Phase 1 Phonics is the first phase of the Department of Education’s ‘Letter and Sounds’ program. This is designed to focus on developing a child’s speaking and listening skills (phonological awareness).
It focuses on developing their:
- Ability to listen attentively
- Vocabulary knowledge
- Confidence in speaking to adults and other children
- Ability to hear the difference between phonemes (sounds)
- Ability to say/repeat clearly the phonemes they hear
- To hear a word and then split that word up and say the individual sound (phonemes) that make up that word (segmentation)
This is all about developing their skills through what they hear and say only (phonemic awareness).
To be honest it is all about playing with sounds and words and having fun.
The 7 areas Phase 1 focuses on; what is referred to as the pre-phonics stages 2 to 7 of a child’s phonological awareness development (https://www.teachphonics.co.uk/phonological-development.html):
- Environmental Sound Discrimination
- Instrumental Sound Discrimination
- Body Percussion Sound Discrimination
- Rhythm and Rhyme
- Voice Sounds
- Oral Blending and Segmenting
Our 6 weeks blog ‘Speaking and Listening’ series focuses on areas 1 to 4, providing practical games and activities to help build your child’s skills.
Week 1. The Importance of Small Talk – https://teachphonics.blog/2020/01/23/the-importance-of-small-talk-week-1-2/
Week 2. Conversational Turn Taking Skills – https://teachphonics.blog/2019/06/20/conversational-turn-taking-skills-part-2/
Week 3. What is Listening? https://teachphonics.blog/2020/02/06/what-is-listening-part-3-2/
Week 4. Games to Develop Listening Skills – Sound Screen Games https://teachphonics.blog/2020/02/13/sound-screen-barrier-games-part-4-2/
Week 5. Games to Develop Listening Skills – Sound Scanning Games https://teachphonics.blog/2020/02/20/sound-scanning-games-to-develop-listening-skills-part-5-2/
Week 6. Games to develop Listening Skills – Music Fun https://teachphonics.blog/2020/02/27/games-to-develop-listening-skills-part-6-2/
Narrative Skills to Support the Understanding of Different Writing Styles
Narrative skills are based on understanding and using expressive language. This is the kind of language we use to describe things and feelings, to tell events in order and to recall and tell stories.
Children develop their narrative skills over time taking prior knowledge, what they already know, and building on this through:
- Conceptual thinking; the development of concepts such as shape, colour, the passing of time; as well as developing and using strategies for problem solving and prediction (thinking skills).
- Content knowledge; what they already know about the topic/situation; the ability to relate situations to their own experiences, the ability to sequence events in a logical order as well as to sequence processes such as getting dressed or making things.
- Understanding that different genres are set out in different ways, story structure such as that used in fairy tales is different from that used for poetry or informational text (explaining things) or instructional text (how to do something) such as a recipe.
Developing Narrative Skills:
- Role play different situations; doctor’s, school, office, shops etc.
- Dramatic and imaginative play; acting out stories together using props and/or puppets and toys.
- Matching and sorting games to develop understanding of concepts such as colour, shape and size.
- Puzzles for developing problem solving skills.
- Ask your child to draw pictures for a story and you write the words
- Ask your child to draw or write (make mind maps) of the things they already know about something.
- Ask them to draw different shapes in different sizes and to use specific colours for them.
- With older children make and draw charts and graphs for classifying objects.
Through Songs/Nursery Rhymes:
Children’s songs and nursery rhymes cover a wide range of concepts:
- Everyday sequences such as in the nursery rhyme ‘Here we go Round the Mulberry Bush’ which uses the phrase ‘This is the way we…’ to order the event of getting up in the morning.
- Introduce concepts such as size, colours, shapes and numbers such as “One, two, three, four, five once I caught a fish alive…”
- Tell stories for example ‘Baa Baa Black Sheep’ or ‘We’re going on a Bear Hunt’ by Michael Rosen & Helen Oxenbury.
- As your child explores objects, describe them and their uses; compare and contrast objects.
- Remember to give your child time to work things out, or to solve a problem. It can take a child several minutes sometimes to process what they have heard and to formulate a response.
- Talk about concepts such as shape, colour, size, texture.
- Explain and use language that explains where things are in relation to each other (spatial awareness) such as above, below, on top of, next to, first, etc.
- Help your child to develop an awareness of time, not just the here and now but what happened in the past and might happen in the future.
- Put processes into sequence using things like recipes, making things or how plants grow, the passing of time, weeks, months, seasons etc.
- Encourage your child to recount their day or to re-tell a story.
- Encourage your child to tell you what they know about something as well as sharing what you know.
- When sharing information explain how you learned about it; read it in a book or on the internet or heard it on the TV or radio.
- Encourage your child to guess and predict what might happen.
- Encourage your child to solve problems or resolve conflicts; if you do it for them explain what you did and why.
- Embed conversation into everyday routines such as getting dressed, meal times and bed time.
Through Book Sharing:
What books to choose?
- Books that tell a cumulative tale
- Books with a natural sequence
- Books with a repeated phrase or repetition as part of the story
- Poetry books
- Non-fiction books
Book Sharing Tips
- Read books on topics that interest your child.
- Ask your child to tell you what they know about the book you are reading.
- Encourage your child to join in while sharing a book, saying repeated phrases for example.
- Read with expression.
- Encourage your child to re-tell the story.
- Re-read books so that your child can become familiar with the story, making it easier to re-tell the story.
- Relate what is happening in the story to your own child’s experiences or ask then to tell you how it might relate to them.
- Use props to tell the story to help your child remember the sequence of the story. They may find using props a great way to re-tell you the story.
- Encourage your child to talk about the pictures. Take their lead and try to ask open-ended question (those that cannot be answered by yes or no).
- Talk about the books you like and what you like about them.
- If your child loses interest, try again another time.
- Talk about the pictures in a book or sections of a story and let your child tell you their thoughts about what is happening and might happen next.
Print Awareness to Develop Understanding of Reading Conventions
Print Awareness is knowing that print (words) has meaning, including noticing print around them in the environment (posters & street signs) and understanding how to handle the conventions for reading a book. We can often assume that all young children or pre-readers (as not always young children) will develop print awareness naturally. However, research suggests that 95% of their visual attention is directed towards pictures, which in themselves hold a great deal of meaning and often tell the story very effectively.
Pictures/ illustrations in story books and pure picture books are powerful ways to engage children and adults with books, storytelling and reading. This is not to say that pictures are any easy way to interpret a story line as they can hold a great deal of meaning, from simple obvious interpretation to more sophisticated symbolic representation.
Young children and pre-readers need opportunities to explore print and be helped to understand that the written word (print) has meaning. Once they start to see print they will begin to notice it everywhere not just in books but on posters, food packets, menus and street signs.
Again we can often assume that a child or pre-reader knows how to handle a book, however this is not always the case and can be due to a lack of experience with books or different cultural reading conventions. So it is important to check and teach these reading conventions for reading English:
- Front cover opens to the left and we read it from the front to the back.
- Print on a page is read left to right.
- Usually print is read from the top of the page across and down (this may differ slightly in some children’s books).
Supporting Print Awareness:
- Use takeaway menus or create your own as part of role playtime, they could have their own café serving up all sorts of interesting dishes for you. A blackboard can be very useful for this, allowing you or your child to write up their own menu for the day.
- Travel brochures or leaflets from your local tourist information office are great for role play encouraging new language as well as a different way to explore print as they often have maps and timetables.
- Use sticky labels or post it notes to label items or furniture as part of a ‘can you see or find’ game.
- Making lists of things to do or a shopping list. Their version of the list may be just squiggles and dots (so don’t rely on this for your shopping trip) but it is the beginning. I would keep the list and get them to tick off things done or items purchased as part of the experience so that it has a genuine purpose (children really like this).
- For slightly older children making simple invitations and thank you cards can be fun. Try not to make the messages too long or to write too many as they will get bored and see it as a chore not as fun.
- Making and drawing their own story book.
Through Songs/Nursery Rhymes
- Showing the printed words to songs and rhymes.
- Point out signs, logos and labels when out and about as well as at home.
- A lot of print awareness skills are developed through the sharing of books and appropriate on-line material.
Through Book Sharing
What books to choose?
- Books that have writing as part of the story;
- Books that have writing as part of the picture;
- Story books; all types;
- Factual (non-fiction) books; all types;
- Children’s magazines and newspapers.
Book Sharing Tips
- Remember babies will chew and bash the pages of the book as you read. This is normal and part of their learning experience so go with it.
- Encourage and let your child turn the pages.
- Point to the words of the title as you say them
- Explain what the author and illustrator do as you say their names.
- Point to words or repeated phrases as you say them or as your child says them. This will also help your child to develop the skill of reading from left to right and from the top of the page down (English).
- Point to words of interest and explain how words have spaces between them and why.
- To help your child understand how to handle a book use the word ‘front’ and ‘back’ of the book. If you are handed a book upside down or with the ‘back’ cover facing you explain that you have to turn it around or over so that you can read it.
- Explain that page numbers help you to find things in the book as well as to help make sure you do not miss any part of the story.
- Explain that content pages in story books show the chapters and in factual (non-fiction) they show different subject areas, as well as giving the page numbers on which to find them.
- Explain how the index page in non-fiction books work.
- Explain what a glossary is in a book.
Vocabulary Development for Comprehension
Vocabulary is knowing the meaning of words including names of things, feelings, concepts and ideas. The larger a child’s vocabulary (understanding what words mean not just being able to say them) the easier it is for them to understand what they are reading.
The more you talk and share words and their meaning with your child the greater their vocabulary will become.
- Introducing and playing sorting games helps your child to build a mental filing cabinet system of categories, this helps them to remember and learn the meaning of words. Start by introducing simple categories of everyday items like food or clothes as their vocabulary increases categories such as colour, size and texture become more appropriate.
- As babies handle objects and toys describe how they feel, what they look like or the sound they make
- When you are playing with your child add in new words (explain their meaning), descriptions or expand on words they use in play. For example, if you are playing cars with your child you may comment on the size difference or colours between the cars.
- Remember children learn new words best when they are learned in context, that is, in a natural setting.
- If they are trying to say a word let them finish and then say it back to them clearly and correctly. Do not make them repeat it back to you, they may choose to do so but make it their choice.
- When drawing or painting with your child, or they are sharing their pictures with you, talk about the shapes, colours types of lines (straight line or curves line), what you like best about the picture, and the objects you can see.
Through Songs and Nursery Rhymes
- Listening of nursery rhymes and children’s song is a good way of helping your child make the distinction between the music and words (language used) in them. It is a good idea to practise this skill when there are no other noise distractions.
- Try playing some action songs and rhymes to help your child learn the actions for the rhyme, then let them have a go on their own. Watch them to see if they can do some of the actions at the right time in the song, to see if they are listening for the right cue words. If they are struggling, explain they have to wait for certain words and show them what to do and when to do it.
- Nursery and silly rhymes are great ways to introduce your child to rhyming sounds and increase sound play in words.
- Singing often slows down our pronunciation of words, helping your child to pick out unusual or rhyming sound patterns. As with reading aloud it can introduce a wider vocabulary for your child.
- Finger rhymes and action songs encourage your child to interact with words, the sounds within them and the rhythms they create. Finger rhymes such as ‘Round and Round the Garden’, ‘Pat-a-cake’ and ‘Incy Wincey Spider’. ‘Row, Row Your Boat’ is a lovely whole-body movement song that encourages a rhythmic whole-body motion, which babies and toddler enjoy (as well as the adults).
- Speak in ‘parentese’ until a child is about 9 months old as they will listen to you longer and hear more words
- Talk about feeling and situations throughout the day.
- When your child points at something tell them the name of the object, for example if they point at an apple, say “Apple”.
- Explain words or give synonyms
- Avoid replacing unfamiliar words with familiar ones (explain the meaning). Remember to try to use the new word in context regularly as repetition of the word will help your child to remember it and reinforce the meaning of the word.
- Repeat and expand on what your child says, so if they say “Dog!” you may say “A big dog!” This also helps them to develop an understanding of sentence structure.
Through Book Sharing
What books to choose?
- Books with words not used in everyday conversation.
- Non-fiction books (informational, instructional, true stories) -as they use different words to fiction (story) books.
- Any book really. The language of books in much richer and varied than that of everyday conversation.
Book Sharing Tips
- Sharing and talking about the books you are reading helps to build word knowledge, as you point to the pictures, picking out different objects.
- Reading out aloud helps to introduce your child to words that they may not experience in their everyday talk. This helps to expose them to new vocabulary and the sounds to be found in those words.
- Reading aloud poems and story books with strong rhyme elements, like those found in Dr.Seuss books, helps introduce the new words and rhyming sounds in words.
- Try exaggerating the rhyming words to help highlight the sound patterns, making it easier for your child to tune into them.
- Explain unfamiliar words; don’t replace them with familiar ones.
- When a word has more than one meaning. Talk about the different meanings.
- Add descriptive words or more information than in the book.
- Encourage your child to talk about the pictures. Add information and ideas to what they have said.
- Use words to describe how characters in the book might have felt at a point in the story.
- Use words to describe ideas in the story even if they are not used in the book.
- Remember children learn new words and their meaning through repetition, so you will need to be patient as you re-read the same story over and over again or answer the same questions over and over again.
Phonological Awareness Games and Book Sharing Ideas
Phonological awareness relates to our sensitivity and understanding of the sound structures of our oral language. It enables us to progress from our awareness of large sound units (words in sentences) to smaller sound units (phonemes in words).
Our phonological awareness develops over time and the depth of that awareness is based on the range of experiences we have. Research suggests that our phonological awareness begins in the womb at about 24 weeks and is continually built upon throughout our lives. We tend to think of children going through ten distinct phonological stages; the later stages being related to phonics.
Children are taught to read in schools through phonics; the association between sounds (phonemes) to written alphabet letters (graphemes).
Phonics reading is the process of firstly segmenting the written word into letters, or letter combinations, then associating known sounds to those letters and finally blending the sounds together to form words (decoding). If a child is weak in any of the phonological awareness stages before those relating to phonics then they will struggle with learning to read.
Because of the nature of how we develop our phonological awareness games and activities cannot easily be split into categories. Playing, drawing, writing, singing and book sharing all require you to talk with your child highlighting sounds, words and rhythms of language.
Here are some games and activities to help you:
- Singing and sharing nursery rhymes is a great way to help children hear sounds in words because the words are drawn out and the sounds highlighted or exaggerated.
- Clapping, bouncing or tapping to songs and rhymes helps to highlight the syllables of the words. A syllable is the largest phonological unit (one or a group of sounds) of a word and is like the rhythmic beat of the word.
- Pointing out the sounds you hear, such as animal or environmental noises, and explaining what is making that noise.
- Playing games or singing songs where you and your child can make noises such as animal sounds (Old MacDonald had a farm) or vehicle noises (The Wheels on the Bus).
- Drawing animals or other everyday objects that have a distinct sound, naming them and making the sound they produce.
What books should you choose?
- Books with sounds of animals and other objects that make sounds
- Nursery Rhymes
- Books formatted from songs
- Books with rhyme and alliteration
- Poetry books
- Any book really, remember your local library can help you to choose a good range of books to share with your child if you are not sure.
Book Sharing Tips
- Don’t be shy, make animal and object noises. If you are self-conscious about it your child will pick up on this. No one thinks twice about an adult making what may appear to be strange noises if they are sharing them with a child (it’s when you forget they are not with you and you do it that they tend to look at a you a bit funny).
- Talk about whether the words in a book rhyme or not. Point out the rhyming words, make up other rhyming words for any of the words in the book. Remember they do not have to be real words they can be silly funny words that pick up the rhyming sounds in the original word.
- It is important to remember for some children saying a word that rhymes with one you have given can be very difficult, if not impossible. So, don’t stress them out with this, it is often easier for them to recognise a rhyme than to make one. You could ask them to tell you if two words you give rhyme or not. If they find this easy try giving them three words with only two that rhyme and ask them to identify the rhyming words.
- After sharing the book pick out words that you can clap out the syllables for. You could make this into a jumping or hopping game instead. With older children ask then to tell you how many syllables the word has and then to check their answer by counting the number of claps or jumps they make.
- Play an ‘I Spy’ game using the pictures in the book looking for rhyming words for instance by giving clues such as; “It is red and rhymes with the word sock.” The answer is clock.
In these unusual times it can be easy to forget that it is the Easter holiday break.
We have put together some quick step by step Easter drawing ideas for you to try, using basic shapes such as circles, rectangles and triangles. It is amazing how, by using these simple shapes, you and your child can create fantastic Spring/Easter: cards, pictures mobiles or bunting: http://bit.ly/2kyeo3w
People have enjoyed seeing children’s’ rainbow pictures up in windows so adding some Spring/Easter pictures or mobiles can only add to the enjoyment.
Drawing pictures is a great way to help your child develop their pre-handwriting strokes and shape forming skills. As well as supporting shape, colour, pattern and language development.
We ask children who are learning to read to ‘read out aloud’, but forget to tell them why. It is not just so we can hear they have decoded a word correctly. The important point is to encourage them to actively listen to what they are saying. The idea is that if they hear the words they will, if it is part of their vocabulary, understand their meaning and therefore fully comprehend the text they have read.
Many children, and grown-ups for that matter, do not enjoy or find reading difficult.
So, keep it short, simple and practical. We read all sorts of things as part of our daily activities but do not always ask our children to do the same or read them out aloud. If getting your child to read from their school reading books is proving to be a battle every day then don’t do it. Try getting them to read other things instead, such as:
- Packets/tins food labels and the cooking instructions;
- Simple recipes for meals you might cook (these can be from a book, magazine, phone, notepad or laptop),
- Ask family and friends to write a text or what’s App message to your child//children every day or two and get them to read them out aloud to you.
- 1 or 2 paragraphs from a suitable article about something they are interested in or enjoy, football, ballet, computer game reviews etc… (these can be from a book, magazine, phone, notepad or laptop). We all like to share information about things that are important to us.
Remember it is not about the number of pages they read but that they are understanding what they are reading and hopefully get an enjoyment from the experience. Who doesn’t like to read a message or letter from family or friends!
At about the age of 4 years old children start to develop an understanding that words can be split into sound parts (syllables) and that these parts give the word its rhythm. A syllable is the largest phonological unit (one or a group of sounds) of a word and is like the rhythmic beat of the word.
They should be able to orally blend syllables together to form words and segment words into syllables.
A fun activity to help develop syllable understanding:
How Many Syllables?
Children love to clap out the number of syllables in a word. It is important to say the word at a normal speed rather than really slowly as this can distort the word and make it difficult to hear the syllables. To start with a child just needs to be able to recognize them by clapping, stamping or jumping for each syllable of a word; they don’t need to be able to count them. It is thought that only about 50% of children can count out the syllables by the age of 4, so you can do the counting for them.
Spoken syllables are organised around the vowel sounds, making counting them easy; as the jaw drops when the vowel sound is spoken in the syllable. Try placing your hand under your jaw with your mouth closed before you say a word. Start with ‘cat’ you will notice the jaw drops once, this is because it is a one syllable (monosyllabic) word.
Most children will find it easier to identify syllables in compound words to start with. A compound word is formed by two words (root words) put together such as: sunset, hotdog, snowman and postman. They find it easier because the jaw tends to drop quite distinctly as we say the vowel sound in each of the root words and because we tend to say these words slowly.
Young children develop their vocabulary and understanding of sound patterns within words through word play.
Rhyme awareness and the enjoyment of alliteration begins early, usually between the ages of 2 and 3 years old (Stage 3 of phonological awareness). This develops in to an important tool, supporting a child in developing an understanding of how words are formed and the sound patterns within them. These are important pre-phonics skills a child needs to develop to support their future ability to succeed with phonics, reading and writing.
This Rhyme awareness is supported and developed through the singing of songs and nursery rhymes and finger chants. Alliteration (words that begin with the same sounds) such as ‘Sammy snake slithers silently’, which children love to hear in rhymes and stories, also supports their word knowledge and understanding of sounds in words.
Being able to repeat, and join in with, short phrases they have anticipated in a story or rhyme, is another important step in a child beginning to understand the use of words in stories and story structure; such as, “I’ll huff and puff and blow your house down!” in the story of The Three Little Pigs.
For more information on this, and other pre-phonics skills (Phonological Awareness) your child develops through from birth to 7 +years old, check out the Pre-phonics section of our website.
These games are designed to help a child learn about the different levels of sound, pitch, tone and volume.
- Skittle Band – Use, or make, a drum stick (wooden spoons are good for this) and explore with your child the different sounds the drum stick makes against objects made of different materials, such as steel saucepan, another wooden spoon, plastic bottles etc. Choose items that are safe and you are happy for them to play with. You could photograph the objects, record the sounds they make, or video (on your phone), to play back and talk about later on. Try moving the activity outside for a different sound quality experience.
- Orchestral Conductor – Once your child is happy and enjoys playing and making sounds, with different objects and instruments, try the conductor game. You can use your hands or a baton to point and encourage them to play certain sounds just like an orchestral conductor does, but make sure you have a clear stop gesture which your child will understand (you may need to say stop at the same time as the gesture to begin with, but they will soon get the idea). Then swap places and you become the musician and they the conductor; it may not be a classic you create but it is great fun. As your child develops their skills you can add new elements and hand gestures to make the sound louder or softer.
- Musical Bottles – Use plastic bottles with different amounts of water/sand in them and different things as a beater. Talk about how:
- Low/deep or high pitched a sound is compared with another.
- Using different beaters can change the quality of the sound when used on the same bottle.
- Using different amounts of pressure to hit the bottle makes the sound louder (harsher) or quieter (softer).
Try organizing the bottles in order of pitch to create a musical instrument and using this as part of the Orchestral Conductor game. You could number each bottle or use a different picture on the bottle as a way of encouraging your child to play the bottles in different orders (making music).
This is the last in our ‘Speaking and Listening Development’ series we hope you have found it useful and enjoyed the games and activities!