A Guide to show how Letters and Sounds is taught at Maylandsea

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.