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4.Phase Four

4.Phase Four

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Published by: grg on Apr 29, 2010
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05/27/2010

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00281-2007BKT-EN© Crown copyright 2007
Letters and Sounds:
Principles and Practice o High Quality PhonicsPrimary
National Strategy 
0
Letters and Sounds:
Phase Four
 
0
Letters and Sounds:
Principles and Practice o High Quality PhonicsPrimary
National Strategy 
00281-2007BKT-EN© Crown copyright 2007
   L  e   t   t  e  r  s  a  n   d    S  o  u  n   d  s  :
   P   h  a  s  e   F  o  u  r
Phase Four
(– weeks)
Contents
PageSummary 107Suggested daily teaching in Phase Four 107Suggested timetable or Phase Four discrete teaching 108Practising grapheme recognition (or reading) and recall (or spelling) 109 Teaching blending or reading CVCC and CCVC words 110 Teaching segmenting or spelling CVCC and CCVC words 112Practising reading and spelling words with adjacent consonants 113 Teaching and practising high-requency (common) words 118Practising reading and spelling two-syllable words 121Practising reading and writing and sentences 122 Assessment 125Bank o suggested words and sentences or use in Phase Four 126
Key
 This icon indicates that the activitycan be viewed on the DVD.
 
00281-2007BKT-EN© Crown copyright 2007
Letters and Sounds:
Principles and Practice o High Quality PhonicsPrimary
National Strategy 
   L  e   t   t  e  r  s  a  n   d    S  o  u  n   d  s  :
   P   h  a  s  e   F  o  u  r
0
Summary
Children entering Phase Four
will be able to represent each o 42 phonemes by agrapheme, and be able to blend phonemes to read CVC words and segment CVC wordsor spelling. They will have some experience in reading simple two-syllable words andcaptions. They will know letter names and be able to read and spell some tricky words.
The purpose of this phase
is to consolidate children’s knowledge o graphemes inreading and spelling words containing adjacent consonants and polysyllabic words. The teaching materials in this phase provide a selection o suitable words containing adjacentconsonants. These words are or using in the activities – practising blending or reading andsegmenting or spelling. This is not a list to be worked through slavishly but to be selected romas needed or an activity.It must always be remembered that phonics is the step up to word recognition. Automaticreading o all words – decodable and tricky – is the ultimate goal.
Suggested daily teaching in Phase Four
Sequence of teaching in a discrete phonics session
Introduction
Objectives and criteria for success
Revisit and review TeachPractise Apply Assess learning against criteria
Revisit and review
Practise previously learned graphemes
Teach
 Teach blending and segmentation o adjacent consonants Teach some tricky words

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