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Letters and Sounds:


... daily and in line with the definition of high-quality phonic work as set out in the Rose report ... DVD. CLLD website. Phase 1 ... – PowerPoint PPT presentation

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Title: Letters and Sounds:

  • Letters and Sounds
  • principles and practice of high-quality phonics
  • Phase 1 training

  • Clarify the content and expectations of phase 1
  • Underline the importance of promoting good
    speaking and listening skills and phonological
  • Develop practitioners subject knowledge
  • Introduce phase 1 Aspects and Strands as detailed
    in Letters and Sounds and consider suitable
  • Identify next steps for development in settings

Session outline
  • The Early Years Foundation Stage
    (EYFS), Communication, Language and Literacy
    Development (CLLD) and Letters and Sounds
  • Phase 1 learning environment
  • Encouraging good listening skills
  • Planning activities
  • Speech sound discrimination and oral blending and
  • Next steps

EYFS, CLLD and Letters and Sounds
  • The EYFS sets the standards for learning,
    development and care
  • Good EYFS practice is fundamental to effective
    CLLD in the early years
  • Good CLLD practice supports and enriches
    effective EYFS provision
  • Letters and Sounds supports the importance of
    developing speaking and listening skills in a
    broad and rich language curriculum

  • Children's learning and competence in
    communicating, speaking and listening, being read
    to and beginning to read and write must be
    supported and extended
  • They must be provided with opportunity and
    encouragement to use their skills in a range of
    situations and for a range of purposes and be
    supported in developing the confidence and
    disposition to do so
  • EYFS Practice Guidance page 39

What does CLLD mean for children?
  • Building relationships, learning to interact with
    others so they become skilful, confident
  • Being able to differentiate and respond to
    different sounds and different people
  • Developing their individuality learning to use
    their voice and feeling safe to express
  • Developing their language skills through a
    multi-sensory approach

CLLD links to the EYFS principles
  • A Unique Child
  • Positive Relationships
  • Enabling Environments
  • Learning and Development

The background to Letters and Sounds independent
review of the teaching of early reading
  • Recommendations
  • More attention needs to be given to speaking and
    listening from the outset
  • High-quality, systematic phonic work should be
    taught discretely and daily and in line with the
    definition of high-quality phonic work as set out
    in the Rose report
  • Phonics should be set within a broad and rich
    language curriculum that takes full account of
    developing the four interdependent strands of
  • For most children phonics teaching should start
    by the age of five, subject to the professional
    judgement of teachers and practitioners

  • Headteachers and managers of settings should give
    phonic work appropriate priority and reflect this
    in their decision making
  • Settings and schools should ensure that at least
    one member of staff is fully able to lead on
    literacy, especially phonic work
  • Monitoring arrangements should assure the quality
    and consistency of early phonic work

The review and implications for practitioners
  • Focus clearly on developing language
    comprehension through
  • talking with children
  • reading to children
  • Focus clearly on developing sound recognition
    skills through
  • tuning children into sounds
  • listening and remembering sounds
  • talking about sounds
  • introducing oral blending and segmenting of
    sounds in words

Letters and Soundsthe new phonics resource
  • Developed by independent experts in partnership
    with the PNS
  • Meets criteria for high-quality phonic work
  • Notes of Guidance
  • Six-phase teaching programme
  • DVD
  • CLLD website

Phase 1
  • Crucial phase in developing speaking and
    listening skills and phonological awareness
  • Paves the way for a systematic phonics programme
    to begin
  • Continues well beyond the introduction of phase 2
  • Needs to be shared with parents and carers
  • Vital for all children including those with
    special educational needs and those learning
    English as an additional language

CLLD, phase 1 and the communicative environment
  • Discuss
  • What are the important elements of an effective
    communicative environment in a setting?

CLLD, phase 1 and the communicative environment
  • Practitioners who are knowledgeable
    about childrens communication and
    language development will provide an effective
    learning environment which includes
  • authentic and meaningful language experiences
  • a range of literacy tools and props/resources
  • environmental print
  • learning centres
  • books

CLLD, phase 1 and the communicative environment
  • An effective communicative environment
  • will develop
  • rich and varied language experiences
  • language skills outdoors and indoors
  • activities that extend and support language with
    and without adults

Daily opportunities
  • Daily planned speaking and listening activities
  • Adult-led activities
  • Child-initiated activities
  • Exploring and applying within the learning
  • Developing speaking and listening skills through
    daily routines

Developing an effective phase 1 communicative
  • Think about your current learning environment
  • Look at the CLLD audit / Early CLLD audit
  • Discuss with a partner

Effective phase 1 developing the language for
communication aspect of CLLD
  • How children learn to listen and speak is
    essential to them becoming effective and skilful
  • To become skilful communicators children need to
    be provided with opportunity and encouragement to
    use their skills in a range of situations and for
    a range of purposes with people whom they know
    and trust
  • Developing speaking and listening skills builds
    the foundations for literacy

Encouraging good listening skills
  • Think about the things that annoy you when you
    are talking to somebody
  • Think what happens when you are listening
    carefully to what someone else is saying

Phase 1 Speaking and listening Working with
  • Model good listening skills
  • Help children to tune into sounds
  • Adopt listening cues
  • Encourage children to listen carefully to and
    discriminate between speech sounds
  • Give children time to respond
  • Encourage them to make sounds themselves
  • Observe their successes and difficulties look,
    listen and note
  • Provide plenty of opportunities for children
    learning English to become familiar with the ways
    in which sounds are made in English

Planning activities
  • Planned daily speaking and listening activities
  • Based on childrens own abilities and interests
  • Building on childrens prior experiences and
  • Activities drawn from Letters and Sounds phase 1

Letters and Sounds phase 1Seven aspects
  • Environmental sounds
  • Instrumental sounds
  • Body percussion
  • Rhythm and rhyme
  • Alliteration
  • Voice sounds
  • Oral blending and segmenting

Letters and Sounds phase 1Three strands
  • Tuning into sounds (auditory discrimination)
  • Listening and remembering sounds (auditory memory
    and sequencing)
  • Talking about sounds (developing vocabulary and
    language comprehension)

Planning adult-led activities
  • Group task
  • Choose one of these five aspects
  • Environmental sounds
  • Instrumental sounds
  • Body percussion
  • Rhythm and rhyme
  • Alliteration
  • Think of an adult-led activity for each strand in
    your chosen aspect

Planning for different aspects
  • Consider the childrens phases of CLLD
    development from those in the baby room to those
    in the 3 to 4 year old room
  • What would you need to think about when planning
    to cover the 7 aspects?

Observation and assessment
  • Look, Listen and Note
  • Early Years Foundation Stage

Letters and Sounds phase 1aspect 6 voice
  • Phoneme
  • Blending / Oral blending
  • Segmenting
  • Articulation

Oral blending and segmenting
Phonics concepts, knowledge and skills
  • Phonics consists of four main concepts, knowledge
    of letters and the two skills of blending and

Concept 1
Sounds/phonemes are represented by
letters/graphemes English is an alphabetic
language. All the sounds (phonemes) in each word
are represented by letters (graphemes) Young
children need to know this words are not
arbitrary sets of squiggles.
Concept 2
  • A phoneme can be represented by one
  • or more letters
  • t
  • kn
  • igh

Concept 3
  • The same phoneme can be represented (spelt) more
    than one way

Concept 4
  • The same grapheme (spelling) may represent more
    than one phoneme

  • Merging phonemes together to pronounce a word
  • In order to read an unfamiliar word, a child
    must attribute a phoneme to each letter or letter
    combination in the word and then merge together
    to pronounce the word

and segmentation
  • Hearing individual phonemes within a word, e.g.
    crash has 4 phonemes c-r-a-sh
  • In order to spell, a child must segment a word
    into its component phonemes and choose a letter
    or letter combination (e.g. sh) to represent
    the phonemes

Knowledge of letters
  • There are approximately 44 sounds/phonemes in the
    English language
  • Children will learn to blend phonemes orally in
  • In phase 2 children learn to pronounce the sounds
    themselves in response to letters before blending

Sound buttons
Letters and Sounds phase 1 aspect 7 oral
blending and segmenting
  • Oral segmenting and blending
  • Start with last word in sentence or phrase
  • No expectation that children are introduced to
    letter/sound correspondences during phase 1
  • Importance of clear enunciation
  • Blending and segmenting reversible processes

Review of current practice
  • Consider phase 1 in terms of your
  • current practice and the current learning
  • environment
  • Are the aspects and strands covered through
    current activities?
  • Are these activities systematically planned?
  • Do you regularly observe and assess the children
    in these activities?
  • Do you follow up these activities with
    opportunities for children to explore and apply
    their knowledge and skills in the learning
  • Do you involve parents in childrens learning?

Key messages for phase 1 practice
  • Work with a partner
  • List the most important messages from todays
    training to share with your colleagues
  • Consider one aspect of your practice that you
    will change

Possible next steps
  • Share Letters and Sounds with
  • setting colleagues
  • Complete the CLLD /Early CLLD audit with
  • Discuss activities you provide at the moment and
    think how they support the seven aspects of
    learning at phase 1
  • Plan how you will ensure that children have
    opportunities for both adult-directed and
    child-initiated learning
  • Write an action plan for your setting identifying
    key changes to current practice

Further considerations
  • How is CLLD viewed by the practitioners in your
  • Is there a specific policy for CLLD teaching and
    learning? What are the methods used for teaching
  • How well versed are the committee members or
    governors? Do you have a specific CLLD link?
  • How are parents involved with your CLLD
  • How are you monitoring the impact of your
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