Letters and sounds phase 3 planning: Phase 3 Introduction – Letters and Sounds

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Letters and Sounds Phase 3 Phonics Planning

Letters and Sounds phase 3 aligned planning and resources, designed to help you save time and teach phonics like a specialist.

Children entering Phase 3 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 phase 3 is to teach the next set of graphemes so the children can represent each of the phonemes by a grapheme. Children also continue to practise CVC blending and segmentation in phase 3 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.

Each week of our phase 3 phonics scheme comprises of 5 lessons that follow the four part lesson sequence suggested in the Letters and Sounds framework.

Each lesson introduces new phonemes, graphemes, tricky words, high frequency words and common exception words, in the same sequence suggested by Letters and Sounds. There are 10 weeks in total for phase 3, after which we recommend moving onto our phase 4 letters and sounds planning.

Introduction to phase 3

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What is learnt in phase 3 phonics?

  • The following sounds: j, v, w, x, y, z, zz, qu. Consonant digraphs: ch, sh, th, ng. Vowel digraphs and trigraphs: ai, ee, igh, oa, oo, ar, or, ur, ow, oi, ear, air, ure, er.
  • Childen will also learn the letter names and continue to consolidate the sounds learnt in Phase 2.
  • Children will also read some high-frequency ‘tricky’ words including: my, you, her, he, she, we, me, be, was, they, all, are.

What’s included?

Time for Phonics provides teachers with a specialist created Letters and Sounds phonics scheme for phase 3, including:

  • Daily and weekly phase 3 phonics planning, following the Letters and Sounds progression.
  • Phase 3 interactive lesson presentations.
  • Phase 3 decodable texts and mini-books.
  • On-demand phonics training videos.
  • Phase 3 interactive online phonics games that work on any computer or device.
  • Handwriting resources.
  • Accompanying low-prep phase 3 phonics resources.
  • Phase 3 phonics assessments to track your pupils’ progress.

Suitable for both phonics and non-specialists, with fresh ideas and inspiration,

Time for Phonics is a systematic, synthetic phonics scheme for everyone!

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Phonics Shed — Phonics Shed

When designing the teaching sequence for Phonics Shed, we worked in consultation with a number of teachers and took their feedback on board.


We felt that, because many teachers are familiar with the Letters and Sounds (2007) teaching sequence, it would be helpful to broadly follow the same order. However, we have made some tweaks and additions to the teaching sequence, in line with recent DfE guidance, to ensure children are building on sound foundations as they work their way through our scheme.

The Phonics Shed scheme draws its list of High Frequency Words (including Common Exception Words) from the same place as Letters and Sounds and, as such, they appear in a similar order. We have ensured every HFW and CEW clearly links to a specific GPC being taught, including words covered in Phase 4 Letters and Sounds which have been redistributed appropriately throughout the Phonics Shed planning.

Phase 1 Letters & Sounds vs Phonics Shed Chapter 1


(Nursery/Reception)

Letters & Sounds

Split into Seven Aspects that cover:

  • General sound discrimination – environmental, instrumental and body percussion
  • Rhythm and rhyme
  • Alliteration
  • Voice sounds
  • Oral blending and segmenting
Phonics Shed

The Seven Aspects of Phase 1 are covered in the Chapter 1 lessons, although in a slightly different order to ensure a smoother progression. These are covered in our Nine Elements:

  • Introduction: Joe: An Introduction to Phonics Shed
  • Element 1: Environmental Sounds
  • Element 2: Motor Skills
  • Element 3: Our Bodies
  • Element 4: Instrumental Sounds
  • Element 5: Our Voices
  • Element 6: Stories Rhymes and Rhythm
  • Element 7: From Left to Right
  • Element 8: Initial Sounds
  • Element 9: Beginning to Blend and Segment

The extra elements are ‘From Left to Right’ and ‘Motor Skills’.

Phase 2 Letters & Sounds vs Phonics Shed Chapter 2


(Reception)

Letters & Sounds
  • Set 1: s, a, t, p
  • Set 2: i, n, m, d
  • Set 3: g, o, c, k
  • Set 4: ck, e, u, r
  • Set 5: h, b, f, ff, l, ll, ss
Phonics Shed
  • Set 1: s, a, t, p
  • Set 2: i, n, m, n
  • Set 3: g, o, c, k
  • Set 4: ck, e, u, r
  • Set 5: h, b, f, l
  • Set 6: j, v, w, x
  • Set 7: y, z, qu, voiced s
  • Set 8: Double Letters ff, ll, ss, zz
  • Set 8 continued: Additional Doubles (optional) tt, pp, rr, mm, cc, nn, dd, gg, bb

All 26 letters are covered in the same chapter.

Additional planning on vowels and consonants; alphabetical order can also be found in Chapter 2.

Phase 3 Letters & Sounds vs Phonics Shed Chapter 3


(Reception)

Letters & Sounds

Sounds taught: j, v, w ,x ,y, z, zz, qu,ch, sh, th, ng, ai, ee, igh, oa, oo, ar, or, ur, ow, oi, ear, air, ure, er

Phonics Shed

Some Phase 3 GPCs are covered in Chapter 2 Sets 6 and 7 (j, v, w ,x ,y, z, zz, qu).

These GPCs are covered in Chapter 3; including both the voiced and unvoiced ‘th’, both ‘oo’ sounds comparing ‘er’/ur/ and the ‘er’ schwa ending, and the various sounds made by ‘ure’.

  • Set 1: ng, ch, sh, th
  • Set 2: ai, ee, igh, oa
  • Set 3: ue, ow, oi, oo
  • Set 4: ar, or, ur, er
  • Set 5: ear, air, ure

Additional planning is available as part of Set 5 for the ‘a’/ar/ GPC, including regional pronunciation.

Phase 4 Letters & Sounds vs Phonics Shed.

Letters & Sounds

Recap all previous sounds.

Read and write words with initial and/or final blends: st, nd, mp, nt, nk, ft, sk, lt, lp, tr, dr, gr, cr, br, fr, bl, fl, gl, pl, cl, sl, sp, st, tw, sm, nch, shr, str, thr

Phonics Shed

Phase 4 skills are integrated throughout Phonics Shed Chapters 2 to 4 rather than being taught as a separate section.

Words with consecutive consonants are included as soon as they become decodable and previous sounds are recapped at the start of every lesson.

This is to alleviate confusion between ‘consonant blends/clusters’ and digraphs and trigraphs.

Phase 5 Letters & Sounds vs Phonics Shed Chapter 4


(Year 1)

Letters & Sounds

Teach new graphemes for reading ay, ou, ie, ea , oy, ir, ue, aw, wh, ph, ew, oe, au, a-e, e-e, i-e, o-e, u-e

Teach alternative spellings for ch, j, m, n, r, s, z, u, i, ear, ar, air, or, ur, oo, ai, ee, igh, oa, y/oo, oo, sh

Phonics Shed

Chapter 4a: Alternative graphemes for known phonemes

  • Set 1: oe, ay, ew
  • Set 2: ea, ey, ie
  • Set 3: aw, au, ir, oy
  • Set 4: ou, are, ph, wh
  • Set 5: a_e, e_e, i_e, o_e, u_e

Additions:

  • /ee/ spelled ey
  • /air/ spelled are
  • Two phonemes for ie (/igh/ and /ee/), ew and u_e (both can use /ue/ or /oo/)

Chapter 4b: Alternative phonemes for known graphemes

Some alternative spellings have already been covered in previous chapters.

  • Set 1: recap previously learned alternative pronunciations
  • Set 2: c/s/, g/j/, i/igh/, /ue/, e/ee/
  • Set 3: ea/e/, ow/oa/, or/ur/, ey/ai/
  • Set 4: ue/oo/, o/oa/, o/oo/, ch/c/, ch/sh/
  • Set 5: a/ai/, a/o/, y/igh/, y/ee/, y/i/
  • Set 6: ou/oo/, ou/u/, ou/oa/, ear/ur/, ear/air/
  • Set 7: new phoneme /zh/

Chapter 4c: Less common alternatives and best fit

Covers all GPCs with alternative graphemes or phonemes. The exception being unvoiced and unvoiced th which have no common alternative GPCs. This section may extend into Year 2.

Phase 6 Letters & Sounds vs Transition to Spelling Shed


(Year 2)

Letters & Sounds
  • Understand and apply suffixes – ed, ing, ful, est, er, ment, ness, en, s, es
  • Understand the rules for adding ing, ed, er, est, ful, ly, y
  • Investigate how adding suffixes and prefixes changes words
  • Introduce the past tense
Phonics Shed

Words with suffixes are introduced across all chapters (once decodable). Additionally, the skill of adding suffixes is encouraged in many of our decodable reading scheme books.

Access to Spelling Shed is included in your Phonics Shed pack price.

Suffixes are in Stage 1 and Stage 2 Spelling Shed Scheme lessons.

Stage 1 Spelling Shed Grammar Scheme includes:

  • how suffixes and prefixes change the meaning of words and the rules for the spelling of plurals
  • rules for adding ing, ed, er, est, es, s, y

Stage 2 Spelling Shed Grammar Scheme includes:

  • introduce the past tense
  • rules and application of adding suffixes en, ful, ly, ment, ness

Synopsis of the AMO lesson of the Russian language in grade 6 «Spelling of prefixes pre- and pre-.»

Abstract of the AMO lesson.

Organizational information

Authors of the lesson: Vorontsova Elmira Lekmanovna

Subject: Russian language

Grade: 6th grade of a general education school, 19 students 90 005

Lesson duration: 45 minutes

Methodological information

Topic lesson: Spelling prefixes pre- and pre-.

Author of the textbook: Baranov M.T., Ladyzhenskaya T.A., Trostentsova L.A. and others. Russian language. Grade 6: Textbook for educational institutions. M.: Prosveshchenie, 2016.

Type: a lesson in discovering new knowledge

A lesson in learning new material, developing students’ skills to implement a new mode of action, expanding the conceptual base by including new elements in it.

Psychological and pedagogical characteristics of the class:

Children with different levels of cognitive activity and curiosity study in the class. The lesson is focused on a class in which children with an average level of abilities and a mixed type of perception study. Since students have different levels of self-organization, the main option for conducting a lesson is a group form of work using active teaching methods.

Lesson Objectives:

1. Formation of students’ skills to implement a new mode of action: the ability to determine the spelling E-I in the prefixes PRE- and PRI-.

2. expansion of the conceptual base by including new elements in it: spelling of prefixes PRE- and PRI-.

Lesson objectives:

Educational:

Identify the conditions for choosing the vowels e-and in prefixes;

To form the skill of writing prefixes pre-/ pre-;

Repeat morphemic analysis of words;

Develop the ability to formulate definitions of concepts;

Enrich students’ vocabulary;

Improve spelling and skills.

Developing:

Implementation of a system-activity approach;

Development of attention;

Formation of UUD (personal, regulatory, cognitive):

development of the ability to formulate and prove one’s point of view;

development of skills to analyze, compare, generalize;

develop the ability to apply new knowledge;

development of creative, speech abilities of students;

formation of logical skills;

development of the ability to rely on what is already known, on one’s own subjective experience;

development of the ability to formulate a problem.

Educational:

Education of interest and respect for the native language;

Education of a value attitude to the word;

Development of communicative UUD, creation of a favorable atmosphere of support and interest, respect and cooperation.

Lesson steps:

9009 2

Lesson phases

Lesson phase steps

900 32 AMO (methods)

1

Phase 1. Start of the educational event.

initiation (greeting, introduction)

“Greeting” method

entering or immersing in a topic

(determining lesson objectives)

shopping list method

Determination of the expectations of students «What’s on my heart»

2

Phase 2. Work on the topic.

Consolidation of the studied material (discussion of homework)

«Entertaining cards» method

Interactive lecture (transmission and explanation by the teacher of new information) 90 005

Info Guessing Method

Working out the content of the topic (group work of students on the topic of the lesson)

Mosaic method

3

Phase 3. Completion of the educational activity.

Emotional discharge (warm-up)

method «Earth, air, fire and water»

Summing up (reflection, analysis and assessment of the lesson)

traffic light method

Lesson progress

Phase 1 «Start of the educational activity»

1. Initiation 9 0005

AMO «Greetings» (1 min. )

Purpose : to establish contact with each of students, prepare the class for mastering the educational material

All participants stand in a circle, join hands, exchange glances with each other, thereby greeting each other, demonstrating their kind attitude towards each other.

— Hello guys. Glad to welcome. It is always a pleasure for me to see your pre-kind faces with pre-intelligent eyes. I hope that you come to this office not just to surpass your Predecessors in knowledge, but first of all to increase your knowledge of our Beautiful language at least a little bit each time. (the teacher emphasizes the prefixes)

I wish you pleasant cooperation, good mood and success.

2. Entry or immersion in the topic (determining the objectives of the lesson)

A telegram arrived before the lesson.

We are coming to your pr..red city by train leaving exactly at 8.00 am. If there are no unforeseen circumstances, at 9. 30, we will be at your school and we can get to work. Pr … rates of Pre- and Pre-.

— Let’s try to read it. And for this we need to correctly insert the letters. Is it easy to do? (No, attachments in unstressed position)

Goal setting «Shopping list» (3 min.)

Goal: create a favorable environment; set up for fruitful work, determine the objectives of the lesson.

Equipment: colored sheets, pens

We already know a lot about prefixes, their meaning, so what will be the purpose of our meeting with PREFACES? What will our work consist of? What will we gain as a result of this meeting?

Students verbally define lesson objectives and then write them down on slips of paper that the teacher collects and posts on the shopping list board

Approximately targets may look like this:

1. Identify the conditions for choosing the vowels e — and in prefixes;

2. To form the skill of writing prefixes pre-/pre-;

3. Repeat the morphemic analysis of words.

3. Determining the expectations of students

Fears and expectations of students. Method « What me on the heart» (3 min)

Purpose: to identify the fears and expectations of students .

Equipment: Paper cut hearts are given to students.

— Sometimes we can hear in communication with each other such words as «my heart is light» or «my heart is heavy». Starting any business, a person has expectations and fears. Expectations remind us of something light, airy, and fears — heavy. Let’s define with you what you expect from the lesson and what concerns you may have. At the end of the lesson, we will return to these hearts and find out if your fears were confirmed or if you felt cozy and comfortable in the lesson.

Phase 2 “Working on the topic”

1. Consolidation of the studied material (discussion of homework)

Let’s go back to the telegram.

— Which part of the word is missing letters? (in attachment)

— What is an attachment? Do prefixes matter?

— Which prefix spelling do you know? (on-, pro-, spelling of prefixes on z-s)

AMO «Entertaining cards» ( 10 min)

Purpose: consolidation of the studied material, the ability to justify your answer.

Equipment: task cards

The class is divided into small groups of 4 people. Cards are distributed. Each card contains words with the correct (incorrect) spelling of vowels in prefixes (spelling of prefixes on z-s and spelling of prefixes like for-, for, in-). If the word is spelled correctly, the answer is “I believe”, then the card is put aside, if “I don’t believe”, then the answerer takes the card for himself. Correct statements can be combined with obviously false ones.

— Name words with prefixes that are difficult to write. (pre- and pre-)

— Why are there difficulties?

2. Interactive lecture (transmission and explanation by the teacher of new information)

Finally, guests arrived at us — prefixes PRE and PRI, which will help us find the answer to a difficult question: how to write prefixes PRE and PRI

Method «Info guessing game (10 min)

Objectives: presentation of new material, structuring of the material, revival of attention.

Equipment: Whatman paper, marker
There is a Whatman paper on the board, which is divided into sectors, numbered, but not yet filled. Starting from sector 1, the main spelling conditions for prefixes PRE-PRI will be entered. Thus, all new material is presented visually and in a clearly structured form, its key points are highlighted.

— It is proposed to analyze the language material in groups in order to substantiate hypotheses. Each group works on a couple of words.

1 Group: Drive…go, Drive…fly

2 Group: Drive…sew, Drive…glue

3 Group: Drive…school, Drive…road

4 Group: Drive…open, Drive…sit down

5 Group: Good…kind, Good…cute

6 Group: Good…fence, Good…tear

— Think about the meaning of each word. You must determine these values ​​yourself. (further from each group, the results of the research are presented, the abstracts of which are recorded on the Whatman paper by sector)

Pr-

Approaching = close

Attaching = to each other

Nearby = about

Incomplete action = slightly

Pre- = very

Pre- = re-

Generalization: 9 0004

— What to do to correctly write the letters E-I In the prefixes Pre- and Pre-? 1. Select a prefix in a word;

2. Determine its value;

3. Write Pre- or Pre-;

4. Find words with these prefixes, prove why Pre- or Pre- is written

— Let’s now read the rules for writing prefixes Pre- and Pre- in the textbook and compare the wording with your conclusions.

— Did your conclusions match the text of the rules?

3. Studying the content of the topic

Now we can read the telegram sent to us. Fill in the missing letters, explain.

AMO «Mosaic» (5 min)

Purpose: consolidation of the studied material, development of the skill of applying theoretical knowledge

Equipment: sentence cards

You have sentences scattered on the tables. Try to “Collect a fairy tale” from them

1. Right.. he landed, right.. sat down on the grass, and so on.. thought.

2. This was the evil-pr..evil Serpent Gorynych flying.

3. Pr..told him to Kashchey Vasilisa Pr..to find the wise one, pr..to frighten, pr..to lead to him.

4.Good..funny and so on..pretty hares were galloping forward..jumping across the clearing.

5. But there arose on the way of the Serpent Gorynych insurmountable obstacles.

6.Suddenly a huge cloud covered the sun.

7. In the red evening Vasilisa Pr.. the wise pr.. had a wonderful dream.

Phase 3 «Completion of the educational event»

1. Emotional discharge (warm-up)

AMO «Earth, air, fire, water» (3 min)

The goal is to increase the energy level in class.

Equipment: musical accompaniment
The teacher asks students, on his command, to depict one of the states — air, earth, fire and water.
Air . The students begin to breathe deeper than usual. They stand up and take a deep breath and then exhale. Everyone imagines that his body, like a big sponge, greedily absorbs oxygen from the air. Everyone tries to hear how the air enters the nose, to feel how it fills the chest and shoulders, arms to the very tips of the fingers; how the air flows in the head, in the face; air fills the abdomen, pelvis, thighs, knees and moves further — to the ankles, feet and fingertips.
The students take several deep breaths in and out. You can invite everyone to yawn a couple of times. Yawning is a natural way to compensate for the lack of oxygen.

Earth . The students should now make contact with the ground, «ground» and feel confident. The teacher, together with the students, begins to put a lot of pressure on the floor, standing in one place, you can stomp your feet and even jump up a couple of times. You can rub your feet on the floor, spin in place. The goal is to have a new sense of your feet, which are farthest from the center of consciousness, and through this bodily sensation to feel more stable and confident.
Fire . Pupils actively move their arms, legs, body, imitating flames. Master invites everyone to feel the energy and warmth in their body as they move in this way.
Water . This part of the exercise contrasts with the previous one. Students simply imagine that the room is turning into a pool, and make soft, free movements in the «water», making sure that the joints move — hands, elbows, shoulders, hips, knees.
You can give an additional 3 minutes of time so that everyone can create their own individual combination of elements.

2. Summing up (reflection, analysis and evaluation of the lesson)

AMO «Traffic Light» (2 min) create situations of success ; track the compliance of the results with the intended expectations at the beginning of lesson .

By alexxlab

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