literacy progress units: phonics - full scheme

7/30/2019 Literacy Progress Units: Phonics - Full Scheme

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Literacy Progress Un it

Phonics


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Crown co pyrig ht 2 00 1

Produced by the Department for

Education and Employment

Reprinted September 2001 with amendments

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www.standards.dfee.gov.uk/keystage3

www.dfee.gov.uk


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Contents

Introduction to Key Stage 3 Literacy Progress Units v

Introduction to Phonics xiii

Session plans 1

1 Id entifying p ho nem es 2

2 Dig raphs and t rig raphs 8

3 The long / ae/ p honem e 14

4 The / ee/ phonem e 34

5 The lo ng / ie/ pho nem e 5 4

6 The /oe/ phonem e 72

7 The / ue/ phonem e 90

8 Rev is ing long vowel cho ices 108

9 Do ub ling c onso nant s 1 18

10 Adding suffixes to words which end in e 138

11 Suffixes (2) 154

12 The / oi/ p honem e 166

13 The / ow / p honem e 178

14 The / ar/ p honem e 188

15 The / er/ p honem e 202

16 The /au/ or/ p ho nem e 22 417 Revision 242

1 8 Ways of rem em b ering 2 60

Instructions for games 267

Phoneme Countdown 268

Slid ing In 2 68

Ac tion Rep lay 269

Fram e Gam e 269

Wo rd B uild ing 2 69

Team Sort 270

Spelling Challenge 270

Lo ng or Sho rt? 2 70

Doub le o r D rop? 271

Rhym ing Wo rd s 2 71

M em ory Gam e 272

Crown Co pyrigh t 20 01 Phonics Contents iii


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Support materials needed in more than one session 273

Hexagons 274

Team Sort boards 276

T-sh irt labe ls 280

Route to Spe lling 281

Optional assessment material 283

Teacher s marking grid 284

Pupil assessment sheet 285

Pupil error record sheet and exemplar 286

iv Phonics Contents Crown Cop yrigh t 2001


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Crown Co pyrigh t 20 01 Phonics Introduction v

Introduction toKey Stage 3Literacy Progress Units

The context of the Key Stage 3 National StrategyA key factor in raising stand ards is ensuring that m ore pup ils have the

competence and confidence in literacy to cope well with the learning

challenges of the secondary curriculum. The government is com mitted to

giving more pup ils acc ess to that curriculum b y extending the principles

and practice of the National Literacy Strategy into Key Stage 3.

There are three major elements to the drive to raise standards o f literacy in

secondary schools through the Key Stage 3 National Strategy:

i training for English departments o n increasing achievement through

effective teaching based o n the Framew ork for teac hing English: Years 7, 8

and 9

ii cross-curricular training on literacy for all staff

iii support m aterials for teachers of pupils who attained below Level 4 at the

end of Key Stage 2.

Pupils who enter Year 7 on Level 3 need add itional supp ort if they are to

develop the literacy skills that can unlock learning and enable them to reach the

national expectation at the end of Key Stage 3 . Literacy Progress Units have

been developed to offer such support.

The need for Key Stage 3 Literacy Progress UnitsThe evidence from national test results 199 62000 sho ws that almost tw o-

thirds of pupils who enter Year 7 w ithout having ach ieved Level 4 in English, fail

to reach Level 5 at the end o f Year 9. Many o f them also fail to d o justice to their

abilities in other subjects b ecause they find it d ifficult to handle the p ressures of

reading and w riting w ith sufficient speed and skill. That is a situation the

governm ent is determined to tackle. The need for specific sup port in relation to

writing is clear, given the disparity in attainment b etween reading and w riting at

the end o f Key Stage 2. (In 200 0 83% o f pup ils gained Level 4 in reading, as

opp osed t o only 55% in writing.) Similarly clear, within the co ntext of eq uality of

opp ortunity, is the need to mot ivate and supp ort the boys w ho form the m ajorityof Year 7 pup ils who have not yet ac hieved Level 4.

What so many o f the pup ils still on Level 3 need is tangible progress that w ill

build their belief in themselves as suc cessful learners. Experience w ith the

Add itional Literacy Supp ort (ALS) in primary schools has show n that such

progress is possible, using well-struc tured, fast-p aced and carefully targeted

intervention. The Literacy Progress Units provided for the Key Stage 3 National

Strategy reflect the p rinciples and prac tice of ALS wh ich has proved so

successful.


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These Literacy Progress Units reflect the b elief that all pupils on Level 3 should

aspire to Level 4 by the end of Year 7, and should aim to c atch up with their

peers by achieving Level 5 or above at the end of Year 9. Pub lic indications of

progress w ill be provided throug h the end o f Year 7 progress tests fo r pup ils

who entered second ary school below Level 4.

Moving from Level 3 to Level 4In achieving Level 3, pupils have show n them selves cap able of reading w ith

som e understand ing and fluency and of using different forms of w riting w ith a

degree of acc uracy. What they need to learn is how to read w ith greater insight

and understanding and how to express themselves in accurate, well-organised

writing that uses language effectively at wo rd and sent ence level. In many cases

this will involve revisiting aspec ts o f English w hich they have met in primary

school, but doing so with m aterial that respects t heir status as secondary

school pupils and assum es a can d o ap proach, which b uilds in and builds

on p upils existing experiences and abilities.

We know what w e have to do to m ove pupils tow ards Level 4. The

characteristic co nstraints for pup ils who attain Level 3 at Key Stage 2, identifiedin relation to the th ree strands o f the N ational Literacy St rategy, are:

Word level

s uncertain choices for long and unstressed medial vowel sounds

s limited g rasp of sp elling rules and c onventions

s insecure understanding and use of possessive apostrophes.

Sentence level

s limited use of complex sentences

s variable use of com mas to mark b oundaries w ithin sentences

s limited ab ility to use pronouns and verb tenses acc urately

s uncertainties over speech punctuation.

Text level

s limited use of paragraphing and other organisational devices

s limited ability to organise non- narrative w riting

s insufficient planning, reviewing and editing of w riting for clarity, interest and

purpose

s literal rather than inferential reading.

Key Stage 3 Literacy Progress Units have been informed and shaped by QCAanalyses of Key Stage 2 Eng lish test results in recent years, by the evidence

from OFSTED and by the emp hases of the National Literacy Strategy. They

focus on the critical features which move pup ils on to Level 4 which are:

s developing effective strategies for information retrieval

s reading using inference and d educ tion

s using full stops, cap ital letters and com mas ac curately in longer sentences

s varying sentence structure

s organising texts in ways other than chrono logical

s using paragraphs effectively

s app lying know ledge of spelling rules and co nventions.

These features are reflected in the Literacy Progress Un its, since add ressing

these aspec ts of English is the surest w ay to ensure progress towards Level 4

and beyond.

vi Phonics Introduction Crown Cop yrigh t 2001


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Literacy Progress Units overviewThe six units and the m ain areas they co ver are:

s Writing organisation: organising and shaping w riting effectively

s Information retrieval: extracting and evaluating information from a range o f

non- literary sources

s Spelling: spelling ac curately, as a result of know ing the co nventions and

having strategies for improving sp elling

s

Reading betw een the lines: using inference and ded uction in interpretingliterary texts

s Phonics: applying knowledge of phonics in their own writing

s Sentences: having a repertoire of sentence struc tures and using them

effectively.

Many teac hers will be familiar with the content , if not the focus and

methodology, in the units on Writing organisation, Reading betw een the lines

and Information retrieval. The Literacy Progress Un it least fam iliar to many

secondary teachers will probably be Phonics, but OFSTED evidenc e cont inues

to indicate that the quality of phonics teaching in primary schoo ls is variable

and if pupils do not kno w abo ut phonics they need to b e taught. This aspectof word level wo rk is of central imp ortance in pup ils acq uisition of literacy skills.

The Spellingunit offers ways of add ressing an area of continuing conc ern to

teachers, to emp loyers and to pupils themselves. Similarly significant, although

an area of uncertainty for some teachers, is the Sentencesunit: pupils need to

understand enough about sentence grammar to b e able to appreciate the

cho ices available to them as writers, and to make those c hoices effectively.

Management and organisation

The role of senior staff

In relation to Key Stage 3 Literacy Progress Units, senior staff need to:s lead from the top b y giving visible support and, if possible, by becom ing

personally involved

s make any necessary timetabling changes

s explore the p ossibilities for having Literacy Progress Unit sessions outside

the usual time of the schoo l day

s ensure that Literacy Progress Unit sessions take place in situations which

promote a positive learning atmosphere

s identify or, if funding perm its, appo int staff for Literacy Progress Un its

s agree monitoring proc edures with the people involved

s inform staff not d irectly involved in delivering Literacy Progress Un its

s provide the resources and equipment needed

s determ ine evaluation criteria

s encourage staff and pupils and celebrate achievement.

The role of the teacher

In relation to pupils, teachers need to :

s select pup ils who w ill benefit from Literacy Progress Units, basing their

assessments o n judgements abo ut c urrent attainment, informed b y the

assessment guidance in each unit, and test results from Key Stage 2

s prepare the pupils by establishing appropriate expectations about how they

will wo rk during the Literacy Progress Unit sessionss ensure that w ork do ne in mainstream lessons based on the Framework

relates to, reinforces and b uilds up on w hat has been do ne in Literacy

Progress Unit sessions

s mo nitor pup il progress in attitude as well as attainment.

Crown Co pyrigh t 20 01 Phonics Introduction vii


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In relation to teaching assistants and other colleagues, teachers need to:

s make sure that the staff involved understand the p rinciples and prac tice of

Literacy Progress Units

s plan and liaise effectively

s offer support, esp ecially during the initial stages

s help to monitor pupil progress

s observe or participate in some o f the sessions.

In relation to parents, teachers need to:

s inform parents why their children have been chosen to work on Literacy

Progress Units and exp lain how the units can sup po rt their childrens

progress

s suggest how parents can help

s keep p arents informed.

Timing

Each of the six units has 18 sessions of 20 m inutes. It is therefore possible to

deliver a unit in six weeks, w ith three sessions each w eek. The units relate to

the revision ob jectives in Year 7 of the Framewo rk for teaching English: Years 7,8 and 9, but they are not an alternative to the English program mes o f study of

the National Curriculum. They should b e thought of as co mp lementing or

con tributing to English lessons, not as replacing them .

Literacy Progress Unit sessions can be provided in or outside the school day,

such as before school, lunchtime or after schoo l. Sessions can also be fitted in

to English lessons w hich follow the pattern recom mended in the Framework

and therefore include structured group time, but teachers need to recognise

that this limits the op portunity to consolidate the aims of the m ain lesson.

Teaching and learningLiteracy Progress Units are flexible enough to be adap ted to suit the contexts

of different schools but they have been developed with group w ork, rather than

who le-class activity, in mind. They can be delivered by teachers, b y teaching

assistants or by other staff such as librarians.

The units are based on the teaching principles and practice w hich have proved

their worth th rough the N ational Literacy Strategy. Central to the approac h in

Literacy Progress Units is a movement from d emonstration to independence

in small secure steps. The small-group context allows the teacher to b e aware

of how effectively pup ils are app lying what has just been taught, and tointervene at the mo ment o f maximum impact. Each session of 20 m inutes

usually includes:

s building on prior knowledge

s linking w riting w ith speaking and listening and with reading

s a highly interactive app roach

s an emphasis on teacher modelling

s gradual draw ing in of pupils with scaffolded ac tivities

s building pupil confidence through supported application

s consolidation of individual learning through revision and reflection

s a deliberately fast p ace

s a sense of enjoyment through working together.

viii Phonics Introduction Crown Cop yrigh t 2001


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The teaching sequence which und erpins every session is:

Remember Identification of prior know ledge and key ob jectives

Model Teacher demonstration of process

Try Shared exploration through ac tivity

Apply Scaffolded p upil application of new learning

Secure Consolidation through discussion/activity

Units have been written for the adult who is delivering them , but few sessions

are scripted verbatim since the teachers own words will often be the best.

Pupils

Literacy Progress Units are intended for pup ils who have attained Level 3

in English and are working towards Level 4. The prop ortion of pupils in that

category varies so widely across schools that the decision whether or not touse a particular unit with a pup il must rest with the school. It will depend on the

diagnosis of individual need, b ased on the analysis of Key Stage 2 results and

evidenc e from a pup ils current work. It might be approp riate for some pup ils

to tack le six units during a school year, since the who le suite of units constitutes

a pow erful preparation for Level 4, while others, who have reached Level 4

in reading, m ight need on ly the units w hich w ill help them to imp rove their

writing. Guidance on preliminary assessment is given in the Append ix to this

Introduction, and mo re detailed diagnostic guidance accom panies each unit.

One of the teachers permanent aims should be that pupils self-esteem is

enhanced by Literacy Progress Unit sessions. We w ant pup ils to be c onfident

enough to take risks, and to learn from their mistakes. The small-group

situation envisaged for Literacy Progress Units offers particular opp ortunities

for insecure learners: it is highly interactive and c reates a close comm unity of

learners who com e to trust each o ther enough to be honest with each other.

The teaching sequence is designed to scaffold succ ess for all, and the steps

betw een the learning ac tivities are small enough to allow little mistakes to b e

picked up so naturally and q uickly that no one needs to make a b ig mistake.

This means intervening early to correct errors, not allowing them to becom e

embedded.

Ways of supporting pupils include:

s establishing that w e all make som e mistakes, and that they are usually

valuable starting p oints for learning

s giving c lear guidance over tasks and timing

s allow ing sufficient thinking time

s using pair work to avoid individual emb arrassment

s giving p upils strategies for signalling unc ertainty and creating a not su re

option

s using supportive bod y language

s rewarding and com ment ing on positive behaviour, rather than noticing only

negative behaviours being clear about errors, and not dodging the issue

s unearthing underlying misconceptions

Crown Co pyrigh t 20 01 Phonics Introduction ix


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s going bac k a stage when necessary to model and exp lain first principles

s always preserving the pupils d ignity as well as the teachers.

Staffing

In many schoo ls the units w ill be taught by sup po rt staff as well as by teachers

or librarians. The government has p rovided funding for an increasing num ber

of teaching assistants in secondary schoo ls, and the style of the units reflects

an expectation that in many schoo ls the teaching will be do ne by a teaching

assistant, work ing with a group of around six pupils. The unit authors

have therefore tried not to take subject knowledge for granted, and have

been deliberately explicit abou t terminology and p edagogy. Scho ols are

recom mend ed to have training sessions for the colleagues involved, prior

to the introduc tion of the units, and to ensure time for liaison betw een those

teaching m ainstream lessons and those d elivering the Literacy Progress Units.

The role of teaching assistants

The numb er of teaching assistants in second ary schoo ls is rising, since

the government has recognised and welcomed the increasingly imp ortant

con tribution that teaching assistants are making to raising stand ards insecondary schools. Funding for teaching assistants in secondary schools

has been increased substantially through the Standards Fund, as p art of the

governments commitment to provide an additional 20,000 (full-time equivalent)

assistants for schoo ls by 2002. It will continue to provide funding to m aintain

that level until 2004.

There are considerable variations in the quality of supp ort and training for

teaching assistants, and in the effectiveness with wh ich they are dep loyed.

As a matter of goo d p ractice, each schoo l should have an agreed p olicy on the

role of teaching assistants. This policy should include provision for training and

for shared planning time.

The DfEE will be p roviding a training program me for sec ond ary teaching

assistants which consists of four days training and includes a module of two

half-d ays on sup po rting pup ils literacy skills. The literacy module will include a

session on the Literacy Progress Units. Loc al education autho rities will be

expected to disseminate this training to secondary teaching assistants and their

mentors in the autumn term 2001 or spring 2002. The Key Stage 3 National

Strategy w ill also be providing tw o days o f training for English co nsultants on

the Literacy Progress Units in June 2001 . Consu ltants will be expec ted to o ffer

this training to teachers and teaching assistants and sc hools w ill also be able touse these materials to d o their own in-house training. At a later date there will

also be training available to secondary prac titioners on Phonicsand Spelling.

The Literacy Progress Units have been written spec ifically for teaching

assistants. This is reflected in the style and in the use o f terminology. If a

teaching ass istant (or anyone else) is to deliver Literacy Progress Units

effectively, that person will need to :

s feel con fident about w orking with group s of Year 7 pupils

s be fam iliar with the Framewo rk for teaching English: Years 7, 8 and 9

s be w illing to plan and p repare with other co lleagues

s have the necessary skills and know ledge to und erstand and d eliverthe materials

s prepare sessions in advance

s know and relate to the p upils.

x Phonics Introduction Crown Cop yrigh t 2001


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Shared discuss ion over imp lementation is essential. It is goo d p ractice to

involve a wider group of co lleagues (including the Head of English and the

SENCo) in discuss ion of how the m aterials will be introduced and evaluated.

Preparation

Each session needs c areful preparation in advance, since m any of them

depend on gam es or resource sheets which need to be at hand in the session

to avoid slackening the p ace. The timing of the sessions has such mom entum

that there is no time for finding or mak ing resource materials. Many sessions

need an OHP o r a flipc hart with the necessary accessories. The support

materials are all photoc op iable and there is always a list o f the m aterials needed

for a particular session. This means that c areful storage o f cards and other

materials for future use is a good investment of time. Some units need p osters

and p upil response sheets available for a series of sessions if the learning

opp ortunities are to b e optimised. These need t o b e prepared in advance.

Location

It is not fair to the pupils, the teachers or to the materials if problems arise, not

because of w hat is being taught, but where it is being taught. M any schools,in their planning for Literacy Progress Units, have ensured that they can take

place in suitable situations. For example, they have arranged for pup ils to b e

seated in an arc around t he teacher in a way that m aximises face- to- face

contact and ensures that no pupil has to see a text up side down.

Parents

Parents have the right to k now what is happening to their children and w hy.

It is important to inform and involve parents as muc h as possible by providing

information about Literacy Progress Units.

P

T

T

P P

PP

PP

P P

P P

Crown Co pyrigh t 20 01 Phonics Introduction xi


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Appendix: Initial assessment for Literacy Progress UnitsNote: Focus only on pupils who gained Level 3 in reading and/or writing.

Using the outcomes of Key Stage 2 assessment

The ideal way to assess a p upils suitability for Literacy Progress Units is to

use Key Stage 2 d ata and to talk with the pupils former teac her. The Key Stage

2 school mark sheet for end of Key Stage 2 assessments enables teachers in

the secondary school to identify differences in patterns of attainment acrossattainment targets. (For w riting there is a spelling mark, a hand writing mark,

a writing mark and the overall total which d etermines the level for writing. For

reading there is a reading mark and reading level.) Many p upils who gained

Level 4 in reading, but no t in writing, need the Literacy Progress Units on

writing, but not those for reading.

Individual pup il cover sheets, available from p rimary schoo ls, give a more

detailed breakdow n of the m arks for writing and are useful for identifying

spec ific areas of strength and w eakness. These cover sheets give the marks

for purp ose and organisation, for style and punc tuation in addition to spelling

and hand writing. Such evidenc e can help to identify wh ich units are prioritiesfor a pup il.

Using evidence from pupils work

If Key Stage 2 t est evidence is not available, schoo ls should consider Key

Stage 2 teacher assessment. If this indicates that p upils are not sec ure in Level

4, pup ils c urrent w ork should be assessed. Assessment guidance for each unit

is available in the unit-specific introduct ions.

xii Phonics Introduction Crown Cop yrigh t 2001


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Introduction toPhonics

Pupils who are reading at Level 3 are reading a range o f texts fluently and

accurately. They read independently using a range of strategies to establish

meaning. 1 Therefore pup ils who m ay be selected for this unit are alreadyable to blend phonemes to decod e words in a variety of contexts. The unit

is designed to suppo rt those pup ils who are reading at Level 3 but w ho m ay

be m aking errors in spelling, particularly in the area of vowel choices.

In this unit, pupils read realistic texts and investigate the sp ellings of w ords

they find there, drawing conclusions about patterns where it is possible to do

so. W hile spelling is the exp licit focus of each session, the text s read by p upils

con tain a high coun t of wo rds containing different representations of the focus

phoneme. In this w ay, pup ils w ill have intensive practice in reading the range o f

possible spellings.

These texts are drawn from a range of genres and, as far as possible, lend

themselves to being shared out loud. Wherever possible, words have been

placed in context: for example, in sessions 9 and 10 , sentences constructed

with -ingverbs sound almost like a piece of Gothic ho rror.

The unit aims t o offer pup ils mo re than a list of item know ledge. It is designed

to help pupils to make go od use of what they know, b y offering them a range

of strategies that supp ort the organisation, selection and prioritising of

information. In order to achieve this there are Thinking Frames that m ake links

between sessions throughout the unit. At the end of many sessions, pupils areasked to fill in a Co nventions Frame that helps them to record the

observations they have m ade during their investigations. At the beginning of

the following session the m ost m emorable and important aspects of these

conventions are recorded o n a giant Brain Bank. Teachers gu ides are

included to support the use of these frames. The frames could be collated

into a bo oklet for pupil revision and reference.

The Route to Sp elling signposts the key cho ices a writer makes when sp elling

a wo rd. This enables pup ils to let their phonic strategies assum e a sensible role

within the cont ext of a real mom ent of dec ision making. It enables pup ils to

arrive at a readab le spelling of w ords they want to use in their writing. Pup ils

need to choose voc abulary which suits their purpose, unrestricted by w hat they

know they can sp ell, while at the same time achieving a level of accuracy w hich

allows the reader to read freely.

The unit offers pupils access to a repertoire of informed cho ices or best

guesses which w ill help them to m ake mo re plausible and m ore accurate

cho ices in spelling. It makes exp licit the p rocesses involved in actively draw ing

on and using their knowledge at the point of writing.

Crown Co pyrigh t 20 01 Phonics Introduction xiii

1 Level descriptors for AT2 English National Curriculum DfEE 1999


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Teaching and learning styleThe unit builds on the successful approac hes of the National Literacy Strategy

in primary schoo ls, and features a core teaching sequence w hich promo tes

active learning. That teaching sequence, com mo n to all units, is:

Remember Identification of prior know ledge and key ob jectives

Model Teacher demonstration of process

Try Shared exploration through activity

Apply Scaffolded p upil application of new learning

Secure Consolidation through discussion/activity

Each 20- minute session is fast-p aced and interactive. After the teacher has

introduced and m odelled a particular aspect of w riting or reading, pupils try it

out together as a group or in pairs. They then have the chance to ap ply their

new learning, usually with sup po rt, and to sec ure it through c onso lidationactivities or discuss ion. Each step in the learning p rocess is small enough for

the teacher/adult to intervene early enough to prevent any pup il from m aking

major mistakes w hich cou ld underm ine a learners con fidenc e. The intention

is to construct success for all.

The unit consists of 18 session plans, plus support m aterial in the form o f

teacher and p upil sheets. In many cases exemp lar responses are included ,

but this is to give a clear image of what is expected, rather than to d efine the

correct answ er. All the sessions need advance preparation, but some need

more than others in terms of photoc opying and c utting up, p articularly those

which include games. It is essential that c olleagues who are teaching this unit

are familiar with how the gam es are played and are confident enough about

using them with pup ils to maintain the p ace of each section.

Each set of session p lans includes a sp ace for teachers notes and com ments

and there is a pup il prog ress sheet at the end of the unit which schools can use

if they find it useful. The experiences and evaluations of c olleagues in the Pilot

who delivered Literacy Progress Units have made an imp ortant contribution to

the proc ess of revising the units for national dissemination.

The principles behind the unit are app arent in the annotated version of a samplesession p lan on p ages xviiixix.

xiv Phonics Introduction Crown Cop yrigh t 2001


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Initial AssessmentThe best w ay to m ake an initial assessment o f the units suitability for an

individual pup il is to use Key S tage 2 results and evidenc e.

Pupils who w ould benefit from the unit typically make errors in:

s choosing the right way to represent long vow el phonemes

s know ing when to doub le consonants or drop e when adding -ingor -ed,

eg stoptinstead o f stopped, or confusing hopingand hoppings writing regular and irregular past tenses

s deciding on -eror -orendings

s add ing suffixes such as -fulor -less.

The following quick c heck m ay help in deciding w hether to enter a pup il for

this unit.

Crown Co pyrigh t 20 01 Phonics Introduction xv


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Pupil assessment chart for thePhonicsLiteracy Progress Unit

xvi Phonics Introduction Crown Cop yrigh t 2001

NO

NO

NO

NO

YES

YES

YES

YES

YES

Can the p upil readand sp ell four ofthese words:think, chunk, lump,clock, crunch, grin?

Can the p upil readand spell five of thesewords:sleep, make, day,night, hope, mo on,new?

Can the p upil readand sp ell eight ofthese words:wait, heap , rule, unit,find, stopp ing,hoping, taping,flapping?

Can the p upil readand sp ell thesewords:heard, heart,computer, actor,loud, soil?

Pupils may not be ready forthe Level 3 unit and mightwell benefit more froma Level 2 unit.

NO This unit is not ap prop riate.

This pupil needs supportwith more comm onrepresentations of vowelphonemes. Borderlinecase. Consolidate w orkat Level 2 before movingto the Level 3 unit.

This pupil would benefitfrom the Level 3 unit.

This pupil would benefitfrom the Level 3 unit if youfeel that spelling o f thewo rds from b ox 4 is notsecure in independentwork.

This pup il does no t need thePhonicsunit.

2

3

4

5

Is this ch ildassessed at NCLevel 3 for readingand/or writing?

1


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xviii Phonics Introduction Crown Cop yrigh t 2001

14 Phonics Session 3 C rown C opyrig ht 200 1

Objectives

s To be able to

hear the long /ae/

phoneme and know

its most common

spellings.

Key terms

Phoneme: smallest unit of sound in

a word.

Long vowel:/ae/ as in way.

Short vowel:/a/ as in tap.

Split vowel digraph: two vowels

which make one vowel phoneme but

are split by a consonant eg make.

Materials

s Pupil Sheet 3.1 (Action Replay

instruction c ards, one set,

laminated)

s Pupil Sheet 3.2 (Action Reply word

cards, one set)

s Pupil Sheet 3.3 (Agony Aunt, one

per pair)

s Pupil Sheet 3.3 (enlarged version)s Team Sort boards (three)

(page 276)

s T-shirt labels (page 280 )

s Pupil Sheet 3.4 (Word Sort cards,

one set)

s Pupil Sheet 3.5 (conventions frame,

one per pupil)

s Teacher Sheet 3.6 (conventions

frame notes)

s Pupil Sheet 3.7 (Cloze Spelling, one

per pup il)

s Teacher Sheet 3.8 (Cloze Spelling)

Remember Time: 4 minutes

s Play the Action Replay game to help p upils remember the w ords they used in

the last session (use Pupil Sheets 3.1 and 3.2; see Instructions for Games). It

will also help pupils to use what they know abo ut clusters and digraphs to

spell other words that w ere not included in the session.

Model Time: 6 minutes

s Introduce the objective for the session. Use tap and tapeto demonstrate the

difference between the short /a/ phoneme and the long /ae/ phoneme.

s Explain that the ae spelling pattern is called a split vowel digraph. Illustrate

with mate: without the e it is ma t, with a short vowel, but with the e it

becomes mate, with the long /ae/ phoneme.

s Point out that the other representations of / ae/ are aiand ay.

s Give out copies of Pupil Sheet 3.3 and stick the A3 copy on the board.

Explain what an Agony Aunt is.

s Read the page Ask Dito the group.

s Model underlining the w ords containing the long /ae/ phonem e in the first

paragraph on the A3 copy.

s Ask pupils to w ork in pairs on a particular paragraph and underline all the

words in their paragraph of the Ask Diletter which contain the long / ae/

phoneme.

Session 3 The long / ae/ phoneme

Session 3 focus of session

information o n

materials n eeded

for each session

photocopy

masters

fast timing to

maintain the

pace of learning

reinforcing goo d

primary practice

detailed guidanc efor the person

delivering the

session

demonstration/

modelling by

expert practitioner

building on

prior learning

objectives which are

specific and limited

key terms

explained

Sample session plan


18/173

Crown Co pyrigh t 20 01 Phonics Introduction xix

C rown C opyrig ht 2001 Phonics Session 3 15

Apply Time: 3 minutes

s Discuss and fill in the Whats the score? conventions frame (Pupil Sheet 3.5)

together. Refer to Teacher Sheet 3.6.

Secure Time: 4 minutes

s Play the Cloze Spelling game (see Notes). Read the Response from Di

(Teacher Sheet 3.8) aloud to the group. Then give out pupil copies (Pupil

Sheet 3.7) with missing words, all of which contain the long /ae/ phonem e.

Re-read the passage, pausing w hile pupils write in the missing words. Check

spellings together.

s Tell pupils how we c an now hear the /ae/ phonem e in words and we know

the most com mon spelling so we c an make our best guess.

s If there is time, ask pupils whether they can think of any other words w ith the

long /ae/ phoneme b ut which are not spelt ae, aior ay(eg weigh)?

Notes

s It is helpful to have on display examples of Agony Aunt columns.

s Cloze test or game is a procedure in w hich pupils are required to supply

words that have been removed from a text.

Try Time: 3 minutes

s Remind pupils that the most comm on spellings of the long /ae/ phoneme are

ai, ae, ay.

s Play Team Sort (Pupil Sheet 3.4 and Instructions for Games).

Session 3

sequence of

supported sm allsteps to try out,

apply and

consolidate

learning

recap and review

expected answers

identified to

support

non-specialists

game-based

activities to

mo tivate pup ils

moving towards

independence

space for teachers

comments


19/173

1

Session plans


20/173

2 Phonics Session 1 Crown Co pyr ight 2001

Objectives

s To be able to

identify the three

phonemes in CVC

(consonantvowel

consonant) words,

and write and read

CVC words.

Key terms

Strategy: a useful way to approach

a problem.

Convention: a general rule wh ich may

have some excep tions.

CVC words: consonantvowel

consonant, eg cat.


a word.

Vowel: a, e, i, o, u.

Short vowel: eg the /a/ in tap.

Consonant: letter that is not a vowel,

eg n, b, t.Digraph: two letters which represent

one sound, eg sh, ck.

Consonant digraph: two consonants

making one phoneme.

Consonant cluster: two or more

consonants w hich each represent a

separate phonem e, eg br, cl, nd, nk,

st.

Materials

s Large four-pho neme frame drawn

on w hiteboard

s Small wh iteboards (one per pupil),

markers and w ipers

s Pupil Sheet 1.1 A4 laminated (four-

phoneme frame: o ne per pup il)

s Coloured counters (four per pup il)


s Introduce p upils to the unit. The aims are:

to enab le stud ents to sp ell and read words w ith greater ease, so that t hey

can concentrate on the quality of their writing and the meaning in texts

to learn to identify phonemes w ith in words

to learn a range of st rategies to help rem em ber conventions and to spell

new words.

s The purpose of the first session is to help stud ents to hear and isolate

phonemes in short w ords. This skill is impo rtant w hen they are learning to

spell and read unknown wo rds.

s Introduce the session as follow s. Every word we say co nsists of one or m oresounds that blend together when w e say the word. I am going to use a word

that you c an read and sp ell very easily just to make the p oint. When w e say

the word p en, we are saying the sounds or phonem es /p/ /e/ / n/. There are

three phonem es in pen. How many phonemes can you hear in cat; dog ?

Ask the pup ils to hold up fingers w ith the number of phonem es or write the

numb er on their whiteboards.

s Ask w hat is the first pho neme in cat; the final phoneme; the m edial phoneme;

repeat with dog. Do the same w ith lid, lapand mug. Check that the pupils are

clear about the terms vowel and consonant. Clarify what the vow els are (a, e,

i, o, u), and w hat short vow els are.

s How m any phonemes in chap, shin, dish, song, bell, tick? The answer is

three in all cases.

Session 1 Identifying phonemes


21/173

Crown Co pyrigh t 2001 Phonics Session 1 3

Try Time: 4 minutes

s Play the Frame gam e in pairs (see Instructions for Games). The teacher says

the words ship, thin, ring, desk, chest, tilt, think, gloss, fresh, chunk, clash.

The pupils slide a c ounter for each phonem e into a box on their phoneme

frame: shiphas three phonemes so the final box w ill be empty: /sh/ /i/ / p/ .

Deskhas four phonemes so the pup il will place four counters in the frame: /d/

/e/ /s/ /k/ .


s The teacher reads out individual words, exp laining that som e have three

phonemes and so me four phonem es, some w ill have digraphs and som e

clusters: rock, bunk, bank, back, track, brick, bran. In pairs the pup ils w rite

the wo rds in the four-phonem e frame.

s Three phonem e w ords are: rack, back, tack.


s Pupils tell each other what phonem es are, and each p air suggests a word

with three phonemes and a w ord w ith four phonemes. Discuss thesesuggestions as a group t o co nfirm understanding.


s Using the four-phoneme frame, w rite the w ords chapetc in the frame, leaving

the final box em pty: ch a p. Explain the fact that som e phonem es are

represented by m ore than one letter, eg ch, sh, th, ng (the latter may not b e

true in varieties w here the final gis clearly pronounced ). Draw the pup ils

attention to the written versions.

s Write the word lap in the four-phonem e frame, leaving the first box free.

Isolate the p honemes and read t he wo rd.

s Ad d cto the first box: isolate the phonem es and read the word, clap.

s Repeat with rush/brush; sin(leave the fourth box free) and sink; bunand

bunch; lad(leave the th ird box free) and land.

s Explain that these are consonant c lusters: we hear each p honeme, b ut w e

cluster them together.

Notes

s If pup ils are struggling, take t ime over the examp les and be ready to repeat

this session. If they find it easy, reduc e the num ber of exam ples to t ry/app ly. If

the session takes up too muc h time, reduce the num ber of examples once

understand ing is evident.

Session 1


22/173


Pupil Sheet 1.1 (four-phoneme frame)one copy per pupil, could be laminated


23/173


Objectives

s To be able to spe ll a

range of words with

clusters, digraphs,

and trigraphs.

Key terms

Digraph: two letters which represent

one sound, eg sh, ck.

Consonant cluster: two or more

consonants w hich each represent a

separate phonem e, eg, br, cl, nd,

nk, st.

Trigraph: three letters w hich represent

one sound tch.

Materials

s Large four-pho neme frame drawn

on w hiteboard

s Whiteboards (one per pup il)

s Team Sort b oards (eight) (page 276 )

s T-shirt labels (page 280)

s Blu-tack

s Pupil Sheet 2.1 (one set of wo rd

cards for Team So rt game)


s Play Phoneme Fingers. As the teacher says a selection of three- and four-

phoneme w ords from the last session, pup ils hold up an ap propriate numb er

of fingers.

s Recap on the term digraphand its meaning. Ask pup ils which digraphs they

know.


s Introduce the ob jectives for the session.

s Write the word chaton a p honeme frame to reinforce segmenting pho nemes

and the fact that a digraph represents one p honeme.

s From the word cards mad e from Pupil Sheet 2.1, collect the eight words

marked w ith a dot. These wo rds represent the follow ing d igraphs: ck, ff, ll,

ng, th, ss, sh, ch(T-shirt labels).

s Place eight Team Sort b oards on the tab le and add the T-shirt labels.

s Mo del reading a word card, identifying the digraph and p lacing the word card

on a T-sh irt.

Session 2 Digraphs and trigraphs


24/173



s Play the Spelling Challenge gam e using two or three Word Sort cards

(Pupil Sheet 2.1; see Instructions for Gam es). The wo rd cards are placed

face down on the table. As a card is picked up and read out, p upils sound out

the phonem es and w rite the w ord on their whiteboards. They check spelling

with a partner.


s Ask pupils to repeat the abo ve process in pairs (testing four w ords each ).

s Return to the ob jective for the session.

s Discuss what the pupils can do: recap on the digraphs learnt and explain that

this w ill help to improve their spelling.

s Tell pup ils that the next few sessions w ill be about long vow el phonem es.

Try Time: 5 minutes

s Play the Team So rt gam e using Word So rt cards (Pupil Sheet 2.1; see

Instructions for Games). Ask pup ils whether there are any wo rds which cou ld

go in two categories? (Answ er: thickand thing.)

s Elicit wh ich digraphs can co me at either the beginning or end of words.

(Answer: sh, th, ch.) The other digraphs cannot go at the beginning of a

word. M ost of these digraphs can also com e in the middle of words, eg

mother, teacher.

s Pick up the word pitch. Explain that sometimes a /c h/ p honeme at the end of

a word is spelt tch. Ask p upils if they can you think of any other examp les.

(Answ ers may include: match, w atch, switch.) Write pitchon the phoneme

frame to show how the tchmakes one phoneme.

s

Tell the pup ils that a digraph is two letters w hich represent one sound , thenask what they think we would call three letters which represent one sound ?

(Answer: trigraph.) Tell pupils that we will meet other trigraphs in later

sessions.

Notess The games in this session need preparation and (if possible) pract ice in

advance of the session.

Session 2


25/173


Pupil Sheet 2.1 (Word Sort cards)also use for Action Replay, session 3one copy, cut into cards

dull.

lung.

bring

mass

.

finch

.

pitchlash

.loss thick

.

rush fleck nosh

filth . stuff . gang

thing hang rack

scoff chunk shockblock less flesh

shot chill chest


26/173


Objectives

s To be able to

hear the long /ae/

phoneme and know

its most common

spellings.

Key terms


a word.

Long vowel:/ae/ as in way.

Short vowel:/a/ as in tap.

Split vowel digraph: two vow els


are split by a consonant eg make.

Materials

s Pupil Sheet 3.1 (Action Rep lay

instruction cards, one set,

laminated)

s Pupil Sheet 3.2 (Action Reply word

cards, one set)

s Pupil Sheet 3.3 (Agony Aunt , one

per pair)

s Pupil Sheet 3 .3 (enlarged version)

s Team Sort b oards (three)

(page 27 6)


s

Pupil Sheet 3.4 (Word So rt cards,one set)


one per pupil)


frame notes)

s Pupil Sheet 3.7 (Cloze Spelling, o ne

per pup il)



s Play the Action Replay game to help pup ils remember the words they used in

the last session (use Pup il Sheets 3.1 and 3 .2; see Instruct ions for Games). It

will also help pup ils to use what they know about c lusters and d igraphs to

spell other words that w ere not included in the session.


s Introduce the ob jective for the session. Use tapand tapeto demo nstrate the

difference between the short /a/ phonem e and the long / ae/ phonem e.

s Explain that the ae spelling pattern is called a split vow el digraph. Illustratewith mate: without the e it is mat, with a short vow el, but with the e it

becomes mate, with the long /ae/ p honeme.

s Point out that the other representations of /ae/ are aiand ay.

s Give out co pies of Pupil Sheet 3.3 and stick the A3 c opy on the board.

Explain what an Ag ony Aunt is.

s Read the page Ask Dito the group.

s Mod el underlining the wo rds containing the long / ae/ pho neme in the first

paragraph on the A3 co py.

s Ask pupils to wo rk in pairs on a particular paragraph and und erline all the

wo rds in their paragraph of the Ask Diletter wh ich contain the long /ae/

phoneme.

Session 3 The long /ae/ phoneme


27/173



s Discuss and fill in the W hats the score? c onventions frame (Pupil Sheet 3.5)

together. Refer to Teacher Sheet 3.6.


s Play the Cloze Spelling gam e (see Notes). Read the Response from Di

(Teacher Sheet 3 .8) aloud to the group . Then give out p upil cop ies (Pupil

Sheet 3.7) with missing w ords, all of which c ontain the long / ae/ pho neme.

Re-read the passage, pausing while pupils write in the missing w ords. Check

spellings together.

s Tell pupils how we c an now hear the /ae/ phonem e in words and w e know

the most co mm on spelling so w e can make our best guess.

s If there is time, ask pup ils whether they can think of any other words with the

long /ae/ phonem e but w hich are not spelt ae, aior ay(eg weigh)?

Notes

s It is helpful to have on display examp les of Agony Aunt co lumns.

s Cloze test or game is a procedure in which p upils are required to supply

words t hat have been removed from a t ext.

Try Time: 3 minutes

s Remind pupils that the m ost co mm on spellings of the long / ae/ phonem e are

ai, ae, ay.

s Play Team Sort (Pupil Sheet 3.4 and Instruc tions for G ames).

Session 3


28/173

17

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PhonicsSession3

PupilSheet3.1

(instructioncardsforAction

Replay)

alsousedinothersessions

onecopy,cutintocards,couldbelaminated

17

Allplay

Spell

Phoneme

count

Test

All

play

Spell

Phonem

e

count

Test

Allplay

Spell

Phoneme

co

unt

Test

Allplay

Spell

Phoneme

count

Test

All

play

Phoneme

count


29/173

Pupil Sheet 3.2 (word cards for Action Replay)one copy, cut into cards


link clump flick

chink thing sing

clamp trip clip

chunk shrink print

block stick rankchuck

gang

lashclock

chest

clang

chill

losshang

test

mash

pitch

listpuff

stuff

hunt

font blunt


30/173


Pupil Sheet 3.3 (Agony Aunt)one copy per pair, one A3 copy for modelling

Ask DiDear DiMy mate is always late. Every day I wait forhim at eight on the corner of the estate. It

never fails: half an hour later he trails along

like a snail. Every day Im waiting for ages.

Its not safe and its starting to frustrate me.

Its my fate to be late for school every day.

Im even getting worse grades.

I stayed with him once. His dad lays out his

clothes, makes his breakfast (plate of baked

beans like a lake) and hes still late. Even when

we go to play football or to the Arcade, hes

late.

I start every day in a real rage, knowing he'll

be late again. Maybe I should say something.

But I dont want to change things in case I

lose my mate. Ive been thinking about what

to do for ages. My head aches. Im in a state.

Help!


31/173

Pupil Sheet 3.4 (Word Sort cards)one copy, cut into cards

Crown Co pyr ight 2001 Phonics Session 3 23

mate

eight

trails

ages

late

lays

lake

change

case

late

estate

snail

safe

day

makes

state

say

mate

day

fails

day

frustrate

grades

plate

play

rage

ages

wait

later

waiting

fate

stayed

baked

arcade

day

aches


32/173

Whats the score?

The most common spelling of the /ae/ phoneme

is.

The spelling ai usually appears

The spelling ay usually appears

..

Examples

Examples

Examples


Pupil Sheet 3.5(conventions frame for /ae/ phoneme)one copy per pupil


33/173

Teacher Sheet 3.6 (conventions frame notes)one copy

Whats the score?

The most common spelling of the /ae/ phoneme is

ae

The spelling ai usually appears

in the middle of a word

The spelling ay usually appears

at the end of a word

Examples

play, day

Examples

wait, snail

Examples

make, estate



34/173

Idont_______you.Youmust_______

it.Itn

ever

_______

toannoymewheno

therpeopleare

_______.

Inthis_______myadviceisdont______________

for

himto_______.Givehima_

______andafte

rthat____

dont_______aftertenpast_______.Ifhes

reallyyour

_______

hell_______.Ifhes

___________b

e_______.

Findsomenew

_______

!

29

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PupilSheet3.7

(Clo

zeSpelling,Response

fromDi)

onecopyperpupil

Trytospell

themissing

words


35/173

TeacherSheet3.8(ClozeSpelling,Respon

sefrom

Di)

onecopy

31

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PhonicsSession3

31

Trytospell

themissing

words

Idontblam

e

you.Youmust

hate

it.Itne

ver

fails

toanno

ymewhenotherpeoplearelate.

Inthis

case

myadviceisdont

waitages

for

himto

chan

ge.Givehima

day

andaftert

hatday

dontwaitaftertenpaste

ight.Ifhesreallyyour

mate

hellrace.Ifhes

late

again

be

brave.

Findsomenew

mates!


36/173


Objectives

s To be able to

identify the /ee/

phoneme and know

its most common

spellings.

Key terms


a word.



are split by a consonant, eg make.

Materials

s Teacher Sheet 4.1 (Brain Bank )

enlarged to A2

s Blank hexagon (page 27 5)

s Teacher Sheet hexagon (page 274)

s Teacher Sheet 4 .2 (Phoneme

Countdo wn cards, one set)

s Pupil Sheet 4.3 (M ysterious Thief

Steals Teeth one p er pair)

s Pupil Sheet 4.3 (M ysterious Thief

Steals Teeth enlarged version)

s Team Sort b oards (four) (page 276 )

s

T-shirt labels (page 280)s Pupil Sheet 4.4 (Word So rt cards,

one set)

s Teacher Sheet 4 .5 (Team Sort

notes)


s Pupil Sheet 4.7 (Cloze Spelling, o ne

per pup il)


one per pupil)


s Introduce the Brain Bank. It is a way of keeping all the things w e learn about

wo rds in this unit in one place. We w ill add a hexagon to it every time w e learn

something new.

s Add information about the / ae/ phonem e and the w ays it can b e spelled

(from session 3 ) to a hexagon (see Teacher Sheet hexagon) and stick it on the

Brain Bank.

s Play the Phoneme Countd own game using the following w ords: again,

shame, b lame, may, mail, m ake, snail, day, date, w ait. (Teacher Sheet 4 .2

and Instructions for Gam es).

Session 4 The /ee/ phoneme


37/173



s Look at the remaining w ords. Which w ords have not yet b een included in the

teams? (ei, ie).

s Make new t eams. Discuss receive: ibefore eexcept after cwhen it makesthe sound of /ee/.


s Play Cloze Spelling headlines game (Pupil Sheet 4 .7 and Teacher Sheet 4.6).

s Read out the head lines and then give pupils their cop ies with words m issing.

Reread, pausing while pup ils write in the wo rds. Chec k spellings together.

s Fill in conventions frame (Pupil Sheet 4.8).

Notess The Brain Bank need s serious preparation in advance, ideally using a

photoc opier that produc es A3 sheets.

s Som e of the more comp licated except ions have been left out of the Team

Sort to clarify the main patterns eg mysterious, period, museum, police,

being, be, key, money. Introduce if approp riate, given the response of p upils.


s Introduce the session ob jective.

s Give out the A4 copies of the Pup il Sheet 4.3 (M ysterious Thief Steals Teeth)

and pin up the A3 c opy.

s Tell pup ils you are going to read and listen for the / ee/ phonem e, and then

underline the wo rds in wh ich you hear that pho neme.

s Read text all the way through and m odel identifying the phoneme in words .

Underline /ee/ p honem es in the first paragraph.

s Give each pair a section of the text to w ork on and ask them to do the same,

underlining all wo rds containing the /ee/ p honem e.

s Identify the co mm on sp elling p atterns for the /ee/ p honeme.

Try Time: 4 minutes

s Place T-shirt labels ee, ea, e-e and y on the Team So rt bo ards.

s Play Team Sort (Pupil Sheet 4.4 and Instruc tions for G ames).

s Ask pup ils to leave on one side any wo rds that do not belong to

these games.

Session 4


38/173


Teacher Sheet 4.1 (Brain Bank)enlarge to form an A2 poster


39/173

TeacherSheet4.2(PhonemeCountdowncardsfor/ae/phoneme)

onecopy,cutintocardsandpintoflipchart

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ai

a

y

a-e


40/173

Mysterious Thief Steals Teeth!


Pupil Sheet 4.3 (Mysterious Thief Steals Teeth)one copy per pairone A3 copy for modelling

A complete set of dinosaur teethfrom the Jurassic period went

missing last week from the

Museum of Prehistory in Tanford.

Grief at loss

The teeth, originally discovered by a

local resident on Harbour Beach, are

part of a popular exhibition about

animal feeding habits called, Get

your teeth into Science.Children can see dinosaur teeth and

then watch a film teaching them about

how animals eat meat today.

It is like a bad dream, said the

curator of the museum. This leaves

us without the key attraction in an

exhibition that has been very popular.

If it is not returned we will be in deep

trouble.

Expertise

The teeth are kept out of reach behind

a screen in a heat-controlled room.

Staff at the museum say that without

a lot of expertise it is impossible to

keep the teeth safe. They need to

be treated with care or they will be

damaged, said one source.

Asleep?

Staff repeated their belief that claims

that a guard fell asleep on the night of

the crime are outrageous. As we keep

saying, we are seated by the teeth allnight. The thief must have been

extremely clever.

Scene

Police arrived at the scene of the

crime to find that the door to the

exhibition room had been beaten

down and a nearby window had been

smashed.

LeakThe Chief of Police said he would

like to question a man seen creeping

around the museum last week. The

police would also like to meet a

plumber who came to the museum

last week to mend a leaking pipe.

Money!

100 is offered for any information

received that leads to the teeth beingreturned by the end of next week.

A telephone hotline will be open

between 9am and 9pm for the rest

of the week.


41/173

PupilSheet4.4

(Wo

rdSortcards)

onecopy,cutintocards

43

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PhonicsSession4

teeth

teaching

complete

meat

feeding

leads

extremely

originally

been

prehistory

scene

really

screen

beaten

money

extreme

ly

very

leak

thief

beach

need

sea

grief

expertis

e

deep

leaves

chief

see

creeping

reach

belief

repeated

seen

seated

received

seated

week

we

asleep

dream

meet

heat

he

keep

eat

deep

treated


42/173

ea

ee

e-e

y

ie

ei

beach

tee

th

complete

originally

thief

re

ceived

beaten

dee

p

extremely

really

grief

eat

feeding

scene

extremely

belief

meat

bee

n

prehistory

chief

leak

screen

very

teaching

kee

p

seated

nee

d

dream

asleep

leaves

cre

eping

reach

see

n

heat

week

treated

me

et

repeated

see

seated

dee

p

sea

leads

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TeacherSheet4.5(TeamSortnotes)

onecopy


43/173

Teacher Sheet 4.6(Cloze Spelling, Teeth Appear in Dream)one copy

Teeth appear in dream

Teeth seen in geography lesson.

Teacher charged.

Teeth found on beach. Reward money donated to charity.

Teenage thief receives warning.

Police have a lead. Teeth in sea.



44/173


Pupil Sheet 4.7 (Cloze Spelling)one copy per pupil

Teeth _______ in __________.

Teeth _______ in __________lesson.

________________charged.

____________ found on beach.

Reward ____________ donated to

____________________.

___________ _________________________________ warning.

____________ have a ____________.

Teeth in ______________.


45/173

Pupil Sheet 4.8(conventions frame for /ee/ phoneme)one copy per pupil

Fill in the blank boxes with anappropriate word.

At the end of the word the /ee/ phoneme is usually represented by

In the middle of the word the /ee/ phoneme is most commonly represented by

or


LIKE

Another useful spelling for the /ee/

phoneme is ie as in

chief

grief

brief

A useful convention to remember is i

before e except after c when it

makes the sound of ee eg receive

Y

ee

ea

MERRY

DAINTY

KEEP

WEEP

HEATH

HEAT


46/173


Objectives

s To be able to

identify the long /ie/

phoneme and know

its most common

spellings.

Key terms





a word.

Materials

s Brain Bank

s Blank hexagon (page 27 5)

s Teacher Sheet hexagon (page 274)

s Team Sort boards (five) (page 276 )




s Pupil Sheet 5.2 (one per p air)


s Pupil Sheet 5.3 (Word So rt cards,

one set)

s

Teacher Sheet 5.4 (Word Sortnotes)

s Pupil Sheet 5.5 (Word B uilding

cards, one set per pair)


one per pupil)


frame notes)


s Add information on a hexagon to the Brain Bank.

s Play the Phoneme C ountdow n gam e with the / ee/ pho neme (Teacher Sheet

5.1) using these wo rds: lead, feed, thief, need, t eeth, chief, receive, sea,

asleep, keep , heap, steep, leap, grief, ceiling.


s Introduce the session ob jective.

s Give out the individual co pies of Pup il Sheet 5 .2 (Live on Footb all Tonight )

and pin up the enlarged copy. Explain that it contains many wo rds with the

/ ie/ phoneme.s Read out the text all the way through. Re-read the text w ith pupils taking the

parts of the com mentators. The remaining pup ils should indicate when they

have heard the /ie/ phonem e. Underline the words c ontaining the /ie/

phoneme on the enlarged copy of the text.

s Point out that the most c omm on spellings of the /ie/ pho neme are ie, igh, i-e,

i, y. Place the T-shirt labels on the Team Sort b oards.

Session 5 The long /ie/ phoneme


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s There are very few w ords that end in ielike lie. Write them on the flipchart, eg,

pie, die, tie.

s Remind the pupils weve seen that the /ie/ p honeme at the end of a wo rd is

usually represented b y -y. Lets look at w hat happens to trywhen the ending

changes. Show how it is it spelled in the past tense w hen it is tried, and when

we add -ingto form trying. The same thing happ ens to crymaking criedand

crying.

s Tell pup ils that there are very few w ords w hich are spelled ye. Write them o n

the flip chart: type, byte, style, hype.


s If time allow s, play the Word Building game w ith the following words: strike,like, live, hive, dive, lime, mime, m ile, sm ile, p ile, pine, nine, m ild, might, night,

light, bright, fight , sight, sigh, high, height, hike, strike(Pupil Sheet 5.5 and

Instructions for Gam es).

s Discuss the conventions frame (using Pupil Sheet 5.6 and Teacher Sheet 5.7 )

and fill in the blank boxes w ith examples.

s Return to the ob jectives for the session.

Notes

s There are three games which need to be p repared in advance for this

session.

Try Time: 5 minutes

s Play the Team So rt gam e using the Word Sort cards (Pupil Sheet 5.3 and

Teacher Sheet 5.4).

s Emphasise the fact that the c om monest sp elling of the / ie/ p honeme is the

split vowel digraph ie. We noticed that the /ae/ pho neme is also mo st

com mo nly represented b y the sp lit vow el digraph ae. We call this a sp lit

vowel digraph b ecause it has two letters ( tw o g raphs ) representing one

sound (/ae/ or /ie/ so far) but the digraph is split by a consonant (gate, time).

Session 5


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Teacher Sheet 5.1(Phoneme Countdown cards for /ee/ phoneme)one copy, cut into cards and pin to flipchart

ee

ea

ie

y


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Pupil Sheet 5.2 (Live on Football Tonight)one copy per pairone A3 copy for modelling

Live on Football Tonight

Commentator 1 Well, I said it was going to be a fight between thegiants of the game tonight and that was no lie.

Commentator 2 Lets watch that moment one more time. Here heis, in spite of recent injury, scoring just before half

time.Commentator 1 looking quite relaxed, coming in from behind

the line, it looks as if he changes his mind. Hetries to swerve to the left, slices into the ball withhis right foot there, guides it into the net and(He scores a goal and the crowd roars)

Commentator 2 What a striker he is never takes his eye off theopposition

Commentator 1 not the kind of player to hide from the actionand the other team are in crisis already

Commentator 2 They dont know whether to laugh or cry.

Commentator 1 My goodness! It was a game that we thoughtwould never live up to the hype but

Commentator 2 When they write the story of this game they willnever find words to describe the kind of feeling in

the crowd tonight.

Commentator 1 This reminds me of the cup match of sixty nine.

Commentator 2 This is a team that just shines. This year they areflying high

Commentator 1 I dont know about you but I didnt realise howfine a player he really is until this moment.

Commentator 1 What a sublime moment in the game!

Commentator 2 Has a team really ever reached these heightsbefore?



50/173

61

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PhonicsSession5

PupilSheet5.3

(Wo

rdSortcards)


fight

tonight

time

spite

hype

remind

realise

quite

live

giants

behind

line

mind

kind

nine

fine

tries I

slices

eye

hid

e

cris

is

write

shin

es

sublime

heights

hig

h

right

gu

ides

striker

cry

fi

nd

flying

my

des

cribe

lie


51/173

TeacherSheet5.4(WordSortnotes)

onecopy

63

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PhonicsSession5

63

igh

i-e

i

y-e

y

ye

ie

fight

tonight

high

tight

heights

time

spite

realise

quite

liveline

nine

fine

slices

hide

write

shines

sublime

guides

striker

desc

ribe

remind

giants

behind

mind

kind

I crisis

find

hype

flying

cry

my

eye

tries

lie


52/173


Pupil Sheet 5.5 (Word Building cards)one copy per pair, cut into cards

i-e

vm

s

p

h

fn

t

h

n

igh

kp

i

b

l

er

d

m


53/173

Pupil Sheet 5.6 (conventions frame for /ie/ phoneme)one copy per pupil

Conventions frame

When the /ie/ phoneme is in the middle of a word it is usually

spelled __________ like _________

It can also be spelled

___________ like _________________

___________ like _________________

___________ like _________________

When the /ie/ phoneme is at the end of a word it is usually

spelled __________ like _________


___________ like _________________

___________ like _________________


Most -igh words end in_________

Examples

Exceptions are


54/173

Conventions frame

When the /ie/ phoneme is in the middle of a word it is usually

spelled i-e like hide


igh like night

ie like tries

i like mind

When the /ie/ phoneme is at the end of a word it is usually

spelled y like cry


igh like high

ie like pie



Most - igh words end int

Examplesnight

sight

light

bright

tight

fight

Exceptions are

height

hype

eye


55/173


Objectives

s To be able to

identify the /oe/

phoneme and to

know the most

common spellings

of this phoneme.

Key terms


a word.




Materials

s Brain Bank, blank hexagon (page

275 ) and Teacher Sheet hexagon

(page 27 4)



s Team Sort b oards (four) (page 276 )





one set)

s

Pupil Sheet 6.4 (Extended WordSort cards, one set)

s Teacher Sheet 6.5 (Word Sort

notes)

s Pupil Sheet 6.6 (conventions frame)


frame notes)


s

Add information on the / ie/ phoneme t o the Brain Bank from the previoussession using a hexagon.

s Play the Phoneme Countd ow n game w ith the /ie/ p honeme using Teacher

Sheet 6.1 and the following w ords: my, high, cry, apply, height(reinforce the

fact that there is an ebefore the igh in this unusual case), strike, b ike, like,

light, five, w hile, fire, file, bite / b yte, type, c rime, right, grind, ch ild, kind, sp ine,

line, fly, crying, c ried.


s Read the telephone co nversation play script (Pupil Sheet 6.2, On the

Phone ). Ask pupils what the speakers are talking about .s Ask tw o p upils to take p arts and the others to put up their hands or join in

when they hear the /o e/ p honeme. Underline these examples of the /oe/

phoneme on the enlarged sc ript.

Session 6 The /oe/ phoneme


56/173


s Play the Team Sort g ame using extended Word Sort cards (Pupil Sheet 6.4,

Teacher Sheet 6.5). Explain that if they com e across wo rds that do not

belong in any of these teams they should p ut them to one side.

s Sew, foe, hoeand soulwill be on one side. Say that these are uncom mo n

representations of the /o e/ p honeme.


s Fill in the conventions frame and d raw lines from the conventions to the

examp les, using Pup il Sheet 6.6 and Teacher Sheet 6.7 .


Notes

s Word So rt cards last longer if they are on card rather than on pap er.

Try Time: 4 minutes

s Spread out the w ord cards on Pupil Sheet 6.3. Start with the wo rd noand

identify where the phonem e is in the w ord and the letter that represents it.

Find o ther words in which the / oe/ p honeme is represented b y the same

letter: going, hello, so, op en, only, don t, hold. Follow the same sequenc e for

loan, loaded, home, p hone, borrow, own, grow.

s Discuss the different ways that the phoneme is represented: o/oa/oe/ow.

Put these labels on the team shirts.

Session 6



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Teacher Sheet 6.1(Phoneme Countdown cards for /ie/ phoneme)one copy, cut into cards and pin to flipchart

igh

i

i-e

y


58/173

Pupil Sheet 6.2 (On the Phone)one copy per pairone A3 copy for modelling

On the Phone

We hear the dialling tone, then the sound of the phone ringing

Jed (Picks up the phone) Hello.

Liz Are you going tonight?

Jed Cant. No money.

Liz Ill loan you some.

Jed No Im so skint Ill never pay it back.

Liz What about your sister? Shes loaded

Jed No shes already going, shell say no. Anyway we had arow.

Liz You made up though.

Jed No, that was last week. Yesterday she told me not to openmy big mouth. Shes a cow.

Liz (Groans) Grow up.Jed No, shes a nightmare. She never leaves me alone. Anyway,

shes older than me. She should know better.

Liz (In a low voice) I hope you didnt tell her I was going to bethere. My Mum doesnt know.

Jed Hold on. (Calls downstairs to his sister) Can I borrow somemoney?

Liz Only if you help me with my homework.Jed I have to help her with her homework! No way is it worth it.

Liz Look, if you dont come Im going to have to go on myownand how will I get home?



59/173


60/173

PupilSheet6.4

(Ext

endedWordSortcards)


81

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PhonicsSession6

choke

bloke

blown

crow

hose

cloak

soak

hope

hoax

radio

stole

robe

lobe

croak

globe

gloat

slowly

alone

lonely

process

slope

tomorrow

chose

clothes

growth

co-ordinate

role

control

charcoal

component

flowchart

flow

modem

photocopy

poem

patrol

scroll

whole

soul

throw

spoke

provoke

token

bingo

potato

oak

moan

groan

throat

cold

shadow

gold

vote

woke

tone

bowl

show

hole

phobia

foe

soldier

grow

stereo

sew

goal

below

over

toast

old

close


61/173


Teacher Sheet 6.5 (Word Sort notes)one copy

o oa o-e ow others

radio

phobia

process

soldierco-ordinate(reinforce which o

makes the /oe/

phoneme the

first one)

control

stereo

component(in component and

control reinforce

which omakes

the long vowel

/oe/ phoneme

the first omakes

a short vowel

phoneme)

modem

photocopy

poem

patrol

scroll

bingo

over

potatocold

gold

bold

old

cloak

soak

hoax

croakgloat

charcoal

goal

oak

moan

groan

toastthroat

choke

bloke

hose

hopehole

stole

robe

lobe

globe

chose

alonelonely

slope

chose

clothes

role

whole

spoke

provoke

token

vote

woke

tone

close

blown

crow

show

slowlytomorrow

grow

growth

flowchart

flow

throw

belowshadow

sew

foe

hoe

soul


62/173

Pupil Sheet 6.6(conventions frame for /oe/ phoneme)one copy per pupil

Conventions frame

choke vote

boast hope

poem coal

control froze

below whole

tomorrow float

although over

open oat


When the /oe/ phoneme is in the

middle of a word it is usually spelled

________


____________ or ____________

When the /oe/ phoneme is at the end

of a word it is usually spelled

________


____________

At the beginning of a word the /oe/

phoneme can be represented by

____________ or ____________

Draw a line from the conventions to the correct examples


63/173

Conventions frame

choke vote

boast hope

poem coal

control froze

below whole

tomorrow float

although over

open oat



When the /oe/ phoneme is in the

middle of a word it is usually spelled

___o-e___(again this is the split vowel digraph)


_____o______ or _____oa____

When the /oe/ phoneme is at the end

of a word it is usually spelled

___ow___


______ough__

At the beginning of a word the /oe/

phoneme can be represented by

_____o______ or _____oa_____


64/173

Objectives

s To be able to

identify the / ue/

phoneme and know

its most common

spellings.

Key terms


a word.




Long vowel: eg /ue/ as in blue, fluteor

moon.

Materials

s Brain Bank and blank hexagon

(page 27 5)





s Team Sort boards (five) (page 276 )



one set)

s Teacher Sheet 7 .4 (Word Sort)

s

Pupil Sheet 7.5 (Spelling Challengecards, one set)


one per pupil)


frame notes)


s Add information about the / oe/ p honeme to the B rain Bank on a hexagon.

s

Play the Phoneme C ountdow n gam e for /oe/ using c ards from Teacher Sheet7.1 and t he following words: know, no, coat , vote, croak, radio, flow, load,

go, hope. Add any that the group found p articularly difficult.


s Introduce the session objective: identifying the /ue/ phonem e.

s Read the letter (Pupil Sheet 7.2 , Rud e Youth ) out loud . (This text sound s

better w hen read in an indignant snooty voice, w hich also helps to em phasise

the /ue/ phoneme.)

s Read first paragraph m odelling the process o f hear/identify/underline.

s Group continue, saying /ue/ wo rds aloud and underlining them . (Each pair ortrio could be allocated specific paragraphs.)

Session 7 The /ue/ phoneme



65/173


s Play the Spelling C hallenge gam e (Pupil Sheet 7.5 ). Explain that m ost of

these wo rds w ill help them to prac tise using w hat they have learned about

making a best guess. Only one or two of the words on the c ards come from

the passage.


s Draw c onc lusions and fill in the c onventions frame (Pupil Sheet 7.6). Refer to

Teacher Sheet 7.7.


Notes

Try Time: 4 minutes

s Tell pup ils that the most com mo n spellings of the /ue/ phonem e are: oo, ue,

ue, ew, u. Place the T-shirt labels on the Team Sort c ards from Pupil Sheet

7.3. Explain that there may b e some w ords that do not fit into these teams

and w e will have to leave them to o ne side, then create new teams later.

s Play the Team Sort game (Teacher Sheet 7.4).

s Look at the wo rds left to one side. Elicit what the extra teams are. Create new

teams for, eg oe, ou, o, oe. Explain that these are less com mo n.

Session 7



66/173


Teacher Sheet 7.1(Phoneme Countdown cards for /oe/ phoneme)one copy, cut into cards and pin to flipchart

oa

ow

o

o-e


67/173

Pupil Sheet 7.2 (Rude Youth)one copy per pairone A3 copy for modelling

Rude Youth Needs Uniform

From Mrs L Fortes

literacy progress units: phonics - full scheme

Documents