Walnuts Phonics
ESSENTIAL LETTERS AND SOUNDS
An overview and suggested additional resources for teaching ELS.
Updated September 2022
Contents
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Each of the phases below contains:
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ELS and The Walnuts School
Phonics Overview
Phase | Phonics Knowledge & Skills | Phase | Phonics Knowledge & Skills |
1 | Activities are divided into seven aspects, including environmental sounds, instrumental sounds, body sounds, rhythm and rhyme, alliteration, voice sounds and finally oral blending and segmenting. | 4 | • Oral blending • No new GPCs • No new HRS words • Word structures – cvcc, ccvc, ccvcc, cccvc, cccvcc • Suffixes • Revision of Phase 2 and Phase 3 |
2 | • Oral blending. • Sounding out and blending with 23 new grapheme-phoneme correspondences (GPCs). • 12 new harder to read and spell (HRS) words | 5 | • Introduction to Phase 5 for reading • 71 new GPCs • 29 new HRS words • Alternative spellings for previously taught sounds • Oral blending • Revision of Phase 2, Phase 3 and Phase 4 |
3 | • Oral blending. • Sounding out and blending with 29 new GPCs. • 32 new HRS words. • Revision of Phase 2 | Beyond 5 | • With ELS, phonics teaching does not stop at the end of Year 1, but continues as children move through the school, with links being made between their GPC knowledge and spelling • Revision of all previously taught GPCs for reading and spelling • Wider reading, spelling and writing curriculum |
Reading Schemes & Key ICT Resources by Key Stage
| Lower School | Middle School | Upper School |
Reading Schemes | Project X Phonics Alien Adventures Hero Academy Traditional Tales | Rising Stars | Dockside |
Key ICT & Links (hardware & software) |
About ‘Phase 1’
Phase One falls largely within the Communication, Language and Literacy area of learning in the Early Years Foundation Stage. In particular, it will support linking sounds and letters in the order in which they occur in words, and naming and sounding the letters of the alphabet. It also draws on and promotes other areas of learning described in the Early Years Foundation Stage (EYFS), particularly Personal, Social and Emotional Development and Creative Development, where, for example, music plays a key part in developing children’s language. Phase One contributes to the provision for Communication, Language and Literacy; it does not constitute the whole language provision.
The activities in Phase One are mainly adult-led with the intention of teaching young children important basic elements of the Letters and Sounds programme such as oral segmenting and blending of familiar words. However, it is equally important to sustain and draw upon worthwhile, freely chosen activities that are provided for children in good early years settings and Reception classes.
The aim is to embed the Phase One adult-led activities in a language-rich provision that serves the best interests of the children by fully recognising their propensity for play and its importance in their development. It follows that the high quality play activities which typify good provision will offer lots of opportunities to enrich children’s language across the six areas of learning:
Practitioners and teachers will need to be alert to the opportunities afforded for language development through children’s play, and link learning from the Letters and Sounds programme with all six areas.
Phase 1 - Delivery
There are 7 key aspects to phase 1 (click to see objectives, suggested activities/resources):
While there is considerable overlap between these aspects, the overarching aim is for children to experience regular, planned opportunities to listen carefully and talk extensively about what they hear, see and do.
The boundaries between each strand are flexible and not fixed: practitioners should plan to integrate the activities according to the developing abilities and interests of the children in the setting.
For additional ideas please see Appendix 1
Phase 1 - Aspect 1 Environmental Sounds
Objectives | Suggested Activities & Resources | |||
EY and KS1 | KS2 | KS3 | KS4 & Post 16 | |
To develop children’s listening skills and awareness of sounds in the environment. Further development of vocabulary and children’s identification and recollection of the difference between sounds. To make up simple sentences and talk in greater detail about sounds. | A listening moment Drum outdoors* Explore instruments by banging, rubbing, shaking etc. Sound stories Mrs Browning has a box Socks and shakers* Favourite sounds Enlivening stories Hear myself phones | Listening walks A listening moment Teddy is lost in the jungle Sound stories What’s in the box? Describe and find it Favourite sounds Enlivening stories | Listening Walks Sound lotto Sounds stories* Bingo Eye Spy Games Sound buttons Cup phones to listen to sounds through. | Listening Walks Sounds stories* Bingo Eye Spy Games
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*see appendices
Phase 1 - Aspect 2 Instrumental Sounds
Objectives | Suggested Activities & Resources | |||
EY and KS1 | KS2 | KS3 | KS4 & Post 16 | |
To experience and develop awareness of sounds made with instruments and noise makers. To listen to and appreciate the difference between sounds made with instruments. To use a wide vocabulary to talk about the sounds instruments make. | Which instrument?* Matching sounds Story sounds Musical show and tell Animal sounds | 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 | Instruments* - Identifying and copying different instrumental sounds. Create a change in pace, volume or tone Musical matching activities Bingo Hidden instruments Matching sound makers* Matching similar sounds* (loud, quiet, high, low) | Instruments* What can you hear?* Musical matching activities Bingo Matching similar sounds (loud, quiet, high, low) |
*see appendices
Phase 1 - Aspect 3 Body Percussion
Objectives | Suggested Activities & Resources | |||
EY and KS1 | KS2 | KS3 | KS4 & Post 16 | |
To develop awareness of sounds and rhythms. To distinguish between sounds and to remember patterns of sound. To talk about sounds we make with our bodies and what the sounds mean.
| Action songs Listen to the music Roly poly Follow the sound Noisy neighbour | Action songs Copying body percussion changes - eg. speed/ volume Follow the sound Noisy neighbour* Words about sounds The Pied Piper | Body percussion patterns Composing body percussion* Bingo Roll a dice with body parts on. Make body percussion using that body part.
| More complex body percussion patterns Leading body percussion sequences Composing body percussion* Bingo
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*see appendices
Phase 1 - Aspect 4 Rhythm & Rhyme
Objectives | Suggested Activities & Resources | |||
EY and KS1 | KS2 | KS3 | KS4 & Post 16 | |
To experience and appreciate rhythm and rhyme and to develop awareness of rhythm and rhyme in speech. To increase awareness of words that rhyme and to develop knowledge about rhyme. To talk about words that rhyme and to produce rhyming words.
| Rhyming books Learning songs and rhymes Listen to the beat Our favourite rhymes* Songs and rhymes Rhyming puppets | Rhyming books Rhyme of the week Listen / Respond to the beat Our favourite rhymes Rhyming: soup/bingo/pairs Songs and rhymes Finish the rhyme Rhyming puppets I know a word Rhyming Bricks* | Rhyming resources Rhyming - Odd one out Rhyming Dice* Finish the rhyme* Bingo Listen and do activities Voice sounds and sensory bins Song boxes Playing with words - including not real words Hop on pop* | Rhyming resources Bingo Listen and do activities Voice sounds and sensory bins Playing with words - including not real words Vary speed/volume of rhymes Sound button rhyming words sorting* Rhyme/ not rhyme sorting activities |
Phase 1 - Aspect 5 Alliteration
Objectives | Suggested Activities & Resources | |||
EY and KS1 | KS2 | KS3 | KS4 & Post 16 | |
To develop understanding of alliteration. To listen to sounds at the beginning of words and hear the differences between them. To explore how different sounds are articulated, and to extend understanding of alliteration.
| Digging for treasure Bertha goes to the zoo Musical corners Our sound box/bag Mirror play Alliteration sensory bin* Alliteration sensory bag* | I spy names Sounds around Making aliens Digging for treasure Bertha goes to the zoo Tony the train’s busy day Musical corners Our sound box/bag Mirror play Silly soup | Nursery rhyme karaoke Bingo Alphabet mats Supermarket Sweep game* | Nursery rhyme karaoke Bingo Alphabet mats Create alliterative sentences
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Phase 1 - Aspect 6 Voice Sounds
Objectives | Suggested Activities & Resources | |||
EY and KS1 | KS2 | KS3 | KS4 & Post 16 | |
To distinguish between the differences in vocal sounds, including oral blending and segmenting. To explore speech sounds To talk about the different sounds that we can make with our voices.
| Mouth movements* Voice sounds Making trumpets Give me a sound Sound story time Watch my sounds Animal noises* Singing songs* | Mouth movements Voice sounds Making trumpets Metal Mike* Chain games Target sounds Whose voice? * Sound lotto 2 Give me a sound Sound story time Watch my sounds Animal noises Singing songs | Bingo Alphabet mats Sound shopping* Describing voice sounds” Turn taking - Voice sound pattern. | Bingo Alphabet mats
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Phase 1 - Aspect 7 Oral Blending & Segmenting
Objectives | Suggested Activities & Resources | |||
EY and KS1 | KS2 | KS3 | KS4 & Post 16 | |
To develop oral blending and segmenting of sounds in words. To listen to phonemes within words and to remember them in the order in which they occur. To talk about the different phonemes that make up words.
| Toy talk* Which one? I spy Say the sounds | Toy talk* Clapping sounds Which one? I spy Segmenting Say the sounds Segmenting animal names* | Bingo Alphabet mats Sound buttons with simple segmented objects or animals on. Match symbol to sound button. Sorting Sounds - Identifying initial sound and sorting between 2 or more. Sound boxes* Cross the River*: | Bingo Alphabet mats Blending words segmented by adults
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About Phase 2
Children entering Phase Two 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 moving on to Phase Two as these speaking and listening activities continue.
The purpose of this phase is to teach at least 19 letters, and move children on from oral blending and segmentation to blending and segmenting with letters. By the end of the phase many children should be able to read some VC and CVC words and to spell them either using magnetic letters or by writing the letters on paper or on whiteboards. During the phase they will be introduced to reading two-syllable words and simple captions. They will also learn to read some high-frequency HRS words: the, to, go, no.
The teaching materials in this phase suggest an order for teaching letters and provide a selection of suitable words made up of the letters as they are learned. These words are for using in the activities – practising blending for reading and segmenting for spelling. This is not a list to be worked through slavishly, but to be selected from as needed for an activity. It must always be remembered that phonics is the step up to word recognition.
Phase 2 | |||||
Set 1 | Set 2 | Set 3 | Set 4 | Set 5 | Set 6 |
/s/ <s> /a/ <a> /t/ <t> /p/ <p> | /i/ <i> /n/ <n> /m/ <m> /d/ <d> | /g/ <g> /o/ <o> /c/ <c> <k> | /k/ <ck> /e/ <e> /u/ <u> /r/ <r> | /s/ <ss> Review | /h/ <h> /b/ <b> /f/ <f> <ff> /l/ <l> <ll> |
| I, the, no | put, of, is | to, go, into | pull | as, his |
Phase 2: Delivery
About the delivery: Discrete phonics sessions should be taught daily and integrated in other activities through the day. It is important that the phase is followed systematically; step by step; to ensure the pupils are building on their knowledge and remembering more through the session sequence.
| Introduction Objectives and criteria for success Revisit and review Teach Practise Apply |
Step 1: Teach set 1 letters Practise the letter(s) and sound(s) learned so far Briefly practise oral blending and segmentation | Step 2: Teach set 2 letters Practise all previously learned letters and sounds Briefly practise oral blending and segmentation Teach blending with letters (blending for reading) Practise blending for reading Practise blending and reading the high-frequency words is, it, in, at |
Phase 2: Delivery
Step 3: Teach set 3 letters Practise previously learned letters and sounds Briefly practise oral blending and segmentation Practise blending with letters (reading words) Teach segmentation for spelling Teach blending and reading the high-frequency word and Demonstrate reading captions using words with sets 1 and 2 letters and and | Step 4: Teach ck, explain its use at the end of words and practise reading words ending in ck Teach the set 4 letters Practise previously learned letters and sounds Briefly practise oral blending and segmentation Practise blending to read words Practise segmentation to spell words Teach reading the HRS words: to and the Support children in reading captions using sets 1–4 letters and the, to and and Demonstrate spelling captions using sets 1–4 letters and and | Step 5: Teach set 5 letters and sounds Explain ff, ll and ss at the end of words Practise previously learned letters and sounds Practise blending to read words Practise segmentation to spell words Teach reading HRS words: no, go, I Support children in reading captions using sets 1–5 letters and no, go, I, the, to Demonstrate spelling captions using sets 1–5 letters and and, to and the | Step 6: Teach set 6 letters and sounds Revise all the letters and sounds taught so far Continue to support children in reading words and captions |
Phase 2: Objectives & Activities
Objectives | Suggested Activities & Resources Suggested Resources and Activities | |||
Lower School | Middle School | Key Stage 3 | KS4 & Post 16 | |
Still working on including ELS objectives… Oral blending Teach sounding out and blending of 23 new GPC’s Teach and assess ability to read and spell 12 new HRS words | Suggested Resources: ELS Phase Kit 2 Letter fan phase 2 Initial sound bags Magnetic letters and boards Suggested Activities: HRS Words: read it/ copy it/ write it Captions to pictures Speedy sound words Sound: start of words https://www.topmarks.co.uk/phonics/balloon-phonics-cvc-game - fill in the missing phonemes https://www.phonicsplay.co.uk/resources/phase/2 - Online phase 2 games and recap on phase 1 activities https://www.phonicsbloom.com/uk/game/list/phonics-games-phase-2 - Select phase 2 resources from selection available https://www.ictgames.com/mobilePage/viking/index.html - Viking words; spell a word to make the boat sail Chit Chat guess the sounds: http://chitchatandsmalltalk.blogspot.com/2014/05/early-speech-sounds-game-companion-for.html?m=1 | Suggested Resources: ELS Phase Kit 2 Letter fan phase 2 Initial sound bags Magnetic letters and boards Suggested Activities: HRS Words: read it/ copy it/ write it Captions to pictures Read and race Phonics game Speedy sound words Sound: start or end of words https://www.topmarks.co.uk/phonics/balloon-phonics-cvc-game - fill in the missing phonemes Sequencing games: https://www.topmarks.co.uk/phonics/balloon-phonics-cvc-game https://www.phonicsplay.co.uk/resources/phase/2 - Online phase 2 games and recap on phase 1 activities https://www.phonicsbloom.com/uk/game/list/phonics-games-phase-2 - Select phase 2 resources from selection available https://www.ictgames.com/mobilePage/viking/index.html - Viking words; spell a word to make the boat sail Chit Chat guess the sounds http://chitchatandsmalltalk.blogspot.com/2014/05/early-speech-sounds-game-companion-for.html?m=1 | Suggested Resources: ELS Phase Kit 2 Letter fan phase 2 Magnetic letters and boards Suggested Activities: HRS Words: read it/ copy it/ write it Phase 2 sounds Bingo - large range of sounds on Twinkl Sequence a caption - from a selection on Twinkl Read and race Phonics game - large range of sounds on Twinkl Speedy sound words Sound: start, middle or end of words Sequencing games: https://www.topmarks.co.uk/phonics/balloon-phonics-cvc-game https://www.phonicsplay.co.uk/resources/phase/2 - Online phase 2 phonics games https://www.phonicsbloom.com/uk/game/list/phonics-games-phase-2 - Select phase 2 resources from selection available https://www.ictgames.com/mobilePage/literacy.html - Online phase 2 phonics games https://www.wordwall.net/en-gb/community/phonics/games - select phase 2 resources from the large selection of activities available | Suggested Resources: ELS Phase Kit 2 Letter fan phase 2 Magnetic letters and boards Suggested Activities: HRS Words: read it/ copy it/ write it Phase 2 sounds Bingo - large range of sounds on Twinkl Sequence / write a caption - from a selection on Twinkl Read and race Phonics game - large range of sound of Twinkl - choose a theme to focus words around Speedy sound words - interest themed Sound: start, middle or end of a word Sequencing games: https://www.topmarks.co.uk/phonics/balloon-phonics-cvc-game https://www.phonicsbloom.com/uk/game/list/phonics-games-phase-2 - Select phase 2 resources from selection available https://www.wordwall.net/en-gb/community/phonics/games - select phase 2 resources from the large selection of activities available |
About ‘Phase 3’
Children entering Phase Three will know around 19 letters and be able to blend phonemes to read VC words and segment VC words to spell. While many children will be able to read and spell CVC words, they all should be able to blend and segment CVC words orally.
The purpose of this phase is to teach another 23 graphemes, most of them comprising two letters (e.g. oa), so the children can represent each of about 42 phonemes by a grapheme (the additional phoneme /zh/ found in the word vision will be taught at Phase Five). Children also continue to practise CVC blending and segmentation in this phase and will apply their knowledge of blending and segmenting to reading and spelling simple two-syllable words and captions. They will learn letter names during this phase, learn to read some more tricky words and also begin to learn to spell some of these words.
The teaching materials in this phase suggest an order for teaching letters and provide a selection of suitable words made up of the letters as they are learned and captions and sentences made up of the words. They are for using in the activities – practising blending for reading and segmenting for spelling. These are not lists to be worked through slavishly but to be selected from as needed for an activity.
Phase 3 | ||||||||||
Set 1 | Set 2 | Set 3 | Set 4 | Set 5 | Set 6 | Set 7 | Set 8 | Set 9 | Set 10 | Set 11 |
/j/ <j> /v/ <v> /w/ <w> /ks/ <x> | /y/ <y> /z/ <z> <zz> /kw/ <qu> /ch/ <ch> | /sh/ <sh> /th/ <th> (voiced and unvoiced) /ng/ <ng> /nk/ <nk> | /ai/ <ai> /ee/ <ee> /igh/ <igh> /oa/ <oa> | –es (where there is no change to the root word) Review Set R:2 | Review | /oo/ <oo> (book) | /ar/ <ar> /ur/ <ur> /oo/ <oo> (food) /or/ <or> | /ow/ <ow> /oi/ <oi> /ear/ <ear> /air/ <air> | /ure/ <ure> /er/ <er> /oa/ <ow> | Review |
he, she, buses | we, me, be | push | was, her |
| my, you |
| they, all, are | | ball, tall | when, what |
Phase 3: Delivery
About the delivery:
Discrete phonics sessions should be taught daily and integrated in other activities through the day.
It is important that the phase is followed systematically; step by step; to ensure the pupils are building on their knowledge and remembering more through the session sequence.
Example sessions: Letters & Sounds | Introduction Objectives and criteria for success Revisit and review Teach Practise Apply |
Step 1: Practise previously learned letters and sounds Teach set 1 letters and sounds Learn an alphabet song Practise blending for reading Practise segmentation for spelling Practise reading high-frequency words Read sentences using sets 1–6 letters and the HRS words no, go, I, the, to | Step 2: Practise step 1 Teach set 2 letters and sounds Pointing to letters while singing the alphabet song Practise blending for reading Practise segmentation for spelling Teach reading HFS words he, she Practise reading and spelling high-frequency words Teach spelling HFS words the and to Practise reading captions and sentences with sets 1–7 letters and he, she, no, go, I, the, to |
Phase 3: Delivery
Phase 3: Delivery
Step 3: Teach set 3 GPCs Practise previously learned GPCs Teach the four consonant digraphs Point to the letters in the alphabet while singing the alphabet song Practise blending for reading Practise segmentation for spelling Teach reading the HRS words we, me, be Practise reading and spelling high-frequency words Practise reading two-syllable words Practise reading and writing captions and sentences | Step 4: Teach set 4 GPCs Practise previously learned GPCs Teach four of the vowel digraphs Point to the letters while singing the alphabet song Practise blending for reading Practise segmentation for spelling Teach reading the HRS word was Teach spelling the HRS words no and go Practise reading and spelling high-frequency words Practise reading two-syllable words Practise reading and writing captions and sentences | Step 5: Teach set 5 GPCs Practise previously learned GPCs Teach four more vowel digraphs Point to the letters while singing the alphabet song Practise blending for reading Practise segmentation for spelling Teach reading the HRS word my Practise reading and spelling high-frequency words Teach spelling two-syllable words Practise reading & writing captions and sentences | Step 6: Teach set 7 GPCs Practise previously learned GPCs Teach four more vowel digraphs Practise letter names Practise blending for reading Practise segmentation for spelling Teach reading the HRS word you Practise reading and spelling high-frequency words Practise spelling two-syllable words Practise reading & writing captions and sentences |
Step 7: Teach set 8 GPCs Practise previously learned GPCs Teach four more vowel digraphs Practise letter names Practise blending for reading Practise segmentation for spelling Teach reading the HRS word they Practise reading and spelling high-frequency words Practise spelling two-syllable words Practise reading & writing captions and sentences | Step 8: Teach set 9 GPCs Practise all GPCs Practise letter names Practise blending for reading Practise segmentation for spelling Teach reading the HRS word her Practise reading and spelling high-frequency words Practise spelling two-syllable words Practise reading & writing captions and sentences | Step 9: Practise all GPCs Practise letter names Practise blending for reading Practise segmentation for spelling Teach reading the HRS word all Practise reading and spelling high-frequency words Practise spelling two-syllable words Practise reading & writing captions and sentences | Step 10: Practise all GPCs Practise letter names Practise blending for reading Practise segmentation for spelling Teach reading the HRS word are Practise reading and spelling high-frequency words Practise spelling two-syllable high-frequency words Practise reading & writing captions and sentences |
Phase 3: Objectives & Activities
Objectives | Suggested Activities & Resources | |||
Lower School | Middle School | Key Stage 3 | KS4 & Post 16 | |
To give the sound when shown all or most Phase Two and Phase Three graphemes To find all or most Phase Two and Phase Three graphemes, from a display, when given To be able to blend and read CVC words* To be able to segment and make a phonemically plausible attempt at spelling CVC words * To be able to read the HRS words he, she, we, me, be, was, my, you, her, they, all, are To be able to spell the HRS words the, to, I, no, go To write each letter correctly when following a model Still working on including ELS objectives: Oral blending Teach sounding out and blending of 29 new GPC’s Teach and assess ability to read and spell 32 new HRS words Revision of phase 2 | Suggested Resources: ELS Phase Kits 2 & 3 Letter fans phase 2 & 3 Initial sounds bags Magnetic letters and boards Suggested Activities: HRS Words: read it/ copy it/ write it Captions to pictures - from selection of phase 3 available on Twinkl Sound: start or end of a word - listen & select https://www.phonicsplay.co.uk/resources/phase/3 - Online games for phase 3, plus recap on phase 2 activities https://www.phonicsbloom.com/uk/game/list/phonics-games-phase-3 - Select from phase 3 games, plus recap on phase 2 activities https://www.ictgames.com/mobilePage/viking/index.html - Viking words; spell a word to make the boat sail | Suggested Resources: ELS Phase Kits 2 & 3 Letter fans phase 2 & 3 Initial sounds bags Magnetic letters and boards Suggested Activities: HRS Words: read it/ copy it/ write it Sentence substitution activities - from a selection on Twinkl Read and race phonics - selection of phase 3 sounds available on Twinkl and recap on phase 2 Speedy sound words Sound: start, middle or end game - writing a list https://www.ictgames.com/mobilePage/viking/index.html - Viking words; spell a word to make the boat sail https://www.phonicsplay.co.uk/resources/phase/3 - Online games for phase 3, plus recap on phase 2 activities https://www.phonicsbloom.com/uk/game/list/phonics-games-phase-3 - Select from phase 3 games, plus recap on phase 2 activities https://www.ictgames.com/mobilePage/literacy.html - Select phase 3 activities from a range of phonics games https://www.wordwall.net/en-gb/community/phonics/games - Select phase 3 activities from a wide range of activities and games. Recap on phase 2 activities and games. | Suggested Resources: ELS Phase Kits 2 & 3 Letter fans phase 2 & 3 Magnetic letters and boards Suggested Activities: HRS Words: read it/ copy it/ write it Read and race phonics - selection of phase 3 sounds available on Twinkl and recap on phase 2 Phase 3 sounds Bingo - large selection of phase 3 sounds on Twinkl Sequence a sentence - large selection of phase 3 sentences on Twinkl Speedy sound words Sound: start, middle or end game - writing a list https://www.phonicsplay.co.uk/resources/phase/3 - Online games for phase 3, plus recap on phase 2 activities https://www.phonicsbloom.com/uk/game/list/phonics-games-phase-3 - Select from phase 3 games, plus recap on phase 2 activities https://www.ictgames.com/mobilePage/literacy.html - Select phase 3 activities from a range of phonics games https://www.wordwall.net/en-gb/community/phonics/games - Select phase 3 activities from a wide range of activities and games. Recap on phase 2 activities and games. | Suggested Resources: ELS Phase Kits 2 & 3 Letter fans phase 2 & 3 Magnetic letters and boards Suggested Activities: HRS Words: read it/ copy it/ write it Read and race phonics - played in teams - selection of phase 3 sounds available on Twinkl and recap on phase 2 Phase 3 sounds Bingo - large selection of phase 3 sounds on Twinkl Sequence a sentence - large selection of phase 3 sentences on Twinkl Speedy sound words, themed to students interests Sound: start, middle or end game - highest points https://www.phonicsbloom.com/uk/game/list/phonics-games-phase-3 - Select from phase 3 games, plus recap on phase 2 activities https://www.wordwall.net/en-gb/community/phonics/games - Select phase 3 activities from a wide range of activities and games. Recap on phase 2 activities and games. |
About Phase 4
Children entering Phase Four will be able to represent each of 42 phonemes by a grapheme, and be able to blend phonemes to read CVC words and segment CVC words for spelling. They will have some experience in reading simple two-syllable words and captions. They will know letter names and be able to read and spell some tricky words.
The purpose of this phase is to consolidate children’s knowledge of graphemes in reading and spelling words containing adjacent consonants and polysyllabic words.
The teaching materials in this phase provide a selection of suitable words containing adjacent consonants. These words are for using in the activities – practising blending for reading and segmenting for spelling. This is not a list to be worked through slavishly but to be selected from as needed for an activity.
Set 1 | Set 2 | Set 3 | Set 4 | Set 5 | Set 6 |
Phase 4:1 CVCC –ed /ed/ | Phase 4:2 CCVC –ed /t/ | Phase 4:3 CCVCC –ed /d/ | Phase 4:4 CCCVC | Assess and review Set R:13 | Phase 4:5 CCCVCC –er –est |
Phase 4: Delivery
About the delivery:
Discrete phonics sessions should be taught daily and integrated in other activities through the day.
It is important that the phase is followed systematically; step by step; to ensure the pupils are building on their knowledge and remembering more through the session sequence.
Example sessions: Letters & Sounds | Introduction Objectives and criteria for success Revisit and review Teach Practise Apply |
Step 1 Practise recognition and recall of Phase Two and Three graphemes and reading and spelling CVC words Teach and practise reading CVCC words Teach and practise spelling CVCC words Teach reading the HRS words said, so Teach spelling the HRS words he, she, we, me, be Practise reading and spelling high-frequency words Practise reading sentences Practise writing sentences | Step 2 Practise recognition and recall of Phase Two and Three graphemes and reading and spelling CVC words Teach and practise reading CCVC words Teach and practise spelling CCVC words Teach reading the HRS words have, like, some, come Teach spelling the HRS words was, you Practise reading and spelling high-frequency words Practise reading sentences Practise writing sentences |
Phase 4: Delivery
Step 3 Practise recognition and recall of Phase Two and Three graphemes Practise reading words containing adjacent consonants Practise spelling words containing adjacent consonants Teach reading the HRS words were, there, little, one Teach spelling the HRS words they, all, are Practise reading and spelling high-frequency words Practise reading sentences Practise writing sentences | Step 4 Practise recognition and recall of Phase Two and Three graphemes Practise reading words containing adjacent consonants Practise spelling words containing adjacent consonants Teach reading the HRS words do, when, out, what Teach spelling the HRS words my, her Practise reading and spelling high-frequency words Practise reading sentences Practise writing sentences |
Phase 4: Objectives & Activities
Objectives | Suggested Activities & Resources | |||
Lower School | Middle School | Key Stage 3 | KS4 & Post 16 | |
To give the sound when shown any Phase Two and Phase Three grapheme To find any Phase Two and Phase Three grapheme, from a display, when given the sound To be able to blend and read words containing adjacent consonant To be able to segment and spell words containing adjacent consonant To be able to read the HRS words some, one, said, come, do, so, were, when, have, there, out, like, little, what To be able to spell the HRS words he, she, we, me, be, was, my, you, her, they, all, are To write each letter, usually correctly. Still working on including ELS objectives… Oral blending No new GPCs No new HRS words Word structures – cvcc, ccvc, ccvcc, cccvc, cccvcc Suffixes Revision of Phase 2 and Phase 3 | Suggested Resources: ELS Phase Kits 2, 3 & 4 Letter fans phase 2, 3 & 4 Initial sounds bags Magnetic letters and boards Suggested Activities: Word search - large selection of phase 4 word search available on Twinkl Captions to pictures - from selection of phase 4 available on Twinkl Sound: start or end of a word - listen & select https://www.phonicsplay.co.uk/resources/phase/4 - Online games for phase 4, plus recap on phase 2 & 3 activities https://www.phonicsbloom.com/uk/game/list/phonics-games-phase-4 Select from phase 4 games, plus recap on phase 2 & 3 activities | Suggested Resources: ELS Phase Kits 2, 3 & 4 Letter fans phase 2, 3 & 4 Initial sounds bags Magnetic letters and boards Suggested Activities: Word search - large selection of phase 4 word search available on Twinkl Sentence substitution activities - from a selection on Twinkl Read and race phonics - selection of phase 4 sounds available on Twinkl and recap on phase 2 & 3 Speedy sound words Sound: start, middle or end game - writing a list https://www.phonicsplay.co.uk/resources/phase/4 - Online games for phase 4, plus recap on phase 2 & 3 activities https://www.phonicsbloom.com/uk/game/list/phonics-games-phase-4 Select from phase 4 games, plus recap on phase 2 & 3 activities https://www.ictgames.com/mobilePage/literacy.html - Select phase 4 activities from a range of phonics games https://www.wordwall.net/en-gb/community/phonics/games - Select phase 4 activities from a wide range of activities and games. Recap on phase 2 & 3 activities and games. | Suggested Resources: ELS Phase Kits 2, 3 & 4 Letter fans phase 2, 3 & 4 Magnetic letters and boards Suggested Activities: Crosswords - large selection of phase 4 crosswords available on Twinkl Phase 4 word search - large selection available on Twinkl Read and race phonics - selection of phase 4 sounds available on Twinkl and recap on phase 2 & 3 Phase 4 sounds Bingo - large selection of sounds on Twinkl Sequence a sentence - large selection of phase 4 sentences on Twinkl Speedy sound words Sound: start, middle or end game - writing a list https://www.phonicsplay.co.uk/resources/phase/4 - Online games for phase 4, plus recap on phase 2 & 3 activities https://www.phonicsbloom.com/uk/game/list/phonics-games-phase-4 Select from phase 4 games, plus recap on phase 2 & 3 activities https://www.ictgames.com/mobilePage/literacy.html - Select phase 4 activities from a range of phonics games https://www.wordwall.net/en-gb/community/phonics/games - Select phase 4 activities from a wide range of activities and games. Recap on phase 2 & 3 activities and games | Suggested Resources: ELS Phase Kits 2, 3 & 4 Letter fans phase 2, 3 & 4 Magnetic letters and boards Suggested Activities: Crosswords - large selection of phase 4 crosswords available on Twinkl Phase 4 word search - large selection available on Twinkl Read and race phonics - played in teams - selection of phase 4 sounds available on Twinkl and recap on phase 2 & 3 Phase 4 sounds Bingo - large selection of phase 4 sounds on Twinkl Sequence a sentence - large selection of phase 4 sentences on Twinkl Speedy sound words, themed to students interests Sound: start, middle or end game - highest points https://www.phonicsbloom.com/uk/game/list/phonics-games-phase-4 Select from phase 4 games, plus recap on phase 2 & 3 activities https://www.wordwall.net/en-gb/community/phonics/games - Select phase 4 activities from a wide range of activities and games. Recap on phase 2 & 3 activities and games |
About Phase 5
Children entering Phase Five are able to read and spell words containing adjacent consonants and some polysyllabic words.
The purpose of this phase is for children to broaden their knowledge of graphemes and phonemes for use in reading and spelling. They will learn new graphemes and alternative pronunciations for these and graphemes they already know, where relevant. Some of the alternatives will already have been encountered in the high-frequency words that have been taught. Children become quicker at recognising graphemes of more than one letter in words and at blending the phonemes they represent. When spelling words they will learn to choose the appropriate graphemes to represent phonemes and begin to build word-specific knowledge of the spellings of words.
Phase 5 Progression
Set 1 | Set 2 | Set 3 | Set 4 | Set 6 |
/ai/ <ay> /ow/ <ou> /igh/ <ie> /ee/ <ea> –le | /oi/ <oy> /ur/ <ir> /(y)oo/ <ue> /or/ <aw> | /w/ <wh> /f/ <ph> /(y)oo/ <ew> /oa/ <oe> | /or/ <au> /ee/ <ey> /ai/ <a–e> /ee/ <e–e> | /igh/ <i–e> /oa/ <o–e> /(y)oo/ <u–e> /s/ <c> |
Set 7 | Set 8 | Set 9 | Set 10 | Set 11 |
Revise: /ai/ <ay> /ow/ <ou> /igh/ <ie> /ee/ <ea> | Revise: /oi/ <oy> /ur/ <ir> /(y)oo/ <ue> /or/ <aw> | Revise: /w/ <wh> /f/ <ph> /(y)oo/ <ew> /oa/ <oe> | Revise: /or/ <au> /ee/ <ey> /ai/ <a–e> /ee/ <e–e> | Revise: /igh/ <i–e> /oa/ <o–e> /(y)oo/ <u–e> /s/ <c> |
Set 12 | Set 13 | Set 14 | Set 15 | Set 16 |
/ee/ <y> /or/ <al> (walk) Review week Y1:4 | /ai/ <a> (acorn) /ai/ <ey> (they) /ai/ <ea> (great) /ai/ <eigh> (weight) /ar/ <a> (father) /ee/ <e> (he) /igh/ <i> (find) /igh/ <y> (by) | /oa/ <o> (go) /o/ <a> (was) /oo/ <u> (push) /y/+/oo/ <u> (music) /c/ <ch> (school) /sh/ <ch> (chef) /e/ <ea> (head) | /ur/ <or> (world) /ur/ <ear> (learn) /oo/ <ou> (soup) /oa/ <ou> (shoulder) /ee/ <ie> (brief) /v/ <ve> (have) /i/ <y> (gym) | /air/ <are> (care) /air/ <ere> (there) /air/ <ear> (pear) /ch/ <tch> (catch) |
Set 17 | Set 18 | Set 19 | Set 20 | Set 21 |
/u/ <o> (brother) Review Set Y1:10 | /j/ <g> (gem) /j/ <ge>(fringe) /j/ <dge> (bridge) /s/ <st> (listen) | /s/ <ce> (fence) /s/ <se> (house) /n/ <gn> (sign) /n/ <kn> (knee) /r/ <wr> (wrap) /m/ <mb> (lamb) | /z/ <se> (cheese) /z/ <ze> (freeze) /ear/ <eer> (cheer) /ear/ <ere> (here) /sh/ <ti> (patient) /sh/ <ti> –tion (station) | /ar/ <al> (half) /or/ <augh> (caught) /sh/ <ssi> (session) /zh/ <si> (vision) /sh/ <ti> –tious (scrumptious) /sh/ <ci> (delicious) –ous, –ion, –ian |
Phase 5 Harder to Read and Spell words.
Set 1 | Set 2 | Set 3 | Set 4 | Set 5 | Set 6 |
oh, their | people, Mr, Mrs | your, ask, should | would, could, asked | house, mouse, water | want, very |
Set 7 | Set 8 | Set 9 | Set 10 | Set 14 | Set 15 |
please, once | any, many, again | who, whole | where, two | here, sugar, friend | because |
Phase 5: Delivery
About the delivery:
Discrete phonics sessions should be taught daily and integrated in other activities through the day.
It is important that the phase is followed systematically; step by step; to ensure the pupils are building on their knowledge and remembering more through the session sequence.
Example sessions: Letters & Sounds | Introduction Objectives and criteria for success Revisit and review Teach Practise Apply |
Step 1
Practise recognition and recall of Phase Two, Three and Five graphemes as they are learned Teach new graphemes for reading (about four per Set) 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 HRS words oh, their, people, Mr, Mrs, looked, called, asked Teach spelling the HRS words said, so, have, like, some, come, were, there Practise reading and spelling high-frequency words Practise reading and spelling polysyllabic words Practise reading sentences Practise writing sentences |
Phase 5: Delivery
Step 2 Practise recognition and recall of graphemes and different pronunciations of graphemes as they are learned Teach alternative pronunciations of graphemes for reading (about four per Set) Practise reading and spelling words with adjacent consonants and words with newly learned graphemes Teach reading the HRS words water, where, who, again, thought, through, work, mouse, many, laughed, because, different, any, eyes, friends, once, please Teach spelling the HRSwords little, one, do, when, what, out Practise reading and spelling high-frequency words Practise reading and spelling polysyllabic words Practise reading sentences Practise writing sentences | Step 3 Practise recognition and recall of graphemes and different pronunciations of graphemes as they are learned Teach alternative spellings of phonemes for spelling Practise reading and spelling words with adjacent consonants and words with newly learned graphemes Teach spelling the HRS words oh, their, people, Mr, Mrs, looked, called, asked Practise reading and spelling high-frequency words Practise reading and spelling polysyllabic words Practise reading & writing sentences |
Phase 5: Objectives & Activities
Objectives | Suggested Activities & Resources | |||
Lower School | Middle School | Key Stage 3 | KS4 & Post 16 | |
To give the sound when shown any grapheme that has been taught For any given sound, write the common graphemes To apply phonic knowledge and skill as the prime approach to reading and spelling unfamiliar words that are not completely decodable To read and spell phonically decodable two-syllable and three-syllable words To read automatically all the words in the list of 100 high-frequency words To accurately spell most of the words in the list of 100 high-frequency words To form each letter correctly. Still working on including ELS objectives… Introduction to Phase 5 for reading 22 new GPCs 25 new HRS words Alternative spellings for previously taught sounds: 49 (more) new GPCs 4 (more) new HRS words Oral blending Revision of Phase 2, Phase 3 and Phase 4 | Suggested Resources: ELS Phase Kits 2, 3, 4 & 5 Letter fans phase 2, 3, 4 & 5 Initial sounds bags Magnetic letters and boards Suggested Activities: HRS words: read it/ copy it/ write it Word search - large selection of phase 5 word search available on Twinkl Captions to pictures - from selection of phase 5 available on Twinkl Sound: start or end of a word - listen & select https://www.phonicsplay.co.uk/resources/phase/5 - Online games for phase 5, plus recap on phase 2, 3 & 4 activities https://www.phonicsbloom.com/uk/game/list/phonics-games-phase-5 Select from phase 5 games, plus recap on phase 2, 3 & 4 activities | Suggested Resources: ELS Phase Kits 2, 3, 4 & 5 Letter fans phase 2, 3, 4 & 5 Initial sounds bags Magnetic letters and boards Suggested Activities: HRS words: read it/ copy it/ write it Weekly spellings, working through 300 HFW list Word search - large selection of phase 5 word search available on Twinkl Captions to pictures - from selection of phase 5 available on Twinkl Sound: start or end of a word - listen & select https://www.phonicsplay.co.uk/resources/phase/5 - Online games for phase 5, plus recap on phase 2, 3 & 4 activities https://www.phonicsbloom.com/uk/game/list/phonics-games-phase-5 Select from phase 5 games, plus recap on phase 2, 3 & 4 activities https://www.wordwall.net/en-gb/community/phonics/games - Select phase 5 activities from a wide range of activities and games. Recap on phase 2, 3 & 4 activities and games. | Suggested Resources: ELS Phase Kits 2, 3, 4 & 5 Letter fans phase 2, 3, 4 & 5 Magnetic letters and boards Suggested Activities: HRS words: read it/ copy it/ write it Weekly spellings, working through 300 HFW list Word search - large selection of phase 5 word search available on Twinkl Crosswords - large selection of phase 5 crosswords available on Twinkl Read and race phonics - played in teams - selection of phase 5 sounds available on Twinkl and recap on phase 2, 3 and 4 Captions to pictures - from selection of phase 5 available on Twinkl Sound: start, middle or end of a word - listen & select https://www.nytimes.com/games/wordle/index.html - Wordle - daily word challenge https://www.phonicsplay.co.uk/resources/phase/5 - Online games for phase 5, plus recap on phase 2, 3 & 4 activities https://www.phonicsbloom.com/uk/game/list/phonics-games-phase-5 Select from phase 5 games, plus recap on phase 2, 3 & 4 activities https://www.wordwall.net/en-gb/community/phonics/games - Select phase 5 activities from a wide range of activities and games. Recap on phase 2, 3 & 4 activities and games. https://phonicsfamilycom.wordpress.com/phase-6-games/ - selection of activity ideas for phase 5 and 6 | Suggested Resources: ELS Phase Kits 2, 3, 4 & 5 Letter fans phase 2, 3, 4 & 5 Magnetic letters and boards Suggested Activities: HRS words: read it/ copy it/ write it Crosswords - large selection of phase 5 crosswords available on Twinkl Read and race phonics - played in teams - selection of phase 5 sounds available on Twinkl and recap on phase 2, 3 and 4 Phase 5 sounds Bingo - large selection of phase 5 sounds on Twinkl Sequence a sentence - large selection of phase 5 sentences on Twinkl Speedy sound words, themed to students interests Sound: start, middle or end game - highest points https://www.nytimes.com/games/wordle/index.html - Wordle - daily word challenge https://www.wordwall.net/en-gb/community/phonics/games - Select phase 5 activities from a wide range of activities and games. Recap on phase 2, 3 & 4 activities and games. https://phonicsfamilycom.wordpress.com/phase-6-games/ - selection of activity ideas for phase 5 and 6 |
About Beyond Phase 5
This phonics phase has the aim of children becoming fluent readers and accurate spellers.
By now, children should be able to read hundreds of words using one of three strategies:
Children should now be spelling most words accurately (this is known as 'encoding'), although this usually lags behind reading. They will also learn, among other things:
Beyond Phase 5: Delivery
READING
At this stage many children will be reading longer and less familiar texts independently and with increasing fluency. The shift from learning to read to reading to learn takes place and children read for information and for pleasure.
Children need to learn some of the rarer GPCs (see Notes of Guidance for Practitioners and Teachers, Appendix 2, page 19,) and be able to use them accurately in their reading.
A few children may be less fluent and confident, often because their recognition of graphemes consisting of two or more letters is not automatic enough. Such children may still try to use phonics by sounding out each letter individually and then attempting to blend these sounds (for instance /c/-/h/-/a/-/r/-/g/-/e/ instead of /ch/-/ar/-/ge/). This is all too often misunderstood by teachers as an overuse of phonics rather than misuse, and results in teachers suggesting to children that they use alternative strategies to read unfamiliar words. Instead the solution is greater familiarity with graphemes of two or more letters. The necessity for complete familiarity with these graphemes cannot be overstated. The work on spelling, which continues throughout this phase and beyond, will help children to understand more about the structure of words and consolidate their knowledge of GPCs. For example, children who are not yet reliably recognising digraphs and are still reading them as individual letters will get extra reinforcement when they learn to spell words containing the digraphs such as road, leaf, town, cloud, shop.
As children find that they can decode words quickly and independently, they will read more and more so that the number of words they can read automatically builds up. There is a list of the 300 high-frequency words in Appendix 1 on pages 193–195. Increasing the pace of reading is an important objective. Children should be encouraged to read aloud as well as silently for themselves.
Knowing where to place the stress in polysyllabic words can be problematic. If the child has achieved a phonemic approximation of the word, particularly by giving all vowels their full value, the context of the sentence will often provide a sensible resolution; the child should then recheck this against the letters. Working through the word in this way will make it easier for it to be read more automatically in future.
In Phase Six, many children will be able to read texts of several hundred words fluently at their first attempt. Those children who are less fluent may benefit from rereading shorter texts several times, not in order to memorise the texts, but to become more familiar with at least some of the words that cause them to stumble, and to begin to experience what fluent reading feels like.
Beyond Phase 5: Delivery
To become successful readers, children must understand what they read. They need to learn a range of comprehension strategies and should be encouraged to reflect upon their own understanding and learning. Such an approach, which starts at the earliest stages, gathers momentum as children develop their fluency. Children need to be taught to go beyond literal interpretation and recall, to explore the greater complexities of texts through inference and deduction. Over time they need to develop self-regulated comprehension strategies:
■ activating prior knowledge;
■ clarifying meanings – with a focus on vocabulary work;
■ generating questions, interrogating the text;
■ constructing mental images during reading;
■ summarising.
Many of the texts children read at this stage will be story books, through which they will be developing an understanding of the author’s ideas, plot development and characterisation. It is important that children are also provided with opportunities to read a range of non-fiction texts, which require a different set of strategies. The use of a contents page, index and glossary makes additional demands on young readers as they search for relevant information. In reading simple poems, children need to adapt to and explore the effects of poetic language, continuing to develop their understanding of rhythm, rhyme and alliteration.
From an early stage, children need to be encouraged to read with phrasing and fluency, and to take account of punctuation to aid meaning. Much of the reading now will be silent and children will be gaining reading stamina as they attempt longer texts.
In addition, as children read with growing independence, they will engage with and respond to texts; they will choose and justify their choice of texts and will begin to critically evaluate them.
It is important throughout that children continue to have opportunities to listen to experienced readers reading aloud and that they develop a love of reading.
Beyond Phase 5: Delivery
About the delivery:
Discrete phonics sessions should be taught daily and integrated in other activities through the day.
It is important that the phase is followed systematically; step by step; to ensure the pupils are building on their knowledge and remembering more through the session sequence.
Example sessions: Letters & Sounds | Introduction Objectives and criteria for success Revisit and review Practise Apply |
Step 1 During beyond phase 5, children will revise the sounds they have learnt in Phase 5, especially the vowel sounds as they can be tricky to remember - for example, the ‘ay’ sound can appear in many different forms: play, wait, cake, weigh, great. They learn how to change regular verbs into the simple past tense by adding the suffix ‘-ed’. Eg: walk/walked, jump/jumped. Children are taught to find the difficult bits of the spellings and use strategies to memorise these parts. Eg: Because - Big Elephants Can Always Use Small Exits. The learn how to form comparative and superlative adjectives and how some words change their spellings when this is done. Eg: big, bigger, biggest. |
Beyond Phase 5: Delivery
Step 2 Children should have become fluent readers who have a good level of comprehension and recognise on sight most of the 200 high frequency words. Children learn how other prefixes and suffixes change the meaning or purpose of a word and how sometimes the spelling will also change when some suffixes are added. They also learn how to use an apostrophe for contraction. E.g: do not/don’t, cannot/ can’t. Children understand homophones and know common ones such as their/they’re/there, two/to/too Children understand how to use a dictionary and use it without prompting when completing work. | Step 3 Children are able to apply all previous knowledge into their written work (hand written or computer based). Children are fluent readers and can answer questions on what they have read. Children have a nurtured love of books and reading. |
Beyond Phase 5: Objectives & Activities
Objectives | Suggested Activities & Resources | |||
Lower School | Middle School | Key Stage 3 | KS4 & Post 16 | |
To know and apply the ed suffix for the past tense To know the rules for adding ing for plurals To know the rules for adding ed, est, and y for plurals To know the rules for adding er, ful, and ly for plurals To know how adding suffixes and prefixes changes words To be able to clap out syllables to spell unfamiliar words Still working on reviewing resources and activities for beyond phase 5… Still working on including ELS objectives… With ELS, phonics teaching does not stop at the end of Year 1, but continues as children move through the school, with links being made between their GPC knowledge and spelling Revision of all previously taught GPCs for reading and spelling Wider reading, spelling and writing curriculum | Group reading of phonics reading books. Set of five-box and six-box phoneme frames drawn on the whiteboard Set of five-box and six-box phoneme frames, on laminated card so they can be reused, one per pair of children Word cards placed in a bag Set of word cards exemplifying the spelling patterns you are investigating. | Group reading of phonics reading books. Set of five-box and six-box phoneme frames drawn on the whiteboard Set of five-box and six-box phoneme frames, on laminated card so they can be reused, one per pair of children Word cards placed in a bag Set of word cards exemplifying the spelling patterns you are investigating. https://phonicsfamilycom.wordpress.com/phase-6-games/ - selection of activity ideas for phase 5 and beyond | Group reading of phonics reading books. Different set of word cards, with words tailored to the children’s ability, one per pair or group of three children https://phonicsfamilycom.wordpress.com/phase-6-games/ - selection of activity ideas for phase 5 and 6 | Group reading of phonics reading books. https://www.phonicsbloom.com/uk/game/list/phonics-games-phase-6 Suffix Factory - online game. https://www.wordwall.net/en-gb/community/phonics/games - Games suitable for older students. https://phonicsfamilycom.wordpress.com/phase-6-games/ - selection of activity ideas for phase 5 and beyond |
Appendix - Phase 1 - Environmental Sounds Teaching Ideas
EY and KS1 | KS2 | KS3 | KS4 |
Drum Outdoors. CYP to explore different sounds made when drumming on objects outside. Can they attempt to change the volume or pace? Mrs Browning has a box - Have a range of objects in a box. What sound can you hear? Enlivening stories - Use of Roleplay and small world to demonstrate environmental sounds. EG. drip drip went the tap. Sock Sounds | Listening walks with checklists to support A listening moment - set points solely for listening. What can you hear? How many sounds did you hear? Write a list of sounds you heard. | Listening walks with checklists to support Sound buttons with different types of sounds on. Can they match symbols to the sound? | Sound Stories: |
Appendix - Phase 1 - Instrumental Sounds Teaching Ideas
EY and KS1 | KS2 | KS3 | KS4 |
Animal Sounds: Exploring animal sounds through play. Adults to model different sounds. Interactive activities with sounds buttons, noisy books etc. Attempt to change the volume or pace of an instrument. | Animal Sounds:
Matching sound makers/ Listening Bottles - Fill tubes with a range of items (eg. pompoms, pasta and rice). CYP to match the tubes that make the same sound together. | Matching similar sounds: Have a range of sounds recorded onto sound buttons. CYP to match similar sounds. 2 loud sounds/ 2 quiet sounds. Sound Matching: Match the tubes which make the same sound. | What can you hear? Instruments Instruments:
|
Appendix - Phase 1 - Body Percussion
Teaching Ideas
EY and KS1 | KS2 | KS3 | KS4 |
Which instrument? Pillow case over instrument and teacher and children to play instruments. Can they guess which instrument it is? | Composing body percussion patterns | Composing body percussion patterns |
Appendix - Phase 1 - Rhythm and Rhyme
Teaching Ideas
EY and KS1 | KS2 | KS3 | KS4 |
Our favourite rhymes: Have a choosing board of common rhymes for CYP to choose from. Encourage them to finish lines/ join in with physical actions. Listen/ respond to the beat: Teacher to clap a range of beats. CYP to listen/ join in/ respond. | Rhyming Bricks with pictures (not words) | Rhyming Dice Make 2 dice with a range of objects on. Cat, mat, hat, fox, socks, rocks, dog, log, frog. CYP to roll the dice and say yes or no if the results rhyme. Finish the rhyme. Adult to say a simple rhyme. The cat sat on the _____. Give LA a choice of 2 symbols, one rhymes one doesnt. Hop on Pop: Put a line of squares/ islands of bubble wrap. Teacher to say a word. CYP can hop to each island when they say a correct rhyming word. | Sound Button Rhyming word sorting: Have 2 sets of of simple rhyming cvc words recorded onto sound buttons. EG. things that rhyme with dog and cat. CYP to sort into 2 groups of those that rhyme. |
Appendix - Phase 1 Phonics - Alliteration
Teaching Ideas
EY and KS1 | KS2 | KS3 | KS4 |
Alliteration Sensory Bin: Objects all beginning with the same letter. Encourage CYP to say/ identify what sound they all begin with. Alliteration Sensory Bag: Have a range of objects in a bag all beginning with the same sound. Exaggerate the initial sound. What sound can you hear? | Tony the Train’s Busy Day: Use a toy train and selection of objects starting with the same sound. Have your child sit so they can see objects placed on the floor. Use the props to act out a story with the train. | |
Appendix - Phase 1 - Voice Sounds
Teaching Ideas
EY and KS1 | KS2 | KS3 | KS4 |
Singing Songs - Use a request board to encourage initiation and understanding of song choices. Animal Sounds: Adult to make animal sounds. Can CYP identify the correct animal? Choosing board with visuals to support. Mouth Movements: Use my turn, your turn to encourage CYP to participate and copy. | Metal Mike - https://www.youtube.com/watch?v=_fM4A5dROQ4 Whose Voice? Have a range of voices of familiar start and CYP recorded saying hello/ a simple phrase on sound buttons. Can CYP match the correct subject symbol to the sound button? | Sound Shopping - Choose a range of objects with different initial sounds. Adult to request an item using initial sound. Have a range of ways of saying the same phrase/ word recorded onto sound buttons. CYP to label to describe using vocab such as loud, quiet, fast, slow etc. | |
Appendix - Phase 1 - Oral Blending & Segmenting
Teaching Ideas
EY and KS1 | KS2 | KS3 | KS4 |
Toy Talk: Toys talk only in segmented words. Eg. Find the c - a - t. | Segmented Animal names: Sound buttons with segmented words on. Can they find the correct small world animal? | |