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					                                   Advisory Service Kent

        Letters and Sounds 6 Phonic Phases

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      To review phonics expectations, principles and
      To explore the contents of Letter and Sounds
      To examine how we expect this to impact on
        practice in the classroom

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      -                         +   Word recognition

                     - comprehension
            Language comprehension

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                        Good language             Good word
                        comprehension,           recognition,
                           poor word           good language
     Word Recognition

                          recognition          comprehension

                           -                            +

                            Poor word            Good word
                           recognition,         recognition,
                         poor language        poor language
                         comprehension        comprehension

                               Language comprehension
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Advisory Service Kent                                       • apply phonics skills and knowledge to recognise and spell
                                                              an increasing number of complex words
                  Colour codes                              • are secure with less common grapheme/phoneme
                                              Phase 6         correspondence and recognise phonic irregularities

                                                                                                                                              Awareness of rhyme and alliteration; distinguish between different environmental sounds and phonemes;
        Preliminary work on general
        sounds and fun phonics
        Children firmly in Phase 3 by               • can use various ways of pronouncing and spelling the graphemes
                                                      corresponding to long vowel phonemes e.g. ay, ai, a-e play, pain
        end YR
                                                    • can read phonically decodable two and three syllable words
        Children firmly in Phase 5      Phase 5
                                                    • can spell complex words using phonically plausible attempts
        by end of Y1

                                                                                                                                                                          explore and experiment with sounds and words
        Beginning Y2 continuing
                                           • can blend adjacent consonants in words and apply this when reading
        into Y3                              unfamiliar texts

                                                                                                                          Phase 1 continued
                             Phase 4       • can segment adjacent consonants e.g. spoon, cried, nest
                                           • can read some polysyllabic words

                               • know one grapheme for each of 44 phonemes
                               • know the letter names
                  Phase 3      • hear and say sounds in order in which they occur in a word
                               • read and spell a wide range of CVC words using all letters and less frequent consonant
                                 digraphs, double letters and some long vowel phonemes e.g. sheep, goat.
                               • read two-syllable words and captions

                       • know that words are constructed from phonemes and phonemes are represented by graphemes
      Phase 2
                       • know small selection of common consonants and vowels, can blend for reading and segment
                         for spelling vc and cvc words e.g. pot, top, sat tap

              •   show growing awareness and appreciation of rhyme, rhythm and alliteration
              •   distinguish between different sounds in the environment and phonemes
 Phase 1
              •   explore and experiment with sounds and words, discriminating speech sounds in words
(7 Aspects)
              •   beginning to orally blend and segment phonemes
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         Suggested daily teaching sequence
              Introduction( objectives & success criteria)
                            Revisit & review
               Assess learning against success criteria

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                        Phase One

     Seven Aspects: Three Strands in each
     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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                        Phase Two
   Introduces 19 grapheme-phoneme
    correspondences (GPCs)
   Decoding and encoding taught as reversible
   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 Three
       Introduces another 25 graphemes
       Most comprising two letters
       One representation of each of 43/44 phonemes
       Reading and spelling two syllable words and
       Typical duration: Up to 12 weeks

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                        Phase Four
         Consolidates knowledge of GPCs
         Introduces adjacent consonants
         No new GPCs
         Typical duration: 4-6 weeks

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                         Phase Five
         Introduces additional graphemes
         Introduces alternative pronunciations for reading
         Introduces alternative graphemes for spelling
         Developing automaticity
         Throughout Year One

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                        Phase Six
       Increasing fluency and accuracy
       Throughout Year Two (although teaching of spelling
        continues well into KS2)

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       Rigorous tracking of progress against 6 Phonic
       Screening of vulnerable children and possible
        provision of focus group work

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                    Monitoring Phonics
       Main focuses to look for;
       Quality of teaching and learning
       Opportunities for application of phonic skills and
       Literacy Environment to support learning and

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          Early Reading and the Rose Review
                   Key messages.
       Reading aloud to children
       Shared reading-modelling
        reading and reading with
       Guided reading
       Paired reading
       Independent reading

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                                                Advisory Service Kent

                      Advisory Service Kent
                         Shepway Centre
                          Oxford Road
                      Maidstone ME15 8AW

                        Tel: 01622 203800
                        Fax: 01622 670509

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