This snapshot, taken on
13/08/2011
, shows web content acquired for preservation by The National Archives. External links, forms and search may not work in archived websites and contact details are likely to be out of date.
 
 
The UK Government Web Archive does not use cookies but some may be left in your browser from archived websites.

A new UK Government took office on 11 May 2010. As a result the content on this site may not reflect current Government policy.
All statutory guidance and legislation published on this site continues to reflect the current legal position unless indicated otherwise.
To view the new website, please visit http://www.education.gov.uk

Discrete teaching, phase 1: Developing speaking, listening and phonological awareness

Page 1 of 3

Main purpose: Through speaking and listening activities, children will develop their language structures and increase their vocabulary. In developing their phonological awareness, children will improve their abilities to distinguish between sounds and to speak clearly and audibly with confidence and control. They become familiar with rhyme, rhythm and alliteration.

Outcome: Children explore and experiment with sounds and words. They listen attentively. They show a growing awareness and appreciation of rhyme, rhythm and alliteration. They speak clearly and audibly with confidence and control. They distinguish between different sounds in words and develop awareness of the differences between phonemes.

Typical duration: This phase reflects the developmental stages for Communication, Language and Literacy in the Early Years Foundation Stage (EYFS). It paves the way for a programme of systematic phonic work to begin. This starts when grapheme-phoneme (letter-sound) correspondences are introduced at Phase 2.

Practitioners and teachers should use this exemplar in conjunction with the progression and pace document and Strand 5 objectives (which include the relevant Early Learning Goals for the Foundation Stage objectives).