Phase One Letters and Sounds Objectives
Aspect One Environmental Sounds	Aspect Two Instrumental Sounds	Aspect Three Body Percussion	Aspect Four Rhythm and Rhyme	Aspect Five Alliteration	Aspect Six Voice Sounds	Aspect Seven Oral Blending and Segmenting
• listen to and identify outdoor sounds • listen to and identify indoor sounds • use drumsticks (stroke, beat, tap) to make different sounds • use our voice to sing at different volumes • identify the sounds in a sound lotto game • identify sounds made behind a screen (keys, bells) • make the correct animal noise from a set of clues • give others a set of clues to guess an animal • guess what is inside the container by the sound it makes	• identify and name the instruments being played • remember and repeat a rhythm • discriminate and copy loud and quiet sounds • stop and start playing my instrument at a signal • play an instrument to describe an action (fairy footsteps) • perform a short instrumental piece for others • play an instrument to match the sound an animal might make	• perform a song with actions • perform an action to match a musical instrument • perform actions increasing and decreasing speed as necessary • copy a body sound • copy a sequence of body sounds • identify a body sound (snoring, eating) • suggest times when we are noisy or quiet • use our voice to make slow, fast, quiet, loud, long, short sounds • move our body in response to an instrument sound	• join in with repetitive story phrases • perform actions to a nursery rhyme • move in time to the beat fast, slow, skipping marching • put rhyming objects in the ‘silly soup ‘ • play rhyming bingo continue a rhyming string	• suggest a person who has a name beginning with a given letter • suggest an object that begins with the same sound as a name • suggest non-words that begin with the same sound • sort objects that begin with the same sound • suggest animals that begin with the same sound • join in with an alliterative story and make suggestions • look at an object and recognise the initial sound • think of an alliterative sentence for the names of children in the group • make the right movements with our mouth to say some sounds • select a set of objects for alliterative ‘silly soup’	• make sounds with our voice – be a clock, tick tock • share my favourite sound with a group • talk like a robot – c-a-t ‘Metal Mike’ • continue a sound pattern with my voice and vary the pitch • add a target sound to a story when I hear a buzz word or character • listen to a recorded voice and identify the speaker • record sounds for a lotto game and then match my sounds to pictures • describe a voice sound using words like long, short, loud, high, low • use my voice to add sounds to a story by whispering, growling • use a megaphone to make sounds with my voice • listen to and sing a variety of songs	• understand ‘sound talk’ words that are segmented like c- oa-t • sound out and clap CVC words from the set of letters s,a,t,p,i,n • identify objects with three phonemes from ‘sound talk’ like f-i- sh • blend 2 or 3 phonemes from ‘sound talk’ to make a word • play eye spy by blending sounds • copy ‘sound talk’ • speak in ‘sound talk’ • say how many phonemes they hear in a word