Phase 5: Application in shared and guided reading and writing
Main purpose: To teach children to recognise and use alternative ways of pronouncing and spelling the graphemes already taught.
Outcome: Children will use alternative ways of pronouncing and spelling the graphemes corresponding to long vowel phonemes. Children will identify the constituent parts of two- and three-syllable words and be able to read and spell phonically decodable two- and three-syllable words. They will recognise an increasing number of high frequency words automatically. Phonic knowledge and skills will be applied as the prime approach in reading and spelling when the words are unfamiliar and not completely decodable.
Typical duration: Securing reading and spelling will extend through Year 1.
Identify in advance any words in the text which contain 'ee'. 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 word. (Strategies covered so far should include using the first sound of a word, 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.|
If children are stuck on a word which contains 'ee', encourage them to blend and read it.
Pick a word containing 'ee' 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 first or last grapheme (e.g. change 'beep' into 'been') and get the children to work out what the new word says by blending the phonemes. Alternatively, you could add a rhyming word underneath and get the children to work out what it says, by blending and reading. You could add up to four rhyming words in this way and end the session by pointing to them in random order and getting the children to read them.
|Guided writing||N/A, as blending is a reading skill.|
|Independent writing||N/A, as blending is a reading skill.|
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