Literacy Progress Units: Phonics - Full Scheme

Literacy Progress Unit Phonics
Copies of this document can be obtained from: DfEE Publications Tel 0845 60 222 60 Fax 0845 60 333 60 Textphone 0845 60 555 60 e-mail [email protected] Prolog ref no: DfEE 0477/2001 Crown copyright 2001 Produced by the Department for Education and Employment Reprinted September 2001 with amendments Extracts from this document may be reproduced for non-commercial or training purposes on the condition that the source is acknowledged. www.standards.dfee.gov.uk/keystage3 www.dfee.gov.uk
Contents
Introduction to Key Stage 3 Literacy Progress Units Introduction to Phonics xiii v
Session plans
1 2 8 14
1 Identifying phonemes 2 Digraphs and trigraphs 3 The long /ae/ phoneme 4 The /ee/ phoneme 34
5 The long /ie/ phoneme 6 The /oe/ phoneme 7 The /ue/ phoneme 72 90
54
8 Revising long vowel choices 9 Doubling consonants 118
108
10 Adding suffixes to words which end in e 11 Suffixes (2) 154 166 178 188 202 224
138
12 The /oi/ phoneme 13 The /ow/ phoneme 14 The /ar/ phoneme 15 The /er/ phoneme
16 The /au/or/ phoneme 17 Revision 242
18 Ways of remembering
260
Instructions for games Phoneme Countdown Sliding In 268 269 269 269
267
268
Action Replay Frame Game Word Building Team Sort
270 270
Spelling Challenge Long or Short? Double or Drop? Rhyming Words Memory Game
270 271 271 272
Crown Copyright 2001
Phonics Contents
iii
Support materials needed in more than one session Hexagons 274 276
273
Team Sort boards T-shirt labels 280
Route to Spelling
281
Optional assessment material Teachers marking grid Pupil assessment sheet 284 285
283
Pupil error record sheet and exemplar
286
iv
Phonics Contents
Introduction to Key Stage 3 Literacy Progress Units

The context of the Key Stage 3 National Strategy
A key factor in raising standards is ensuring that more pupils have the competence and confidence in literacy to cope well with the learning challenges of the secondary curriculum. The government is committed to giving more pupils access to that curriculum by 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 of literacy in secondary schools through the Key Stage 3 National Strategy: i training for English departments on increasing achievement through effective teaching based on the Framework for teaching English: Years 7, 8 and 9 ii cross-curricular training on literacy for all staff iii support materials 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 additional support 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 Units

The evidence from national test results 19962000 shows that almost twothirds of pupils who enter Year 7 without having achieved Level 4 in English, fail to reach Level 5 at the end of Year 9. Many of them also fail to do justice to their abilities in other subjects because they find it difficult to handle the pressures of reading and writing with sufficient speed and skill. That is a situation the government is determined to tackle. The need for specific support in relation to writing is clear, given the disparity in attainment between reading and writing at the end of Key Stage 2. (In 2000 83% of pupils gained Level 4 in reading, as opposed to only 55% in writing.) Similarly clear, within the context of equality of opportunity, is the need to motivate and support the boys who form the majority of Year 7 pupils who have not yet achieved Level 4. What so many of the pupils still on Level 3 need is tangible progress that will build their belief in themselves as successful learners. Experience with the Additional Literacy Support (ALS) in primary schools has shown that such progress is possible, using well-structured, fast-paced and carefully targeted intervention. The Literacy Progress Units provided for the Key Stage 3 National Strategy reflect the principles and practice of ALS which has proved so successful.
Phonics Introduction
These Literacy Progress Units reflect the belief that all pupils on Level 3 should aspire to Level 4 by the end of Year 7, and should aim to catch up with their peers by achieving Level 5 or above at the end of Year 9. Public indications of progress will be provided through the end of Year 7 progress tests for pupils who entered secondary school below Level 4.
Moving from Level 3 to Level 4

In achieving Level 3, pupils have shown themselves capable of reading with some understanding and fluency and of using different forms of writing with a degree of accuracy. What they need to learn is how to read with greater insight and understanding and how to express themselves in accurate, well-organised writing that uses language effectively at word and sentence level. In many cases this will involve revisiting aspects of English which they have met in primary school, but doing so with material that respects their status as secondary school pupils and assumes a can do approach, which builds in and builds on pupils existing experiences and abilities. We know what we have to do to move pupils towards Level 4. The characteristic constraints for pupils who attain Level 3 at Key Stage 2, identified in relation to the three strands of the National Literacy Strategy, are: Word level s uncertain choices for long and unstressed medial vowel sounds s limited grasp of spelling rules and conventions s insecure understanding and use of possessive apostrophes. Sentence level s limited use of complex sentences s variable use of commas to mark boundaries within sentences s limited ability to use pronouns and verb tenses accurately s uncertainties over speech punctuation. Text level s limited use of paragraphing and other organisational devices s limited ability to organise non-narrative writing s insufficient planning, reviewing and editing of writing for clarity, interest and purpose s literal rather than inferential reading. Key Stage 3 Literacy Progress Units have been informed and shaped by QCA analyses of Key Stage 2 English test results in recent years, by the evidence from OFSTED and by the emphases of the National Literacy Strategy. They focus on the critical features which move pupils on to Level 4 which are: s developing effective strategies for information retrieval s reading using inference and deduction s using full stops, capital letters and commas accurately in longer sentences s varying sentence structure s organising texts in ways other than chronological s using paragraphs effectively s applying knowledge of spelling rules and conventions. These features are reflected in the Literacy Progress Units, since addressing these aspects of English is the surest way to ensure progress towards Level 4 and beyond. vi Phonics Introduction
Literacy Progress Units overview

The six units and the main areas they cover are: s Writing organisation: organising and shaping writing effectively s Information retrieval: extracting and evaluating information from a range of non-literary sources s Spelling: spelling accurately, as a result of knowing the conventions and having strategies for improving spelling s Reading between the lines: using inference and deduction in interpreting literary texts s Phonics: applying knowledge of phonics in their own writing s Sentences: having a repertoire of sentence structures and using them effectively. Many teachers will be familiar with the content, if not the focus and methodology, in the units on Writing organisation, Reading between the lines and Information retrieval. The Literacy Progress Unit least familiar to many secondary teachers will probably be Phonics, but OFSTED evidence continues to indicate that the quality of phonics teaching in primary schools is variable and if pupils do not know about phonics they need to be taught. This aspect of word level work is of central importance in pupils acquisition of literacy skills. The Spelling unit offers ways of addressing an area of continuing concern to teachers, to employers and to pupils themselves. Similarly significant, although an area of uncertainty for some teachers, is the Sentences unit: pupils need to understand enough about sentence grammar to be able to appreciate the choices available to them as writers, and to make those choices 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 by giving visible support and, if possible, by becoming personally involved s make any necessary timetabling changes s explore the possibilities for having Literacy Progress Unit sessions outside the usual time of the school day s ensure that Literacy Progress Unit sessions take place in situations which promote a positive learning atmosphere s identify or, if funding permits, appoint staff for Literacy Progress Units s agree monitoring procedures with the people involved s inform staff not directly involved in delivering Literacy Progress Units s provide the resources and equipment needed s determine evaluation criteria s encourage staff and pupils and celebrate achievement. The role of the teacher In relation to pupils, teachers need to: s select pupils who will benefit from Literacy Progress Units, basing their assessments on judgements about current attainment, informed by 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 work during the Literacy Progress Unit sessions s ensure that work done in mainstream lessons based on the Framework relates to, reinforces and builds upon what has been done in Literacy Progress Unit sessions s monitor pupil progress in attitude as well as attainment.
vii
In relation to teaching assistants and other colleagues, teachers need to: s make sure that the staff involved understand the principles and practice of Literacy Progress Units s plan and liaise effectively s offer support, especially during the initial stages s help to monitor pupil progress s observe or participate in some of 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 explain how the units can support their childrens progress s suggest how parents can help s keep parents informed. Timing Each of the six units has 18 sessions of 20 minutes. It is therefore possible to deliver a unit in six weeks, with three sessions each week. The units relate to the revision objectives in Year 7 of the Framework for teaching English: Years 7, 8 and 9, but they are not an alternative to the English programmes of study of the National Curriculum. They should be thought of as complementing or contributing 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 school. Sessions can also be fitted in to English lessons which follow the pattern recommended in the Framework and therefore include structured group time, but teachers need to recognise that this limits the opportunity to consolidate the aims of the main lesson.
Teaching and learning

Literacy Progress Units are flexible enough to be adapted to suit the contexts of different schools but they have been developed with group work, rather than whole-class activity, in mind. They can be delivered by teachers, by teaching assistants or by other staff such as librarians. The units are based on the teaching principles and practice which have proved their worth through the National Literacy Strategy. Central to the approach in Literacy Progress Units is a movement from demonstration to independence in small secure steps. The small-group context allows the teacher to be aware of how effectively pupils are applying what has just been taught, and to intervene at the moment of maximum impact. Each session of 20 minutes usually includes: s building on prior knowledge s linking writing with speaking and listening and with reading s a highly interactive approach s an emphasis on teacher modelling s gradual drawing in of pupils with scaffolded activities s building pupil confidence through supported application s consolidation of individual learning through revision and reflection s a deliberately fast pace s a sense of enjoyment through working together.
viii
The teaching sequence which underpins every session is: Remember Model Try Apply Secure Identification of prior knowledge and key objectives Teacher demonstration of process Shared exploration through activity Scaffolded pupil application of new learning 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 pupils who have attained Level 3 in English and are working towards Level 4. The proportion of pupils in that category varies so widely across schools that the decision whether or not to use a particular unit with a pupil must rest with the school. It will depend on the diagnosis of individual need, based on the analysis of Key Stage 2 results and evidence from a pupils current work. It might be appropriate for some pupils to tackle six units during a school year, since the whole suite of units constitutes a powerful preparation for Level 4, while others, who have reached Level 4 in reading, might need only the units which will help them to improve their writing. Guidance on preliminary assessment is given in the Appendix to this Introduction, and more detailed diagnostic guidance accompanies each unit. One of the teachers permanent aims should be that pupils self-esteem is enhanced by Literacy Progress Unit sessions. We want pupils to be confident enough to take risks, and to learn from their mistakes. The small-group situation envisaged for Literacy Progress Units offers particular opportunities for insecure learners: it is highly interactive and creates a close community of learners who come to trust each other enough to be honest with each other. The teaching sequence is designed to scaffold success for all, and the steps between the learning activities are small enough to allow little mistakes to be picked up so naturally and quickly that no one needs to make a big mistake. This means intervening early to correct errors, not allowing them to become embedded. Ways of supporting pupils include: s establishing that we all make some mistakes, and that they are usually valuable starting points for learning s giving clear guidance over tasks and timing s allowing sufficient thinking time s using pair work to avoid individual embarrassment s giving pupils strategies for signalling uncertainty and creating a not sure option s using supportive body language s rewarding and commenting on positive behaviour, rather than noticing only negative behaviour s being clear about errors, and not dodging the issue s unearthing underlying misconceptions
ix
s s
going back a stage when necessary to model and explain first principles always preserving the pupils dignity as well as the teachers.
Staffing In many schools the units will be taught by support staff as well as by teachers or librarians. The government has provided funding for an increasing number of teaching assistants in secondary schools, and the style of the units reflects an expectation that in many schools the teaching will be done by a teaching assistant, working 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 about terminology and pedagogy. Schools are recommended to have training sessions for the colleagues involved, prior to the introduction of the units, and to ensure time for liaison between those teaching mainstream lessons and those delivering the Literacy Progress Units. The role of teaching assistants The number of teaching assistants in secondary schools is rising, since the government has recognised and welcomed the increasingly important contribution that teaching assistants are making to raising standards in secondary schools. Funding for teaching assistants in secondary schools has been increased substantially through the Standards Fund, as part of the governments commitment to provide an additional 20,000 (full-time equivalent) assistants for schools by 2002. It will continue to provide funding to maintain that level until 2004. There are considerable variations in the quality of support and training for teaching assistants, and in the effectiveness with which they are deployed. As a matter of good practice, each school should have an agreed policy on the role of teaching assistants. This policy should include provision for training and for shared planning time. The DfEE will be providing a training programme for secondary teaching assistants which consists of four days training and includes a module of two half-days on supporting pupils literacy skills. The literacy module will include a session on the Literacy Progress Units. Local education authorities 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 will also be providing two days of training for English consultants on the Literacy Progress Units in June 2001. Consultants will be expected to offer this training to teachers and teaching assistants and schools will also be able to use these materials to do their own in-house training. At a later date there will also be training available to secondary practitioners on Phonics and Spelling. The Literacy Progress Units have been written specifically for teaching assistants. This is reflected in the style and in the use of terminology. If a teaching assistant (or anyone else) is to deliver Literacy Progress Units effectively, that person will need to: s feel confident about working with groups of Year 7 pupils s be familiar with the Framework for teaching English: Years 7, 8 and 9 s be willing to plan and prepare with other colleagues s have the necessary skills and knowledge to understand and deliver the materials s prepare sessions in advance s know and relate to the pupils. x Phonics Introduction
Shared discussion over implementation is essential. It is good practice to involve a wider group of colleagues (including the Head of English and the SENCo) in discussion of how the materials will be introduced and evaluated. Preparation Each session needs careful preparation in advance, since many of them depend on games or resource sheets which need to be at hand in the session to avoid slackening the pace. The timing of the sessions has such momentum that there is no time for finding or making resource materials. Many sessions need an OHP or a flipchart with the necessary accessories. The support materials are all photocopiable and there is always a list of the materials needed for a particular session. This means that careful storage of cards and other materials for future use is a good investment of time. Some units need posters and pupil response sheets available for a series of sessions if the learning opportunities are to be optimised. These need to be prepared in advance. Location It is not fair to the pupils, the teachers or to the materials if problems arise, not because of what is being taught, but where it is being taught. Many schools, in their planning for Literacy Progress Units, have ensured that they can take place in suitable situations. For example, they have arranged for pupils to be seated in an arc around the teacher in a way that maximises face-to-face contact and ensures that no pupil has to see a text upside down.
P P P
P T
P P P
P P P
Parents Parents have the right to know what is happening to their children and why. It is important to inform and involve parents as much as possible by providing information about Literacy Progress Units.
xi
Appendix: Initial assessment for Literacy Progress Units

Note: 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 pupils suitability for Literacy Progress Units is to use Key Stage 2 data and to talk with the pupils former teacher. 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 across attainment targets. (For writing there is a spelling mark, a handwriting mark, a writing mark and the overall total which determines the level for writing. For reading there is a reading mark and reading level.) Many pupils who gained Level 4 in reading, but not in writing, need the Literacy Progress Units on writing, but not those for reading. Individual pupil cover sheets, available from primary schools, give a more detailed breakdown of the marks for writing and are useful for identifying specific areas of strength and weakness. These cover sheets give the marks for purpose and organisation, for style and punctuation in addition to spelling and handwriting. Such evidence can help to identify which units are priorities for a pupil. Using evidence from pupils work If Key Stage 2 test evidence is not available, schools should consider Key Stage 2 teacher assessment. If this indicates that pupils are not secure in Level 4, pupils current work should be assessed. Assessment guidance for each unit is available in the unit-specific introductions.
xii
Introduction to Phonics
Pupils who are reading at Level 3 are reading a range of texts fluently and accurately. They read independently using a range of strategies to establish meaning.1 Therefore pupils who may be selected for this unit are already able to blend phonemes to decode words in a variety of contexts. The unit is designed to support those pupils who are reading at Level 3 but who may be making errors in spelling, particularly in the area of vowel choices. In this unit, pupils read realistic texts and investigate the spellings of words they find there, drawing conclusions about patterns where it is possible to do so. While spelling is the explicit focus of each session, the texts read by pupils contain a high count of words containing different representations of the focus phoneme. In this way, pupils will have intensive practice in reading the range of 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 -ing verbs sound almost like a piece of Gothic horror. The unit aims to offer pupils more than a list of item knowledge. It is designed to help pupils to make good use of what they know, by offering them a range of strategies that support the organisation, selection and prioritising of information. In order to achieve this there are Thinking Frames that make links between sessions throughout the unit. At the end of many sessions, pupils are asked to fill in a Conventions Frame that helps them to record the observations they have made during their investigations. At the beginning of the following session the most memorable and important aspects of these conventions are recorded on a giant Brain Bank. Teachers guides are included to support the use of these frames. The frames could be collated into a booklet for pupil revision and reference. The Route to Spelling signposts the key choices a writer makes when spelling a word. This enables pupils to let their phonic strategies assume a sensible role within the context of a real moment of decision making. It enables pupils to arrive at a readable spelling of words they want to use in their writing. Pupils need to choose vocabulary which suits their purpose, unrestricted by what they know they can spell, while at the same time achieving a level of accuracy which allows the reader to read freely. The unit offers pupils access to a repertoire of informed choices or best guesses which will help them to make more plausible and more accurate choices in spelling. It makes explicit the processes involved in actively drawing on and using their knowledge at the point of writing.
Level descriptors for AT2 English National Curriculum DfEE 1999
xiii
Teaching and learning style

The unit builds on the successful approaches of the National Literacy Strategy in primary schools, and features a core teaching sequence which promotes active learning. That teaching sequence, common to all units, is: Remember Model Try Apply Secure Identification of prior knowledge and key objectives Teacher demonstration of process Shared exploration through activity Scaffolded pupil application of new learning Consolidation through discussion/activity
Each 20-minute session is fast-paced and interactive. After the teacher has introduced and modelled a particular aspect of writing or reading, pupils try it out together as a group or in pairs. They then have the chance to apply their new learning, usually with support, and to secure it through consolidation activities or discussion. Each step in the learning process is small enough for the teacher/adult to intervene early enough to prevent any pupil from making major mistakes which could undermine a learners confidence. The intention is to construct success for all. The unit consists of 18 session plans, plus support material in the form of teacher and pupil sheets. In many cases exemplar responses are included, but this is to give a clear image of what is expected, rather than to define the correct answer. All the sessions need advance preparation, but some need more than others in terms of photocopying and cutting up, particularly those which include games. It is essential that colleagues who are teaching this unit are familiar with how the games are played and are confident enough about using them with pupils to maintain the pace of each section. Each set of session plans includes a space for teachers notes and comments and there is a pupil progress sheet at the end of the unit which schools can use if they find it useful. The experiences and evaluations of colleagues in the Pilot who delivered Literacy Progress Units have made an important contribution to the process of revising the units for national dissemination. The principles behind the unit are apparent in the annotated version of a sample session plan on pages xviiixix.
xiv
Initial Assessment
The best way to make an initial assessment of the units suitability for an individual pupil is to use Key Stage 2 results and evidence. Pupils who would benefit from the unit typically make errors in: s choosing the right way to represent long vowel phonemes s knowing when to double consonants or drop e when adding -ing or -ed, eg stopt instead of stopped, or confusing hoping and hopping s writing regular and irregular past tenses s deciding on -er or -or endings s adding suffixes such as -ful or -less. The following quick check may help in deciding whether to enter a pupil for this unit.
xv
Pupil assessment chart for the Phonics Literacy Progress Unit

1
Is this child assessed at NC Level 3 for reading and/or writing?
NO
This unit is not appropriate.
YES
2
Can the pupil read and spell four of these words: think, chunk, lump, clock, crunch, grin?
NO
Pupils may not be ready for the Level 3 unit and might well benefit more from a Level 2 unit.
YES
3
Can the pupil read and spell five of these words: sleep, make, day, night, hope, moon, new?
NO
This pupil needs support with more common representations of vowel phonemes. Borderline case. Consolidate work at Level 2 before moving to the Level 3 unit.
YES Can the pupil read 4 and spell eight of these words: wait, heap, rule, unit, find, stopping, hoping, taping, flapping?
NO
This pupil would benefit from the Level 3 unit.
YES
5
Can the pupil read and spell these words: heard, heart, computer, actor, loud, soil?
NO
This pupil would benefit from the Level 3 unit if you feel that spelling of the words from box 4 is not secure in independent work.
YES
This pupil does not need the Phonics unit. xvi Phonics Introduction
Sample session plan
Session 3
focus of session
Session 3
The long /ae/ phoneme
information on materials needed for each session

Materials
s
Objectives
s
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.
objectives which are specific and limited
To be able to hear the long /ae/ phoneme and know its most common spellings.
s s
s s
key terms explained
Pupil Sheet 3.1 (Action Replay instruction cards, one set, laminated) Pupil Sheet 3.2 (Action Reply word cards, one set) Pupil Sheet 3.3 (Agony Aunt, one per pair) Pupil Sheet 3.3 (enlarged version) Team Sort boards (three) (page 276) T-shirt labels (page 280) Pupil Sheet 3.4 (Word Sort cards, one set) Pupil Sheet 3.5 (conventions frame, one per pupil) Teacher Sheet 3.6 (conventions frame notes) Pupil Sheet 3.7 (Cloze Spelling, one per pupil) Teacher Sheet 3.8 (Cloze Spelling)
photocopy masters
Remember
s
Time: 4 minutes
Play the Action Replay game to help pupils remember the words 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 about clusters and digraphs to spell other words that were not included in the session.
fast timing to maintain the pace of learning
building on prior learning
Model
s
Time: 6 minutes
s s
s s
demonstration/ modelling by expert practitioner

14
Introduce the objective for the session. Use tap and tape to demonstrate the difference between the short /a/ phoneme and the long /ae/ phoneme. Explain that the ae spelling pattern is called a split vowel digraph. Illustrate with mate: without the e it is mat, with a short vowel, but with the e it becomes mate, with the long /ae/ phoneme. Point out that the other representations of /ae/ are ai and ay. Give out copies of Pupil Sheet 3.3 and stick the A3 copy on the board. Explain what an Agony Aunt is. Read the page Ask Di to the group. Model underlining the words containing the long /ae/ phoneme in the rst paragraph on the A3 copy. Ask pupils to work in pairs on a particular paragraph and underline all the words in their paragraph of the Ask Di letter which contain the long /ae/ phoneme.
reinforcing good primary practice
Phonics Session 3
detailed guidance for the person delivering the session
xviii
Session 3
Try
s
Time: 3 minutes
Remind pupils that the most common spellings of the long /ae/ phoneme are ai, ae, ay. Play Team Sort (Pupil Sheet 3.4 and Instructions for Games).
expected answers identified to support non-specialists
Apply
Time: 3 minutes
sequence of supported small steps to try out, apply and consolidate learning
Discuss and ll in the Whats the score? conventions frame (Pupil Sheet 3.5) together. Refer to Teacher Sheet 3.6.
Secure
s
Time: 4 minutes
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/ phoneme. Re-read the passage, pausing while pupils write in the missing words. Check spellings together. Tell pupils how we can now hear the /ae/ phoneme in words and we know the most common spelling so we can make our best guess. If there is time, ask pupils whether they can think of any other words with the long /ae/ phoneme but which are not spelt ae, ai or ay (eg weigh)?
game-based activities to motivate pupils
recap and review

Notes
s s
It is helpful to have on display examples of Agony Aunt columns. Cloze test or game is a procedure in which pupils are required to supply words that have been removed from a text.
moving towards independence
space for teachers comments
Phonics Session 3
15
xix
Session plans
Session 1
Identifying phonemes
Objectives
s
Key terms Strategy: a useful way to approach a problem. Convention: a general rule which may have some exceptions. CVC words: consonantvowel consonant, eg cat. Phoneme: smallest unit of sound in 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 which each represent a separate phoneme, eg br, cl, nd, nk, st.
Materials
s
To be able to identify the three phonemes in CVC (consonantvowel consonant) words, and write and read CVC words.
Large four-phoneme frame drawn on whiteboard Small whiteboards (one per pupil), markers and wipers Pupil Sheet 1.1 A4 laminated (fourphoneme frame: one per pupil) Coloured counters (four per pupil)
Remember
s
Time: 4 minutes
Introduce pupils to the unit. The aims are: to enable students to spell and read words with greater ease, so that they can concentrate on the quality of their writing and the meaning in texts to learn to identify phonemes within words to learn a range of strategies to help remember conventions and to spell new words. The purpose of the rst session is to help students to hear and isolate phonemes in short words. This skill is important when they are learning to spell and read unknown words. Introduce the session as follows. Every word we say consists of one or more sounds that blend together when we say the word. I am going to use a word that you can read and spell very easily just to make the point. When we say the word pen, we are saying the sounds or phonemes /p/ /e/ /n/. There are three phonemes in pen. How many phonemes can you hear in cat; dog? Ask the pupils to hold up ngers with the number of phonemes or write the number on their whiteboards. Ask what is the rst phoneme in cat; the nal phoneme; the medial phoneme; repeat with dog. Do the same with lid, lap and mug. Check that the pupils are clear about the terms vowel and consonant. Clarify what the vowels are (a, e, i, o, u), and what short vowels are. How many phonemes in chap, shin, dish, song, bell, tick? The answer is three in all cases.
Phonics Session 1
Session 1
Model
s
Time: 3 minutes
s s
Using the four-phoneme frame, write the words chap etc in the frame, leaving the nal box empty: ch a p . Explain the fact that some phonemes are represented by more than one letter, eg ch, sh, th, ng (the latter may not be true in varieties where the nal g is clearly pronounced). Draw the pupils attention to the written versions. Write the word lap in the four-phoneme frame, leaving the rst box free. Isolate the phonemes and read the word. Add c to the rst box: isolate the phonemes and read the word, clap. Repeat with rush/brush; sin (leave the fourth box free) and sink; bun and bunch; lad (leave the third box free) and land. Explain that these are consonant clusters: we hear each phoneme, but we cluster them together.
Try
s
Time: 4 minutes
Play the Frame game 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 counter for each phoneme into a box on their phoneme frame: ship has three phonemes so the nal box will be empty: /sh/ /i/ /p/. Desk has four phonemes so the pupil will place four counters in the frame: /d/ /e/ /s/ /k/ .
Apply
s
Time: 6 minutes
The teacher reads out individual words, explaining that some have three phonemes and some four phonemes, some will have digraphs and some clusters: rock, bunk, bank, back, track, brick, bran. In pairs the pupils write the words in the four-phoneme frame. Three phoneme words are: rack, back, tack.
Secure
s
Time: 3 minutes
Pupils tell each other what phonemes are, and each pair suggests a word with three phonemes and a word with four phonemes. Discuss these suggestions as a group to conrm understanding.
Notes
s
If pupils are struggling, take time over the examples and be ready to repeat this session. If they nd it easy, reduce the number of examples to try/apply. If the session takes up too much time, reduce the number of examples once understanding is evident.
Phonics Session 1
Pupil Sheet 1.1 (four-phoneme frame) one copy per pupil, could be laminated
Phonics Session 1
Session 2
Digraphs and trigraphs
Objectives
s
Key terms Digraph: two letters which represent one sound, eg sh, ck. Consonant cluster: two or more consonants which each represent a separate phoneme, eg, br, cl, nd, nk, st. Trigraph: three letters which represent one sound tch.
Materials
s
To be able to spell a range of words with clusters, digraphs, and trigraphs.
Large four-phoneme frame drawn on whiteboard Whiteboards (one per pupil) Team Sort boards (eight) (page 276) T-shirt labels (page 280) Blu-tack Pupil Sheet 2.1 (one set of word cards for Team Sort game)
s s s s s
Remember
s
Time: 3 minutes
Play Phoneme Fingers. As the teacher says a selection of three- and fourphoneme words from the last session, pupils hold up an appropriate number of ngers. Recap on the term digraph and its meaning. Ask pupils which digraphs they know.
Model
s s
Time: 4 minutes
s s
Introduce the objectives for the session. Write the word chat on a phoneme frame to reinforce segmenting phonemes and the fact that a digraph represents one phoneme. From the word cards made from Pupil Sheet 2.1, collect the eight words marked with a dot. These words represent the following digraphs: ck, ff, ll, ng, th, ss, sh, ch (T-shirt labels). Place eight Team Sort boards on the table and add the T-shirt labels. Model reading a word card, identifying the digraph and placing the word card on a T-shirt.
Phonics Session 2
Session 2
Try
s
Time: 5 minutes
Play the Team Sort game using Word Sort cards (Pupil Sheet 2.1; see Instructions for Games). Ask pupils whether there are any words which could go in two categories? (Answer: thick and thing.) Elicit which digraphs can come at either the beginning or end of words. (Answer: sh, th, ch.) The other digraphs cannot go at the beginning of a word. Most of these digraphs can also come in the middle of words, eg mother, teacher. Pick up the word pitch. Explain that sometimes a /ch/ phoneme at the end of a word is spelt tch. Ask pupils if they can you think of any other examples. (Answers may include: match, watch, switch.) Write pitch on the phoneme frame to show how the tch makes one phoneme. Tell the pupils that a digraph is two letters which represent one sound, then ask 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.
Apply
s
Time: 3 minutes
Play the Spelling Challenge game using two or three Word Sort cards (Pupil Sheet 2.1; see Instructions for Games). The word cards are placed face down on the table. As a card is picked up and read out, pupils sound out the phonemes and write the word on their whiteboards. They check spelling with a partner.
Secure
s s s
Time: 5 minutes
Ask pupils to repeat the above process in pairs (testing four words each). Return to the objective for the session. Discuss what the pupils can do: recap on the digraphs learnt and explain that this will help to improve their spelling. Tell pupils that the next few sessions will be about long vowel phonemes.
Notes
s
The games in this session need preparation and (if possible) practice in advance of the session.
Phonics Session 2
dull . mass . lash rush . lth thing scoff block shot
. lung . nch loss eck . stuff hang chunk less chill
bring pitch . thick nosh gang rack shock esh chest
Pupil Sheet 2.1 (Word Sort cards) also use for Action Replay, session 3 one copy, cut into cards
Phonics Session 2
11
Session 3
The long /ae/ phoneme
Objectives
s
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
To be able to hear the long /ae/ phoneme and know its most common spellings.
s s
s s
Pupil Sheet 3.1 (Action Replay instruction cards, one set, laminated) Pupil Sheet 3.2 (Action Reply word cards, one set) Pupil Sheet 3.3 (Agony Aunt, one per pair) Pupil Sheet 3.3 (enlarged version) Team Sort boards (three) (page 276) T-shirt labels (page 280) Pupil Sheet 3.4 (Word Sort cards, one set) Pupil Sheet 3.5 (conventions frame, one per pupil) Teacher Sheet 3.6 (conventions frame notes) Pupil Sheet 3.7 (Cloze Spelling, one per pupil) Teacher Sheet 3.8 (Cloze Spelling)
Remember
s
Time: 4 minutes
Play the Action Replay game to help pupils remember the words 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 about clusters and digraphs to spell other words that were not included in the session.
Model
s
Time: 6 minutes
s s
s s
Introduce the objective for the session. Use tap and tape to demonstrate the difference between the short /a/ phoneme and the long /ae/ phoneme. Explain that the ae spelling pattern is called a split vowel digraph. Illustrate with mate: without the e it is mat, with a short vowel, but with the e it becomes mate, with the long /ae/ phoneme. Point out that the other representations of /ae/ are ai and ay. Give out copies of Pupil Sheet 3.3 and stick the A3 copy on the board. Explain what an Agony Aunt is. Read the page Ask Di to the group. Model underlining the words containing the long /ae/ phoneme in the rst paragraph on the A3 copy. Ask pupils to work in pairs on a particular paragraph and underline all the words in their paragraph of the Ask Di letter which contain the long /ae/ phoneme.
14
Phonics Session 3
Session 3
Try
s
Time: 3 minutes
Remind pupils that the most common spellings of the long /ae/ phoneme are ai, ae, ay. Play Team Sort (Pupil Sheet 3.4 and Instructions for Games).
Apply
s
Time: 3 minutes
Discuss and ll in the Whats the score? conventions frame (Pupil Sheet 3.5) together. Refer to Teacher Sheet 3.6.
Secure
s
Time: 4 minutes
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/ phoneme. Re-read the passage, pausing while pupils write in the missing words. Check spellings together. Tell pupils how we can now hear the /ae/ phoneme in words and we know the most common spelling so we can make our best guess. If there is time, ask pupils whether they can think of any other words with the long /ae/ phoneme but which are not spelt ae, ai or ay (eg weigh)?
Notes
s s
It is helpful to have on display examples of Agony Aunt columns. Cloze test or game is a procedure in which pupils are required to supply words that have been removed from a text.
Phonics Session 3
15
All play All play Test Phoneme count Spell All play All play Test Spell
Spell
Phoneme count
Test
Phoneme count
Spell
All play
Test
Phoneme count Phoneme count
17
Pupil Sheet 3.1 (instruction cards for Action Replay) also used in other sessions one copy, cut into cards, could be laminated
Phonics Session 3
link chink clamp chunk block chuck gang lash clock chest clang
clump thing trip shrink stick font chill loss hang test mash
ick sing clip print rank blunt pitch list puff stuff hunt
Pupil Sheet 3.2 (word cards for Action Replay) one copy, cut into cards
Phonics Session 3
19
Ask Di
Dear Di My mate is always late. Every day I wait for him 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!
Pupil Sheet 3.3 (Agony Aunt) one copy per pair, one A3 copy for modelling
Phonics Session 3
21
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
Pupil Sheet 3.4 (Word Sort cards) one copy, cut into cards
Phonics Session 3
23
Whats the score?

The most common spelling of the /ae/ phoneme is. Examples
The spelling ai usually appears Examples
The spelling ay usually appears .. Examples
Pupil Sheet 3.5 (conventions frame for /ae/ phoneme) one copy per pupil
Phonics Session 3
25
Whats the score?

The most common spelling of the /ae/ phoneme is ae Examples make, estate
The spelling ai usually appears in the middle of a word Examples wait, snail
The spelling ay usually appears at the end of a word Examples play, day
Teacher Sheet 3.6 (conventions frame notes) one copy

Phonics Session 3
27
I dont _______ you. You must _______ it. It never _______ to annoy me when other people are _______. In this _______ my advice is dont _______ _______ for him to _______. Give him a _______ and after that ____ dont _______ after ten past _______. If hes really your _______ hell _______. If hes ____ _______ be _______. Find some new _______!
Try to spell the missing words
29
Pupil Sheet 3.7 (Cloze Spelling, Response from Di) one copy per pupil
Phonics Session 3
31
I dont blame you. You must hate it. It never fails to annoy me when other people are late. In this case my advice is dont wait ages for him to change. Give him a day and after that day dont wait after ten past eight. If hes really your mate hell race. If hes late again be brave. Find some new mates!
Try to spell the missing words
31
Teacher Sheet 3.8 (Cloze Spelling, Response from Di) one copy
Phonics Session 3
Session 4
The /ee/ phoneme
Objectives
s
Key terms Phoneme: smallest unit of sound in a word. Split vowel digraph: two vowels which make one vowel phoneme but are split by a consonant, eg make.
Materials
s
To be able to identify the /ee/ phoneme and know its most common spellings.
s s s
s s s
s s
Teacher Sheet 4.1 (Brain Bank) enlarged to A2 Blank hexagon (page 275) Teacher Sheet hexagon (page 274) Teacher Sheet 4.2 (Phoneme Countdown cards, one set) Pupil Sheet 4.3 (Mysterious Thief Steals Teeth one per pair) Pupil Sheet 4.3 (Mysterious Thief Steals Teeth enlarged version) Team Sort boards (four) (page 276) T-shirt labels (page 280) Pupil Sheet 4.4 (Word Sort cards, one set) Teacher Sheet 4.5 (Team Sort notes) Teacher Sheet 4.6 (Cloze Spelling) Pupil Sheet 4.7 (Cloze Spelling, one per pupil) Pupil Sheet 4.8 (conventions frame, one per pupil)
Remember
s
Time: 4 minutes
Introduce the Brain Bank. It is a way of keeping all the things we learn about words in this unit in one place. We will add a hexagon to it every time we learn something new. Add information about the /ae/ phoneme and the ways it can be spelled (from session 3) to a hexagon (see Teacher Sheet hexagon) and stick it on the Brain Bank. Play the Phoneme Countdown game using the following words: again, shame, blame, may, mail, make, snail, day, date, wait. (Teacher Sheet 4.2 and Instructions for Games).
34
Phonics Session 4
Session 4
Model
s s
Time: 5 minutes
Introduce the session objective. Give out the A4 copies of the Pupil Sheet 4.3 (Mysterious Thief Steals Teeth) and pin up the A3 copy. Tell pupils you are going to read and listen for the /ee/ phoneme, and then underline the words in which you hear that phoneme. Read text all the way through and model identifying the phoneme in words. Underline /ee/ phonemes in the rst paragraph. Give each pair a section of the text to work on and ask them to do the same, underlining all words containing the /ee/ phoneme. Identify the common spelling patterns for the /ee/ phoneme.
Try
s s s
Time: 4 minutes
Place T-shirt labels ee, ea, e-e and y on the Team Sort boards. Play Team Sort (Pupil Sheet 4.4 and Instructions for Games). Ask pupils to leave on one side any words that do not belong to these games.
Apply
s
Time: 3 minutes
Look at the remaining words. Which words have not yet been included in the teams? (ei, ie). Make new teams. Discuss receive: i before e except after c when it makes the sound of /ee/.
Secure
s s
Time: 4 minutes
Play Cloze Spelling headlines game (Pupil Sheet 4.7 and Teacher Sheet 4.6). Read out the headlines and then give pupils their copies with words missing. Reread, pausing while pupils write in the words. Check spellings together. Fill in conventions frame (Pupil Sheet 4.8).
Notes
s
The Brain Bank needs serious preparation in advance, ideally using a photocopier that produces A3 sheets. Some of the more complicated exceptions have been left out of the Team Sort to clarify the main patterns eg mysterious, period, museum, police, being, be, key, money. Introduce if appropriate, given the response of pupils.
Phonics Session 4
35
Teacher Sheet 4.1 (Brain Bank) enlarge to form an A2 poster

Phonics Session 4
37
ai ay a-e
Phonics Session 4
39
Teacher Sheet 4.2 (Phoneme Countdown cards for /ae/ phoneme) one copy, cut into cards and pin to ipchart
Mysterious Thief Steals Teeth!

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 all night. The thief must have been extremely clever. Scene Police arrived at the scene of the crime to nd that the door to the exhibition room had been beaten down and a nearby window had been smashed. Leak The 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 being returned by the end of next week. A telephone hotline will be open between 9am and 9pm for the rest of the week.
A complete set of dinosaur teeth from 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 lm 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.
Pupil Sheet 4.3 (Mysterious Thief Steals Teeth) one copy per pair one A3 copy for modelling
Phonics Session 4
41
teeth leads prehistory beaten leak sea leaves reach seated we heat deep he treated asleep received belief chief grief thief money beach expertise see repeated seated dream keep scene really extremely extremely originally
teaching
complete
meat
feeding
been
screen
very
need
deep
creeping
seen
week
meet
eat
43
Phonics Session 4
ea complete extremely scene prehistory very chief extremely belief really grief originally thief received
ee
e-e
ie
ei
beach
teeth
beaten
deep
eat
feeding
meat
been
leak
screen
teaching
keep
seated
need
dream
asleep
leaves
creeping
reach
seen
heat
week
treated
meet
repeated
see
seated
deep
sea
leads
45
Teacher Sheet 4.5 (Team Sort notes) one copy

Phonics Session 4
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.
Teacher Sheet 4.6 (Cloze Spelling, Teeth Appear in Dream) one copy
Phonics Session 4
47
Teeth _______ in __________.
Teeth _______ in __________lesson. ________________charged.
____________ found on beach. Reward ____________ donated to ____________________.
___________ _____________ ____________________ warning.
____________ have a ____________. Teeth in ______________.
Pupil Sheet 4.7 (Cloze Spelling) one copy per pupil

Phonics Session 4
49
Fill in the blank boxes with an appropriate word.

At the end of the word the /ee/ phoneme is usually represented by
M E R RY
LIKE
D A IN T Y
In the middle of the word the /ee/ phoneme is most commonly represented by
KEEP
ee
WEEP
or
H E AT H
ea
H E AT
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
Pupil Sheet 4.8 (conventions frame for /ee/ phoneme) one copy per pupil
Phonics Session 4
51
Session 5
The long /ie/ phoneme
Objectives
s
Key terms Split vowel digraph: two vowels which make one vowel phoneme but are split by a consonant, eg make. Phoneme: smallest unit of sound in a word.
Materials
s s s s s s
To be able to identify the long /ie/ phoneme and know its most common spellings.
s s s
Brain Bank Blank hexagon (page 275) Teacher Sheet hexagon (page 274) Team Sort boards (ve) (page 276) T-shirt labels (page 280) Teacher Sheet 5.1 (Phoneme Countdown cards, one set) Pupil Sheet 5.2 (one per pair) Pupil Sheet 5.2 (enlarged version) Pupil Sheet 5.3 (Word Sort cards, one set) Teacher Sheet 5.4 (Word Sort notes) Pupil Sheet 5.5 (Word Building cards, one set per pair) Pupil Sheet 5.6 (conventions frame, one per pupil) Teacher Sheet 5.7 (conventions frame notes)
Remember
s s
Time: 4 minutes
Add information on a hexagon to the Brain Bank. Play the Phoneme Countdown game with the /ee/ phoneme (Teacher Sheet 5.1) using these words: lead, feed, thief, need, teeth, chief, receive, sea, asleep, keep, heap, steep, leap, grief, ceiling.
Model
s s
Time: 5 minutes
Introduce the session objective. Give out the individual copies of Pupil Sheet 5.2 (Live on Football Tonight) and pin up the enlarged copy. Explain that it contains many words with the /ie/ phoneme. Read out the text all the way through. Re-read the text with pupils taking the parts of the commentators. The remaining pupils should indicate when they have heard the /ie/ phoneme. Underline the words containing the /ie/ phoneme on the enlarged copy of the text. Point out that the most common spellings of the /ie/ phoneme are ie, igh, i-e, i, y. Place the T-shirt labels on the Team Sort boards.
54
Phonics Session 5
Session 5
Try
s
Time: 5 minutes
Play the Team Sort game using the Word Sort cards (Pupil Sheet 5.3 and Teacher Sheet 5.4). Emphasise the fact that the commonest spelling of the /ie/ phoneme is the split vowel digraph ie. We noticed that the /ae/ phoneme is also most commonly represented by the split vowel digraph ae. We call this a split vowel digraph because it has two letters ( two graphs) representing one sound (/ae/ or /ie/ so far) but the digraph is split by a consonant (gate, time).
Apply
s
Time: 2 minutes
There are very few words that end in ie like lie. Write them on the ipchart, eg, pie, die, tie. Remind the pupils weve seen that the /ie/ phoneme at the end of a word is usually represented by -y. Lets look at what happens to try when the ending changes. Show how it is it spelled in the past tense when it is tried, and when we add -ing to form trying. The same thing happens to cry making cried and crying. Tell pupils that there are very few words which are spelled ye. Write them on the ip chart: type, byte, style, hype.
Secure
s
Time: 4 minutes
If time allows, play the Word Building game with the following words: strike, like, live, hive, dive, lime, mime, mile, smile, pile, pine, nine, mild, might, night, light, bright, ght, sight, sigh, high, height, hike, strike (Pupil Sheet 5.5 and Instructions for Games). Discuss the conventions frame (using Pupil Sheet 5.6 and Teacher Sheet 5.7) and ll in the blank boxes with examples. Return to the objectives for the session.
Notes
s
There are three games which need to be prepared in advance for this session.
Phonics Session 5
55
ee ea ie y
Teacher Sheet 5.1 (Phoneme Countdown cards for /ee/ phoneme) one copy, cut into cards and pin to ipchart
Phonics Session 5
57
Live on Football Tonight Commentator 1 Commentator 2 Well, I said it was going to be a ght between the giants of the game tonight and that was no lie. Lets watch that moment one more time. Here he is, in spite of recent injury, scoring just before half time. looking quite relaxed, coming in from behind the line, it looks as if he changes his mind. He tries to swerve to the left, slices into the ball with his right foot there, guides it into the net and (He scores a goal and the crowd roars) What a striker he is never takes his eye off the opposition not the kind of player to hide from the action and the other team are in crisis already They dont know whether to laugh or cry. My goodness! It was a game that we thought would never live up to the hype but When they write the story of this game they will never nd words to describe the kind of feeling in the crowd tonight. This reminds me of the cup match of sixty nine. This is a team that just shines. This year they are ying high I dont know about you but I didnt realise how ne a player he really is until this moment. What a sublime moment in the game! Has a team really ever reached these heights before?
Commentator 1
Commentator 2 Commentator 1 Commentator 2 Commentator 1 Commentator 2
Commentator 1 Commentator 2 Commentator 1 Commentator 1 Commentator 2
Pupil Sheet 5.2 (Live on Football Tonight) one copy per pair one A3 copy for modelling
Phonics Session 5
59
ght behind line mind kind nine ne tries I shines sublime heights high write crisis hide eye guides striker cry nd ying my
giants
slices right
tonight
time
spite
hype
remind
realise
quite
describe lie
live
61
Phonics Session 5
63
igh y ying cry my eye tries lie ie remind giants behind mind kind I crisis nd hype
i-e
y-e
ye
ght tonight high tight
time spite realise quite live line nine ne slices hide write shines sublime guides striker describe
heights
63
Teacher Sheet 5.4 (Word Sort notes) one copy

Phonics Session 5
i-e v m s p h f n t h n
igh k p i b
l e r d m
Pupil Sheet 5.5 (Word Building cards) one copy per pair, cut into cards
Phonics Session 5
65
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 _________ It can also be spelled ___________ like _________________ ___________ like _________________
Exceptions are Most -igh words end in _________ Examples
Pupil Sheet 5.6 (conventions frame for /ie/ phoneme) one copy per pupil
Phonics Session 5
67
Conventions frame
When the /ie/ phoneme is in the middle of a word it is usually spelled i-e like hide
Most -igh words end in t Examples
night sight light bright tight ght
It can also be spelled igh ie i like like like night tries mind
When the /ie/ phoneme is at the end of a word it is usually spelled y like cry
Exceptions are height hype eye
It can also be spelled igh ie like like high pie

Phonics Session 5
69
Session 6
The /oe/ phoneme
Objectives
s
Key terms Phoneme: smallest unit of sound in a word. Split vowel digraph: two vowels which make one vowel phoneme but are split by a consonant, eg make.
Materials
s
To be able to identify the /oe/ phoneme and to know the most common spellings of this phoneme.
s s s s s
s s
Brain Bank, blank hexagon (page 275) and Teacher Sheet hexagon (page 274) Teacher Sheet 6.1 (Phoneme Countdown cards, one set) Team Sort boards (four) (page 276) T-shirt labels (page 280) Pupil Sheet 6.2 (one per pair) Pupil Sheet 6.2 (enlarged version) Pupil Sheet 6.3 (Word Sort cards, one set) Pupil Sheet 6.4 (Extended Word Sort cards, one set) Teacher Sheet 6.5 (Word Sort notes) Pupil Sheet 6.6 (conventions frame) Teacher Sheet 6.7 (conventions frame notes)
Remember
s
Time: 4 minutes
Add information on the /ie/ phoneme to the Brain Bank from the previous session using a hexagon. Play the Phoneme Countdown game with the /ie/ phoneme using Teacher Sheet 6.1 and the following words: my, high, cry, apply, height (reinforce the fact that there is an e before the igh in this unusual case), strike, bike, like, light, ve, while, re, le, bite / byte, type, crime, right, grind, child, kind, spine, line, y, crying, cried.
Model
s
Time: 5 minutes
Read the telephone conversation play script (Pupil Sheet 6.2, On the Phone). Ask pupils what the speakers are talking about. Ask two pupils to take parts and the others to put up their hands or join in when they hear the /oe/ phoneme. Underline these examples of the /oe/ phoneme on the enlarged script.
72
Phonics Session 6
Session 6
Try
s
Time: 4 minutes
Spread out the word cards on Pupil Sheet 6.3. Start with the word no and identify where the phoneme is in the word and the letter that represents it. Find other words in which the /oe/ phoneme is represented by the same letter: going, hello, so, open, only, dont, hold. Follow the same sequence for loan, loaded, home, phone, borrow, own, grow. Discuss the different ways that the phoneme is represented: o/oa/oe/ow. Put these labels on the team shirts.
Apply
s
Time: 4 minutes
Play the Team Sort game using extended Word Sort cards (Pupil Sheet 6.4, Teacher Sheet 6.5). Explain that if they come across words that do not belong in any of these teams they should put them to one side. Sew, foe, hoe and soul will be on one side. Say that these are uncommon representations of the /oe/ phoneme.
Secure
s
Time: 3 minutes
Fill in the conventions frame and draw lines from the conventions to the examples, using Pupil Sheet 6.6 and Teacher Sheet 6.7. Return to the objective for the session.
Notes
s
Word Sort cards last longer if they are on card rather than on paper.
Phonics Session 6
73
igh i i-e y
Teacher Sheet 6.1 (Phoneme Countdown cards for /ie/ phoneme) one copy, cut into cards and pin to ipchart
Phonics Session 6
75
On the Phone
We hear the dialling tone, then the sound of the phone ringing Jed Liz Jed Liz Jed Liz Jed Liz Jed Liz Jed Liz Jed Liz Jed Liz (Picks up the phone) Hello. Are you going tonight? Cant. No money. Ill loan you some. No Im so skint Ill never pay it back. What about your sister? Shes loaded No shes already going, shell say no. Anyway we had a row. You made up though. No, that was last week. Yesterday she told me not to open my big mouth. Shes a cow. (Groans) Grow up. No, shes a nightmare. She never leaves me alone. Anyway, shes older than me. She should know better. (In a low voice) I hope you didnt tell her I was going to be there. My Mum doesnt know. Hold on. (Calls downstairs to his sister) Can I borrow some money? Only if you help me with my homework. I have to help her with her homework! No way is it worth it. Look, if you dont come Im going to have to go on my ownand how will I get home?
Pupil Sheet 6.2 (On the Phone) one copy per pair one A3 copy for modelling
Phonics Session 6
77
hello going
no
loan
loaded though
grow
open
hold
borrow
only
home
own
dont
so
know
79
Phonics Session 6
choke bloke cloak radio croak alone tomorrow co-ordinate component photocopy whole provoke oak cold woke moan shadow tone token soul poem owchart role control ow patrol throw bingo groan gold bowl chose clothes lonely process globe gloat stole robe soak hope hole phobia foe soldier grow stereo sew goal below over toast old close blown crow show
hose
hoax
lobe
slowly
slope
growth
charcoal
modem
scroll
spoke
potato
throat
vote
81
Pupil Sheet 6.4 (Extended Word Sort cards) one copy, cut into cards
Phonics Session 6
o radio phobia process soldier co-ordinate

(reinforce which o makes the /oe/ phoneme the rst one)
oa cloak soak hoax croak gloat charcoal goal oak moan groan toast throat
o-e choke bloke hose hope hole stole robe lobe globe chose alone lonely slope chose clothes role whole spoke provoke token vote woke tone close
ow blown crow show slowly tomorrow grow growth owchart ow throw below shadow
others sew foe hoe soul
control stereo component

(in component and control reinforce which o makes the long vowel /oe/ phoneme the rst o makes a short vowel phoneme)
modem photocopy poem patrol scroll bingo over potato cold gold bold old

Phonics Session 6
83
Conventions frame
Draw a line from the conventions to the correct examples
choke
When the /oe/ phoneme is in the middle of a word it is usually spelled
vote
________ It can also be spelled ____________ or ____________
boast poem control
hope coal froze
When the /oe/ phoneme is at the end of a word it is usually spelled
below tomorrow although open
________ It can also be spelled ____________
whole oat over
At the beginning of a word the /oe/ phoneme can be represented by ____________ or ____________
oat
Pupil Sheet 6.6 (conventions frame for /oe/ phoneme) one copy per pupil
Phonics Session 6
85
Conventions frame
choke
When the /oe/ phoneme is in the middle of a word it is usually spelled
vote
___o-e___ (again this is the split vowel digraph) It can also be spelled _____o______ or _____oa____
boast poem control
hope coal froze
When the /oe/ phoneme is at the end of a word it is usually spelled
below tomorrow although open
___ow___ It can also be spelled ______ough__
whole oat over
At the beginning of a word the /oe/ phoneme can be represented by _____o______ or _____oa_____
oat

Phonics Session 6
87
Session 7
The /ue/ phoneme
Objectives
s
Key terms Phoneme: smallest unit of sound in a word. Split vowel digraph: two vowels which make one vowel phoneme but are split by a consonant, eg make. Long vowel: eg /ue/ as in blue, ute or moon.
Materials
s
To be able to identify the /ue/ phoneme and know its most common spellings.
s s s s s
s s
Brain Bank and blank hexagon (page 275) Teacher Sheet 7.1 (Phoneme Countdown cards, one set) Pupil Sheet 7.2 (one per pair) Pupil Sheet 7.2 (enlarged version) Team Sort boards (ve) (page 276) T-shirt labels (page 280) Pupil Sheet 7.3 (Word Sort cards, one set) Teacher Sheet 7.4 (Word Sort) Pupil Sheet 7.5 (Spelling Challenge cards, one set) Pupil Sheet 7.6 (conventions frame, one per pupil) Teacher Sheet 7.7 (conventions frame notes)
Remember
s s
Time: 4 minutes
Add information about the /oe/ phoneme to the Brain Bank on a hexagon. Play the Phoneme Countdown game for /oe/ using cards from Teacher Sheet 7.1 and the following words: know, no, coat, vote, croak, radio, ow, load, go, hope. Add any that the group found particularly difficult.
Model
s s
Time: 5 minutes
s s
Introduce the session objective: identifying the /ue/ phoneme. Read the letter (Pupil Sheet 7.2, Rude Youth) out loud. (This text sounds better when read in an indignant snooty voice, which also helps to emphasise the /ue/ phoneme.) Read rst paragraph modelling the process of hear/identify/underline. Group continue, saying /ue/ words aloud and underlining them. (Each pair or trio could be allocated specic paragraphs.)
90
Phonics Session 7
Session 7
Try
s
Time: 4 minutes
s s
Tell pupils that the most common spellings of the /ue/ phoneme are: oo, ue, ue, ew, u. Place the T-shirt labels on the Team Sort cards from Pupil Sheet 7.3. Explain that there may be some words that do not t into these teams and we will have to leave them to one side, then create new teams later. Play the Team Sort game (Teacher Sheet 7.4). Look at the words left to one side. Elicit what the extra teams are. Create new teams for, eg oe, ou, o, oe. Explain that these are less common.
Apply
s
Time: 3 minutes
Play the Spelling Challenge game (Pupil Sheet 7.5). Explain that most of these words will help them to practise using what they have learned about making a best guess. Only one or two of the words on the cards come from the passage.
Secure
s
Time: 4 minutes
Draw conclusions and ll in the conventions frame (Pupil Sheet 7.6). Refer to Teacher Sheet 7.7. Return to the objective for the session.
Notes
Phonics Session 7
91
oa ow o o-e
Teacher Sheet 7.1 (Phoneme Countdown cards for /oe/ phoneme) one copy, cut into cards and pin to ipchart
Phonics Session 7
93
Rude Youth Needs Uniform

From Mrs L Fortescue-Smythe Dear Sir, I am writing to you because I do not approve of the views expressed in the article about school uniform in last weeks newspaper. Your article made me fume. In my view, school uniform is an essential part of childrens education. The article suggested that young people at Tanford School think that it is cruel to make them wear a blue blazer and black shoes. This is not true. There are very few rules that todays youth have to follow. They would certainly change their tune if they knew what freedom they really have today. Many teenagers I meet are rude and useless. They havent a clue what proper behaviour is. They throw food in the street and are extremely moody. It may sound prudish but I also object to their crude jokes. I for one do not nd their jokes amusing. They are foolish. To conclude, I think that without a proper dress code children of this age lose all sense of right and wrong. They will be running around nude next. We must make sure that they use their brains and wear uniform instead of running around the streets making huge amounts of trouble. Yours faithfully LAETITIA FORTESCUE-SMYTHE
Pupil Sheet 7.2 (Rude Youth) one copy per pair one A3 copy for modelling
Phonics Session 7
95
true views education shoes food do tune moody conclude huge nude crude amuse knew rude cruel school blue useless fools lose youth approve you uniform
fume
few
clue
prude
to
newspaper
97
Phonics Session 7
ue uniform education fume rude useless crude prude amuse huge nude tune conclude few knew newspaper o-e approve lose ou you youth
u u-e
ew
true cruel blue clue
oo ie views
school food fools moody oe shoes
do to
99
Teacher Sheet 7.4 (Word Sort) one copy

Phonics Session 7
muse glue prune you crew
rude
hoop conclude brew
mule
chew
useless
101
Pupil Sheet 7.5 (Spelling Challenge cards) one copy, cut into cards
Phonics Session 7
Conventions frame
When the /ue/phoneme is at the end of the word it is usually spelt _________ like______________________________ or ______ like ___________________. When the /ue/ phoneme is in the middle of the word it is usually spelt______________ like______________________________. Another very common spelling for this phoneme in the middle of a word is ____ like____________________. At the beginning of a word the /ue/ phoneme is usually spelt________like____________.
Pupil Sheet 7.6 (conventions frame for /ue/ phoneme) one copy per pupil
Phonics Session 7
103
Conventions frame
When the /ue/phoneme is at the end of the word it is usually spelt like or like ew knew, new, few ue blue, true.
When the /ue/ phoneme is in the middle of the word it is usually spelt like u-e tune or rude.
Another very common spelling for this phoneme in the middle of a word is _oo_ like school, fool.
At the beginning of a word the /ue/ phoneme is usually spelt u as in uniform.

Phonics Session 7
105
Session 8
Revising long vowel choices
Objectives
s
Key terms Phoneme: smallest unit of sound in a word.
Materials
s
To recall the most common spellings of the long vowel phonemes /ai/, /ee/, /ie/, /oe/, /ue/. To select the correct or best guess spelling of these long vowel phonemes.
s s
Brain Bank and blank hexagon (page 275) Route to Spelling (page 283) Pupil Sheet 8.1 (sentence strips, one set) Pupil Sheets 8.2 and 8.3 (Cloze Spelling, one set per pair) Whiteboards and pens for each pupil
Remember
s
Time: 3 minutes
Add information to the Brain Bank on a hexagon. Ask the pupils to think back over the last ve sessions, referring to the Brain Bank: Q: What have we learnt about in the last ve sessions? A: Long vowels: /ae/, /ee/, /ie/, /oe/, /ue/. Q: What do we do if we have to spell one of these long vowel phonemes and we are not sure of the correct spelling? Prompt pupils to explain the following sequence in their words: say the word hear and identify long vowel phoneme draw on existing knowledge of range of possible spellings, similar known words and spelling conventions for this phoneme see if it looks right write the word check: does it look right?
Model
s
Time: 4 minutes
Show the Route to Spelling thinking frame. Read the signposts along the road. Place the sheet somewhere that the pupils can see throughout the session. Ask one of the pupils to read one of the sentence strips, and then to repeat the rst of the underlined words (Pupil Sheet 8.1). Model the following: Say the word out loud identifying the long vowel phoneme eg speak, /ee/. Say and write phonemes or letters which come before and after the long vowel phoneme, eg write sp and k. Run through range of possible spellings, and reject unsuitable choices based on knowledge of conventions or analogous words, eg /ee/ can be spelt -y at the end of the word (for example, happy), or -ee, -ea, -ie within words. It rhymes with week and weak so it could be spelled either way.
108
Phonics Session 8
Session 8
Write the correct version of long vowel phoneme and check visually: does it look right? Or write a wrong, but plausible, version of the vowel phoneme (where there are two more-or-less possible spellings) and ask pupils to check visually and then correct it based on knowledge of conventions. For example, write speek and speak and decide which one looks right. Repeat this process for one other underlined word on the sentence strip. Remind the pupils that this is the process written on the Route to Spelling thinking frame.
Try
s
Time: 4 minutes
Now swap roles so that you read the sentences and the pupils spell the underlined words. Repeat the above process, but read the sentences and repeat the underlined words, while pupils attempt to spell them accurately or plausibly, based on knowledge of conventions. Remind pupils about the Route to Spelling.
Apply
s
Time: 5 minutes
s s
Now pupils work in pairs to follow the sequence as above, but this time with longer texts. Complete Cloze Spelling, using Pupil Sheets 8.2 and 8.3. One pupil reads text 1a aloud, while the other pupil writes words in cloze sheet 1b. Swap roles so that one pupil reads out text 2a and the other pupil completes text 2b.
Secure
s
Time: 4 minutes
s s
Ask pupils to swap texts to check their spellings: use the text to check for accuracy pupils correct own errors pupils select any spellings that they need to learn. Review the session objective. Remind pupils that they have learned how to think back and use what they know in order to spell words they hear.
Notes
Phonics Session 8
109
Three weeks later, on a bright sunny day, the insane old man whistled a tune.
Eight minutes is all it takes to y around the universe if you cheat.
111
Pupil Sheet 8.1 (sentence strips) one copy, cut into two strips
Phonics Session 8
Read this aloud to your partner.

Text 1a Sports Day
Last year, sports day was in June. It was very hot and the sun shone brightly. Feeling full of excitement, Ms White came to see the children race. But she was soon bored and began to doze. Suddenly, she woke up in fright. She had dreamt that she was in a relay race, running as part of the blue team and that she was about to lose. I must go! she cried. Where is my coat?
Fill in the spaces as your partner reads this aloud. Text 2b Another Near Miss
This ______, _______more planes had to wait an extra 520 minutes in the _____ because there was _____ _____on the runway for them to land. Making a statement _____ the_____, a spokeswoman from the airport said, ____ have enough ____ at _____, but during the day too many planes _____ to land within a short_____ .
Pupil Sheet 8.2 (Cloze Spelling, long vowel revision) one copy per pair
Phonics Session 8
113
Read this aloud to your partner.

Text 2a Another Near Miss
This week, ve more planes had to wait an extra 520 minutes in the sky because there was no room on the runway for them to land. Making a statement over the phone, a spokeswoman from the airport said, We have enough space at night, but during the day too many planes need to land within a short time.
Fill in the spaces as your partner reads this aloud. Text 1b Sports Day
Last year, sports _____ was in_______ . It was very hot and the sun shone brightly. Feeling full of__________ , Ms White came to see the children_____ . But she was ______ bored and began to______. Suddenly, she _____ up in ______ . She had dreamt that she was in a relay race, running as part of the ______ team and that she was about to ______ . I must ____ ! she_____ . Where is my______ ?
Pupil Sheet 8.3 (Cloze Spelling, long vowel revision) one copy per pair
Phonics Session 8
115
Session 9
Doubling consonants
Objectives
s
Key terms Suffix: a morpheme (smallest unit of meaning) added to the end of a word to form a new word.
Materials
s
To be able to identify when consonants double if the suffix -ing is added.
s s s s
Pupil Sheet 9.1 (Long or Short? board, A3 laminated) Pupil Sheets 9.2 and 9.3 (Long or Short word cards, one set of each) Pupil Sheet 9.4 (one per pair) Teacher Sheet 9.5 Teacher Sheet 9.6 (A3 laminated) Pupil Sheet 9.7 (conventions frame, one per pupil) Teacher Sheet 9.8 (conventions frame notes)
Remember
s
Time: 3 minutes
Play Long or Short? game (see Instructions for Games and Pupil Sheets 9.1, 9.2). Leave the completed board where it can be seen later.
Model
s s s s
Time: 5 minutes
Introduce the objectives for the session. Use word cards from Pupil Sheet 9.3. As a group, match the base form with its modied form -ed or -ing. Ask the group to decide what has happened to stop when an ending is added. (Answer: its consonant has doubled.) Ask if there are other words on the table that behave in the same way. Group them together (gripping). Ask the group what has happened to keep when the ending is added. (The consonant has not doubled.) Group the remaining words together. Ask the group What kind of vowel is stop? (Answer: short). Are the others in that group the same kind of vowel? Refer back to the chart used earlier. Ask the group What kind of vowel is keep? (Answer: long). Refer back to the chart used earlier. Are the others in the group the same kind of vowel? What pattern do we notice? Encourage pupils to reect on the fact that we have noticed that short vowels double the nal consonant when an ending is added and long vowels do not.
118
Phonics Session 9
Session 9
Try
s
Time: 4 minutes
s s
Read the rst paragraph to the group (A gripping, heart-stopping thriller, Teacher Sheet 9.5). Working in pairs, ask pupils to add -ing to the base words on Pupil Sheet 9.4. Some of these are words looked at above; some are words following the same rule but which the group have not met before. Check. Discuss the kind of atmosphere being created here. How do the -ing forms we have noticed contribute to that effect? (See notes on Teacher Sheet 9.5.)
Apply
s s
Time: 5 minutes
Read the second paragraph of the thriller (Teacher Sheet 9.6) to the group. With the group, underline in one colour all the words which have two consonants after the vowel. Point out that words with a short vowel need two consonants. If they have one already, we double it when adding a suffix. If there are two consonants already, we leave them alone.
Secure
s
Time: 3 minutes
Fill in the conventions frame (Pupil Sheet 9.7) together. Refer to the notes (Teacher Sheet 9.8). Ask pupils to draw a line from the examples to the rules on the conventions frame. Refer the group to the word hope. Ask what happens to hope when you change the ending. (Answer: the e disappears.) Tell the pupils that we are going to focus on the word hope and other words like it in next session.
Notes
Phonics Session 9
119
Pupil Sheet 9.1 (Long or Short? board) enlarge to A3, could be laminated
Phonics Session 9
Short
Long
121
hate ceiling leak left check petal chick int lit lot cost shock style go wise bone tune new up
teeth
light
loan
uniform
wait
gate
apple
snap
chuck must
ap
123
Pupil Sheet 9.2 (Long or Short? word cards 1) one copy, cut into cards
Phonics Session 9
keep beating stopping gripping
keeping
beat
stop
grip
125
Pupil Sheet 9.3 (Long or Short? word cards 2) one copy, cut into cards
Phonics Session 9
A grip___, heartstop___ thriller
Keep___ close to the wall, I tried creep___ through the darkness as silently as I could. Even my heart seemed to be beat___ too loudly in the silence. Then there was a sharp tap___ on the wall near me. My heart stopped. Suddenly I was run___..
Pupil Sheet 9.4 (A gripping, heart-stopping thriller) one copy per pair
Phonics Session 9
127
A gripping, heartstopping thriller
Keeping close to the wall, I tried creeping through the darkness as silently as I could. Even my heart seemed to be beating too loudly in the silence. Then there was a sharp tapping on the wall near me. My heart stopped. Suddenly I was running..
In this text the author has chosen to use words with long vowels because they seem to create a spooky feeling
The words with short vowels and double consonants appear at the point when the text describes panic and sharp noises.
Teacher Sheet 9.5 (paragraph 1) one copy

Phonics Session 9
129
Suddenly I was running, my heart drumming and pounding, blood pumping in my ears. The ground sloped without warning and I slipped, cracking my shin. Hopping, and screaming in pain, I tripped. The ground disappeared and I found myself dropping through the darkness, apping my arms uselessly like a bird. Hoping more than anything that I was mistaken, I was sure I was falling towards the distant sound of an axe chopping
Teacher Sheet 9.6 (paragraph 2) enlarge to A3, could be laminated

Phonics Session 9
131
Conventions frame
A word doubles its consonant when an ending is added if
tapping pumping feeling keeping sleeping hopping beating gripping leaping apping
A word does not double its consonant when an ending is added if or
Pupil Sheet 9.7 (conventions frame for doubling) one copy per pupil
Phonics Session 9
133
A word doubles its consonant when adding an ending if it has a short vowel and ends in one consonant like tap, hop, ap.
A word does not double a consonant if it has a long vowel like leap, feel, or if it ends in more than one consonant already, like pump, stretch.

Phonics Session 9
135
Session 10
Adding suffixes to words which end in -e
Objectives
s
Key terms Split vowel digraph: two vowels which make one vowel phoneme but are split by a consonant, eg make. Suffix: a morpheme (the smallest unit of meaning) added to the end of a word to form a new word. Vowel suffix: a suffix beginning with a vowel.
Materials
s
To understand why some words drop -e when their ending is changed.
s s
s s
Brain Bank and blank hexagon (page 275) Teacher Sheet 10.1 (A3) Teacher Sheet 10.2 (word cards, one set) Pupil Sheet 10.3 (word cards for Memory Game, one set per pair) Teacher Sheet 10.4 (suffix word cards, one set) Teacher Sheet 10.5 (A3 laminated) Pupil Sheet 10.6 (word cards, one set) Wipe-off markers
Remember
s
Time: 2 minutes
Add a hexagon to the Brain Bank which summarises the information on doubling consonants.
Model
s s
Time: 5 minutes
s s s
s s
Read the next instalment of the story (Teacher Sheet 10.1). Circle hoping. How does it sound different from hopping? (It has a long /oe/ phoneme.) Write hope on the board and underline the split vowel digraph hope. Can the pupils remember what this spelling of the long /oe/ phoneme is called? Refer back to the session on the long /oe/ remember the term split digraph. Remind the group what this means. Place the word cards hop and hopping from Teacher Sheet 10.2 on the table. Place the word cards hope and hoping on the table. Ask pupils what happens to hop when -ing is added. (Answer: it doubles its consonant.) Why? (Refer to the Brain Bank hexagon: short vowels double consonants.) Ask what happens to hope when -ing is added? (Answer: it loses its -e.) This is because it contains a split digraph, and these words lose their -e when -ing is added.
Try
s
Time: 4 minutes
Play the Memory Game. Spread cards (Pupil Sheet 10.3) face down. Pupils take it in turns to choose a card and then to try to remember where there is a matching card (eg come and coming match, although they are not identical, because they have the same base word.)
138
Phonics Session 10
Session 10
Apply
s
Time: 4 minutes
Tell pupils that we are going to see whether split digraphs lose their -e when we add any ending. Spread out the suffixes -ing, -ed, -ful and -less on the table (Teacher Sheet 10.4). Spread out the hope cards. Follow the teaching sequence below: What happens to the meaning of hope when I add less? How is the narrator feeling when he says It was hopeless.? What happened to the spelling of the word hope when we added -ing? (We dropped the -e.) I am going to make the word hopeless on the table. Overlap the suffix card onto the hope card to spell the word correctly. What happened to the word hope when we added less? (Nothing.) What would happen to the meaning of the word hope if we added the suffix -ful? How would the narrator be feeling if he described himself as hopeful? I am going to make hopeful. Overlap the suffix card onto the hope card to spell the word correctly. What happens to the word hope when we add -ful? (Nothing.) What other endings have been added to hope in the passage? (The suffix -ed was added.) How does the suffix -ed change the meaning of a word? (It makes it past tense.) I am going to make the word hoped. Overlap the suffix card onto the hope card to spell the word correctly. What has happened to the spelling of the word hope? Reinforce the fact that we have placed the -ed ending over the top of the e at the end of hope so that there are not two -es. Look back at the words we have made. Which have lost the -e and which have not? Move them into two clear groups. So what is different about the suffixes when the -e has been lost? (They begin with a vowel.)
Secure
s
Time: 5 minutes
Refer back to Teacher Sheet 10.1 (The next instalment) used earlier. Discuss what happens when the light goes on, using Teacher Sheet 10.5 (Thriller endings). Use the laminated endings sheet and the word / letter cards (Teacher Sheet 10.5 and Pupil Sheet 10.6). Pupils use the cards to create possible words for the gaps in the text and write them in the boxes with wipe-off markers. See if they can create different impressions. How can they make the creature sound frightening (eg hateful, biting, fearless)? How can they make the creature sound appealing (eg helpless, loving)? Encourage the pupils to play with the cards to create words, discarding any that they feel are not real words. Review the objective. Tell pupils that next time they will revise doubling and dropping letters at the ends of words.
Notes
Phonics Session 10
139
Coming towards me through the dim light was a terrifying creature. It was raging like a wild beast, making dreadful chopping noises with its claws. Hoping not to be seen, I tried hiding in the shadows. It was hopeless. The monster was changing direction and moving towards me. I closed my eyes and hoped for rescue. Then a light came on
Teacher Sheet 10.1 (The next instalment) enlarge to A3

Phonics Session 10
141
hope
hoping hopping
hop
Phonics Session 1 10
143
Teacher Sheet 10.2 (word cards) one copy, cut into cards
come
coming hide
hiding
care
caring
change
changing
make
making
strike
striking
hate
hating
rage
raging
145
Pupil Sheet 10.3 (word cards for Memory Game) one copy per pair, cut into cards
Phonics Session 10
hope
ed
hope
ful
hope
less
hope
ing
Teacher Sheet 10.4 (suffix word cards) one copy, cut into cards
Phonics Session 10
147
Then a light came on.. creature
The monster was actually a face. its paws and
with a
It was
across the room
149
Teacher Sheet 10.5 (Thriller endings) enlarge to A3, could be laminated

Phonics Session 10
hop help slip slide like lick
hope hate love bite stride power
ed ing ful less fear
Pupil Sheet 10.6 (word cards) one copy, cut into cards
Phonics Session 10
151
Session 11
Suffixes (2)
Objectives
s
Key terms Suffix: a morpheme added to the end of a word to form a new word, eg -ing, -s, -ed, -ful. Verb: a word that expresses an action, a happening, a process or a state. Irregular verb: a verb that changes its base word in the past tense, eg run/ran.
Materials
s
To be able to add suffixes to words, doubling consonants and dropping -e where appropriate.
s s
s s s
Pupil Sheets 9.7 (conventions frame) from last session Route to Spelling (page 283) Brain Bank and blank hexagons (page 275) Teacher Sheet hexagons (page 274) Pupil Sheet 11.1 (word cards, one set) Pupil Sheet 11.2 (suffix cards, one set) Pupil Sheet 11.3 (Cloze Spelling, one per pupil) Teacher Sheet 11.4 (Cloze Spelling) Whiteboards and markers Blu-tack
Remember
s
Time: 4 minutes
Return to the conventions frame from session 9 (Pupil Sheet 9.7). Recap on the conventions and examples. Recap on the term suffix. Return to the word hope and the suffixes introduced in session 10 (-ing, -ed, -ful, -less). Write hope on the whiteboard. Ask the pupils if they remember what happens to hope when we add -ing. (We drop the -e). Add the other suffixes to hope on the whiteboard. Ask the pupils to remember why the -e is dropped for some suffixes and not others. (Answer: if the suffix begins with a vowel you drop the e, eg hope, hoping; when the suffix begins with a consonant you do not drop the -e, eg hope, hopeful.) Add these rules to two or three hexagons on the Brain Bank (see page 274).
Model
s s
Time: 5 minutes
Put the Route to Spelling thinking frame on the board. Recap the signposts. We have stored all our knowledge about the conventions in our Brain Bank. Remember that the Route to Spelling shows us how to use what we know. We have just revised what we know about doubling and dropping letters when we add a suffix to a word. Lets use what we know, in the game Double or Drop? Play the Double or Drop? game using word cards and suffix cards (Pupil Sheets 11.1, 11.2). Tell the pupils that in this game some of the verbs added the suffix -ed to make the past tense, and that some of them are irregular in the past tense like run/ran.
154
Phonics Session 11
Session 11
Try
s
Time: 4 minutes
Ask pupils which words were irregular in the past tense (spend/spent, run/ran, nd/found, ght/fought, speak/spoke, blow/blew, write/wrote, ride/rode).
Apply
s
Time: 3 minutes
Pick up the word try. Identify the vowel phoneme (long /ie/). Write trying, tries, tried on the whiteboard. Refer back to the session on the /ie/ phoneme when we met try and words like it before. Does this word follow the rule for all the suffixes? What happens to the word try when we add the -s and -ed suffixes? (Answer: the -y becomes an -e.) Repeat this process with the word dry. What is similar about the words try and dry? Help the pupils to notice that in both words the long /ie/ phoneme is made by the letter y.
Secure
s
Time: 4 minutes
Complete the Cloze Spelling sheet, The Race (Pupil Sheet 11.3, Teacher Sheet 11.4). Return to the objective for the session.
Notes
s
The Key Stage 3 Year 7 spelling bank includes suggestions for work on suffixes.
Phonics Session 11
155
help t play clap dry speak write
wipe dream cheer hate raid save ride
mend slip le nd scream blow smile
spend hop hope jump ght slow wave
run drum back try soak bake race
Pupil Sheet 11.1 (word cards for Double or Drop?) one copy, cut into cards
Phonics Session 11
157
s s s s
ing ing ing ing
ed ed ed ed
er er er er
Pupil Sheet 11.2 (suffix cards for Double or Drop?) one copy, cut into cards
Phonics Session 11
159
The Race
Ten minutes to go before the race was due to begin. Standing still in the baking sun, Raj began to feel _______ that he could win. He had been ________ with injury for much of the previous year, but was now back on form. _______ is my middle name, he would say, when people asked how he had kept________ through all the endless bad news from the doctor. He looked cool, calm and _______, but inside his heart was_________, his stomach was ___________ and his mind was _______. _______ to say, he ________ to win the race.
Pupil Sheet 11.3 (Cloze Spelling, The Race) one copy per pupil
Phonics Session 11
161
The Race
Ten minutes to go before the race was due to begin. Standing still in the baking sun, Raj began to feel hopeful that he could win. He had been dogged with injury for much of the previous year, but was now back on form. Cheerful is my middle name, he would say, when people asked how he had kept smiling through all the endless bad news from the doctor. He looked cool, calm and collected, but inside his heart was thumping, his stomach was uttering and his mind was racing. Needless to say, he wished to win the race.
Teacher Sheet 11.4 (Cloze Spelling) one copy

Phonics Session 11
163
Session 12
The /oi/ phoneme
Objectives
s
Materials
s
To be able to hear and identify the /oi/ phoneme. To be able to spell and read words containing the /oi/ phoneme.
Teacher Sheet 12.1 (Phoneme Countdown sentences) Teacher Sheet 12.2 (Phoneme Countdown cards) Teacher Sheets 4.2, 5.1, 6.1 from earlier sessions Pupil Sheet 12.3 (conventions frame, one per pupil) Teacher Sheet 12.4 (conventions frame notes)
Remember
s
Time: 3 minutes
Play Phoneme Countdown using sentences 1 and 2 (focusing on the /ae/ and /ee/ phonemes) (Teacher Sheets 12.1, 4.2, 5.1).
Model
s s
Time: 5 minutes
Introduce the objectives for the session. Try the Rhyming Words game with the following words: boy (toy, joy, coy, enjoy, destroy, annoy, employ). Discuss the spelling of /oi/ in this position: at end of the word /oi/ is spelt -oy. coin (join, groin) boil (oil, toil, spoil, foil, despoil, recoil). Discuss with pupils the fact that we can see that when /oi/ is at the beginning of a word (eg oil) or in the middle of a word (eg spoil) it is often spelt oi. Lets see what happens to the spelling of /oi/ when we add -s to make a plural (eg toy/toys); or the verb endings -ing (eg spoil/spoiling), -ed (eg spoil/spoiled), or -s (eg spoil/spoils). Point out to pupils that adding endings to the base word does not alter the spelling of /oi/ in any position in the word.
166
Phonics Session 12
Session 12
Try
s s
Time: 4 minutes
Play the Phoneme Countdown game (Teacher Sheets 12.1, 12.2, 6.1). This time use sentences 3 and 4 which focus on words with /oi / and /ie/.
Apply
s
Time: 4 minutes
Pupils should ll in the conventions frame by completing the statements, based on what they have learned during the session (Pupil Sheet 12.3).
Secure
s
Time: 4 minutes
Return to session objective recap conventions as described on the conventions frame (Teacher Sheet 12.4). Pupils should draw lines from words around the outside of the box to the matching conventions. Point out that some of the words will match more than one convention.
Notes
Phonics Session 12
167
Sentences for Phoneme Countdown

1. /ae/: It was raining hard when the game started, and the players fell over in the mud again and again. 2. /ee/: We could see the thief as she cheated the park keeper. 3. /oi/: The boys were joyful that joining the other team did not spoil their chances of playing in the match. 4. /ie/: The bright light was shining in my eyes, making me cry.
Teacher Sheet 12.1 (Phoneme Countdown sentences) one copy

Phonics Session 12
169
oi oy
Teacher Sheet 12.2 (Phoneme Countdown cards) one copy, cut into cards and pin to ipchart
Phonics Session 12
171
Conventions frame
Draw lines to connect the words outside the box with the spelling convention/s that apply to them.
despoil
deploy
coil
boiling
destroy
Spelling conventions frame: /oi/ /oi/ is spelt oi when
toy
spoiled
join
Roy
/oi/ is spelt oy when
foil
recoil
When you add a suffix (s, ing, ed) the spelling of /oi/
oil
annoying
coin
boys
enjoyed
Do you know what all these words mean?
Pupil Sheet 12.3 (conventions frame for /oi/ phoneme) one copy per pupil
Phonics Session 12
173
Conventions frame
despoil
deploy
coil
boiling
destroy
Spelling conventions frame: /oi/ /oi/ is spelt oi when it occurs at the beginning or in the middle of a word.
toy
spoiled
join
Roy
/oi/ is spelt oy when it occurs at the end of a word.
foil
recoil
When you add a suffix (s, ing, ed) the spelling of /oi/ stays the same.
oil
annoying
coin
boys
enjoyed

Phonics Session 12
175
Session 13
The /ow/ phoneme
Objectives
s
Materials
s
To be able to hear and identify the /ow/ phoneme. To be able to spell and read words containing the /ow/ phoneme.
s s s
Brain Bank and blank hexagon (page 275) Pupil Sheet 13.1 (one per pupil) Pupil Sheet 13.1 (enlarged version) Pupil Sheet 13.2 (conventions frame, one per pupil) Teacher Sheet 13.3 (conventions frame notes) Highlighter pens or coloured pencils for underlining (two colours per pupil)
Remember
s
Time: 2 minutes
Add conventions about the /oi/ phoneme to the hexagon.
Model
s s
Time: 5 minutes
Introduce the objectives for the session. Explain to pupils that you are going to read the rst paragraph of Pupil Sheet 13.1, Playground Intruder. Ask pupils to listen for the /ow/ phoneme, and indicate when they hear it. Model highlighting the part of the word which represents /ow/. Ask pupils to identify the two ways of spelling /ow/. (Answer: -ou and -ow.)
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Phonics Session 13
Session 13
Try
s s
Time: 4 minutes
Ask pupils to continue to read the text as a pair, reading out loud in turns. Pupils should highlight the /ow/ phonemes as they hear them in the text, using a different colour for each spelling. Ask pupils to take note of any spelling trends.
Apply
s s
Time: 6 minutes
s s
Generate sets of rhyming words. Taking each word in turn, suggest words which rhyme with: how (cow, now, sow, plough, brow) out (about, shout, snout, stout, doubt) round (sound, found, astound, confound, bound, frowned, drowned) brown (town, clown, frown, down, drown). Other /ow/ words: mouth, south, house, mouse, loud, cloud. Write words on Post-it notes and sort into different spellings. What can we notice about the /ow / words? Fill in the conventions frame (Pupil Sheet 13.2) refer to Teacher Sheet 13.3.
Secure
s
Time: 3 minutes
Return to the objective. Recap the main learning from the session: There are two ways to spell /ow/: -ou and -ow. /ow/ is always spelled -ow at the end of words or when followed by n. Otherwise spell it ou. Complete the conventions frame.
Notes
Phonics Session 13
179
Playground Intruder
Come down here! Now!, shouted the Headteacher. His brown eyes glowered and his eyebrows met in the middle as he frowned at the stranger. She had climbed up to the top of the fountain, her long gown wound around her arm to stop it catching on the spout. We stood below, still lined up in rows ready to go in after break, staring up at her. I dont want to have a row with you. I know you have got the moneybox. Throw it down and then jump to the ground or we will surround you. Im going to count to ve. 1, 2, 3, 4 . Suddenly she leapt down onto the grass without a sound, still holding onto the box. The headteacher pounced, but she slipped away, bounding across the playground, over the wall and out into the traffic. We just stood there, stunned and speechless, astounded by what had just happened.
Pupil Sheet 13.1 (Playground Intruder) one copy per pupil enlarged copy for modelling
Phonics Session 13
181
Conventions frame
proud now town clout outside fountain abound crowded
frowning
eyebrow row shouts cloudy brown spout sound louder
Spelling conventions frame /ow/ The two ways to spell /ow/ are: ________ and _______ At the end of words /ow/ is spelt _____ as in _________ When /ow/ is followed by a single -n or ns, it is often spelt ______ as in____________ or _____________________ In most other words, /ow/ is spelt _______ Verbs such as frown and drown do not change the spelling of /ow/ when you add -ed to make them into the past tense (frowned and drowned).
Do you know what all these words mean?
Pupil Sheet 13.2 (conventions frame for /ow/ phoneme) one copy per pupil
Phonics Session 13
183
Conventions frame
proud now town clout outside fountain abound crowded
frowning
eyebrow row shouts cloudy brown astound spout sound louder
Spelling conventions frame /ow/ The two ways to spell /ow/ are: ow and ou. At the end of words /ow/ is spelt ow as in now. When /ow/ is followed by a single -n or -ns, it is often spelt ow as in frown, frowns; or town, towns. In most other words, /ow/ is spelt ou. Verbs such as frown and drown do not change the spelling of /ow/ when you add -ed to make them into the past tense (frowned and drowned).

Phonics Session 13
185
Session 14
The /ar/ phoneme
Objectives
s
Key terms Initial position: at the start of a word. Medial position: in the middle of a word. Final position: at the end of a word. Rhyme: words or parts of words that sound similar.
Materials
s
To be able to read and spell words that contain the /ar/ phoneme.
s s s
s s
Brain Bank and blank hexagon (page 275) Team Sort boards (two) (page 276) T-shirt labels (page 280) Pupil Sheet 14.1 (phoneme frame, one per pair) Pupil Sheet 14.2 (consonant cards, one set per pair) Pupil Sheet 14.3 (one per pupil) Pupil Sheet 14.4 (Team Sort word cards, one set) Pupil Sheet 14.5 (conventions frame, one per pupil)
Remember
s
Time: 2 minutes
Add information about the /ow/ phoneme on a hexagon to the Brain Bank.
Model
s
Time: 4 minutes
Try generating sets of rhyming words with the following words: car (bar, star, far, jar, tar) cart (chart, dart, start, tart, heart). Discuss the position of the /ar/ phoneme (usually either the nal or medial position in the word). Tell pupils which letters represent the phoneme (-ar and in heart, -ear).
Try
s
Time: 5 minutes
Using the /ar/ phoneme frame Pupil Sheet 14.1 and the consonant cards Pupil Sheet 14.2, ask the pupils to make as many words as possible using the /ar/ phoneme. Reinforce the fact that this phoneme can be in the initial, medial and nal position in words. Look at the words the pupils have created. Remind them that this is one way of representing the /ar/ phoneme. Where does this phoneme occur? Draw the pupils attention to the /ar/ phoneme in the initial position (eg art, arc), the medial position (eg cart, shark) and the nal position (eg car, far).
188
Phonics Session 14
Session 14
Apply
s s
Time: 6 minutes
s s s s
Give out copies of the text Heartbreak Dance (Pupil Sheet 14.3). Read the text out loud all the way through. Read the text again; pupils need to listen carefully and underline the words in which they can hear the /ar/ phoneme. Place the T-shirt labels on the Team Sort boards. Play Team Sort. Sort the cards into the two representations: a or ar, and al. Elicit from the pupils that the most common are ar and a (Pupil Sheet 14.4). Ask if any pupils can think of another /ar/ phoneme word that is spelled al like palm. (Answer: calm.)
Secure
s
Time: 3 minutes
Fill in the Conventions Frame (Pupil Sheet 14.5) and make the following points: We can use rhyming words to help us to remember the spellings of these words, so if we know one word we can remember it is like another. For example, if I know arm I know charm, farm, harm. I can also learn the exceptions palm and calm together. If I know fast I know past, last, mast. If I know cart I know art, start, part. Ask if any pupils can think of a word that rhymes with part that is not spelled either a or ar. (Answer: heart.) Return to the session objective and review what has been learned.
Notes
s
If there is time, point out that there are two or three representations of the phoneme depending on the part of the country you come from. The letter a as in past, last, chance is not a representation of the /ar/ phoneme in some regions where these words are pronounced with a short vowel.
Phonics Session 14
189
ar ar ar ar ar ar ar ar ar ar ar
Pupil Sheet 14.1 (phoneme frame /ar/) one copy per pair
Phonics Session 14
191
h f p t c sh p c t
m f sh m h c d h k
c b t e m p k sh p
h ch t m k p sh p k
m s t h b h t d sh
Pupil Sheet 14.2 (consonant cards for phoneme frame) one copy per pair, cut into cards
Phonics Session 14
193
Heartbreak Dance
Arthur and Charlotte were going to the end of term party. After months of waiting Arthur had at last asked Charlotte out. As Arthur waited outside Charlottes house his palms were sweaty and his heart raced. When Charlotte came out of her house, she walked straight past him and met her friend on the other side of the road. Arthur had to walk very fast to keep up and narrowly missed being hit by a car. When they got there Arthur thought he would chance his luck. He casually reached for Charlottes arm, ready to dance, but as the music started she charged from the room, heading for the art block.
Pupil Sheet 14.3 (Heartbreak Dance) one copy per pupil

Phonics Session 14
195
Arthur fast started charged art car chance arm
Charlotte
last
asked
palm
past
dance
a
ar
al
197
Pupil Sheet 14.4 (Team Sort word cards) one copy, cut into cards
Conventions frame
Useful exceptions are palm, calm If I know harm I know If I know car I know If I know fast I know
Write the words below in the correct boxes.
fast cast
past arm
charm farm
star bar
But I need to remember heart
ear
Extra Challenge! Make groups of words which rhyme with the following mark cart past
Pupil Sheet 14.5 (conventions frame for /ar/ phoneme) one copy per pupil
Phonics Session 14
199
Session 15
The /er/ phoneme
Objectives
s
Key terms Phoneme: smallest unit of sound in a word. Mnemonics: a memory aid that supports the learning of spellings.
Materials
s
To know the most common spellings for the /er/ phoneme. To be able to identify possible difficulties and nd strategies for remembering them.
s s s
Brain Bank and blank hexagon (page 275) Pupil Sheet 15.1 (Word Sort cards, one set) Teacher Sheet 15.2 (Word Sort notes) Team Sort boards (ve) (page 276) T-shirt labels (page 280) Pupil Sheets 15.3 and 15.4 (conventions frame, one per pupil) Teacher Sheet 15.5 (conventions frame notes) Pupil Sheet 15.6 (Cloze Spelling, one per pair) Teacher Sheet 15.7 (Cloze Spelling notes) Teacher Sheet 15.8 (Phoneme Countdown cards, one set) Pupil Sheet 15.9 (Ways to remember, one per pupil)
Remember
s
Time: 2 minutes
After reviewing the previous session, add information to a hexagon on the Brain Bank.
Model
s s
Time: 4 minutes
Introduce the session objective. Say the following words out loud and write them on the ipchart/whiteboard: doctor, teacher, smaller, farmer, actor, regular. Ask pupils what sound they can hear at the end of these words, and how many different ways of spelling that phoneme they can see in those words. Place T-shirt labels on the Team Sort boards. Point out that some words with the /er/ phoneme at the end of words have different spellings from these; we will add new teams when we nd them. Explain to pupils that we are still focusing on the /er/ phoneme, but this time we are looking at it in the medial position. Write the word bird in a three-phoneme frame. Reinforce that in the word bird the /er/ phoneme is in the medial position and is represented by the letters ir. Generate a set of rhyming words using the following: bird (curd, gird, heard, herd, nerd, third, word, blurred, slurred, absurd) fern (earn, burn, adjourn, learn, stern, turn, yearn) dirt (Bert, Kurt, irt, hurt, pert, shirt, blurt, skirt, spurt). With the pupils list the different representations we have for the /er/ phoneme. (Answer: -er, -ir, -ur, -or, -our, -ear.)
202
Phonics Session 15
Session 15
Try
s
Time: 6 minutes
s s
Place T-shirt labels on the Team Sort boards. Point out that some words with the /er/ phoneme at the end of words have different spellings from these; we will add new teams when we nd them. Play Team Sort with word cards from Pupil Sheet 15.1. (Refer to Teacher Sheet 15.2.) Create a new team for centre/centimetre. Investigate the most common spelling patterns in different positions in the word. Fill in the conventions frames (Pupil Sheet 15.3 for nal position and Pupil Sheet 15.4 for medial position; Teacher Sheet 15.5).
Apply
s
Time: 5 minutes
s s
Use Cloze Spelling Pupil Sheet 15.6. Begin by reading out Teacher Sheet 15.7. Reread, pausing while pupils write the missing words. Play Phoneme Countdown with the following words from Teacher Sheet 15.8: teacher, actor, regular, winter, discover, daughter, larger, printer, character, sailor, director, Thursday, herd, bird, learn, burn.
Secure
s
Time: 3 minutes
Using the Ways to remember Pupil Sheet 15.9 ask the pupils to devise a way of remembering the tricky part of words they nd difficult. These include: looking at the main part of the word, eg adding -er to farm makes farmer reminding pupils that family relationship words end in -er, eg mother, sister exaggerating the ending when reading, eg doct-or. Fill in the Ways to remember sheet for words they nd tricky.
Notes
s
This phoneme, known as the schwa in linguistics, is the reduced vowel commonly used in unstressed syllables. It is spelled by various combinations of letters, eg cover, forget, liar, surprise, colour, future, acre, abroad, today, famous, element, position/position
Phonics Session 15
203
editor doctor sailor father brother teacher heard author were louder scholar scanner sensor monitor discover deliver answer centre sadder learn driver summer thirty shirt skirt thirsty
character shoulder cleaner quaver shorter footballer fern regular longer greater director predator traitor laughter recover happier daughter metre carer larger rather winter burst purse stern Thursday
third actor farmer sister mother absurd writer passenger taller calendar burn processor server computer consider further earn dirt word pert worm September worst kerb hurt early
Phonics Session 15
205
/er/ in medial position

ir third dirt thirty shirt skirt thirsty ur absurd burn burst purse hurt Thursday ear heard earn learn early er fern stern pert kerb other were word worm worst
Note that kerb means the edge of a pavement and curb (not shown but also an /er/ phoneme word) means to restrict.
/er/ in nal position

er father brother teacher louder scanner discover deliver answer sadder scarier driver summer character er shoulder cleaner quaver shorter footballer longer greater laughter recover happier daughter carer larger er rather winter farmer sister writer passenger taller server consider further September or editor doctor sailor author sensor monitor director actor processor predator ar regular calendar
Point out that this phoneme is less common in initial position in a word than in medial or nal position.

Phonics Session 15
207
In the nal position the /er/ phoneme is usually represented by ER

Family words are spelled ER Examples Comparative adjectives are spelled ER Examples
Seasons and months are spelled ER Examples
Pupil Sheet 15.3 (conventions frame for /er/ phoneme) one copy per pupil
Phonics Session 15
209
Conventions frame
thirty When the /er/ phoneme is in the middle of a word it is most commonly spelled in three ways worm
__________________ __________________ __________________
dirt
churn
It can also be spelled learn

__________________ __________________
alert
word
At the beginning of a word the /er/ phoneme is most commonly represented by

__________________
herd
turn
earn
early
Pupil Sheet 15.4 (conventions frame for /er/ phoneme) one copy per pupil
Phonics Session 15
211
Conventions frame
thirty When the /er/ phoneme is in the middle of a word it is most commonly spelled in three ways
________ir________ ________ur________ ________er________
dirty
worm
churn
It can also be spelled learn

________or________ ________ear________
alert
word
At the beginning of a word the /er/ phoneme is most commonly represented by

________ear________
herd
turn
earn
early

Phonics Session 15
213
My _______ is a _______ _________.
My _____ works _____ than me at school. He is always the rst one to _____ the teachers questions.
The _____ the force, the _____ the elastic band stretches.
In the _____ I would like to become an author. I think that I would be a _____ _____ than anyone else.
Pupil Sheet 15.6 (Cloze Spelling) one copy per pair

Phonics Session 15
215
My mother is a computer programmer.
My brother works harder than me at school. He is always the rst one to answer the teachers questions.
The greater the force, the longer the elastic band stretches.
In the future I would like to become an author. I think that I would be a better writer than anyone else.
Teacher Sheet 15.7 (Cloze Spelling notes) one copy

Phonics Session 15
217
ar or er
Teacher Sheet 15.8 (Phoneme Countdown cards for /er/ phoneme) one copy, cut into cards and pin to ipchart
Phonics Session 15
219
Spelling Ways to remember

Try some of these ways to help you learn a difficult spelling
s s
Sounding out, eg doc-tor Mnemonics, eg centre (cats eat nibbles then run energetically) Highlighting the difficult parts of the word, eg doctor Drawing calligrams/picture to help you identify the key point of difficulty in the word Way to remember
s s
Word
Pupil Sheet 15.9 (Ways to remember) one copy per pupil

Phonics Session 15
221
Sessions 16
The /au/or/ phoneme
Objectives
s
Key terms Phoneme: smallest unit of sound in a word. Mnemonics: a memory aid that supports the learning of spellings.
Materials
s
To recognise many of the ways in which the /au/or/ phoneme can be represented in words. To devise ways for learning useful words.
s s s
s s
Brain Bank and blank hexagon (page 275) Pupil Sheets 15.9 from previous session Team Sort boards (eight) (page 276) T-shirt labels (page 280) Pupil Sheet 16.1 (Word Sort cards, one set) Teacher Sheet 16.2 (Word Sort notes) Pupil Sheets 16.3 and 16.4 (conventions frames, one per pupil, photocopied back to back) Teacher Sheet 16.5 (conventions frame notes) Teacher Sheet 16.6 (A3) Pupil Sheet 16.7 (Ways to remember, one per pupil)
Remember
s
Time: 3 minutes
s s
Remind pupils that in the previous session we looked at the /er/ phoneme and the way it is represented in the initial, nal and medial positions. Add information on a hexagon to the Brain Bank about the /er/ phoneme. Look back at 'Spelling Ways to remember' from session 15. Discuss what ideas the pupils have come up with to identify difficult words and the ways to remember them. Highlight the fact that some pupils may use different strategies to learn the same words. The important thing is to nd strategies that work for them.
Model
s
Time: 4 minutes
Generate rhyming words using the following words: law (paw, claw, draw, saw, oor, bore, score, ignore, drawer, core, door, jaw, more, pore, raw, straw, tore, war) wall (hall, brawl, call, trawl, crawl, haul, tall, stall) talk (walk, fork, stork, cork, chalk, pork). Identify what is making the /au/or/ phoneme in the following words, underlining the letters that represent the phoneme: wall, crawl, haul, law, more, door, talk, fork. Emphasise how many different spellings of this phoneme there are.
224
Phonics Session 16
Session 16
Try
s s
Time: 4 minutes
Play Team Sort using word cards (Pupil Sheet 16.1, Teacher Sheet 16.2). Tell the pupils that they need to leave to one side any words that do not t into the categories on the T-shirts.
Apply
s
Time: 3 minutes
Draw conclusions from the Team Sort cards (see conventions frame, Teacher Sheet 16.5) and ll in one or both of the conventions frames Pupil Sheets 16.3 and 16.4). Ask what consonant the -augh and -ough words end with. (Answer: t.) Link back to work on -igh in the long /ie/ session: we noticed that -igh words were usually words ending with the consonant t. Point out the need to nd some other strategies for remembering useful words.
Secure
s
Time: 6 minutes
Discuss strategies pupils could use to learn problematic words. Refer to the strategies pupils have devised for other words on their Spelling Ways to remember sheet and consider some of these. Discuss the Useful words list (Teacher Sheet 16.6). Model with one of the words: One of the words I nd it hard to remember is sure. I need to think of a strategy to help me, because there isnt a convention that will help me to make a best guess. When I thought about burn I had three strategies to choose from: burn unwanted rubbish now (mnemonics) b u r n (visual) burn rhymes with turn (rhyme). Continue: Rhyming isnt going to help me because there isnt another word that I know that is spelled the same as sure. So, I am going to try a visual way, because the bit I nd tricky is the u in the middle and the e on the end. sUre Continue: I could try a mnemonic, for example, sad unhappy robots exercise, someone understands restless elephants. Fill in the Spelling Ways to remember sheet (Pupil Sheet 16.7).
Notes
s
Regional variations in pronunciation mean that in some areas /or/ as in torn, door and warn is distinct from /au/ as in law, call and haul.
Phonics Session 16
225
small stall law saw draw raw crawl dawn scrawl awkward awe claw lawn
drawn awful scrawny shawl August authority automatic taunt audible haunt author sauce store
ignore score tore core oor door chalk stalk talk walk corn scorn order
more or ordinary for forty torn short lord cork horse naughty taught caught
fought ought brought thought court tour four pour mourn sure pure daughter fall
Phonics Session 16
227
aw oor or
au
ore
al/all
Other our/ough/ augh/u-e naughty taught caught daughter fought ought brought thought court tour four pour mourn sure pure
law saw draw raw crawl dawn scrawl awkward awe claw lawn drawn awful scrawny shawl
August authority automatic taunt audible haunt author sauce
store ignore score tore core
oor door
chalk stalk talk walk stall fall
corn scorn order more or ordinary for forty torn short lord cork horse
NB Awe: Strictly speaking another representation as it is awe that makes the phoneme /or/, not aw. However, it needs to be seen alongside awful (once awe-ful) and therefore we have included it in this column.
Regional accents will make some of these representations less certain (eg oor). Teachers will need to decide whether simply to ignore the representations that do not sound like /or/au/ in their region or whether to include a discussion of them as variable depending on region.
229

Phonics Session 16
Conventions frame
When the /au/or/ phoneme is at the beginning of the word it is usually represented by like like like At the end of a word the /au/or/ phoneme is usually represented by like like like like
Pupil Sheet 16.3 (conventions frame for /au/or/ phoneme) one copy per pupil, photocopied back to back with Pupil Sheet 16.4
Phonics Session 16
231
In the middle of a word the /au/or/ phoneme can be represented in lots of different ways including
Pupil Sheet 16.4 (conventions frame for /au/or/ phoneme) one copy per pupil
Phonics Session 16
233
This phoneme is particularly problematic and we need to be open about that. There are too many representations to lead pupils to a best guess convention. The purpose of this frame is to record the range of options and some examples. You will need to make a decision about regional differences in pronunciation and which representations are not appropriate for consideration in your case. Looking at the range of possible spellings for this phoneme is useful from the point of view of reading. We need to use some of the strategies pupils have been developing for other tricky phonemes to home in on any useful words for spelling. Adapt the useful words list if there are other words that your pupils need to know and remember.
Conventions frame When the /au/or/ phoneme is at the beginning of the word it is usually represented by aw or au like like like awful ordinary August
At the end of a word the /au/or/ phoneme is usually represented by aw or our ore like like like like raw, claw this is very common for four, tour more
In the middle of a word the /au/or/ phoneme can be represented in lots of different ways, including al, augh, our, or, au, aw, a (see Word Sort notes Teacher Sheet 16.2 for examples).

Phonics Session 16
235
Useful words to remember awful talk August more forty four pour caught thought sure for court
Teacher Sheet 16.6 (Useful words list) enlarge to A3

Phonics Session 16
237
Spelling Ways to remember

Try some of these ways to help you learn a difficult spelling s Sounding out eg aw-ful s Mnemonics, eg all, woe awful a union authority s Highlighting the difficult parts of the word, eg f o u r s Drawing calligrams/pictures to help you identify the key point
Word
Way to remember
Pupil Sheet 16.7 (Ways to remember) one copy per pupil

Phonics Session 16
239
Session 17
Revision
Objectives
s
Key terms
Materials
s
To recall the full range of knowledge and strategies covered in the unit. To apply what the pupils have learned during the unit in the context of a text. At the end of this session pupils will be able to make strong choices when spelling unknown words, based on what they have learned about conventions and strategies.
s s
Brain Bank and blank hexagon (page 275) Teacher Sheet 17.1 (Cloze Spelling) Pupil Sheet 17.2 (Cloze Spelling, one laminated per pupil) Pupil Sheet 17.3 (Cloze Spelling sentences, one set) Pupil Sheet 17.4 (Word cards, one set per pupil) Pupil Sheet 17.5 (Phoneme sorting grid, one set per pupil) Route to Spelling (page 283)
Remember
s
Time: 1 minute
Remind pupils of the /au/or/ phoneme and add information on a hexagon to the Brain Bank. Remind pupils of areas covered in the unit and say that they are going to use all they have learned in todays session. Remind them that although they will often be able to spell new words accurately, based on what they have learned, there may be times when they have to make an informed best guess, and then check the spelling in a dictionary. Their knowledge of phonics and new strategies will help them to do this and will help them to work out any new words they meet in reading.
Model
s
Time: 5 minutes
s s
Give out Pupil Sheet 17.2 (The lost long vowel). Introduce the story. This story is about a spelling contest where something important goes missing. The class in the story solve the mystery by using a security camera that is in the school hall. Read the text out loud (Teacher Sheet 17.1). Model process for working out the spellings of: Right: I know that the /ie/ can be spelt in several ways (i, ie, igh, ie). When it is followed by t it is spelt either ite (bite) or ight (light). I will write it down in both ways (write rite and right on the board) and see which one looks right. I think it is right. If I am still not sure I will check in a dictionary. Compete: I know that the /ee/ phoneme is usually spelt ee or ea when it is not at the end of the word. It can also be spelt ee, but that is unusual. I will try ee (write compeet on the board and see if it looks right). I can read it but it doesnt look right. So I will try the other common way (write compeat on the board and see if it looks right). I am not sure. Ill try ee (write compete on the board and see if it looks right). Well, I think it does and I can read it, but I know that this spelling is less common so I will have to check it later in the dictionary.
242
Phonics Session 17
Session 17
Reinforce the fact that you can always spell a word in a way that other people could read it, even if you are not sure that it is totally correct it is good to check words when you are unsure but you should check them after you have done your rst draft, so that checking doesnt slow you down too much while you are writing. Note: There is scope here to choose which words you model according to the groups need.
Try
s
Time: 6 minutes
Give out Pupil Sheet 17.3. Each pupil has one sentence to read to their partner who lls in the words on their cloze version of the sentence. Read sentences out loud in sequence to complete the story.
Apply
s
Time: 4 minutes
Play Team Sort using Pupil Sheet 17.4 (word cards) and Pupil Sheet 17.5 (phoneme sorting frame). Which vowel is missing? (Answer: /ae/.)
Secure
s
Time: 4 minutes
Pairs look back at their pupil cards from the Try section. Can they nd any words containing the /ae/ phoneme (these are underlined on the teacher sheet for teachers reference) in their section? Collect these words on the ipchart. What other representations of this phoneme do they know? Remind the pupils that they need to continue to use all the knowledge and strategies they have learned when they are doing their own independent writing. They should follow the Route to Spelling and go back to the Brain Bank for information if they are not sure. The main thing is to use what they know and make a best guess; make sure that it is readable and check with dictionaries and other people if they are not sure. We want them to feel more condent in their writing, and not to be slowed down or put off if they are unsure how to spell a word.
Notes
Phonics Session 17
243
The Lost Long Vowel

Class 7A had one big problem. If no one could nd the lost long vowel before the start time they would lose the right to compete in the Double or Drop? challenge cup. It was part of the contest. Each class had to guard one vowel for the week before the contest, in order to qualify to enter the spelling competition. At rst, it had been easy. They had pinned it onto the wall in the hall and checked on it every lunchtime and before and after school. Then it had disappeared. It was getting late. The contest was due to start after school at eight oclock and it was four oclock already. Wait! said Luke, I remember seeing Charlene holding something when I was hanging up my blue coat in the cloakroom yesterday. Maybe it was the vowel. She was hiding it under her arm. If Im right, she must have been trying to keep us out of the contest. It was in the hall when it went missing. Whoever stole it will be on the video from the new security camera the head teacher put in the hall because someone tried to steal the cup. Right, lets go and watch the lm and see who took the vowel. Running into the hall, Luke switched on the video. The children were stunned. No one had stolen the vowel. It had slipped off the wall, gone sliding down to the oor and disappeared under the cupboard. With a huge grin, Ali picked it up and pinned it back onto the wall. The lost long vowel was lost no longer.
Teacher Sheet 17.1 (Cloze Spelling, The Lost Long Vowel) one copy
Phonics Session 17
245
The Lost Long Vowel

Class 7A had one big problem. If no one could nd the lost long vowel before the start ____ they would lose the ____ to ________ in the Double or Drop challenge cup. It was part of the contest. ____ class had to guard one vowel for the ____ before the contest, in order to qualify to ____ the ________ competition. At rst, it had been ____. They had ____ it onto the wall in the hall and ________on it every lunchtime and before and after school. Then it had disappeared. It was getting late. The contest was due to start after school at eight oclock and it was four oclock already.
Pupil Sheet 17.2 (Cloze Spelling) one copy per pupil, could be laminated
Phonics Session 17
247
Pupil 1a Card Wait! said Luke, I remember seeing Charlene holding something when I was hanging up my blue coat in the cloakroom yesterday. Maybe it was the vowel. She was ____ it under her arm. If Im ____, she must have been trying to keep us out of the contest. Pupil 1b Card Wait! said Luke, I remember seeing Charlene _________ something when I was hanging up my_____ ____ in the cloakroom yesterday. Maybe it was the vowel. She was hiding it under her arm. If Im right, she must have been trying to keep us out of the contest.
Pupil Sheet 17.3 (Cloze Spelling sentences 1) one copy, cut into two cards
Phonics Session 17
249
Pupil 2a Card It was in the hall when it went missing. Whoever ____ it will be on the ____ from the ____ security camera the head teacher put in the hall because someone tried to steal the cup. Right, lets go and watch the lm and see who took the vowel. Pupil 2b Card It was in the hall when it went missing. Whoever stole it will be on the video from the new security camera the head teacher put in the hall because someone once tried to ________ the cup. ____, lets go and watch the lm and see who took the vowel.
Phonics Session 17
251
Pupil 3a Card Running into the hall, Luke switched on the video. The children were stunned. No one had stolen the vowel. It had slipped off the wall, gone _______ down to the oor and disappeared under the cupboard. With a _______ grin, Ali picked it up and pinned it back onto the wall. The lost long vowel was lost no longer. Pupil 3b Card Running into the hall, Luke switched on the video. The children were ________. No one had ________ the vowel. It had slipped off the wall, gone sliding down to the oor and disappeared under the cupboard. With a huge grin, Ali picked it up and pinned it back onto the wall. The lost long vowel was lost no longer.
Phonics Session 17
253
boy girl each for week start time right down
week order enter spelling pinned checked
noise school found stopped holding coat
poking out tapping jumped tried steal stunned showed stolen
searched hiding white huge arm corner
compete hidden
Pupil Sheet 17.4 (word cards) one copy per pupil, cut into cards
Phonics Session 17
255
257
/ae/ /ee/ /ie/
/oe/
/ue/
257
Pupil Sheet 17.5 (phoneme sorting grid) one copy per pupil, one for teacher
Session 18
Ways of remembering
Objectives
s
Key terms Homophones: words that sound the same but have different spellings, eg hare/hair.
Materials
s s s s s
To know a range of ways to deal with difficult spellings. To know which strategy to choose to spell particular words in personal writing.
Brain Bank Teacher Sheet 18.1 (Spelling Challenge) Pupil Sheet 18.2 (Cloze Spelling, one set per pair) Route to Spelling (page 283) Whiteboards
Remember
s s
Time: 3 minutes
Pin up the Brain Bank and the Route to Spelling. Tell pupils that we have collected a lot of knowledge about phonemes and how they are represented in spelling. We have found out what the best guesses are with some phonemes. We have discovered a thinking route that can help us to use this knowledge in the most sensible way. We have also found ways to learn spellings that we cant really make a best guess for, and we have found out our own favourite ways to learn tricky words.
Model
s
Time: 5 minutes
Explain that we have developed useful strategies for remembering how to spell tricky words. Tell pupils we are now going to go over the various routes we can use to work out the most likely way to spell words we do not know, using everything we have learnt about phonics and spelling so far. 'Think aloud to show the appropriate remembering process, using complain as an example: Check that the pupils know what complain means (answer: to say what you dont like about something). Explain: Do I know how to spell complain already? If I did know I would write it down and then check that it looked right. Now, what can I hear? There are two syllables: com/plain. I am going to break the word up and start with the rst syllable: com. I am going to see which phonemes make up that syllable: /c/ /o/ /m/. Thats easy, I know how to write that down now. Write com on the whiteboard and read it out loud. Continue: Now, the second syllable: plain: /p/ /l/ /ae/ /n/. OK, so I can begin by writing the consonants I can hear. Write pl. And the phoneme I can hear in the middle of the syllable is /ae/. What do I know about the phoneme /ae/? I am going to look back at the Brain Bank. When the phoneme /ae/ is followed by a consonant it is usually spelled ai or ae. I know that ae is very common, but a lot of words also have ai. OK, my best guess is either of these, so what shall I do? Ill write complain using each of them in turn and see which one looks right. Write complane and complain. Try to decide with the pupils which one looks right. If pupils are still unsure, or if they select the wrong spelling, ask them to check with the dictionary before the next session.
260
Phonics Session 18
Session 18
Refer to the Brain Bank for information about vowel spellings and the Route to Spelling for information about strategies.
Try Time: 3 minutes Read text Before the Storm (Teacher Sheet 18.1) and then repeat the rst sentence. Repeat highlighted words, one by one. Ask pupils to work in pairs to spell the highlighted words on the whiteboards, following the process modelled above.
Apply
s
Time: 6 minutes
s s
In pairs, give pupil A texts 1a and 2b and give pupil B texts 1b and 2a. Play Spelling Challenge (Pupil Sheet 18.2). Remind pupils that if there is more than one spelling for a particular word (a homophone), they will need to think about the meaning of the word to help them to select the correct version of the spelling. Pupil A reads text 1a to pupil B; pupil B follows reading on own copy of the cloze text (1b). Pupil A then repeats the highlighted words, one by one, for pupil B to spell in cloze text 1b. Repeat process: pupil B reads text 2a and pupil A lls in the words on text 2b. Pupils check their own spellings using the cloze sentences, and identify any that were hard for them and which they need to learn. Use any time remaining to ask pupils to learn any spellings they have found difficult using their strategy or to recap any aspect of the course so far that you know they have not grasped.
Secure
s
Time: 3 minutes
Refer back to the Brain Bank and the Route to Spelling. Explain that pupils have: added to their bank of knowledge about how words work added known words to their vocabulary learned how to recognise phonemes more easily when they read words learned how to follow a sensible choice route to spelling that will help them to make plausible and legible choices in future.
Notes
Phonics Session 18
261
Before the Storm High in the sky, a tiny rain cloud drifted across the bright sun, casting a shadow over the white hot sand. In the blue water, children shouted and splashed, clapping their hands joyfully as the waves crashed onto the beach.
Teacher Sheet 18.1 (Spelling Challenge, Before the Storm) one copy
Phonics Session 18
263
Read this aloud to your partner. Text 1a

She screamed in fright as the mouse ran out from under the door, scampered across the oor and disappeared. Standing quite still, feeling colder than she ever had before, she tried to see whether the mouse had really gone, or was just hiding, waiting to jump out on her as soon as she started to move.
Fill in the spaces as your partner reads this aloud. Text 1b

She ____________ in _______ as the _______ ran out from under the______ , ____________ across the ________and disappeared. ________quite still, ______________than she ever had before, she _______to see whether the mouse had really gone, or was just ________, ________to jump out on her as ______ as she _________ to move.
Read this aloud to your partner. Text 2a

As they climbed towards the summit of the mountain they became increasingly hungry and worn out. How they were going to reach the top no one quite knew. All they could think about was how late it was getting, and what would happen if they didnt arrive at the next camp before dark. Once night fell and the temperature dropped, their ngers would begin to freeze and they would become slower and slower. The path sloped away, up into the unknown
Fill in the spaces as your partner reads this aloud. Text 2b

As they climbed towards the _______ of the mountain they ______ increasingly hungry and_____ ______. ______ they were going to _____ the top no one quite knew. All they could think about was how ______ it was__________ , and what would happen if they didnt ______ at the next camp before _____. Once _______fell and the temperature__________, their ngers would begin to _______and they would become __________ and slower. The path _______ away, up into the unknown
Pupil Sheet 18.2 (Cloze Spelling) one copy per pair, cut into four cards
Phonics Session 18
265
Instructions for games
267
Phoneme Countdown
Purpose To select the most likely spelling of particular vowel phonemes (as specified in lesson plan). Materials s Set of word or sentence cards for each pupil (as specified in lesson plan) s Set of cards which represent the range of spellings for the vowel phoneme/s addressed in the session s Whiteboards, pens and cloths. Procedure s Pin the range of representations (possible spellings) onto the board so that all the pupils in the group can see them. s Explain that these are all ways that you can spell the // phoneme and that the pupils are going to select the most likely one for each word, in line with what they already know about spelling conventions. s Ask one pupil to read a word or sentence card. If you are using sentence cards, the pupil should read the whole sentence and then repeat the highlighted word, which is the word you are about to spell. s Identify and write down the consonants that are at the beginning of the word. s Consider, either by saying your thoughts out loud or by asking pupils to suggest spellings, which is the most likely spelling of the vowel phoneme and why. s Write the rest of the word and check whether it looks right. If it does not, consider alternative options, starting with the next most likely according to knowledge of spelling conventions. Write it and check whether it looks right. s When you have modelled the process, pupils should be able to follow it themselves: 1. Say the word out loud. 2. Write the word. 3. Check that it looks right. 4. Identify the vowel phoneme. 5. Point to the probable spelling. 6. Give the reason for choosing that spelling.
Sliding In
Materials s Set of letter cards for each pupil (as specified in session plan) s Phoneme frames (with four phonemes/boxes), one per pupil s Word cards (as specified in lesson plan). Procedure s Give each pupil the appropriate letter cards. Place word cards face down on the table. s Explain that one pupil is going to turn over a card and read a word. s The other pupils then identify the beginning, medial or end phoneme (as specified in session plan). s Each pupil then slides into the phoneme frame the letter/s which make that phoneme. 268 Phonics Instructions for games
Action Replay
Materials s Instruction cards (same cards for all sessions) s Word cards (as specified in session plan) s Small whiteboard for each pupil s Whiteboard markers. Procedure s Put the instruction cards and word cards face down on the table in separate piles. s The first pupil turns over an instruction card and responds as follows: spell: the teacher or classroom assistant picks up a word card and asks the pupil to spell the word test: the pupil picks up a word card and selects a pupil to test the other pupil has to spell the word phoneme count: the classroom assistant or teacher picks up a word card, says the word and the pupil has to count the phonemes in the word all play: the teacher or classroom assistant picks up a word card, says the word and all pupils have to spell the word.
Frame Game
Materials s Four-phoneme frame per pupil s Four coloured counters per pupil. Procedure s Teacher says the word as specified in the session. s The pupils then slide a counter for each phoneme into a box: ship has three phonemes so the final box will be empty: sh, i, p; desk has four phonemes so the pupil will place four counters in the frame: d, e, s, k.
Word Building
Materials s Set of letters for each pupil (as specified in session plan). Procedure s Give each pupil a set of letters. s Say the first word recorded on the session plan. s Pupils make the word using the letters encourage them to say the phonemes and the word. s Say the next word recorded on the session plan. s Pupils change the word into the new word by adding or removing letters. s Continue with the remainder of the words.
Phonics Instructions for games
269
Team Sort
Materials s Team Sort boards (number specified in Materials section of session plan) (Post-its or pieces of card are quick alternatives to the Team Sort boards) s T-shirt labels (as specified in session plan) s Blu-tack to attach T-shirt labels to the team cards s Word cards (as specified in session plan). Procedure s Lay out the Team Sort boards or cards. s Attach the T-shirt labels. s Deal the word cards to the pupils. s A pupil says each word, identifies the spelling pattern which represents the focus phoneme (as specified in session plan), and places each word in the appropriate team. s Once the sorting is complete, check that all the words are in the appropriate team and conduct the investigations indicated in the session plan.
Spelling Challenge
Materials s Word cards or sentence cards (as specified in session plan) s Whiteboards one per pupil s Whiteboard markers. Procedure s Place the word or sentence cards face down on the table. s The first pupil picks up and reads a word card or a sentence card (repeating the highlighted word). s The other pupils say the word, break it into phonemes and record the word on their whiteboard (refer to Route to Spelling). s Pupils then check that the word looks right and then check again with a partner. s Repeat the process with the other words.
Long or Short?
Materials s Long or Short? board A3 laminated (first used in session 9) s Word cards (as specified in session plan). Procedure s Put the Long or Short? board in the centre where all pupils can see the categories. s Put the word cards face down on the table. s Explain that you are going to sort the word cards according to the vowel phoneme (long and short vowel phonemes). s Recap on the short and long vowel phonemes if necessary. s The first pupil turns over a word card, says the word, identifies the phoneme, and places it in the appropriate category on the board. s Repeat the process with other words.
270
Double or Drop?
Materials s Word cards (as specified in session plan) s Suffix cards (as specified in session plan) s Large whiteboard with five categories drawn on:
Do not double the consonant Double the consonant Drop the -e Irregular words Not sure
s s s
Whiteboards Whiteboard markers Blu-tack.
Procedure s Place the word cards and suffix cards face down on the table in separate piles. s Explain to the pupils that they are going to practise adding suffixes to base words. s The first pupil turns over a word card and suffix card. s They then decide whether they double the consonant or drop the e when adding the suffix. s Encourage the pupils to write the word on their whiteboard if they need to check. s The pupil then puts the words in the right category on the whiteboard.
Rhyming Words
Purpose To generate sets of rhyming words, based on the phoneme/s and rhymes specified in the session plan. Materials s Post-it notes s Pens s Blu-tack s Large whiteboard. Procedure s Explain to the pupils that you are going to think of sets of rhyming words so that you can investigate: the different ways of spelling the vowel phoneme in the rhyming part of the word the most and least likely (and therefore useful) ways to spell the vowel phoneme any other information that helps us to work out what the spelling conventions are for this vowel phoneme (eg position in word, which letters it is followed by, etc). s Tell the pupils the word specified in the session plan and ask them to think of words that rhyme with it. s Write them down on Post-its and stick them onto the whiteboard. s Repeat the process with any other words specified in the session plan.
271
Ask the pupils to identify the different ways to spell the vowel phoneme, as illustrated in the sets of words generated. Sort all the Post-it words according to the spelling of the vowel phoneme (not according to which ones rhyme). Are there any statements you can make about: the most common/useful way/s to spell the vowel phoneme the least common/useful way/s to spell the phoneme the position of particular spellings in the word any other factors which would indicate one particular spelling rather than the others (these statements will be indicated in the session plan)? If the pupils offer statements which are not indicated in the session plan, work with them to test whether their assertion is true within the list of words you have generated. Ask them to look out for other words which either confirm or contradict the statement.
Memory Game
Purpose To help pupils remember word rules and patterns based on the objectives for the session. Materials Word cards which are cut up and could be laminated. Procedure s Explain that the aim is to match words which are linked (eg come and coming) although they may not be identical. s Place all the cards face down, and demonstrate picking up one card and trying to remember where there is a matching card. s Pupils then try for themselves: they pick up one card and then choose another. If the two match, the pupil keeps them, face up. If they do not match, they are turned over again. s Continue until all the cards are face up in matching pairs. The winner is the pupil with the most pairs.
272
Support materials needed in more than one session
273
Hexagons for the Brain Bank used in sessions 4 to 17 (one hexagon per session except for sessions 9 and 12; two or three hexagons are used in session 11). Hexagons are numbered for the session in which they are added to the Brain Bank.
4. /ae/ Best guess is a-e. ay most common at the end of a word. ai only in the middle of a word. 5. /ee/ ee or ea in the middle of a word. y common at the end. ie (i before e except after c). 6. /ie/ Best guess is split vowel digraph (i-e like line). igh words usually end in t (might) except eg sigh, high.
7. /oe/ Best guess is the split vowel digraph (o-e like bone). Other common spellings are oa (moan) and ow is common at the end (except eg radio).
8. /ue/ Best guess is the split vowel digraph (u-e like tune). Also common is oo like moon. At the end of words most common is ew (new) except eg blue, glue.
10. Doubling Double the consonant at the end of words if the word has a short vowel and ends in one consonant (tap, tapping).
11. Dropping Drop the e of a split vowel digraph when adding a vowel suffix (tape, taping).
11. adding ING

Short vowels: double the consonant when adding suffixes if the word has only one consonant. Long vowels: dont double the consonant. Split vowel digraphs: drop the e when adding a vowel suffix, eg ed, ing.
11. Doubling or dropping?

The double and dropping rules apply when we are adding other suffixes (eg ed, er). Exceptions: hopeful, hopeless (adding consonant suffixes to split vowel digraphs) and tries, tried.
13. /oi/ Spelled oi at the beginning or in the middle of a word. Spelled oy at the end of a word.
14. /ow/ Can be spelled ow and ou. ow at the end of words and when followed by n. Most other words ou.
15. /ar/ Three usual ways to spell /ar/ ar, al, a as in fast, past, cast, cart, start (exception: heart).
16. /er/ /er/ in the final position usually er. Months and seasons, family words, comparatives, all er.
17. /au/or/ possible spellings a small aw saw au August ore ignore oor floor or for al chalk and others.
274
Phonics Other support materials
Hexagons for the Brain Bank used in sessions 4 to 17 (one hexagon per pupil per session except for sessions 9 and 12; two or three hexagons per pupil for session 11)
275
Team Sort boards Colour copy on A3 and slice. They could be laminated
276 Phonics Other support materials
277
278
279
Session 2 3 4 5 6 7 14 15 15 16 ck a-e ea ie o ew a er er a ff ay ee igh oa ue ar or ear aw ll ai ie i-e o-e oo al ar ir au
T-shirt labels ng th ss ch sh
e-e i ow u
i-e y
u-e
ure ur ore
re other ough
other
al
or
other
T-shirt labels Cut into labels and Blu-tack on Team Sort boards. They are used in several sessions.
280 Phonics Other support materials
Route to Spelling thinking frame Follow these signposts to find your way to spelling a word correctly.
1. Say the word 2. Do I know how to spell it already? 3. Which part(s) of the word can I spell already? 4. What is the phoneme? 5. What do I know about the phoneme? 6. What is my best guess? 7. Does it look right?
281
282
Optional assessment material
283
Instructions
s s s
Read each of the following words out loud to pupils twice and ask them to write them on the test answer sheet. Add in any words that you feel are appropriate for this group of pupils. In order to mix phoneme representations in the longer sections, read across the table from left to right and then back again from right to left. When marking, ensure that only the phonemes and conventions being tested are marked for accuracy ignore spelling mistakes related to other parts of the word.
In session 1 we were focusing on reading and spelling three- and four-phoneme words with consonant digraphs and clusters. 1. thump 2. west 3. boss 4. trick 5. clamp 6. thin In sessions 38 we were looking at the long vowels /ae/, /ee/, /ie/, /oe/, /ue/ and the different ways those phonemes are represented. We looked at a range of spellings and drew conclusions. 1. plate 6. stain 11. sway 16. eight 21. teeth 26. universe In sessions 911 we looked at how the endings of words change when you add a suffix. Some words doubled their consonant, some words dropped an e and some words didnt change at all. 1. coping 8. tried In sessions 1215 we looked at other vowel phonemes and we noticed that these were less easy to draw conclusions about 1. coin 5. spoil 13. employ 2. shout 6. clown 14. learn 3. partner 7. future 11. smaller 15. brother 4. burn 8. thirsty 12. thirty 16. character 2. shaking 3. graceful 4. humming 5. stunning 6. thinking 7. stopped 2. weed 7. chief 12. receive 17. reach 22. tried 3. slight 8. wise 13. pie 18. fry 23. go 4. stroke 9. foam 19. flow 24. uniform 5. tune 10. groom 20. stew 25. teach
14. tomorrow 15. true
9. September 10. cloud
In session 16 we looked at the /au/or/ phoneme and noticed that it was hard to draw conclusions. We found our favourite strategies for learning tricky words lets see how many we can remember now. (insert useful words from the word list) 1. 2. 3. 4. 5. 6. 7.
Teachers marking grid
Phonics Optional assessment material
284
Date
Name
Class
1. 6.
2.
3.
4.
5.
1. 6. 11. 16. 21. 26.
2. 7. 12. 17. 22.
3. 8. 13. 18. 23.
4. 9. 14. 19. 24.
5. 10. 15. 20. 25.
1. 6.
2. 7.
3. 8.
4.
5.
1. 6. 11. 16.
2. 7. 12.
3. 8. 13.
4. 9. 14.
5. 10. 15.
1. 6.
2. 7.
3.
4.
5.
Pupil assessment sheet one copy per pupil

285
Pupil error record sheet One copy only

Session reference 911 /ee/ /ie/ /oe/ /ue/ Consonant doubling Dropping split digraph /oi/ /ow/ /ar/ 12 13 14 15 15 16
12
38
Name
Class Identification of medial vowel phoneme
/ae/
/er/ /er/ /au/or/ final medial position position
286
Pupil error record sheet exemplar teachers notes

Session reference 911 /ee/ /ie/ /oe/ /ue/ Consonant doubling Dropping split digraph /oi/ /ow/ /ar/ 12 13 14 15 15 16
12
38
Name
Class Identification of medial vowel phoneme
/ae/
/er/ /er/ /au/or/ final medial position position
Jasmin
7c
/ /// //
Tally each pupils errors in each text area in this way: the above record shows that Jasmin needs further consolidation in the areas covered by sessions 1012. This information can inform further work at individual or whole-group level.
287

Literacy Progress Units: Phonics - Full Scheme

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Literacy Progress Units: Phonics - Full Scheme

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Literacy Progress Unit Phonics

8 Revising long vowel choices 9 Doubling consonants 118

16 The /au/or/ phoneme 17 Revision 242

Action Replay Frame Game Word Building Team Sort

270 271 271 272

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Team Sort boards T-shirt labels 280

Pupil error record sheet and exemplar

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Introduction to Key Stage 3 Literacy Progress Units

The need for Key Stage 3 Literacy Progress Units

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Moving from Level 3 to Level 4

Literacy Progress Units overview

Management and organisation

Teaching and learning

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Appendix: Initial assessment for Literacy Progress Units

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Level descriptors for AT2 English National Curriculum DfEE 1999

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Teaching and learning style

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Pupil assessment chart for the Phonics Literacy Progress Unit

Is this child assessed at NC Level 3 for reading and/or writing?

This unit is not appropriate.

This pupil would benefit from the Level 3 unit.

Sample session plan

The long /ae/ phoneme

information on materials needed for each session

objectives which are specific and limited

key terms explained

fast timing to maintain the pace of learning

building on prior learning

demonstration/ modelling by expert practitioner

reinforcing good primary practice

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detailed guidance for the person delivering the session

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expected answers identified to support non-specialists

game-based activities to motivate pupils

recap and review

moving towards independence

space for teachers comments

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Digraphs and trigraphs

To be able to spell a range of words with clusters, digraphs, and trigraphs.

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dull . mass . lash rush . lth thing scoff block shot

. lung . nch loss eck . stuff hang chunk less chill

bring pitch . thick nosh gang rack shock esh chest

The long /ae/ phoneme

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Teeth _ in ____.

Teeth _ in lesson. ____________charged.

found on beach. Reward donated to ________.

_____ _ ______________ warning.

have a . Teeth in __.

It can also be spelled ____

_ow_ It can also be spelled ____ough