A Guide to show how Letters and Sounds is taught at Maylandsea Primary School Kirsty Cook (Key Stage One Leader and Letters and sounds Co-ordinator) April 2012 Order of teaching Letters and Sounds Phase 1: Pre-school and Nursery Phase 2: Start in Reception for one term Phase 3: Begin in second term once secure in Phase 2 Phase 4: Begin in Year 1 only for ½ a term used as a revision section Phase 5: Begin in Year 1 after first ½ term, but keep revisiting the other programmes in Phase 2, 3 and 4. This will continue throughout the year. This will then be continued into Year 2. Phase 6: Begin in Year 2 in the second term, but keep revisiting Phase 5 and the other phases as revision. In Year 1 there will be a reading test up to phase 5 – focusing on decoding and spelling. This will take place in June. Every week the children will be given 2-3 new phonemes (letter sounds) or digraphs (depending on which phase they are working in, to learn in class and have homework linked with these letter sounds from the Jolly Phonics programme (see examples). See the Letters and Sounds guidance booklet for the order of teaching the phonemes and digraphs. Setting The children across Key Stage One are now set according to the phase that they are working in. Letters and sounds sessions are taught for 15 minutes each before Guided Reading so new and existing knowledge can be applied during independent and group tasks. Other times Letters and sounds will be incorporated in during early morning activities and Literacy/topic sessions. There is a second session in the afternoon where skills and misconceptions are reinforced. Some children in Year 3 also join the children working in Phase 5 and 6 during the afternoon sessions. The children’s progress is then reviewed half termly. Morning activities could include: Word blending Reading captions Reading sentences and match to pictures Pairing pictures with the corresponding grapheme Writing labels for objects/pictures Reading words and pairing them with pictures Using grapheme cards and building words CVC word pop on the Interactive White Board Games on in the Internet Phonics play.co.uk Letters and sounds.com www.twinkl.co.uk *Resources can be found on Sparkle Box, phonics play, twinkle, ICT games Assessment The children’s progress will be assessed half termly by the class teacher/TA during Guided Reading sessions. The assessment will be linked to the area that is being taught in that Phase at that time. For example, in Phase 2 and Phase 3: the assessment could take place by using the tick sheet, sorting objects into different groups according to their phoneme/digraph and providing new words with that sound (initial/end). Phase 4: Blending sounds together to read CCVC/CVCC words, writing words with CCVC/CVCC sounds and forming sentences with decodable and tricky words. Phase 5: To be able to read and write sentences, add magic e, and to show the correct grapheme in their spelling. Phase 6: Can they identify how many syllables are in their name, how do we change singular to plural by adding an ‘s’ or ‘es’ at the end Changing the tense to past, present or future by adding ed/ing Every teacher will have a laminated Phonics tracking sheet (Early Years Foundation Stage through Key Stage 1) to write the children’s names on in the box next to the phase that they are secure in and not the one they are working in. Names will be changed and updated every half term depending if they have moved up a phase. This will take place during assessment time in Guided Reading sessions at the end of every half term. Please ensure that to enable individual children to progress up a level, s/he will have to be secure in that Phase and apply their knowledge confidently and independently in a range of contexts (reading and writing) to enable them to progress to the next level. Activities for Phase 1 (Pre-school level) Many of these activities can be adapted to suit the other phases as well. Letter fans and dice to identify the phonemes. Silly soup game – rhyming patterns – but can be extended to words with the same digraph for phase 3, 4 and 5. Rhyming bingo Rhyming puppets – complete the sentence with a rhyming word. “Are you poorly Lizzy? Oh dear. Fizzy Wizzy Lizzy is feeling sick and …dizzy. Bob is very excited. Today he is going to be a builder. Hob Tob Bob has got a new …job Name play Ben has a new bouncy ball (using the children’s names in the class). Odd one out Alliteration- making up silly alien names Ping, Pang, Pop Mig, mog, mully, mo I spy usinga selection of objects with different initial sounds/Bertha the bus is going to the zoo, who does she see as she passes through? …a pig, a panda, a parrot and a polar bear. Digging for treasure find two objects with same initial sound. Musical corners – sit in the corner with the appropriate object to match the letters sound. Sound box/bag Using a mirror to look at how the mouth moves when different initial letter sounds are pronounced. Model the quiet sounds f, s, h, p Long and short sounds use a piece of string to model the length of the sound. Short: a, b, c, d, e, g, h, I, j, k, o, p, q, t, u, w, x, y Long: f, l, m, n, r, s, v, z Robot talk “It is time to get your c-oa-t. Touch your t-oe-s. Who can touch their f-ee-t? Cross the river – using a puppet – children with the specific letter sounds can cross the river then blend the letters to make the word ie p-e-g. Phase 2 (could also be adapted to suit the other phases) Letter sounds with actions – Recommended 4 new letters per week but down to teacher judgment it could be only 2 letters. Use pictures and objects with these sounds. ‘ssssssssss’ not ‘suh’ ‘mmmmm’ not ‘muh’ ‘t’ not ‘tuh’ ‘Sh’ not ‘shuh’ Use white boards and pens/magnetic boards and letters for blending c-a-t = cat and segmenting cat = c-a-t Introducing decodable and tricky words. Recommended 4 per week but down to teacher judgment it could be only 2 words. Could be a mixture of decodable and tricky words, or just decodable first then tricky words. Letter fans to make CV/VC and CVC words. Sound talk “Give yourself a p-a-t on the b-a-ck. Stand u-p. Put your finger on your n-ose. Wiggle your h-an-d. What’s in the box? Match the object/picture to the word/phoneme. Buried treasure – locate the word/picture and match to the word/phoneme. Phoneme frame. Similar to ERR use fingers for phonemes (1 single sound) clap when you see the digraph (2 letters that make the same sound). ‘Sound Talk’ My turn then your turn. Talk partners would be ideal for this. This is helpful when they start writing and reading independently. i n c b k a t a ck i ss Reading and writing captions with CV/VC and CVC words. For example: A hug and a kiss. Pack a pen in a bag. Sit back to back. Phase 3 Digraphs (2 letters that make one sound) are then introduced in this phase. Two per week. Digraphs: Ch, sh, th, ng, ai, ee, igh, oa, oo, ar, or, ur, ow, oi, er Trigraphs (3 letters that make one sound) ear, air, ure The decodable and tricky words are also taught (see separate sheet) approximately 5 per week. Children start learning the letter names. Activities Bottle tops /flash cards with phonemes and digraphs find the matching partner. Treasure box – objects/pictures/words that start/end with the same sound. Identify the odd one out. Mood sounds – saying the word using a particular expression Fans with the variety of digraphs Writing on each others backs. Using lines and dots to show the difference between phonemes and digraphs/trigraph (Sound Talk – similar to ERR) ‘my turn and your turn’ approach. For example: Chop Light Matching words to pictures Sorting real words and silly words into the bin. Writing the word to match the digraph (see digraph chart)/magnetic letters to make the word for children with poor pencil control. Keyword lotto games Making new words with large dice – change the phoneme/digraph/word to match the phase s/he is working in. Make up words/sentences. Introducing syllables – clap the amount of syllables in our names/zoo animals etc. Spotting digraphs and keywords in big books and during guided reading. Yes and No game – encourage discussion and thinking skills. Some answers could be yes and no – encourage the children to explain why. Writing captions/questions and short sentences with punctuation. For example: Will a box fit in a van? A moth can be fat, but its wings are thin. Changing sentences by substituting with other words. What’s in the box? Match the word/object/picture to the one that the children are holding. Shoot out – Circle time game first person to read the word/identify the digraph. Action phrases – Drink my milk, punch a bag, hunt the slipper, brush my hair. Alternative words for example: The sheep are in the shed bedroom farmyard Phase 5 Alternative spellings (see separate chart) cars wait Phase 3 and 4 Digraphs: Ch, sh, th, ng, ai, ee, igh, oa, oo, ar, or, ur, ow, oi, er Trigraphs: ear, air, ure Phase 5 Ay, ou, ie, ea, oy, ir, ue, aw, wh, ph, ew, oe, au, ey a-e, e-e, i-e, o-e, u-e. Different pronoiuciations for: a Acorn (ay, ai, ae sound) Fast (ar sound) Wallet (o sound) e he recent region I blind remind o no both u music humour ow snow glow ie field thief ea feather breakfast ou soup should mould shoulder y sky reply ch Christmas school gym pyramid chalet charlotte lolly smelly c acid icy g gentle danger ey they survey money ch picture feature j badge fudge r wrap wrote u some month m comb lamb s horse mouse i happy chimney n gnaw gnat sign z ease because ear interfere beer ar last grass air tear swear or talk fourth daughter ur learn worthy oo would cushion ai day snake ee meat even oa show goes home oo (long sound) value cute knew oo (short sound) true funny relief monkey igh spied spy decide flute sh special station Zh Treasure television Other Activities Phoneme spotter (p.160 Letters and Sounds) Phase 6 – Support for Writing Past tense Add suffixes ‘ed’ Spelling long words Finding and learning the difficult bits in words. Verbs Adding ‘ing’ ‘er’ ‘est’ ‘ful, -ful and –y at the end of words. Overview for Phase six Children should know most of the decidable and tricky words from phase 2 to Phase 5. They should be able to read in 3 different ways – automatically as if familiar, decode quickly and silently, decode aloud. Expectations Children will become confident fluent readers and more accurate of spelling. Activities include: Introduction to teaching past tense adding suffixes and plurals. learning and practising spellings Using spelling in writing. Think of words with the same spelling pattern (oi) and then with other spelling patterns with the same sound (oy). Make into a game – perhaps with buckets, hoops, flower pots, lolly pop sticks with the words on the them to find the matching pair. Then provide other words with the same spelling pattern or different. Use as a point system – more points given for words with other spelling patterns the same sound. Red bottle tops with the same phoneme o-e, ow, oe and some with consonants - How many words can you make? ‘Dragons Den’ only want words with the specific sounds. What’s the sound/word Mr Wolf? Dice with phonemes/digraphs to make new words. Counting how many syllables in their name and in funny words.