Letters and Sounds

1
Letters and Sounds
2
National Picture

• KS1 Reading at secure L2 not improving
  sufficiently
• National debate about the most effective method
  to teach phonics
• Teaching of phonics in FS AND KS1 haphazard
• Teaching of early reading skills limited

3
Expectations

• By the end of Reception
• 80 of children will be able to read and write
  vowel digraphs, two-syllable words, use letter
  names etc.
• Secure Phase 3
• Book Bands 3

4
Expectations

• By the end of Year 1
• 85 of children will be able to segment and blend
  words for reading and writing, read 2 and 3
  syllable decodable words, read 100 common words,
  no longer sounding out etc
• Phase 5/6
• Book Bands 6/7

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What we need to provide is

• High quality phonic work
• Teaching relatively short, discrete daily
  sessions. Review, teach, practice and apply
• Multi-sensory activities play an important role
  in helping children acquire phonic skills
• Good assessments should track development in all
  four strands of language
• Worksheet free zone

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Phase 1

• Seven Aspects
• Three strands in each
• Modelling Speaking and Listening
• Introduces oral blending and segmenting in Aspect
  7
• Adult-led activities
• Illustrated freely chosen activities
• Continues well beyond introduction of Phase 2

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Phoneme Count

• Cat
• Play
• Great
• Plank
• Strift
• Pencil
• Activity

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Phase 2

• Introduces 19 grapheme-phoneme correspondences
• Decoding and encoding taught as reversible
  processes
• As soon as children have a small number of
  grapheme/phoneme correspondences, blending and
  segmenting can start (s,a,t,p,i,n)
• Tricky words
• TYPICAL DURATION Up to 6 weeks

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Phase 3

• Introduces another 25 graphemes
• Most comprising two letters
• Representation of each of the 43 GPCs
• Reading and spelling two syllable words and
  captions
• Letter names are taught
• TYPICAL DURATION 12 weeks

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Phase 4

• Consolidates knowledge of GPCs
• Introduces alternative pronunciations for reading
• No new GPCs
• TYPICAL DURATION 4 6 weeks

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Phase 5

• Introduces alternative graphemes for spelling
• Introduces alternative pronunciations for
  reading
• Developing automaticity
• Throughout Year 1

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Phase 6

• Increasing fluency and accuracy
• Throughout Year Two (although teaching of
  spelling continues well into KS2)
• Year2 and Year3 Planning exemplification and
  spelling programme (PwS CD-Rom)

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Early Reading

• Teachers need to focus clearly on developing word
  recognition skills through
• phoneme awareness and phonics teaching
• Repetition and teaching of tricky words
• And focus clearly on developing language
  comprehension through
• Talking with children
• Reading to children
• Teaching comprehension strategies

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Adding s or es

• Ash
• Watch
• Pen
• Church
• Toy
• Cup
• Brush
• Witch

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Adding s or es

• Ray
• Jelly
• Puppy
• Hat
• Pocket
• Penny
• Monkey
• Baby

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Adding ing to words
Clean Think Dream Jump Ask Go Walk Do Hop Shop Shut Hug Clap Skip Plan Fit Hope Take Write Bite Make Save Shine Care