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5.Phase Five

5.Phase Five

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Published by: grg on Apr 29, 2010
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00281-2007BKT-EN© Crown copyright 2007
Letters and Sounds:
Principles and Practice o High Quality PhonicsPrimary
National Strategy 

Letters and Sounds:
Phase Five
 
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   i  v  e
Phase Five
(throughout Year )
Contents
PageSummary
 
131Suggested daily teaching in Phase Five 131Suggested timetable or Phase Five discrete teaching 132
Reading
134 Teaching urther graphemes or reading Teaching alternative pronunciations or graphemesPractising recognition o graphemes in reading words Teaching and practising reading high-requency (common) wordsPractising reading two-syllable and three-syllable wordsPractising reading sentences
Spelling
144 Teaching alternative spellings or phonemesLearning to spell and practising high-requency wordsPractising spelling two-syllable and three-syllable wordsPractising writing sentences Assessment
 
150Bank o words and other materials or use in Phase Five activities 151 
Key
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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   i  v  e

Summary
Children entering Phase Five
are able to read and spell words containing adjacentconsonants and some polysyllabic words. (See Appendix 3: Assessment.)
The purpose of this phase
is or children to broaden their knowledge o graphemes andphonemes or use in reading and spelling. They will learn new graphemes and alternativepronunciations or these and graphemes they already know, where relevant. Some o thealternatives will already have been encountered in the high-requency words that havebeen taught. Children become quicker at recognising graphemes o more than one letterin words and at blending the phonemes they represent. When spelling words they willlearn to choose the appropriate graphemes to represent phonemes and begin to buildword-specic knowledge o the spellings o words. The teaching materials in this phase provide a selection o suitable words and sentencesor use in teaching Phase Five. These words are or using in the activities – practisingblending or reading and segmenting or spelling. These are not lists to be worked throughslavishly but to be selected rom as 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.
Sequence of teaching in a discrete phonics session
Introduction
Objectives and criteria for success
Revisit and review TeachPractise Apply Assess learning against criteria
Suggested daily teaching in Phase Five

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