, YYYYasmine). 5. Do the same with other words (e.g. yes, yellow, accepting suggestions from the children if they offer them. Letters and Sounds: Principles and Practice of High Quality Phonics Primary National Strategy Letters and Sounds: Phase Three
Letters and Sounds: Phase Three See it and say it 1. Display the picture of a yoyo. 2. Ask the children to repeat y-y-y-yoyo. 3. Move your finger down and round the yoyo and down the string, saying y-y-y and saying yoyo when you reach the curled bit of the string. 4. Repeat a number of times, encouraging the children to join in. 5. Write y next to the yoyo and say y-y-y-y-y-y. 6. Ask the children to repeat y-y-y-y-y-y. 7. Point to the yoyo and say yoyo and to the y and say y-y-y-y-y-y. 8. Repeat with the children joining in. 9. Put the card behind your back. Then show the yoyo side of the card and ask the children to say yoyo; show the y side of the card and the children say y-y-y-y-y-y. Make it into a game, sometimes showing the y and sometimes the yoyo. Say it and write it 1. Move your finger slowly down and round the yoyo, and down and round the string, this time saying the letter formation patter: Down and round the yoyo, down and round the string. 2. Repeat a couple of times. 3. Repeat a couple more times with the children joining in the patter as they watch you. 4. Ask the children to put their ‘writing finger’ or ‘pencil’ in the air and follow you, also saying the patter. Repeat a couple of times. 5. Ask them to do the same again, either tracing y in front of them on the carpet or sitting in a line and tracing the letter on the back of the child in front. 6. Ask them to hold up their hands and write y on the palms of their hands. 7. Finally, the children write y on whiteboards or paper at tables. In teaching the remaining sets 6 and 7 letters: ■ relate zz to ff, ll, and ss; ■ explain about q always needing u after it in English words. 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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Grandmother stands with her back to
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00281-2007BKT-EN © Crown copyright
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Letters and Sounds: Phase One 0 Asp
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Letters and Sounds: Phase One Look,
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Rhyming soup Ask a small group to s
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Main purpose ■ To talk about word
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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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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
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Page 70 and 71: Teaching and practising high-freque
Page 72 and 73: Teaching reading and writing captio
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Page 76 and 77: Words using sets - letters (+h) (+b
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Page 80 and 81: Summary Children entering Phase Thr
Page 82 and 83: Suggested timetable for Phase Three
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 Sent
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Letters and Sounds: Phase Five a-e
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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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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 0 No
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Letters and Sounds: Acknowledgement
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