A supplement to progression in phonics (cards) 1-3 - PGCE

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Card 1 Progression in phonics: Steps 1 and 2 Introduction to Cards 2–7 Resources Step 1 • a variety of simple instruments • materials to make ‘sound makers’ – containers, buttons, beads, seeds, rice, etc • tape recorder, tapes, microphone • stories rich in sound effect possibilities • a bank of rhymes and songs for sharing – some on cassettes/CDs • collections of objects beginning with the same phoneme Step 2 • pebble • puppets or soft toys and a box to hide one in • ball of string • examples of patterned text • rhyming objects/pictures • examples of sound sentences • tray letters – magnetic/card/wooden • magnetic/metal board or tray • collections of objects beginning with the same phoneme • three hoops • shopping bag/basket Assessing children’s development The examples of child-initiated learning, play and other activities on these cards provide opportunities for informed observation. Such observations are the basis for assessments for learning for individual children from which next steps in learning and teaching can be planned. They also help ensure identification of special educational needs. The phonemic concepts, skills and knowledge for earlier foundation stage are contained in the Curriculum guidance for the Foundation Stage ‘Stepping stones’. Some examples of what children are able to do at each step are reproduced below from the Curriculum guidance. The examples of child-initiated learning and play and the other activities and opportunities illustrated in these cards are all related specifically to the development of children’s phonemic concepts, skills and knowledge which contribute to their ability to read and write. Some of this development takes place incidentally in the course of play focused on other areas of learning; some, such as rhyming and alliteration, is designed specifically as language play and some of this may stem from rhymes in books. In addition to phonemic development, early years practitioners, parents and carers inspire a knowledge and love of books, stories, poems and songs through reading to children – role-play, singing, story-telling, improvising. These cards do not contain examples of these sorts of experiences, other than incidentally. These cards are specifically focused on phonemic development. Taken from Curriculum guidance for the Foundation Stage (QCA/00/587)
Progression in phonics: Step 1 Enjoy rhyming and rhythmic activities Examples of child-initiated learning and play Jack and Kim enjoyed setting up a listening area on the carpet. They collected a tape recorder, a collection of tapes and some cushions – ‘to make it cosy’. They enjoyed choosing, listening to and joining in with the familiar songs and rhymes. The practitioner joined them and suggested adding some soft toys as an audience to enjoy the music and songs. The children began to share with their audience some of the actions. With the adult’s help the children recorded their songs. Stepping Stone The outdoor area included a board with photographs of children playing familiar games. A group of children used this as a memory jogger. They chose the game of ‘The farmer’s in his dell’. The activity was extended by Mary, a practitioner, who helped them develop a system of recording which games they had played during the session. These children are playing ‘Here we go round the mulberry bush’. We also sing it to accompany routine activities. ‘This is the way we… tidy up/ have our drink/ put on our coats/eat our lunch… on a sunny, sunny Monday/rainy, rainy Tuesday’, etc. These children are having a great time outside playing games which involve rhymes and rhythmic activities. They are playing ‘Ring o’ roses’ and enjoying using lots of space and singing at the tops of their voices. Card 2 Other activities and opportunities 2 ‘Rhyme-time’ haversacks had been put together by some practitioners and shared with the children in group time. They consisted of the rhyme on card, a tape, a related non-fiction book and some artefacts that children could use to help recreate the rhyme. The children often took them home to share with their parents. Two children chose to play with the haversacks. They acted out the rhymes and enjoyed making some extra things to go in the bags. They made more spiders to go in the Incey Wincey Spider bag and a little book in which children could draw any spiders they found. Some African musicians visited and the children enjoyed clapping, playing instruments and dancing along to the strong rhythmic beat of the drums. These children are enjoying using their indoor space to sing and dance to some songs that they know. Parents have shared some of the singing games they remembered from their childhood. This has given the children an opportunity to share rhymes from many different cultures.
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A supplement to progression in phonics (cards) 1-3 - PGCE

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