Letters & Sounds

[AnonyMouse_16163]

Hi all

 

Can ask if any pre-school settings are still following and implementing Phases 1 and all the aspects of the L/S doc and if so how do you go about it? It was all the rage a while ago, then went on the back boiler. Just wondering if its still something Ofsted look for when they come to visit? Just cant seem to get started with it. I keep putting it off, as I don't feel confident in doing some of the activities suggested and in a 3hr session along with everything else, it just feels like a lot of work. Perhaps during the summer hols i will have time to get my head round it and start it in Sept?

 

M

[AnonyMouse_13453]

Absolutely. I've not heard of any settings who aren't implementing it in one form or another. There are loads of great ideas on here, if you do a search, and suggestions online if you google it.

[Guest]

This is something I'm keen to get going too in our preschool, it's just about fitting it un and finding the right time to carry out the activities

[AnonyMouse_13453]

It really doesn't take long at all, you will find you are already doing a lot of it already. Read the information and suggestions in the document, and I think you will be pleasantly surprised.

[AnonyMouse_11396]

Lots of great ideas in the LS document. You are probably doing some already within your setting.

Environmental sounds, instrumental sounds, rhyming and songs.

[AnonyMouse_3307]

I think if I got children coming into reception who hadn't had phase 1 experiences i would wonder what was going on!!

It's so important for them to develop the skills they will need in reception and into KS1 and without it they risk falling behind.

Cx

[AnonyMouse_26037]

The last few years I have done the first month as a recap/reinforcement of Phase 1 and found it made a big difference in terms of how quickly they picked up writing. This year I did longer because they just weren't picking up the oral segmenting and blending. I have one little boy who still really struggles with writing because he can't accurately segment beyond the first two sounds of a word then he guesses. His actual recall and recognise of most of the graphemes is good.

[AnonyMouse_39602]

We don't do it officially but are probably implementing it without realising. But we have been doing Jolly phonics as the new ey teacher in reception has introduced this , we base our activities around it and have found it really good

[AnonyMouse_19762]

Letters and Sounds Progression of Skills.docx

 

I must acknowledge that this is not my work - might be Caits - not sure - but thought it might be of use to you :1b

[Guest]

thanks sunnyday that is a helpful document. do you think its too late in the year to begin using that document for preschoolers as most will be leaving for school this september?

 

in the L/S document it says there should be "daily speaking and listening activities"- we do that already through story times, interacting with the children during their play/activities etc...does that count?

 

....."as well as in planned adult-led sessions with groups and individual children"= i guess these would be specific group times for L/S activities. Does anyone have any suggestions as to how these groups could be divided if we are just beginning to implement L/S; should it based on key groups? bearing in mind one adult could have 14 key children and the L/S activities i assume are best done in much smaller groups.

 

as a side note, can i ask where the "emerging, developing, secure" rating comes from? i know the exceeding, expected and emerging are from the ELG's

[AnonyMouse_13453]

It was just a wording to help staff to take note more effectively. So they would date in the column after an activity if they deemed something to be emerging, developing or secure. If a child stayed in the same developmental column for a long time, then we could work in more focussed activities to help them on a bit.

 

I ran my L&S group with a dozen or so children. Some activities are best done with a small group, as children can get tired waiting for their 'turn' at something.

[Guest]

thanks Cait, i was just asking because i have heard other people refer to emerging, developing and secure and was wondering if it came from an official document similar to the EEE's of the ELG's

[AnonyMouse_13453]

It's something I used for many years, and could have been from an official document originally. I felt it was easier to understand and not so open to different interpretation as the 'three Es'

[Guest]

If you Google Letters & Sounds there are plenty of activities. Some can be done in small groups and some can be part of your daily practice eg rhyming, alliteration, sound-talk. I recommend you take a look, use the activities and you could show Ofsted how you are improving your practice.

Have fun!