First Stage - RM Educationmedia.rmplc.com/tts/downloads/phonics-programme-first... · 2015. 8. 12. · TTS Synthetics Phonics Programme - First Stage B ECDD Produced by TTS DF Voice

First Stage

TTS Synthetics Phonics Programme - First Stage © 2011 Produced by TTS 2

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This stage introduces children to the notion of sound, exploring speaking and listening,speech sounds, and good listening.

By the end of this section children will be able to discriminate between different sounds,listen attentively, speak confidently, reproduce orally the phonemes they hear and begin tosegment words into phonemes.

Below are a number of activities and resources to help develop all the fundamental skillschildren require in order to go on and learn to read, write and spell.

You will need the following resources to support the activities in this programme:

• Rhyming Pieces Bag - 40+ wooden rhyming pieces

• Rhyming Bingo Game

• Initial Sounds Bag - 70+ illustrated wooden pieces representing initial sounds

• Mirrors - 10 double sided mirrors

• Sing It Bag – a collection of 22 well known nursery rhymes along with wooden pieces

• Musical Instruments Bag - A collection of musical instruments including: triangle, bells,egg shakers, drums and maracas.

Purpose To develop children’s listening skills and awareness ofsounds in the environment.



General sound discrimination - environmental sounds

Resources Sing It Bag – Drum sticks

Activity Give each child a set of drum sticks or something they canbeat with eg: wooden spoon.

Go outside and with your drum sticks demonstrate thedifferent sounds you can make when hitting differentmaterials.

Ask children to explore on their own, going around theoutdoor area and experimenting with different materialsand different methods eg: stroking, tapping, beating.

Ask children to demonstrate and tell you about theirfavorite sound.

Purpose Further development children’s vocabulary, soundidentification and recollection.

To make up simple sentences and talk in greater detailabout sounds.



Talking about sounds

Resources Sing It Bag

Activity Choose a rhyme from the Sing It Bag that the childrenmay know eg: 10 fat sausages.

Sing the rhyme with the children.

Ask the children to find the correct matching pieces forthe rhyme.

Children can then try and add actions and sounds tothe different parts of the nursery rhyme.

E.g. 10 fat sausages sizzling in the pan (sizzle, spit , hiss).

Purpose To experience and develop awareness of sounds madewith instruments and noise makers.



General sound discrimination – instrumental sounds

Resources Musical Instruments Bag

Activity 1 Give children the opportunity to play each of theinstruments in the Musical Instruments Bag – so theyknow what they all are.

Ask one child to hide behind a screen with the Musical

Instruments Bag, choosing one instrument to play.

The other children have to identify the instrumentwhich has been played.

Repeat with the other instruments.

Activity 2 Play each of the instruments and ask the children todecide what kind of movement goes with each sounde.g. loud drum – stomping feet, triangle – fairy steps.

Play one instrument at atime, and ask thechildren to act out themovement to theinstrument whilst youare playing it.

Swap the instruments inan irregular manner,each time the childrenchanging theirmovements to matchthe sound being made.

Purpose To listen and appreciate the difference between soundsmade with instruments.



Listening and remembering sounds


Sing It Bag

Activity 1 Ask a small group of children to sit in a circle.

Provide a selection of percussion instruments from the Musical Instruments Bag.

One child starts the game by playing an instrument.

The instrument is then passed round the circle and each childmust use it to make the same sound or pattern of sounds asthe leader.

Start with a single sound to pass around the circle, thengradually increase the difficulty by having a more complexsequence of sounds or rhythms.

Activity 2 Ask a small group of children to sit in a circle.

As you read nursery rhymes from the Sing It Bag ask children toplay their instruments in different ways.

Invite them to make their own suggestions about which soundswould match certain words/characters.

As you build up the activity, each child will be responsible for adifferent sound, so as you read a nursery rhyme there will be aselection of different instruments playing in order.

Activity 3 Hide the instruments around the setting – indoors or outdoors.

When the children arrive ask them to start looking for theinstruments.

When an instrument is found, the finder plays the instrument.

The other children continue to look for hidden instruments.

As each instrument is discovered the finder plays it and joins thegroup of other finders.

Continue until all the instruments have been found and youhave a mini-orchestra playing.

Purpose To develop awareness of sounds and rhythms.



General sound discrimination – body percussion


Activity Introduce one instrument from the Musical

Instruments Bag and allow each child in the smallgroup to try playing it.

Ask the children to perform an action when theinstrument is played.

The children can take turns at being leader.

Ask the child who is leading to produce different movesfor the others to follow.

As the children become more confident bring in simplesequences eg: jump-clap- stomp-clap.

Ask the children to think about how the music makesthem feel and let them move to the music freely.

It is important that adults engage with children andintroduce vocabularythat helps the todiscriminate andcontrast sounds e.g.slow/fast, loud/quiet,long/short.

Purpose To experience and appreciate rhythm and rhyme and todevelop awareness of rhythm and rhyme in speech.



Rhythm and Rhyme


Musical Instruments Bag

Rhyming Bingo Game

Activity 1 Rhymes – make sure that singing and rhyming activities arepart of the daily routine using the Sing It Bag.

Play with rhyming words throughout the day and have funwith them.

Sing or chant nursery rhymes from the Sing It Bag andencourage the children to move in an appropriate way.

Use a variety of percussion instruments from the Musical

Instruments Bag to play different rhythms.

Remind children to listen and move to the beat.

Use the objects from the Sing It Bag which representrhymes e.g. spider, sausages, and invite children to choosetheir favourite and tell you why?

Activity 2 Working in small groups, give each child a Rhyming BingoGame board.

Hide in a bag, the set of pictures matching those on the cardsthe children have.

Ask the children, one at a time, to take a picture out of the bag.

Hold it up and ask the children to call out when they see apicture on their board which rhymes with it.

Ask them to collect it from the front and place over therhyming picture on their board.

Once a board is complete, chant together all the words thathave been found, emphasising the rhyming patterns.

Purpose To increase awareness of words that rhyme and todevelop knowledge about rhyme.



Listening and remembering sounds

Resources Rhyming Pieces Bag

Sing It Bag

Activity 1 Empty out all of the pieces from the Rhyming Pieces Bag.

Have them face down on the floor/table.

Invite children to come up and turn over two pieces.

If the pieces they turn over rhyme they can keep them, if not they must turn them back over.

Activity 2 Use rhymes from the Sing It Bag that children are veryfamiliar with.

Read the rhyme out and stop as you come to the finalword in the rhyme.

Invite children to complete it.

Purpose To talk about words that rhyme and to producerhyming words.




Resources Rhyming Pieces Bag

Activity Look through the Rhyming Pieces Bag and choose threepieces, two that rhyme and one that doesn’t.

Ask the children to identify the odd one out.

Repeat the process with more pieces and different setsof three.

Purpose To develop understanding of alliteration.



Tuning into sounds

Resources Initial Sounds Bag

Activity Use the Initial Sounds Bag to find sets of words which beginwith the same sound.

Choose three sets of sound pieces – making sure they allsound different.

Bury the objects in a sand tray in preparation.

Ask the children to dig up the treasure, when the find a piecethey have to put it with the other pieces which have thesame initial sound.

Purpose To explore how different sounds are articulated, and toextend understanding of alliteration.




Resources Mirrors

Initial Sounds Bag

Activity 1 Provide each small group of children with a Mirror.

Play at making faces and copying movements of the lipsand tongue.

Introduce sound making in the mirror and discuss theway lips move, or how the tongue or teeth are requiredto make the correct sounds.

Activity 2 Look through the Initial Sounds Bag and select a groupof items which begin with the same sound.

Give the set of pieces to the children.

Show them how they can make ‘silly soup’ by putting‘interesting ingredients’ e.g. car, cow, clock, into a pan

Allow children to play and make their own recipes.

Recite the recipes that children make, emphasising theinitial sounds.

Purpose To distinguish the differences in the vocal sounds,including oral blending and segmenting.



Voice sounds – tuning into sounds

Resources Mirrors

Activity Explore different mouth movements with children –blowing, sucking, tongue stretching.

Use the Mirrors for children to see how the shape oftheir mouth changes.

Show children you can make sounds with your moutheg: buzz like a bumble bee – buzzzz.

Once again asking children to make the sound and thento make the sound again, watching their movements inthe mirror.

Purpose To talk about the different sounds that we can makewith our voices.





Mirrors

Activity Repeat favourite rhymes from the Sing It Bag, usingdifferent voices for example whispering or shouting, anddiscuss the differences.

Provide the Mirrors for the children to observe theirfaces, lips, teeth and tongue as they make the differentspeech sounds and experiment with their voices.

Purpose To develop oral blending and segmenting of soundsin words.



Oral blending and segmenting – tuning into sounds

Resources Initial Sounds Bag

Activity Select from the Initial Sounds Bag familiar pictures with thenames that contain three phonemes.

Check that all the children can recognise each picture.

Bring out a soft toy/puppet (not supplied), and ask them tolisten carefully whilst the puppet says the names of thepieces in sound-talk.

As the puppet sounds the word, leave a short gap betweeneach sound.

Encourage children to say the word and identify the object.

All the children then repeat the sounds and blend themtogether.

Explain to children that different phonemes make up words.

When children are comfortable with orally blendingtwo/three phoneme words, introduce the idea of counting the number of phonemes they can hear.



Assessment

Use the included activity sheet, to keep notes and to tick off when activities havebeen completed and the learning objective has been achieved. You can copy thesheet for each child, making individual notes along the way, ideal to show parentsand to monitor progression.

Title Requirement Resource Activity Link to new criteria Achieved

General sounddiscrimination –environmental sounds

To develop children’s listeningskills and awareness of soundsin the environment

Sing It Bag, Drumsticks

Give each child a set of drum sticks or somethingthey can beat with e.g.: wooden spoon. Gooutside and with your drum sticks demonstratethe different sounds you can make when hittingdifferent materials. Ask children to explorethemselves, going around the outdoor area andexperimenting with different materials anddifferent methods e.g.: stroking, tapping, beating.Ask children to demonstrate and tell you abouttheir favourite sound.

Yes

Talking aboutsounds

Further development ofvocabulary and children’sidentification and recollectionof the difference betweensounds. To make up simplesentences and talk in greaterdetail about sounds.

Sing It Bag Choose a rhyme from the Sing It Bag that thechildren will know e.g.: 10 fat sausages. Sing therhyme with the children. Ask the children to findthe correct matching pieces for rhyme. Childrencan then try and add actions and sounds to thedifferent parts of the nursery rhyme. E.g. 10 fatsausages sizzling in the pan (sizzle, spit )

Yes

General sounddiscrimination –instrumentalsounds

To experience and developawareness of sounds madewith instruments and noisemakers

MusicalInstruments Bag

Activity 1. Give children the opportunity to playeach of the instrument sets in the MusicalInstruments Bag – so they know what they allare. Ask one child to hide behind a screen withthe musical instrument set, choosing oneinstrument to play. The other children have toidentify the instrument which has been played.Repeat with the other instruments

Yes

Activity 2. Play each of the instruments and ask thechildren to decide what kind of movement goeswith each sound e.g.: loud drum – stomping feet,triangle – fairy steps. Play one instrument at a time,and ask the children to act out the movement tothe instrument whilst you are playing it. Swap theinstruments in an irregular manner, each time thechildren changing their movements to match thesound being made.

Yes

Listening andrememberingsounds

To listen and appreciate thedifference between soundsmade with instruments

MusicalInstruments,Sing It Bag

Activity 1. Ask a small group of children to sit in acircle. Provide a selection of percussioninstruments. One child starts the game by playingan instrument. The instrument is then passedround the circle and each child must use it to makethe same sound or pattern of sounds as the leader.Start with a single sound to pass around the circle,then gradually increase the difficulty by having amore complex sequence of sounds or rhythms.

Yes

Activity 2. Ask a small group of children to sit in acircle. As you read nursery rhymes from the Sing ItBag ask children to play their instruments indifferent ways. Invite them to make their ownsuggestions about which sounds would matchcertain words/ characters. As you build up theactivity, each child will be responsible for adifferent sound, so as you read a nursery rhymethere will be a selection of different instrumentsplaying in order.

Yes

Activity 3. Hide the instruments around thesetting – indoors or outdoors. When the childrenarrive ask them to start looking for theinstruments. When an instrument is found, thefinder plays the instrument. The other childrencontinue to look for hidden instruments. As eachinstrument is discovered the finder plays it andjoins the group of other finders. Continue until allthe instruments have been found and you have amini-orchestra playing.

Yes

General sounddiscrimination –body percussion

To develop awareness ofsounds and rhythms

MusicalInstruments Bag

Introduce one musical instrument and allow eachchild in the small group to try playing it. Ask thechildren to perform an action when the instrumentis played. The children can take turns at beingleader. Ask the child who is leading to producedifferent moves for the others to follow. As thechildren become more confident bring in simplesequences e.g.: jump - clap - stomp - clap. Ask thechildren to think about how the music makes themfeel and let them move to the music freely. It isimportant that adults engage with children andintroduce vocabulary that helps the to discriminateand contrast sounds e.g.: slow/fast, loud/quiet,long/short.

Yes



Assessment

Title Requirement Resource Activity Link to new criteria Achieved

Rhythm and Rhyme To experience andappreciate rhythms andrhyme and to developawareness of rhythm andrhyme in speech

Sing It Bag,MusicalInstruments Bag,Rhyming BingoGame

Activities. Rhymes – make sure that singing andrhyming activities are part of the daily routine(use the Sing It Bag). Play with rhyming wordsthroughout the day and have fun with them. Singor chant nursery rhymes (Sing It Bag) andencourage the children to move in an appropriateway. Use a variety of percussion instruments(Musical Instruments Bag) to play differentrhythms. Remind children to listen and move tothe beat. Have a bag of objects which representrhymes e.g.: spider, sausages (Sing It Bag) andinvite children to choose their favourite and tellyou why.

Yes

Activity 2. Working in small groups, give each childa rhyming bingo board. Hide in a bag, the set ofpictures matching those on the cards the childrenhave. Ask the children, one at a time, to take apicture out of the bag. Hold it up and ask thechildren to call out when they see a picture ontheir board which rhymes with it. Ask them tocollect it from the front and place over therhyming picture on their board. Once a board iscomplete, chant together all the words that havebeen found, emphasising the rhyming patterns.

Yes

Listening andrememberingsounds

To increase awareness ofwords that rhyme and todevelop knowledge aboutrhyme

Rhyming Pieces Bag,Sing It Bag

Activity 1. Empty out all of the rhyming pieces.Have them face down on the floor/table. Invitechildren to come up and turn over two pieces. Ifthe pieces they turn over rhyme they can keepthem, if not they must turn them back over.

Yes

Activity 2. Use rhymes from the bag that childrenare very familiar with. Read the rhyme out andstop as you come to the final word in the rhyme.Invite children to complete it.

Yes

Tuning into sounds To develop understanding ofalliteration

Initial Sounds Bag Use the Initial Sounds Bag to find sets of wordswhich begin with the same sound. Choose threesets of sound pieces – making sure they all sounddifferent. Bury the objects in a sand tray inpreparation. Ask the children to dig up thetreasure, when the find a piece they have to putit with the other pieces which have the sameinitial sound

Yes

Talking aboutsounds

To explore how differentsounds are articulated, andto extend understanding ofalliteration

Mirrors, Initialsound bag

Activity 1 . Provide each small group of childrenwith a mirror. Play at making faces and copyingmovements of the lips and tongue. Introducesound making in the mirror and discuss the waylips move, or how the tongue or teeth arerequired to make the correct sounds.

Yes

Activity 2. Look through the Initial Sounds Bagand select a group of items which begin with thesame sound. Give the set of pieces to thechildren. Show them how they can make ‘sillysoup’ by putting ‘interesting ingredients’ e.g.: car,cow, clock, into a pan. Allow children to play andmake their own recipes. Recite the recipes thatchildren make, emphasising the initial sounds.

Yes

Voice sounds –Tuning into sounds

To distinguish thedifferences in the vocalsounds, including oralblending and segmenting

Mirrors Explore different mouth movements withchildren – blowing, sucking, tongue stretching.Use the mirrors for children to see how theshape of their mouth changes. Show childrenyou can make sounds with your mouth e.g. buzzlike a bumble bee – buzzzz. Once again askingchildren to make the sound and then to makethe sound again, watching their movements inthe mirror.

Yes

Talking aboutSounds

To talk about the differentsounds that we can makewith our voices

Sing It Bag. Mirrors Repeat favourite rhymes from the Sing It Bag,using different voices e.g.: whispering orshouting, and discuss the differences. Providethe small mirrors for the children to observetheir faces, lips, teeth and tongue as they makethe different speech sounds and experimentwith their voices.

Yes

Oral blending andsegmenting –Tuning into sounds

To develop oral blendingand segmenting of soundsin words

Initial Sounds Bag Lay out a selection of familiar pictures with thenames that contain three phonemes (select fromthe initial sounds bag). Check that all the childrencan recognise each picture. Bring out a softtoy/puppet (not supplied), and ask them to listencarefully whilst the puppet says the names of thepieces in sound-talk. As the puppet sound talksthe word, leave a short gap between eachsound. Encourage children to say the word andidentify the object. All the children then repeatthe sounds and blend them together. Explain tochildren that different phonemes make upwords. When children are comfortable withorally blending two/three phoneme words,introduce the idea of counting the number ofphonemes they can hear

Yes

Documents

First Stage - RM Educationmedia.rmplc.com/tts/downloads/phonics-programme-first... · 2015. 8. 12. · TTS Synthetics Phonics Programme - First Stage B ECDD Produced by TTS DF Voice