Phase One Contents Teaching guidance The purpose of Phase One Environmental sounds Instrumental sounds Body percussion Rhythm and rhyme Alteration Voice sounds Oral blending and segmenting, Photocopiable resources Rhyming sets picture cards Rhyming pairs picture cards Initial sounds sets picture cards Initial sounds pairs picture cards “Tog posting box ral blending and segmenting picture cards ‘Animal sounds picture cards Digital resources @ Sounds around us pltures What's that sound? pictures What’ that sound? audio Reception | Teacher's Handbook 30 32 36 38 40 a2 29The purpose of Phase One ‘The systematic teaching of phonics knowledge and skills starts at the beginning of Reception with Phase ‘Two. Before this, Phase One lays the foundations for phonics learning as children begin to explore sounds and hear the sounds in words. Much of the Phase One leaming relates to the Nursery part ofthe Early Years Foundation Stage. However, in the fist fortnight of the Reception year, you should use Phase One activities to practise key skills such as oral blending and segmenting while the children are settling in and routines are being established. In addition, there may be some children starting Reception who stil need to develop their awareness of sound and these children will benefit from continued use of the Phase One activities. This work would be done alongside, rather than instead of, the formal dally teaching of phonics that begins in Reception. Children do not need to have mastered all the skills in Phase One before beginning Phase Two. Phase One introduces important pre-phonics skils, such as recognising and making voice sounds, and oral blending ‘and segmenting, These skills, particularly oral blending and segmenting, are directly relevant to children's progress in phonies and will continue to be developed in Phase Two. For some children, activities outlined in Phase One for developing these skills will be useful during the Reception year and beyond. The seven Phase One aspects “The Phase One activities are organised into seven aspects, starting with general sound discrimination and moving on to sounds found in words. However, this does not represent a fixed order to be worked through: the boundaries between these different aspects are flexible and will verlap. “The teaching guidance for Phase One provices a bank of activities for each aspect, which teachers can draw on when planning activities for groups of children The activities for each aspect are divided into three strands: > Tuningiinto sounds (focusing on developing listening and discriminating between sounds) > Listening and remembering sounds (focusing on developing auditory memory and the sequencing of sounds) > Talking about sounds focusing on developing vocabulary and language through talking about sounds, suggesting, ideas and expressing opinions) The emphasis on developing speaking and listening skills and enlarging vocabulary is present in all ofthe activities, as these are crucial for future success in reading. This means many of the activities in Phase One fall within the Communication and Language area of the Early Years Foundation Stage curriculum (and the Early Learning Goals ‘Listening, Attention and Understanding’ and ‘Speaking’. Children are taught about good listening and encouraged totalk about the activities, participate in discussion and take turns to contribute. The activities are largely adult-led and often designed for small groups, as this provides opportunities for the chléren totalk at length and have purposeful conversations with teachers, as well as hearing and using new vocabulary. There is also a strong focus on using story, rhyme, poetry and song, This helps develop the children’s listening skill, language and awareness of sounds within words, andis, again, something that should continue throughout the Reception year. Schofield & Sims J My Letters and SoundsThe seven Phase One aspects Aspect description Aspect General sound discrimination: environmental sounds Aspect2 General sound discrimination: instrumental sounds Aspect3 General sound discrimination: body percussion Aspect4 Rhythm and rhyme AspectS —_Alliteration Aspect6 Voice sounds Aspect7 _Oral blending and segmenting Reception | Teacher's Handbook Notes For example, identifying different sounds in the playground. For example, matching sounds to instruments, For example, copying sound patterns made by clapping q hands, stamping feet or patting knees. For example, copying rhythms and recognising words that rhyme Identifying when words start with the samme sound {for example, in stories, poems or tongue twisters). Exploring speech sounds that can be made with the woice (for example, shhh, 22222, wheeee). ral blending is listening to spoken sounds and blending them to form a word (for exemple, hearing a teacher say tp in sound-talk and blending those sounds to form the word ‘tap’. Oral segmenting is segmenting spoken words into their separate sounds (for example, hearing the teacher say the word ‘tap’ and being able to separate the word into its three sounds ta-p). a1 ire eet32 Environmental sounds Being able to hear and distinguish between sounds is the start of learning phonics. Children with good listening skills will be able to pick up formal phonics teaching more easily. Tuning into sounds > Good listeners: Encourage the children to be good listeners. Model good listening by being quiet, ‘allowing the source of a sound with your eyes or using a gesture (for example, putting a hand to your ear) to indicate that you are listening or that you want the children to listen, Point out and praise good listening, for example, when the children respond with an appropriate comment > Listening moments: Have ‘listening moments’ at different times of the day, Use gestures to signalthat the children should stop and listen (for example: clapping your hands for attention; putting a finger on your lips for quiet; putting ‘a hand to your ear for listening). After about half a minute, talk about all the different sounds the children could hear ‘and what makes thase sounds. You could use a listening rhyme to start a listening moment, for example: Listen fsten, listen, Let's listen for a sound. Listen fsten, listen, Whar sounds are there around? > Sounds around us: Go on ‘listening walks’ or listening adventures’ in different settings (for example, in a par ina playground, neera road orin a shop). Encourage the children to listen for sounds, point to what makes them and then remember the sounds so they can talk about them later, The children could help you make a recording ‘of sounds while at the setting, asa prompt for later discussion. Alternatively, you could use the Sounds around us pictures of a suaermarket and a park to prompt discussion of what sounds might be heard in these settings. © Sound makers: Help the children to explore and make sounds in various ways (for example: splashing in puddles; ‘crunching through dy leaves; tapping a stick on 2 falen log). Use sticks to explore how many diferent sounds can be made by tapping different surfaces in the playground, such as plant pots, metal posts and wooden climbing frames. > Sound play: Encourage the children to think about sounds during play activities. Talk about sounds that might be heard and the things that produce them {for example, farmyard sounds while playing with a model farm or vehicle sounds while playing with a toy garage) > What's that sound?: Display the What’s that sound? pictures. Talk about the pictures to make sure the children recognise what they represent. Play the What's that sound? audio for one of the iterns. Ask the children which item itis. Repeat until al the sounds have been identified. Liste! g and remembe: > Environmental sound stories: Involve the children in adding environmental sounds to stories, such as whoosh for the wind blowing or eeeeek for an opening door. Reread or retell the stories, encouraging them to remember to make the sounds whenever the relevant event is mentioned. g sounds > Secret sounds: Create a ‘sounds box’ fll of items that make different noises. These might include a bell, a bag of marbles, a squeaky toy and some tissue paper. Let the children explore the contents, Talk about the sounds the items make, introducing appropriate vocabulary. When they are familiar with the contents, put the items back into the box and make a noise with one of them, making sure the children cannot see. Encourage them to guess the hidden object from its sound, The children could also take turns to make the hidden noise while the others guess whatitis, > Socrat sounds sequence: Uso the itoms in the ‘sounds box’ to make a simple sequence of two or three sounds, ‘making sure the children cannot see the items you use. Ask the children to identity the item making each of the sounds and then allow them to take turns recreating the sequence. Schofield & Sims / My Letters and Sounds> Animal sounds: Display a collection of toy farm animals or the Animal sounds picture cards. Talk about the animals using appropriate vocabulary (for example: The sheep has a woolly coat; The goat has horns). Make the noise that each animal might make and ask the children to name the animal and make the sound. When they are familiar with all the animal sounds, sing the song "Old MacDonald Had a Farm’ together. AS you sing each verse, hold up or point to one of the animals and invite the children to ade the name of the animal and make the appropriate sound, > Play with sounds: Make sounds during roleplay or in the home corner (for example, Ping! - Oh, that's the ‘microwavel). Encourage the children to talk about other sounds associated with the setting and join in with making them, Discuss the sounds and introduce appropriate vocabulary. Talking about sounds > Our favourite sounds: Encourage the children to talk about their favourite sounds. You could show the What's that sound? picturesto start the discussion (for example, asking the children to say which of the sounds they lke best and which they dislike). introduce words to extend their vocabulary (for example, squelch), Make an ‘Our favourite sounds’ poster by crawing or sticking pictures onto a large piece of paper to represent the children’s choices. Then provide an opportunity for the children to use the poster to tell others about their favourite sounds. > Adding sounds to rhymes: Involve the children in suggesting sounds to add to a well-known song or rhyme; for ‘example, watery sounds for ‘Row, Row, Row Your Boat’ Row, row, row your boat, Gently down the stream, Splishetty splashetty splishettysplashetty, Lifes buta dream. > Same but different: Collect 2 group of items that make similar sounds (fr example, squeaky toys, clocks and bells). Ask the children to play withthe items and talk about the ifferences between the sounds. Reception | Teacher's Handbook 33 PEE enInstrumental sounds ‘Through the use of musical instruments, children learn to appreciate the differences between sounds and start to understand how they can make and control sounds. Tuning into sounds > Exploring instruments: Set up a music or ‘sound-making’ area with a ange of instruments, Allow the children to explore the instruments freely, Join in the activity and begin to introduce the names of the instruments. Encourage the children to use the instrument names (for example, when choosing an instrument to play) You could introduce 2 simple song ike this one, sung to the tune of Here We Go Round the Mulberry Bush: We [or a child's name] can play the tambourine, tambourine, tambourine, We [ora child's name] can play the tambourine, in the music-making ore. © What sounds can you make?: Select an instrument and encourage the children to fing different ways to playit (for example, loudly and quietly). Talk about the diferent sounds that can be made (for exemple: Hit it hard -it makes a loud sound: Move it gently - it makes a quiet sound, Shake it- it makes a long sound; Tap it~ it makes a short sound). lnvite the children to make each sound on the instrument. © Move to the sound: Snow a range of instruments, Play each instrument in turn and ask the children to move in a way suggested by the sound. For exemple, they might stamp when a drum is played or tiptoe when you play quick, quiet ‘tings’ on a triangle. Play a game in which the children move in the appropriate manner when an instrument is played ane freeze when it stops. © Making instruments: Provide materials for the children to make their own instruments to go in the ‘sound-making! area {for example, simple shakers using plastic bottles filed with rice, dried peas, coins or pebbles). Talk about the sounds produced and explore how different sounds can be made (for example, by rolling shaker rather than shaking it). Make different types of instrument (for exemple, drums from empty tins, boxes or other containers) Take ‘some of the instruments outside to see if they sound diferent there, Play the instruments in a ‘pots and pans band’, marching round the playground. Listening and remembering sounds '> What instrument is that?: Show the children three instruments that make different sounds. Invite them to play the instruments and listen to the sounds. Then play one of the instruments hidden from view {for example, behind a screen) and ask the children to identify it. To make the activity easier, place a matching set of instruments infront ofthe children for them to refer to. Alternatively, ask the children to do an action each time you play a particular instrument (for example, Stand up ifyou hear the triangle tng). > Copy the sound leader: Sit in circle with a small group of children. Make a sound on an instrument and then pass it ound the group to allow everyone to make the same sound. Invite one of the children to be the leader, choosing a different instrument and making a sound to pass round the group. Build up the activity by playing.a simple pattern ofsounds to pass round the group in the same way. > Sound patterns: Provide a selection of instruments and invite a group of children to make up their own pattern of ‘sounds to perform to others. Demonstrate how to be the ‘conductor, indicating to the group when to start and stop playing, or pointing to individual children when its thelr turn to play. Ask one of the children to take on the role of cenductor and encourage the group to rehearse their pattern until they can remember it. Schofield & Sims / My Letters and SoundsTalking about sounds (> Adding sounds to rhymes: involve the children in using a range of instruments to create sound effects for familiar rhymes or songs (for example, choosing an instrument for each verse of ‘The Wheels on the Bus’ - the wheels going, round, the wipers going swish, and so on). Discuss why each instrument is suitable for each verse (for example, a shaker tipped from side to side makes a long ‘swishing’ sound like wipers). Perform the rhyme or song with the children making the instrumental sounds. Ask questions to encourage thern to give their opinions oftheir performance (for example: What did you ike best?'s there anything you would like to change?) (> Adding sounds to stories: Ask the children to help you choose instruments to represent different characters or animals in a story (for example, What instrument shail we use forthe giant/the mouse/the tiger”) Encourage them to ‘explain why they have chosen a particular instrument for that character. the children find this ficult, gve them 2 choice of two instruments (for example, Which one sounds most ike a giant?) You could also create story sacks! containing instruments and sound-making objects for the children to use and discuss when retelling or acting out stories in independent play. > Copy mes Give all the children in a group the same instrument, such as a drum. Play the instrument in diferent ways (for example, loudly, quietly, keeping steady beat). Encourage the children to copy the sounds you make and talk abouthow each sound is different > Guest music maker: Invite 2 parent or other adult to play a musical instrument for the children (for example, @ uitar or sitar). Encourage the children to talk about the instrument and the sound it makes (for example: What was the sound like? What did you like about the sound?) > Performance times Hold a regular music show-and-tell, in which groups of children perform sound patterns or rhymes and songs they have practised, Encourage the other children to listen carefully and then say what they liked about the music. Ask them what they noticed about the sound pattem or performance (for example: Was it loud or ‘quiet? Fast or slow?) Reception / Teacher's Handbook 35 Phase OneBody percussion Body percussion activities encourage children to be attentive in order to copy sounds and sound patterns. Tuning into sounds > Exploring body percussion sounds: Look for opportunities throughout the day to introduce and discuss body percussion sounds. Try rubbing hands after coming in from the cold; stamping fest inthe hall or playground; tapping fingers on a tabletop to sound like rain; or making sounds with your lips to accompany pattern- or mark-making. © Action songs: Sing action songs and rhymes that involve the children in making body percussion sounds, such as capping hands, stamping fet, clicking fingers and pattingknees. For example, sing"if You're Happy and You Know It but change to a different body percussion sound in each verse, or sing ‘Clap Your Hands 1,2, 3 lop your hands, i, 2,3, lap your hands, just like me. > Get with the beat: Sing rhymes and songs where children can be encouraged to clap, tap or stamp in time to the beat or on a particular word. For example: + The Farmers in His Den’: The children stamp in time to the beat. + "The Big Ship Sails on the Ally-ally-oh’: The children clap to the regular beat ofally-aly-oh. + ‘ASailor Went to Sea, Sea, Sea’: The children clap on sea, sea, sea + ‘Johnny Taps With One Hammer, One Hammer, One Hanmer: The children make a fst with one hand and tap it with the other in time to the beat As the rhymes become familiar, have fun increasing or decreasing the speed of ezch verse, encouraging the children toperform the actions and sounds to match the change in speed. Try ‘Johnny Taps With One Harmer, ‘Wind the Bobbin Ups ‘A Sailor Went to Sea, Sea, Sea’ or sing the following lines to the tune of Row, Row, Row Your Boat’ Clap, clap, clap your hands as slowly as you can, lop, clap, clop your hands as quickly as you can. > Foot percussion: Invite the children to explore sounds made by moving their feetin different ways. For example, they could walk, slide, tiptoe or stamp while wearing different footwear, such as welles, flip-flops or trainers. Then they could try moving their feet on different surfaces (for example, on a hard floo’, on carpet or on gravel) > Simon says: Use the game ‘Simon says! to encourage the children to use different parts of their bodies to make sounds. For example, say: Siman says make a sound with your tongue. Encourage the children to respond by finding sound they can make with their tongue (for example, a clicking/clucking sound), Repeat with other parts of the body, such as hands, feet, fingers, lips and legs. Listening and remembe: g sounds > Copy the sound leader: Sit in a circle with a group of children. Make up a simple pattern of sounds forthe children to copy (for example, stamp, stamp, clap, clap). Start with patterns of two sounds and increase to three and then four sounds as the children become more confident. Pass the sound pattern round the group untilit gets back to the start. Discuss whether the pattern remained the same all the way round the group or whether it changed. For example, did some children stamp and clap harder/louder/faster than others? Once the children are familiar with the game, invite one of them to make up a sound pattem to pass round the group. (> Sounds story: Make up a story that can have body percussion sounds added to it. Begin to tell the story (for ‘example, On Monday night, Little Bear couldn't sleep because he could hear...) and then make an appropriate ‘sound (for example, a snoring sound). Ask the children to identify the sound and continue the story for example, because he could hear Daddy Bear snoring). Continue the story with a different sound for each day for example: blowing through your lips to make the sound of the wind; yawning, whistling; tapping your fingers on a desk to make the sound of rain). Encourage the children to join in with identifying the sounds, orto suggest thelr own ideas for sounds. Later, you could retell the story, this time naming each disturbance and inviting the children to make the appropriate sound. Schofield & Sims J My Letters and Sounds