Overview of learning 9

Example of literacy planning and resourcing 9

What we want children to learn (Development matters)

Link sounds to letters, naming and sounding the letters of the alphabet

Related Early Learning Goals

Recognise and explore how sounds can be changed, sing simple songs from memory, recognise repeated sounds and sound patterns and match movements to music (CD)

Possible contexts

Use children's name cards, for example for self-registration, copying to write onto own pictures and copying for sending notes and messages.
Use signs and labels purposefully.
Share and make alphabet books.
Sing songs and play games that reinforce letter sounds, for example 'I spy'.
Use wooden or magnetic letters for play in the environment, for example on boards, in water - they float and can be fished out - or buried in sand to find.

Example of adult-led activities

Context: Identifying letter sounds

Introduce a set of objects on a tray that have the same initial sound. Look at the objects with the children and talk about what they are. Ask the children if they notice they have something in common, providing clues by exaggerating the initial sound of the object in naming.

Identify that they sound the same at the beginning, or that they start with the same letter. Encourage children to identify the initial sound by stretching it out, for example 'sssock', 'ssspoon'.

Gradually add more letter sounds on trays in the same way, encouraging children to bring in things that could go on the same tray. Put trays of objects away and then bring them out again, remembering their initial sound.

Mix up some objects from different trays and give them to the children. Ask them what their object is and how it sounds at the beginning, encouraging them to stretch the sound. Play a game of saying a sound and asking the children to hold up their object if it begins with that sound.

As children show confidence in recognising the sound, ask them if they recognise the letter that makes that sound; provide letters on screen or magnetic or wooden letters to select from - not too many at first. Reinforce that the letter sounds like 'sssss' and is called 's'.

Adult role

Develop children's phonological awareness through games, music, songs and rhymes.
Pay attention to print. Make reading letter names and sounds overt. Involve children in identifying letters by their sounds and names.
Play games that encourage letter recognition.
Help children break down the sounds in words.
Help children build up the sounds in words.
Provide opportunities for linking language with physical movement in action songs and rhymes.
Provide opportunities for children to see adults writing and for children to experiment with writing for themselves through making marks, personal writing symbols and conventional script.

Opportunities for children to explore and apply

Talk to children about the letters that represent the sounds they hear at the beginning of their own names and other familiar words. Incorporate these in games.
Ensure that there are purposeful uses of signs and labels around. Encourage children to be involved in making them but also use adult written labels as models. Point them out to children and encourage them to identify the initial sound, for example a 'stop' or 'go' sign.
Have name cards of the children readily available to, for example, identify for self-registration, copy for identifying a painting as theirs, copying each others for sending cards and messages.
Share and make alphabet books. Sing songs and play games that reinforce letter sounds, for example 'I spy' (very hard for young children but you could limit it to spying only things in a box), 'What's in my bag? I'll give you a clue: it's an animal and it begins with a ssss'.
Find familiar letters in print; initial letters of their name or families' and friends' names. Provide wooden or magnetic letters for play in the environment, for example on boards, in water - they float and can be fished out - or buried in sand to find.

Adult role

Make a language and literacy rich environment. For an audit see Early Reading Audit.
Plan an environment that reflects the importance of language through signs, notices and books.
Develop children's phonological awareness through games, music, songs and rhymes.
Pay attention to print. Make reading letter names and sounds overt. Involve the children in identifying letters by their sounds and names.
Play games that encourage letter recognition.
Help children break down the sounds in words.
Help children build up the sounds in words.
Provide opportunities for linking language with physical movement in action songs and rhymes.
Provide opportunities for children to see adults writing and for children to experiment with writing for themselves through making marks, personal writing symbols and conventional script.

Look, listen and note

How do children use initial sounds at the beginning, short vowel sounds within words and endings of words? For example: Ranjit notices the letters in his name whenever he sees them, such as 'j' at the beginning of jam.
Observe how they link sounds to letters and begin to use this knowledge to write words. For example: Leanne has written a request to her Dad: 'Pz cn I hv a d' (Please can I have a drink).

Assessment opportunities

Are children able to recognise their own name, for example for self-registration?
Are children able to recognise letters of their own name in other contexts? For example: points out letters in labels and posters and makes a comment.
Are children able to identify initial sounds of words, for example in playing games of 'All things that begin with...'?
Are children able to say the alphabet when reciting in a group or individually?
Observe children's increasing ability to recognise letters and identify their sounds in words, for example reading labels in the environment?