A collection of resources for teaching vowel sounds at Phase Five. This value kit includes 24 fiction and non-fiction readers, magnetic letters and magnet box,flip books, vowel board game, 6 vowel sound games and 44 sound board. All resources have been specifically designed according to the synthetic phonics progression in Letters and Sounds. Combines letter, word and text level work with multi-sensory games, books and activities. Comes with free Gratnell tray for easy storage. Represents excellent value. A comprehensive classroom resource.

Learning Outcomes:

During year 1, teachers should build on work from the Early Years Foundation Stage, making sure that pupils can sound and blend unfamiliar printed words quickly and accurately using the phonic knowledge and skills that they have already learnt. Teachers should also ensure that pupils continue to learn new grapheme-phoneme correspondences (GPCs) and revise and consolidate those learnt earlier. The understanding that the letter(s) on the page represent the sounds in spoken words should underpin pupils’ reading and spelling of all words. Alongside this knowledge of GPCs, pupils need to develop the skill of blending the sounds into words for reading and establish the habit of applying this skill whenever they encounter new words. This will be supported by practice in reading books consistent with their developing phonic knowledge and skill and their knowledge of common exception words. At the same time they will need to hear, share and discuss a wide range of high-quality books to develop a love of reading and broaden their vocabulary.

Year 1 Word Reading

Pupils should be taught to:

• Apply phonic knowledge and skills as the route to decode words

• Respond speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes, including, where applicable, alternative sounds for graphemes

• Read accurately by blending sounds in unfamiliar words containing GPCs that have been taught

• Read common exception words, noting unusual correspondences between spelling and sound and where these occur in the word

• Read words containing taught GPCs and –s, –es, –ing, –ed, –er and –est endings

• Read other words of more than one syllable that contain taught GPCs

• Read words with contractions [for example, I’m, I’ll, we’ll], and understand that the apostrophe represents the omitted letter(s)

• Read aloud accurately books that are consistent with their developing phonic knowledge and that do not require them to use other strategies to work out words

• Re-read these books to build up their fluency and confidence in word reading.

Letters and Sounds - Phase 5

• The purpose of this phase is for children to broaden their knowledge of graphemes and phonemes for use in reading and spelling.

• They will learn new graphemes and alternative pronunciations for these and graphemes they already know, where relevant. Some of the alternatives will already have been encountered in the high-frequency words that have been taught.

• Children become quicker at recognising graphemes of more than one letter in words and at blending the phonemes they represent.

• When spelling words they will learn to choose the appropriate graphemes to represent phonemes and begin to build word-specific knowledge of the spellings of words.

• It must always be remembered that phonics is the step up to word recognition.

• Automatic reading of all words – decodable and tricky – is the ultimate goal.