Aspect/ Week



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Letters and Sounds Overview.


Phase

Aspect/ Week

Activity

1

1 Environmental Sounds p9

Listening Walks / A listening moment / Drum outdoors R/ Teddy is lost in the jungle/ Sound lotto R/ Sound stories R/ Mrs Browning has a box R/ Describe and find it R / Socks and Shakers R / Favourite sounds/ Enlivening stories.

2 General Sound Discrimination - Instrumental sounds p15

Will need musical instruments for all these activities. New words to old songs/ Which instrument? / Adjust the volume/ Grandmother’s footsteps/ Matching sound makers/ Matching sounds/ Story sounds/ Hidden instruments/ Musical show and tell/ Animal sounds/

3 General Sound Discrimination - Body Percussion p20

Will need musical instruments for most of these activities.

Action songs Make a collection / Roly poly/ Follow the sound/ Noisy Neighbour 1/ Noisy Neighbour 2/ Words about sounds/ The Pied Piper/



4 Rhythm and rhyme p25

Rhyming books/ Learning songs and rhymes Make a collection/ Listen to the beat R / Our favourite rhymes/ Rhyming soup R / Rhyming bingo R / Playing with words / Rhyming pairs R / Songs and rhymes/ Finish the rhyme/ Rhyming puppets R / Odd one out / I know a word


5 Alliteration

Collection of pictures or objects with the same initial sounds.

I spy / Sounds around/ Making aliens/ Digging for treasure R / Bertha goes to the zoo / Tony the Train’s busy day/ Musical corners/ Our sound box or bag/ Name play / Mirror play/ Silly soup/



6 Voice sounds

Need recording equipment for these activities.

Mouth movements/ Voice sounds/ Making trumpets/ Metal Mike R / Chain games/ Target sounds/ Whose voice? / Sound lotto 2/ Give me a sound/ Sound story time/ Watch my sounds/ Animal noises/ Singing songs



7 Oral blending and segmenting

Oral blending/ Toy talk/ Clapping sounds/ Which one?/ Cross the river R / I spy/ Segmenting/ Say the sounds

2

(up to 6 wks)

Word banks on p 69 – 71.


Week 1

s a t p (set 1)

Practise letters/ sounds and start to practise oral blending and segmenting p51

Teach blending and reading the high frequency words a, an, as p64


Week 2

i n m d (set 2)

Practise all letters/sounds learned so far p51

Practise oral blending and segmenting p55-6

Teach blending with letters (for reading) p58

Practise blending for reading p59

Practise blending/ reading high frequency words is, it, in, at, I p64


Week 3

g o c k (set 3)

Practise all letters/sounds learned so far p51

Practise oral blending and segmenting p55-6

Teach segmentation for spelling p61

Teach blending and reading the high frequency word and, on , not p64

Demonstrate reading captions using words with week 1 and 2 letters and and p66-7



Week 4

ck e u r (set 4)

Teach ck explain its use at the end of words and practise reading words ending in ck.

Teach the three other set letters p51

Practise all letters/sounds learned so far.

Practise oral blending and segmenting p55-6

Practise blending to read words p59

Practise segmentation to spell words p61-2

Teach reading the tricky words to, get, got and the p64

Support children in reading, and demonstrate spelling, captions using week 1 and 4 letters and and, the and to. P66-7


Week 5

h b f, ff l, ll ss (set 5)

Teach week 5 letters and sounds.

Explain ff ll ss at the end of words p51

Practise all letters/sounds learned so far

Practise blending to read words p59

Practise segmentation to spell words p61-2

Teach tricky words no, go, him and his p64

Support children in reading, and demonstrate spelling, captions using week 1 and 5 letters and no, go, the, and, to and I. p66-7


Week 6

Revise all the letters and sounds taught so far.

Continue to support children in reading words and captions.

Teach tricky words of, dad, mum and up p64


3

(up to 12 wks)

Word, caption and sentence bank p 100 - 104


Week 1

j v w x (set 6)

Learn an alphabet song

Teach set 6 letters and sounds p78-9

Practise all letters/sounds learned so far.

Practise blending for reading p 85-88

Practise segmentation for spelling p88-91

Practise reading high frequency words learned so far.

Teach reading the tricky words off, can, had, back, p91-93

Read sentences using set 1 to 6 letters and no, go, the, and, to and I.


Week 2

y z, zz qu (set 7)

Teach set 7 letters and sounds p78-9

Point to the letters in the alphabet while singing alphabet song p80

Practise all letters/sounds learned so far.

Practise blending for reading p 85-88

Practise segmentation for spelling p88-91

Teach reading the tricky words we, me, be, he, she p91-93

Practise reading and spelling high frequency words.

Practise reading two-syllable words p94

Practise reading and writing sentences using set 1 to 7 letters and no, we, be, me, go, the, and, to and I.


Week 3

sh ch th ng

Practise all previously learned GPCs (Graphic – phoneme correspondences)

Teach the four consonant digraphs p81

Point to the letters in the alphabet while singing alphabet song p80

Practise blending for reading p 85-88

Practise segmentation for spelling p88-91

Teach reading the tricky words big, put, but, see p91-93

Practise reading and spelling high frequency words.

Practise reading two-syllable words p94

Practise reading captions and sentences p 95-98

Practise writing captions and sentences p95-98


Week 4

ai ee oo oa

Practise previously learned GPCs (Graphic – phoneme correspondences)

Teach four of the vowel digraphs

Point to the letters in the alphabet while singing alphabet song p80

Practise blending for reading p 85-88

Practise segmentation for spelling p88-91

Teach reading the tricky word was, will, with p91-93

Teach spelling the tricky words no and go p91-93

Practise reading and spelling high frequency words.

Practise reading two-syllable words p94

Practise reading captions and sentences p95-98

Practise writing captions and sentences p95-98


Week 5

ar or igh ur

Practise previously learned GPCs (Graphic – phoneme correspondences)

Teach four more vowel digraphs

Point to the letters in the alphabet while singing alphabet song p80

Practise blending for reading p 85-88

Practise segmentation for spelling p88-91

Teach reading the tricky word my, for, too p91-93

Practise reading and spelling high frequency words.

Practise reading two-syllable words p94

Practise reading captions and sentences p95-98

Practise writing captions and sentences p95-98


Week 6

ow oi ear er

Practise previously learned GPCs (Graphic – phoneme correspondences)

Teach four more vowel digraphs

Practise letter names p80

Practise blending for reading p 85-88

Practise segmentation for spelling p88-91

Teach reading the tricky word you, this, that p91-93

Practise reading and spelling high frequency words.

Practise reading two-syllable words p94

Practise reading captions and sentences.

Practise writing captions and sentences.


Week 7

air ure

Practise previously learned GPCs (Graphic – phoneme correspondences)

Teach four more vowel digraphs

Practise letter names p80

Practise blending for reading p 85-88

Practise segmentation for spelling p88-91

Teach reading the tricky word they, then, them p91-93

Practise reading and spelling high frequency words.

Practise reading two-syllable words p94

Practise reading captions and sentences p95-98

Practise writing captions and sentences p95-98


Week 8

Practise all GPCs

Practise letter names p80

Practise blending for reading p 85-88

Practise segmentation for spelling p88-91

Teach reading the tricky word her, now p91-93

Practise reading and spelling high frequency words.

Practise reading two-syllable words p94

Practise reading captions and sentences p95-98

Practise writing captions and sentences p95-98


Week 9

Practise all GPCs

Practise letter names p80

Practise blending for reading p 85-88

Practise segmentation for spelling p88-91

Teach reading the tricky word all, look p91-93

Practise reading and spelling high frequency words.

Practise reading two-syllable words p94

Practise reading captions and sentences p95-98

Practise writing captions and sentences p95-98


Week 10

Practise all GPCs

Practise letter names p80

Practise blending for reading p 85-88

Practise segmentation for spelling p88-91

Teach reading the tricky word are, down p91-93

Practise reading and spelling high frequency words.

Practise reading two-syllable words p94

Practise reading captions and sentences p95-98

Practise writing captions and sentences p95-98


Week 11- 12

More consolidation if necessary, or move to Phase 4.

4

(4-6 weeks)

Words and sentence bank p 126 - 128


Week 1

Practise recognition and recall of Phase 2 and 3 graphemes and reading and spelling CVC words p109-110

Teach and practise reading CVCC words p111

Teach and practise spelling CVCC words p112

Teach reading the tricky words said, so, went, from

Teach spelling the tricky words he, she, me, we, be

Practise reading and spelling high frequency words p118

Practise reading sentences p122

Practise writing sentences p124



Week 2

Practise recognition and recall of Phase 2 and 3 graphemes and reading and spelling CVC words p109-110

Teach and practise reading CCVC words p111

Teach and practise spelling CCVC words p113

Teach reading the tricky words have, like, some, come

Teach spelling the tricky words was, you

Practise reading and spelling high frequency words p118

Practise reading sentences p122

Practise writing sentences p124

Week 3


Practise recognition and recall of Phase 2 and 3 graphemes p109-110

Practise reading words containing two adjacent consonants p113-115

Practise spelling words containing two adjacent consonants p113-115

Teach reading the tricky words were, there, little, one, children

Teach spelling the tricky words they, all, are

Practise reading and spelling high frequency words p118

Practise reading sentences p122

Practise writing sentences p124



Week 4

Practise recognition and recall of Phase 2 and 3 graphemes p109-110

Practise reading words containing two adjacent consonants p113-115

Practise spelling words containing two adjacent consonants p113-115

Teach reading the tricky words do, when. out, what, it’s, help

Teach spelling the tricky words my, her

Practise reading and spelling high frequency words p118

Practise reading sentences p122

Practise writing sentences p124



5

Through –out Y1



Weeks 1-4

ay ou ie ea oy ir ue aw wh ph ew oe au a-e e-e i-e o-e u-e

Practise recognition and recall of Phase 2, 3 and 4 graphemes

Teach new graphemes for reading (4 per week) p134

Practise reading and spelling words with adjacent consonants and words with newly learned graphemes

Learn new phoneme /zh/ in words such as treasure

Teach reading the words oh, their, people, Mr, Mrs, looked, called, asked, old, house, about, don’t, by, time, your p140

Teach spelling the words said, so, have, like, some, come, were, there

Practise reading and spelling high frequency words p140

Practise reading and spelling polysyllabic words p142 and 149

Practise reading sentences p142

Practise writing sentences p149


Weeks 5-7

i o c g u ow ie ea er a y ch ou p136

Practise recognition and recall of graphemes and different pronunciations of graphemes as they are learned p136

Teach alternative pronunciations of graphemes for reading (about four per week) p136

Practise reading and spelling words with adjacent consonants and words with newly learned graphemes

Teach reading the words water, where, who, again, thought, through, work, mouse, many, laughed, because, different, any, eyes, friends, once, please, day, made, came p140

Teach spelling the words little, one, do, when, what, out

Practise reading and spelling high frequency words p140

Practise reading and spelling polysyllabic words p142 and 149

Practise reading sentences p142

Practise writing sentences p149



Weeks 8-30

Practise recognition and recall of graphemes and different pronunciations of graphemes as they are learned p136

Teach alternative spellings of phonemes for spelling p144-147

Practise reading and spelling words with adjacent consonants and words with newly learned graphemes

Teach spelling the words oh, their, people, Mr, Mrs, looked, called, asked, make, here, saw, put, could, good, away, want, over, how, did, man, their, going, would, or, took, home, who, think, school, didn’t, know, can’t, ran, bear, long, things, new, after, wanted, eat, everyone, our, play, take, well, find, more, I’ll, round, tree, magic, shouted, us, other,

Practise reading and spelling high frequency words p140

Practise reading and spelling polysyllabic words p142 and 149

Practise reading sentences p142

Practise writing sentences p149


6

(Through out Y2)



Reading

Rarer GPCs i.e. they read charge as ch/ar/ge not c/h/a/r/g/e

High frequency words are in Appendix 1 food, fox, way, been, stop, must, door, right, sae, these, began, boy, animals, never, next, first, lots, need, that’s, baby, fish, gave, something, may, still, found, live, say, soon, night, narrator, small, car, couldn’t, three, head, king, town, I’ve, around, every, garden, fast, only, let’s much, suddenly, told, another, great, why, cried, keep, room, last, jumped, even, before, gran, clothes, tell, key, place, mother, sat, boat, window, sleep, feet, morning, queen, each, book, its, green, girl which, inside, under, snow, air, trees, tea, box, dark, granddad, there’s, looking, end, than. Best, better, hot, sun, across, gone, hard, floppy, really, wind, wish, eggs, things, stopped, ever, miss, most, cold, park, lived, birds, duck, horse, rabbit, white, coming, he’s, river, liked, giant, looks, use, along, plants, dragon, pulled, we’re, fly, grow p 193-95

Allow children to experience fluent reading by getting them to repeat shorter/ easier texts – build confidence.

Range of fiction, poetry and non-fiction

Comprehension and review p168-9


Spelling

Past tense




Teaching the past tense – simple past tense orally first. Teach common verbs which have irregular past tense e.g. go- went, come – came, say – said. P170

Spelling

Suffixes p189 - 191


Investigating and learning how to add suffixes p171 - 174

ed suffix for past tense using 5/6 box phoneme frame

ing added to verbs

s and es added to nouns and verbs bushes/ catches

ies added to nouns ferries/ skies

ful added to nouns e.g. careful

er added to verbs and adjectives runner, reader, bigger

est added to adjectives biggest, slowest

ly added to adjectives to form adverbs sadly, happily, lately

ment added to verbs to form nouns payment, advertisement

ness added to adjectives to form nouns darkness, sadness

y added to nouns to form adjectives funny, smoky, sandy

Other spelling guidelines on p187- 8


Spelling

Long words



How suffixes and prefixes change words

Syllables



Spelling

‘Difficult bits’



Parts of high frequency words which are commonly mispelt

Strategies – poster on p192



Spelling

Independence



Proofreading

Using dictionaries and spell checkers

Links with handwriting




Assessment (page 193 – 207)

Phase 1

By the end of Phase 1 children will have experienced a wealth of listening activities including songs, stories and rhymes. They will be able to distinguish between speech sounds and many will be able to blend and segment words orally. Some will also be able to recognise spoken words that rhyme and will be able to provide a string of rhyming words, but inability to do this does not prevent them from moving on to Phase 2 as these speaking and listening activities continue.


Phase 2.

By the end of Phase 2 children should:



  • Give the sound when shown any Phase 2 letter, securing first the starter letters s, a, t, p, i, n.

  • Find any Phase 2 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’ words such as ip, ug, and ock.


  • Be able to read the five tricky words the, to, I, no, go.


Phase 3.

By the end of Phase 3 children should:



  • Give the sound when shown all or most Phase 2 and 3 graphemes.

  • Find all or most Phase 2 and 3 graphemes, from a display, when given the sound.

  • Be able to blend and read CVC words (ie single-syllable words consisting of Phase 2 and 3 graphemes)

  • Be able to segment and make a phonetically plausible attempt as spelling CVC words (ie single-syllable words consisting of Phase 2 and 3 graphemes)

  • Be able to read the tricky words he, she, we, me, be, was, my, you, her, they, all, are

  • Be able to spell the tricky words the, to, I no, go

  • Write each letter correctly when following a model.


Phase 4.

By the end of Phase 4 children should:



  • Give the sound when shown any Phase 2 and 3 grapheme.

  • Find any Phase 2 and 3 grapheme, from a display, when given the sound.

  • Be able to blend and read words containing adjacent consonants

  • Be able to read the tricky words some, one, said, come, do, so, were, when, have, there, out, like, little, what.

  • Be able to spell the tricky words he, she, we, me, be, was, my, you, her, they, all, are

  • Write each letter, usually correctly.


Phase 5.

By the end of Phase 5 children should:


  • Give the sound when shown any grapheme that has been taught


  • For any sound given, write the common graphemes.

  • Apply phonic knowledge and skill as the prime approach to reading and spelling unfamiliar words that are not completely decidable

  • Read and spell phonically decidable two-syllable and three-syllable words

  • Read automatically all the words in the list of 100 high-frequency words

  • Accurately spell most of the words in the list of 100 high-frequency words

  • Form each letter correctly



Resources we’ll need

Beaters/drumsticks

Recording equipment

Lots of pictures with initial sounds work

Mrs Browning has a box word card

Pictures to go with sound effects CD to put in order

Sound effects CD

Noisy items such as packaging, keys, squeaky toys in box

Shells, rice, pasta, coins, pebbles etc in containers

Action/sound effect rhymes book for adult to use

Musical instruments

Puppets/animal models

Collection of action rhymes using body percussion ie foot stamps, claps etc

Roly Poly word card

Pied Piper story

Rhyming stories such as Gingerbread man, poems collection, Hickory Dickory Dock

Nursery rhymes collection

Objects to represent rhymes such as a spider for Incy Wincy Spider

Rhyming soup word card

Rhyming bingo pictures and bingo cards

Pictures of varying syllable patterns

I know a word, examples

Personal alliterations/ tongue twisters eg Charlotte’s shop, Aaron’s angry ant

Alien puppet/ Robot


Mirrors

Which one? Pictures of objects with 2/ 3 phonemes



 Nicola Byrne 2007



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