Letters and Sounds: Principles and practice of high quality phonics
Page 9 of 9
Letters and Sounds: Word lists
This document formed the appendices to Letters and Sounds. It lists high
frequency words, shows letter formation and provides assessment statements for
what children are able to do at the end of each Letters and Sounds phase along
with quick assessment tasks and record sheets.
- Previous:Phase Six
Comments
In this section
- Background – Reversal theory
- Best practice in early literacy and phonics
- Co-coaching – addressing aspects of teaching within Advanced Skills Teacher Training
- Early reading: Day 2
- Focusing on the skills of co-coaching
- Headteachers' and senior leaders' continuing professional development (CPD)
- Improving reading: Day 2 – Professional development meeting (PDM) outline
- Improving writing: Day 2 – professional development meeting (PDM) outline
- Letters and Sounds: Principles and practice of high quality phonics
- Support for writing: Day 3
- Text type: Narrative
- Text type: Non-fiction
- Text type: Poetry
- The National Framework for Mentoring and Coaching Implications for ITE and CPD
- Year 2 intensive reading support
- Year 5 literacy timeline
See also
- Assessing Pupils' Progress (APP): Assessment guidelines
- Assessment for Learning (AfL): Whole-school training materials
- Ethnic Minority Achievement (EMA) case study 1: Linking family SEAL with the Black Children's Achievement Programme
- Inclusion Development Programme (IDP): Dyslexia and speech, language and communications needs (SLCN) – An interactive resource to support headteachers, leadership teams, teachers and support staff
- Social and Emotional Aspects of Learning (SEAL): Improving behaviour, improving learning
- What Works Well – Sharing practice to improve learning
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