Smart Resources
Using the Letters and Sounds Whiteboard Resources
Extremely useful resource: BBC Words and Pictures Phonic Clip Art, Sherston Software (used in all smart notebook resources)
When using the teaching sequence:
- Revisit and Review
- Teach
- Practise
- Apply
Interactive whiteboard activities can be used to ensure pace. Sessions should be planned so that children are not sitting for long periods. It would be good practice to plan an activity which involves handling real objects, an activity that involves movement and an activity that involving the interactive whiteboard in any order followed by application of the teaching objective.
The whiteboard resources should be adapted to match the letter group/phase being taught, and can be related to the class topics, ie cross the river can be adapted to the story of the Three Billy Goats Gruff. Adapting the resources also helps them to remain exciting for the children.
Example Discrete Session - Hathaway Primary School (Phase 5)
Purpose: ie/igh
- Sound Buttons
- Word Sort
- Apply
Rhyming Kim’s Game – Phase 1
Purpose: To develop an awareness of rhyme
- Say the name of each item (items must rhyme i.e. hat, mat, bat, cat) , encouraging the children to join in.
- Ask the children to shut their eyes.
- Hide one item by moving the circle to cover it.
- Children join in with the refrain ‘it’s not the…, it’s not the….., it’s not the ….., it’s the…..
S going to the shop – (Phase 1 &2)
Purpose: Awareness of alliteration, grapheme phoneme correspondences
- My mother went to the shop and she bought something beginning with …..in this example s.
- As the children choose an object the object can be dragged and placed in the trolley.
- The children recall each item in turn when each time they add a new item, i.e my mother went to the shop and bought, a soap, a sandal, a salad and a ….
- If they get stuck the trolley can be moved to reveal its contents.
Which of two - Phase two
Purpose: grapheme phoneme correspondences
- Children (in pairs) need two letter cards or a letter fan with the appropriate letters on
- Show the visual aid and say the word
- Children repeat it after you
- Children agree on correct grapheme and hold it up -or take turns to select correct grapheme
Spin a word - (Phase 2-4)
Purpose: to practise blending skills and develop rapid decoding of words leading to increased fluency
- Select a child to play
- Press spin
- The child says the phonemes and then blends the Phonemes to read the word. Encourage the use of their hands to chop up the word (segment) and a clap to squash the word together (blend).
Countdown - (Phase 2+) - As above
Purpose: To Practice blending skills and develop rapid decoding of words leading to increased fluency
- Children read the phonemes first the blend the word, use their hands to chop the word and clap when squashing it together.
- When the timer is started the first child reads the first word the second child the second word etc...
- Support as necessary
- Record the time achieved to match or exceed their previous score
(by constructing the list with different children in mind for particular words, children working at different levels can be involved)
Phoneme Frame (Phase 2+)
Purpose: to spell words
- Say a word and hold up an object
- Ask children to segment word to spell
- Encourage the use of hands to 'chop up' the word and clap to blend
- Write the phonemes in the frame.
How many Phonemes - a variation on phoneme count! (phase 4+)
Purpose: To segment words in to their phonemes (as a skill for independent spelling)
- Click on the dice
- Children in pairs try to determine which word has that amount of phonemes and write it on their whiteboard with the sound buttons marked on
- Teacher says show me.......
Gym Rows (phase 6)
Purpose: Children are secure with less common grapheme-phoneme correspondences
ie/s/ce/c/ss/se
- Children segment word orally, then select grapheme they think is correct for spelling this word,
- In pairs they record their answer on a whiteboard
