Phase One Planning (Letters and Sounds)

Planned Activity: Aspect 1: Environmental Sounds.

Sound Lotto:

Positive Relationships:

Support children to listen to the sound played from the ‘sound lotto CD or practitioner/parent led lotto game.

 This can be an adult led small group activity or can be provided within the setting as a freely chosen activity.

Enabling Environments:

Provide the resources to enable children to access this activity, including a quite listening space, sound lotto CD and game cards, plastic counters to ‘check off’ sounds.

Main Purpose:

Further development of vocabulary and children’s identification and recollection of the difference between sounds.

Planned Activity: Aspect 2 / Instrumental Sounds.

Sock sounds!: 

6/10 socks (or small bags) filled with different sound making objects. Use communication skills to express ideas and thoughts about the sounds created.

Positive Relationships:

Help children to discuss the sounds that they can hear – use clear describing words to support children’s language and communication development

Enabling Environments:

Provide a quite space for a small group of children to participate in this activity.

Main Purpose:

To experience and develop awareness of sounds made.

Planned Activity: Aspect 3 / Body Percussion.

Two little dickey birds sitting on a wall:

(Singing songs and action rhymes is a vital part of Phase one activities

• Do the rhyme quietly (Whisper) or Loudly. (See core songs list).

Positive Relationships:

Singing songs and action rhymes is a vital part of Phase one activities and must be done on a regular basis with children.   Encourage the children to be attentive and to know when to add sounds, when to move and when to be still.

Enabling Environments:

Provide a quite space for a small group of children to participate in this activity.

Use group times each day as an opportunity to access rhymes and songs. 

Main Purpose:

To distinguish between sounds and to remember patterns of sound.

Planned Activity: Aspect 4 /Rhythm and Rhyme

Rhyming Soup:

‘I’m making lots of silly soup, I’m making soup that’s silly, I’m going to cook it in the fridge to make it nice and chilly’

In goes a box... a fox...some socks...

Positive Relationships:

To explain that the silly soup is full of rhyming objects and discuss how together we can ....sing the silly soup song....

Enabling Environments:

Collect objects that rhyme. Create a quite space for a small group of children to access the activity. A large bowl and wooden spoon for mixing the soup is required.

Main Purpose:

To increase awareness of words that rhyme and to develop knowledge about rhyme.

Planned Activity: Aspect 5 / Alliteration.

‘Digging for treasure’:

Finding objects in the water/sand/seed tray with the same initial letter sound.

“Look you’ve found a car! ... now we have a ... car, cup, cow, candle”

Positive Relationships:

Support children to sound out objects and ask children to say the words too.

Keep reciting the objects emphasising the initial letter sound.

Enabling Environments:

Provide a quite space for a small group of children to participate in this activity.

Main Purpose:

To develop understanding of alliteration.

Planned Activity: Aspect 6 / Voice Sounds.

‘Can you make your voice?...’ (Game)

Can you make your voice hiss like a snake.. ‘sssss’. Can you make your voice sound like a train? ..‘ch,ch,ch’. Can you make your voice keep everyone quiet?... ‘shshshshshs’.

Positive Relationships:

Support children to make voice sounds by modelling the sounds and mouth movements, support children with their articulation.

Enabling Environments:

Provide a quite space for a small group of children to participate in this activity.

Main Purpose:

To distinguish between differences in vocal sound, including oral blending and segmenting.

Planned Activity: Aspect 7 / Oral Blending and Segmenting.

Clapping words – (words using the letters).

s, a, t, p, i, n (‘sat’ s-a-t,   ‘pin’ p-i-n,   ‘nip’ n-i-p,   ‘pit’ p-i-t,   ‘pip’ p-i-p,   ‘tap’ t-a-p)

Positive Relationships:

Support via modelling clapping out each phoneme – support children to clap together in unison then blend them again at the end to make the word... (See additional planning). “sat’ ..s-a-t.. ‘sat”

Enabling Environments:

Provide a quite space for a small group of children to participate in this activity – ensure developmental readiness.

Main Purpose:

To develop oral blending and segmenting of sounds in words.