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Phase 4: application in shared and guided reading and writing – reading focus

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  • 1 Phase 4: application in shared and guided reading and writing – reading focus
  • 2 Writing focus

Main purpose: To teach children to read and spell words containing adjacent consonants.

Outcome: Children are able to blend and segment adjacent consonants in words and to apply this skill when reading unfamiliar texts and in spelling.

Typical duration: 4 to 6 weeks.

Shared reading Identify in advance any CCVCs in the text which start with 's'. Mark these up in some way (e.g. sticking a coloured piece of paper underneath). Regularly start shared reading sessions by asking the children what they are going to do if they can't read a marked word. (Strategies covered so far should include blending all the phonemes in a short word and breaking a longer word into bits before blending.) Explain to the children that when they come to a word which is marked up, they are going to blend the phonemes and read the word. This should stop any of the higher-attaining children from shouting out the word before the others have had the chance to practise their blending skills.
Shared writing N/A, as blending is a reading skill.
Guided reading If children are stuck on a CCVC word which starts with 's', encourage them to blend and read it.
Pick a CCVC starting with 's' from the text to focus on as the teaching point at the end of the guided reading session (this could be a word that the children found tricky to read). Write the word on a small whiteboard, point to each letter and get the children to blend and read it. You could then change the last two graphemes (e.g. change 'spell' into 'spin') and get the children to work out what the new word says by blending the letters.
Guided writing N/A, as blending is a reading skill.
Independent writing N/A, as blending is a reading skill.