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Guidance highlights adult modelling, oral blending and segmenting, and opportunities to explore letter shapes for transition to Phase Two.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/template/","Template",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/template/paper-templates/","Paper Templates",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/template/letters-and-sounds-phase-one-notes-for-practitioners-and-teachers/281176/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/letters-and-sounds-phase-one-notes-for-practitioners-and-teachers/281176.png","ImageObject",442,249,{"name":42,"@type":43},"Noah","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-12","2026-09-16",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",7,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What is the main purpose of Phase One in Letters and Sounds?","Question",{"text":63,"@type":64},"Phase One aims to help young children link sounds and letters in the order they occur in words, and to name and sound the letters of the alphabet.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How should practitioners plan and support progression in Phase One?",{"text":68,"@type":64},"They should provide daily speaking and listening activities matched to children’s abilities and interests, using observations and assessments to identify who needs additional support.",{"name":70,"@type":61,"acceptedAnswer":71},"What adult behaviours are important for success in Phase One activities?",{"text":72,"@type":64},"Adults should listen to encourage talking, model good listening, provide strong spoken English models, and adapt interventions to give children ample opportunities to extend spoken communication.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},281176,1790292581,{"code":4,"msg":82,"data":83},"success",[84,89,94,99,104,109,114,119,123],{"id":85,"doc_module":22,"doc_module_name":25,"category_name":86,"show_sort_weight":87,"slug":88},11,"Presentations",90,"presentations",{"id":90,"doc_module":22,"doc_module_name":25,"category_name":91,"show_sort_weight":92,"slug":93},12,"Resumes",80,"resumes",{"id":95,"doc_module":22,"doc_module_name":25,"category_name":96,"show_sort_weight":97,"slug":98},14,"Invoices",70,"invoices",{"id":100,"doc_module":22,"doc_module_name":25,"category_name":101,"show_sort_weight":102,"slug":103},15,"Posters",60,"posters",{"id":105,"doc_module":22,"doc_module_name":25,"category_name":106,"show_sort_weight":107,"slug":108},16,"Social Media",50,"social-media",{"id":110,"doc_module":22,"doc_module_name":25,"category_name":111,"show_sort_weight":112,"slug":113},17,"Forms",40,"forms",{"id":115,"doc_module":22,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},18,"Letters",30,"letters",{"id":120,"doc_module":22,"doc_module_name":25,"category_name":29,"show_sort_weight":121,"slug":122},21,5,"papers-templates",{"id":124,"doc_module":22,"doc_module_name":25,"category_name":125,"show_sort_weight":4,"slug":126},158,"General","general-158",{"code":4,"msg":82,"data":128},{"doc_id":79,"user_id":129,"nickname":42,"user_avatar":130,"doc_module":22,"category_id":120,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":131,"file_id":132,"file_url":133,"file_type":134,"file_size":135,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":136,"language":137,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":138,"faqs":139,"seo_title":140,"seo_description":12,"update_tm":141,"read_time":142},8796095462418,"https://ap-avatar.wpscdn.com/avatar/80000253c1241d02b47?x-image-process=image/resize,m_fixed,w_180,h_180&k=1778826106357471780","Letters and Sounds:  \nPrinciples and Practice of High Quality Phonics  \nPhase One  \nNotes for practitioners and teachers  \nPhase One falls largely within the Communication, Language and Literacy area of learning in the Early Years Foundation Stage. In particular, it will support linking sounds and letters in the order in which they occur in words, and naming and sounding the letters of the alphabet. It also draws on and promotes other areas of learning described in the Early Years Foundation Stage (EYFS), particularly Personal, Social and Emotional Development and Creative Development, where, for example, music plays a key part in developing children’s language. Phase One contributes to the provision for Communication,  \nLanguage and Literacy; it does not constitute the whole language provision.  \nThe activities in Phase One are mainly adult-led with the intention of teaching young children important basic elements of the Letters and Sounds programme such as oral segmenting and blending of familiar words. However, it is equally important to sustain and draw upon worthwhile, freely chosen activities that are provided for children in good early years settings and Reception classes. The aim is to embed the Phase One adult-led activities in a language-rich provision that serves the best interests of the children by fully recognising their propensity for play and its importance in their development.  \nIt follows that the high quality play activities which typify good provision will offer lots of opportunities to enrich children’s language across the six areas of learning:  \n■ Personal, Social and Emotional Development  \n■ Communication, Language and Literacy  \n■ Problem Solving, Reasoning and Numeracy  \n■ Knowledge and Understanding of the World  \n■ Physical Development  \n■ Creative Development.  \nPractitioners and teachers will need to be alert to the opportunities afforded for language development through children’s play, and link learning from the Letters and Sounds  \nprogramme with all six areas.  \n00©2Cw- 0BKpyrTig-EhtN2007 Letters and Sounds: Principles and PracticPeriomrHyigh QNatiuoantlySPtneicsgy  􀀱   \nLetters and Sounds: Phase One  \nLetters and Sounds: Phase One  \nEnjoying and sharing books  \nExperience shows that children benefit hugely by exposure to books from an early age.  \nRight from the start, lots of opportunities should be provided for children to engage with books that fire their imagination and interest. They should be encouraged to choose and peruse books freely as well as sharing them when read by an adult.  \nEnjoying and sharing books leads to children seeing them as a source of pleasure and interest and motivates them to value reading.  \nPlanning and progression  \nPractitioners and teachers should provide daily speaking and listening activities that are well matched to children’s developing abilities and interests, drawing upon observations and assessments to plan for progression and to identify children who need additional support, for example to discriminate and produce the sounds of speech.  \nA rich and varied environment will support children’s language learning through Phase One and beyond. Indoor and outdoor spaces should be well planned so that they can be used flexibly. For each aspect in Phase One, there are photographs and captions that illustrate the ways in which the learning environment can be designed to encourage children to explore and apply the knowledge and skills to which they have been introduced through the activities.  \nOral blending and segmenting the sounds in words are an integral part of the later stages of Phase One. Whilst recognising alliteration (words that begin with the same sound) is important as children develop their ability to tune into speech sounds, the main objective should be segmenting words into their component sounds, and especially blending the component sounds all through a word.  \nExploring the sounds in words should occur as opportunities arise throughout the c","cbCaiscQCp9XnD7y","https://ap.wps.com/l/cbCaiscQCp9XnD7y","pdf",9808754,214,"English","# Phase One\n## Enjoying and sharing books\n## Planning and progression\n## Oral blending and segmenting\n## Modelling listening and speaking","[{\"question\":\"What is the main purpose of Phase One in Letters and Sounds?\",\"answer\":\"Phase One aims to help young children link sounds and letters in the order they occur in words, and to name and sound the letters of the alphabet.\"},{\"question\":\"How should practitioners plan and support progression in Phase One?\",\"answer\":\"They should provide daily speaking and listening activities matched to children’s abilities and interests, using observations and assessments to identify who needs additional support.\"},{\"question\":\"What adult behaviours are important for success in Phase One activities?\",\"answer\":\"Adults should listen to encourage talking, model good listening, provide strong spoken English models, and adapt interventions to give children ample opportunities to extend spoken communication.\"}]","Letters and Sounds - Phase One - Notes for practitioners and teachers | PDF",1789564722,75]