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and segment sounds – resulting in earlier and more confident reading. If possible, wait until your children are confident in sounding out new words, and only then introduce the traditional letter names. At that point turn to the Activity Bank on page 239 for guidelines on helping children learn traditional letter names and incorporating them into the ‘Quick Dash’ and other routines. You may want to print out the Alphabet Names Poster (TGCD) with short rhymes about each letter’s name. If some of your children mention letter names, you could say, Those letter names will be useful later on, but for now we will only be using the sounds, because that’s exactly what we need for reading stories and writing words.

Assessing children before and after the Fast Track All Assessment Forms and instructions can be found on the Teacher’s Guide CD (TGCD). Begin by assessing all the children with form 1-A Letter Sounds. By reassessing at the end of Fast Track you will be able to see how much they have learned. Keep a track of what your children are learning with the Section 1 Assessments.

Objectives

Assessments

Say the letter sound when shown the plain letter (21 consonants and 5 short vowels)

1-A Letter Sounds

Say the Letterland character name in response to the pictogram

1-B Character Names

Sort words according to initial sound

1-C Sound Matching (Parts 1-5) 1-D Initial Sounds

Pacing the lessons The Fast Track Lesson Plan (pages 18-21) describes the three to four week process for introducing all 26 Letterlanders and their letter sounds. You can vary the pace, depending on the knowledge your children already have and how quickly they pick up new information. Below are some suggestions to help you decide on how quickly to move along. Faster pacing If your children have been in a Letterland classroom before, you may be able to reintroduce three to five letters per day rather than just two. The key is making sure that children not only know the Letterland characters but also that: 1) they can respond to the plain letters with the sounds, and 2) they can match the Vocabulary Card words to the correct initial letter by identifying the initial sound. More deliberate pacing If your children are not familiar with Letterland and have little knowledge of letter sounds, it will be helpful to assess at least the more challenged children at three or four intervals during the Fast Track. These ‘check-ups’ will help you decide if you need to review before moving on or, alternatively, will indicate that you could move along faster. (See Fast Track assessments, page 22 and TGCD.) Extra practice for small groups If children in your class vary widely in their general knowledge at entrance and in the pace at which they can learn, the assessments will help you decide if you need to provide additional small group practice. This early support right from the start will be important. You will find a number of small group activities in Section 7: Activity Bank. Look for those activities that focus on Letter Sounds and Initial Sounds in Words.  

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Plan

Section 1: Fast Track

Section 1.indd 17

31/10/2013 20:57

Phonics Teacher's Guide  

This new edition of the Letterland Teacher’s Guide encompasses the fun of learning with Letterland friends, whilst ensuring that the core cr...

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