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Literacy Progress Un it
Phonics
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Copies of this document can be ob tained from:
DfEE Publications
Tel 0845 60 2 22 60
Fax 0845 60 333 60
Textphone 0845 60 555 60
e-mail [email protected] m
Prolog ref no: DfEE 0477/20 01
Crown co pyrig ht 2 00 1
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
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Contents
Introduction to Key Stage 3 Literacy Progress Units v
Introduction to Phonics xiii
Session plans 1
1 Id entifying p ho nem es 2
2 Dig raphs and t rig raphs 8
3 The long / ae/ p honem e 14
4 The / ee/ phonem e 34
5 The lo ng / ie/ pho nem e 5 4
6 The /oe/ phonem e 72
7 The / ue/ phonem e 90
8 Rev is ing long vowel cho ices 108
9 Do ub ling c onso nant s 1 18
10 Adding suffixes to words which end in e 138
11 Suffixes (2) 154
12 The / oi/ p honem e 166
13 The / ow / p honem e 178
14 The / ar/ p honem e 188
15 The / er/ p honem e 202
16 The /au/ or/ p ho nem e 22 417 Revision 242
1 8 Ways of rem em b ering 2 60
Instructions for games 267
Phoneme Countdown 268
Slid ing In 2 68
Ac tion Rep lay 269
Fram e Gam e 269
Wo rd B uild ing 2 69
Team Sort 270
Spelling Challenge 270
Lo ng or Sho rt? 2 70
Doub le o r D rop? 271
Rhym ing Wo rd s 2 71
M em ory Gam e 272
Crown Co pyrigh t 20 01 Phonics Contents iii
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Support materials needed in more than one session 273
Hexagons 274
Team Sort boards 276
T-sh irt labe ls 280
Route to Spe lling 281
Optional assessment material 283
Teacher s marking grid 284
Pupil assessment sheet 285
Pupil error record sheet and exemplar 286
iv Phonics Contents Crown Cop yrigh t 2001
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Crown Co pyrigh t 20 01 Phonics Introduction v
Introduction toKey Stage 3Literacy Progress Units
The context of the Key Stage 3 National StrategyA key factor in raising stand ards is ensuring that m ore pup ils have the
competence and confidence in literacy to cope well with the learning
challenges of the secondary curriculum. The government is com mitted to
giving more pup ils acc ess to that curriculum b y extending the principles
and practice of the National Literacy Strategy into Key Stage 3.
There are three major elements to the drive to raise standards o f literacy in
secondary schools through the Key Stage 3 National Strategy:
i training for English departments o n increasing achievement through
effective teaching based o n the Framew ork for teac hing English: Years 7, 8
and 9
ii cross-curricular training on literacy for all staff
iii support m aterials for teachers of pupils who attained below Level 4 at the
end of Key Stage 2.
Pupils who enter Year 7 on Level 3 need add itional supp ort if they are to
develop the literacy skills that can unlock learning and enable them to reach the
national expectation at the end of Key Stage 3 . Literacy Progress Units have
been developed to offer such support.
The need for Key Stage 3 Literacy Progress UnitsThe evidence from national test results 199 62000 sho ws that almost tw o-
thirds of pupils who enter Year 7 w ithout having ach ieved Level 4 in English, fail
to reach Level 5 at the end o f Year 9. Many o f them also fail to d o justice to their
abilities in other subjects b ecause they find it d ifficult to handle the p ressures of
reading and w riting w ith sufficient speed and skill. That is a situation the
governm ent is determined to tackle. The need for specific sup port in relation to
writing is clear, given the disparity in attainment b etween reading and w riting at
the end o f Key Stage 2. (In 200 0 83% o f pup ils gained Level 4 in reading, as
opp osed t o only 55% in writing.) Similarly clear, within the co ntext of eq uality of
opp ortunity, is the need to mot ivate and supp ort the boys w ho form the m ajorityof Year 7 pup ils who have not yet ac hieved Level 4.
What so many o f the pup ils still on Level 3 need is tangible progress that w ill
build their belief in themselves as suc cessful learners. Experience w ith the
Add itional Literacy Supp ort (ALS) in primary schools has show n that such
progress is possible, using well-struc tured, fast-p aced and carefully targeted
intervention. The Literacy Progress Units provided for the Key Stage 3 National
Strategy reflect the p rinciples and prac tice of ALS wh ich has proved so
successful.
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These Literacy Progress Units reflect the b elief that all pupils on Level 3 should
aspire to Level 4 by the end of Year 7, and should aim to c atch up with their
peers by achieving Level 5 or above at the end of Year 9. Pub lic indications of
progress w ill be provided throug h the end o f Year 7 progress tests fo r pup ils
who entered second ary school below Level 4.
Moving from Level 3 to Level 4In achieving Level 3, pupils have show n them selves cap able of reading w ith
som e understand ing and fluency and of using different forms of w riting w ith a
degree of acc uracy. What they need to learn is how to read w ith greater insight
and understanding and how to express themselves in accurate, well-organised
writing that uses language effectively at wo rd and sent ence level. In many cases
this will involve revisiting aspec ts o f English w hich they have met in primary
school, but doing so with m aterial that respects t heir status as secondary
school pupils and assum es a can d o ap proach, which b uilds in and builds
on p upils existing experiences and abilities.
We know what w e have to do to m ove pupils tow ards Level 4. The
characteristic co nstraints for pup ils who attain Level 3 at Key Stage 2, identifiedin relation to the th ree strands o f the N ational Literacy St rategy, are:
Word level
s uncertain choices for long and unstressed medial vowel sounds
s limited g rasp of sp elling rules and c onventions
s insecure understanding and use of possessive apostrophes.
Sentence level
s limited use of complex sentences
s variable use of com mas to mark b oundaries w ithin sentences
s limited ab ility to use pronouns and verb tenses acc urately
s uncertainties over speech punctuation.
Text level
s limited use of paragraphing and other organisational devices
s limited ability to organise non- narrative w riting
s insufficient planning, reviewing and editing of w riting for clarity, interest and
purpose
s literal rather than inferential reading.
Key Stage 3 Literacy Progress Units have been informed and shaped by QCAanalyses of Key Stage 2 Eng lish test results in recent years, by the evidence
from OFSTED and by the emp hases of the National Literacy Strategy. They
focus on the critical features which move pup ils on to Level 4 which are:
s developing effective strategies for information retrieval
s reading using inference and d educ tion
s using full stops, cap ital letters and com mas ac curately in longer sentences
s varying sentence structure
s organising texts in ways other than chrono logical
s using paragraphs effectively
s app lying know ledge of spelling rules and co nventions.
These features are reflected in the Literacy Progress Un its, since add ressing
these aspec ts of English is the surest w ay to ensure progress towards Level 4
and beyond.
vi Phonics Introduction Crown Cop yrigh t 2001
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Literacy Progress Units overviewThe six units and the m ain areas they co ver are:
s Writing organisation: organising and shaping w riting effectively
s Information retrieval: extracting and evaluating information from a range o f
non- literary sources
s Spelling: spelling ac curately, as a result of know ing the co nventions and
having strategies for improving sp elling
s
Reading betw een the lines: using inference and ded uction in interpretingliterary texts
s Phonics: applying knowledge of phonics in their own writing
s Sentences: having a repertoire of sentence struc tures and using them
effectively.
Many teac hers will be familiar with the content , if not the focus and
methodology, in the units on Writing organisation, Reading betw een the lines
and Information retrieval. The Literacy Progress Un it least fam iliar to many
secondary teachers will probably be Phonics, but OFSTED evidenc e cont inues
to indicate that the quality of phonics teaching in primary schoo ls is variable
and if pupils do not kno w abo ut phonics they need to b e taught. This aspectof word level wo rk is of central imp ortance in pup ils acq uisition of literacy skills.
The Spellingunit offers ways of add ressing an area of continuing conc ern to
teachers, to emp loyers and to pupils themselves. Similarly significant, although
an area of uncertainty for some teachers, is the Sentencesunit: pupils need to
understand enough about sentence grammar to b e able to appreciate the
cho ices available to them as writers, and to make those c hoices effectively.
Management and organisation
The role of senior staff
In relation to Key Stage 3 Literacy Progress Units, senior staff need to:s lead from the top b y giving visible support and, if possible, by becom ing
personally involved
s make any necessary timetabling changes
s explore the p ossibilities for having Literacy Progress Unit sessions outside
the usual time of the schoo l day
s ensure that Literacy Progress Unit sessions take place in situations which
promote a positive learning atmosphere
s identify or, if funding perm its, appo int staff for Literacy Progress Un its
s agree monitoring proc edures with the people involved
s inform staff not d irectly involved in delivering Literacy Progress Un its
s provide the resources and equipment needed
s determ ine evaluation criteria
s encourage staff and pupils and celebrate achievement.
The role of the teacher
In relation to pupils, teachers need to :
s select pup ils who w ill benefit from Literacy Progress Units, basing their
assessments o n judgements abo ut c urrent attainment, informed b y the
assessment guidance in each unit, and test results from Key Stage 2
s prepare the pupils by establishing appropriate expectations about how they
will wo rk during the Literacy Progress Unit sessionss ensure that w ork do ne in mainstream lessons based on the Framework
relates to, reinforces and b uilds up on w hat has been do ne in Literacy
Progress Unit sessions
s mo nitor pup il progress in attitude as well as attainment.
Crown Co pyrigh t 20 01 Phonics Introduction vii
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In relation to teaching assistants and other colleagues, teachers need to:
s make sure that the staff involved understand the p rinciples and prac tice of
Literacy Progress Units
s plan and liaise effectively
s offer support, esp ecially during the initial stages
s help to monitor pupil progress
s observe or participate in some o f the sessions.
In relation to parents, teachers need to:
s inform parents why their children have been chosen to work on Literacy
Progress Units and exp lain how the units can sup po rt their childrens
progress
s suggest how parents can help
s keep p arents informed.
Timing
Each of the six units has 18 sessions of 20 m inutes. It is therefore possible to
deliver a unit in six weeks, w ith three sessions each w eek. The units relate to
the revision ob jectives in Year 7 of the Framewo rk for teaching English: Years 7,8 and 9, but they are not an alternative to the English program mes o f study of
the National Curriculum. They should b e thought of as co mp lementing or
con tributing to English lessons, not as replacing them .
Literacy Progress Unit sessions can be provided in or outside the school day,
such as before school, lunchtime or after schoo l. Sessions can also be fitted in
to English lessons w hich follow the pattern recom mended in the Framework
and therefore include structured group time, but teachers need to recognise
that this limits the op portunity to consolidate the aims of the m ain lesson.
Teaching and learningLiteracy Progress Units are flexible enough to be adap ted to suit the contexts
of different schools but they have been developed with group w ork, rather than
who le-class activity, in mind. They can be delivered by teachers, b y teaching
assistants or by other staff such as librarians.
The units are based on the teaching principles and practice w hich have proved
their worth th rough the N ational Literacy Strategy. Central to the approac h in
Literacy Progress Units is a movement from d emonstration to independence
in small secure steps. The small-group context allows the teacher to b e aware
of how effectively pup ils are app lying what has just been taught, and tointervene at the mo ment o f maximum impact. Each session of 20 m inutes
usually includes:
s building on prior knowledge
s linking w riting w ith speaking and listening and with reading
s a highly interactive app roach
s an emphasis on teacher modelling
s gradual draw ing in of pupils with scaffolded ac tivities
s building pupil confidence through supported application
s consolidation of individual learning through revision and reflection
s a deliberately fast p ace
s a sense of enjoyment through working together.
viii Phonics Introduction Crown Cop yrigh t 2001
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The teaching sequence which und erpins every session is:
Remember Identification of prior know ledge and key ob jectives
Model Teacher demonstration of process
Try Shared exploration through ac tivity
Apply Scaffolded p upil application of new learning
Secure Consolidation through discussion/activity
Units have been written for the adult who is delivering them , but few sessions
are scripted verbatim since the teachers own words will often be the best.
Pupils
Literacy Progress Units are intended for pup ils who have attained Level 3
in English and are working towards Level 4. The prop ortion of pupils in that
category varies so widely across schools that the decision whether or not touse a particular unit with a pup il must rest with the school. It will depend on the
diagnosis of individual need, b ased on the analysis of Key Stage 2 results and
evidenc e from a pup ils current work. It might be approp riate for some pup ils
to tack le six units during a school year, since the who le suite of units constitutes
a pow erful preparation for Level 4, while others, who have reached Level 4
in reading, m ight need on ly the units w hich w ill help them to imp rove their
writing. Guidance on preliminary assessment is given in the Append ix to this
Introduction, and mo re detailed diagnostic guidance accom panies each unit.
One of the teachers permanent aims should be that pupils self-esteem is
enhanced by Literacy Progress Unit sessions. We w ant pup ils to be c onfident
enough to take risks, and to learn from their mistakes. The small-group
situation envisaged for Literacy Progress Units offers particular opp ortunities
for insecure learners: it is highly interactive and c reates a close comm unity of
learners who com e to trust each o ther enough to be honest with each other.
The teaching sequence is designed to scaffold succ ess for all, and the steps
betw een the learning ac tivities are small enough to allow little mistakes to b e
picked up so naturally and q uickly that no one needs to make a b ig mistake.
This means intervening early to correct errors, not allowing them to becom e
embedded.
Ways of supporting pupils include:
s establishing that w e all make som e mistakes, and that they are usually
valuable starting p oints for learning
s giving c lear guidance over tasks and timing
s allow ing sufficient thinking time
s using pair work to avoid individual emb arrassment
s giving p upils strategies for signalling unc ertainty and creating a not su re
option
s using supportive bod y language
s rewarding and com ment ing on positive behaviour, rather than noticing only
negative behaviours being clear about errors, and not dodging the issue
s unearthing underlying misconceptions
Crown Co pyrigh t 20 01 Phonics Introduction ix
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s going bac k a stage when necessary to model and exp lain first principles
s always preserving the pupils d ignity as well as the teachers.
Staffing
In many schoo ls the units w ill be taught by sup po rt staff as well as by teachers
or librarians. The government has p rovided funding for an increasing num ber
of teaching assistants in secondary schoo ls, and the style of the units reflects
an expectation that in many schoo ls the teaching will be do ne by a teaching
assistant, work ing with a group of around six pupils. The unit authors
have therefore tried not to take subject knowledge for granted, and have
been deliberately explicit abou t terminology and p edagogy. Scho ols are
recom mend ed to have training sessions for the colleagues involved, prior
to the introduc tion of the units, and to ensure time for liaison betw een those
teaching m ainstream lessons and those d elivering the Literacy Progress Units.
The role of teaching assistants
The numb er of teaching assistants in second ary schoo ls is rising, since
the government has recognised and welcomed the increasingly imp ortant
con tribution that teaching assistants are making to raising stand ards insecondary schools. Funding for teaching assistants in secondary schools
has been increased substantially through the Standards Fund, as p art of the
governments commitment to provide an additional 20,000 (full-time equivalent)
assistants for schoo ls by 2002. It will continue to provide funding to m aintain
that level until 2004.
There are considerable variations in the quality of supp ort and training for
teaching assistants, and in the effectiveness with wh ich they are dep loyed.
As a matter of goo d p ractice, each schoo l should have an agreed p olicy on the
role of teaching assistants. This policy should include provision for training and
for shared planning time.
The DfEE will be p roviding a training program me for sec ond ary teaching
assistants which consists of four days training and includes a module of two
half-d ays on sup po rting pup ils literacy skills. The literacy module will include a
session on the Literacy Progress Units. Loc al education autho rities will be
expected to disseminate this training to secondary teaching assistants and their
mentors in the autumn term 2001 or spring 2002. The Key Stage 3 National
Strategy w ill also be providing tw o days o f training for English co nsultants on
the Literacy Progress Units in June 2001 . Consu ltants will be expec ted to o ffer
this training to teachers and teaching assistants and sc hools w ill also be able touse these materials to d o their own in-house training. At a later date there will
also be training available to secondary prac titioners on Phonicsand Spelling.
The Literacy Progress Units have been written spec ifically for teaching
assistants. This is reflected in the style and in the use o f terminology. If a
teaching ass istant (or anyone else) is to deliver Literacy Progress Units
effectively, that person will need to :
s feel con fident about w orking with group s of Year 7 pupils
s be fam iliar with the Framewo rk for teaching English: Years 7, 8 and 9
s be w illing to plan and p repare with other co lleagues
s have the necessary skills and know ledge to und erstand and d eliverthe materials
s prepare sessions in advance
s know and relate to the p upils.
x Phonics Introduction Crown Cop yrigh t 2001
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Shared discuss ion over imp lementation is essential. It is goo d p ractice to
involve a wider group of co lleagues (including the Head of English and the
SENCo) in discuss ion of how the m aterials will be introduced and evaluated.
Preparation
Each session needs c areful preparation in advance, since m any of them
depend on gam es or resource sheets which need to be at hand in the session
to avoid slackening the p ace. The timing of the sessions has such mom entum
that there is no time for finding or mak ing resource materials. Many sessions
need an OHP o r a flipc hart with the necessary accessories. The support
materials are all photoc op iable and there is always a list o f the m aterials needed
for a particular session. This means that c areful storage o f cards and other
materials for future use is a good investment of time. Some units need p osters
and p upil response sheets available for a series of sessions if the learning
opp ortunities are to b e optimised. These need t o b e prepared in advance.
Location
It is not fair to the pupils, the teachers or to the materials if problems arise, not
because of w hat is being taught, but where it is being taught. M any schools,in their planning for Literacy Progress Units, have ensured that they can take
place in suitable situations. For example, they have arranged for pup ils to b e
seated in an arc around t he teacher in a way that m aximises face- to- face
contact and ensures that no pupil has to see a text up side down.
Parents
Parents have the right to k now what is happening to their children and w hy.
It is important to inform and involve parents as muc h as possible by providing
information about Literacy Progress Units.
P
T
T
P P
PP
PP
P P
P P
Crown Co pyrigh t 20 01 Phonics Introduction xi
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Appendix: Initial assessment for Literacy Progress UnitsNote: Focus only on pupils who gained Level 3 in reading and/or writing.
Using the outcomes of Key Stage 2 assessment
The ideal way to assess a p upils suitability for Literacy Progress Units is to
use Key Stage 2 d ata and to talk with the pupils former teac her. The Key Stage
2 school mark sheet for end of Key Stage 2 assessments enables teachers in
the secondary school to identify differences in patterns of attainment acrossattainment targets. (For w riting there is a spelling mark, a hand writing mark,
a writing mark and the overall total which d etermines the level for writing. For
reading there is a reading mark and reading level.) Many p upils who gained
Level 4 in reading, but no t in writing, need the Literacy Progress Units on
writing, but not those for reading.
Individual pup il cover sheets, available from p rimary schoo ls, give a more
detailed breakdow n of the m arks for writing and are useful for identifying
spec ific areas of strength and w eakness. These cover sheets give the marks
for purp ose and organisation, for style and punc tuation in addition to spelling
and hand writing. Such evidenc e can help to identify wh ich units are prioritiesfor a pup il.
Using evidence from pupils work
If Key Stage 2 t est evidence is not available, schoo ls should consider Key
Stage 2 teacher assessment. If this indicates that p upils are not sec ure in Level
4, pup ils c urrent w ork should be assessed. Assessment guidance for each unit
is available in the unit-specific introduct ions.
xii Phonics Introduction Crown Cop yrigh t 2001
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Introduction toPhonics
Pupils who are reading at Level 3 are reading a range o f texts fluently and
accurately. They read independently using a range of strategies to establish
meaning. 1 Therefore pup ils who m ay be selected for this unit are alreadyable to blend phonemes to decod e words in a variety of contexts. The unit
is designed to suppo rt those pup ils who are reading at Level 3 but w ho m ay
be m aking errors in spelling, particularly in the area of vowel choices.
In this unit, pupils read realistic texts and investigate the sp ellings of w ords
they find there, drawing conclusions about patterns where it is possible to do
so. W hile spelling is the exp licit focus of each session, the text s read by p upils
con tain a high coun t of wo rds containing different representations of the focus
phoneme. In this w ay, pup ils w ill have intensive practice in reading the range o f
possible spellings.
These texts are drawn from a range of genres and, as far as possible, lend
themselves to being shared out loud. Wherever possible, words have been
placed in context: for example, in sessions 9 and 10 , sentences constructed
with -ingverbs sound almost like a piece of Gothic ho rror.
The unit aims t o offer pup ils mo re than a list of item know ledge. It is designed
to help pupils to make go od use of what they know, b y offering them a range
of strategies that supp ort the organisation, selection and prioritising of
information. In order to achieve this there are Thinking Frames that m ake links
between sessions throughout the unit. At the end of many sessions, pupils areasked to fill in a Co nventions Frame that helps them to record the
observations they have m ade during their investigations. At the beginning of
the following session the m ost m emorable and important aspects of these
conventions are recorded o n a giant Brain Bank. Teachers gu ides are
included to support the use of these frames. The frames could be collated
into a bo oklet for pupil revision and reference.
The Route to Sp elling signposts the key cho ices a writer makes when sp elling
a wo rd. This enables pup ils to let their phonic strategies assum e a sensible role
within the cont ext of a real mom ent of dec ision making. It enables pup ils to
arrive at a readab le spelling of w ords they want to use in their writing. Pup ils
need to choose voc abulary which suits their purpose, unrestricted by w hat they
know they can sp ell, while at the same time achieving a level of accuracy w hich
allows the reader to read freely.
The unit offers pupils access to a repertoire of informed cho ices or best
guesses which w ill help them to m ake mo re plausible and m ore accurate
cho ices in spelling. It makes exp licit the p rocesses involved in actively draw ing
on and using their knowledge at the point of writing.
Crown Co pyrigh t 20 01 Phonics Introduction xiii
1 Level descriptors for AT2 English National Curriculum DfEE 1999
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Teaching and learning styleThe unit builds on the successful approac hes of the National Literacy Strategy
in primary schoo ls, and features a core teaching sequence w hich promo tes
active learning. That teaching sequence, com mo n to all units, is:
Remember Identification of prior know ledge and key ob jectives
Model Teacher demonstration of process
Try Shared exploration through activity
Apply Scaffolded p upil application of new learning
Secure Consolidation through discussion/activity
Each 20- minute session is fast-p aced and interactive. After the teacher has
introduced and m odelled a particular aspect of w riting or reading, pupils try it
out together as a group or in pairs. They then have the chance to ap ply their
new learning, usually with sup po rt, and to sec ure it through c onso lidationactivities or discuss ion. Each step in the learning p rocess is small enough for
the teacher/adult to intervene early enough to prevent any pup il from m aking
major mistakes w hich cou ld underm ine a learners con fidenc e. The intention
is to construct success for all.
The unit consists of 18 session plans, plus support m aterial in the form o f
teacher and p upil sheets. In many cases exemp lar responses are included ,
but this is to give a clear image of what is expected, rather than to d efine the
correct answ er. All the sessions need advance preparation, but some need
more than others in terms of photoc opying and c utting up, p articularly those
which include games. It is essential that c olleagues who are teaching this unit
are familiar with how the gam es are played and are confident enough about
using them with pup ils to maintain the p ace of each section.
Each set of session p lans includes a sp ace for teachers notes and com ments
and there is a pup il prog ress sheet at the end of the unit which schools can use
if they find it useful. The experiences and evaluations of c olleagues in the Pilot
who delivered Literacy Progress Units have made an imp ortant contribution to
the proc ess of revising the units for national dissemination.
The principles behind the unit are app arent in the annotated version of a samplesession p lan on p ages xviiixix.
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Initial AssessmentThe best w ay to m ake an initial assessment o f the units suitability for an
individual pup il is to use Key S tage 2 results and evidenc e.
Pupils who w ould benefit from the unit typically make errors in:
s choosing the right way to represent long vow el phonemes
s know ing when to doub le consonants or drop e when adding -ingor -ed,
eg stoptinstead o f stopped, or confusing hopingand hoppings writing regular and irregular past tenses
s deciding on -eror -orendings
s add ing suffixes such as -fulor -less.
The following quick c heck m ay help in deciding w hether to enter a pup il for
this unit.
Crown Co pyrigh t 20 01 Phonics Introduction xv
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Pupil assessment chart for thePhonicsLiteracy Progress Unit
xvi Phonics Introduction Crown Cop yrigh t 2001
NO
NO
NO
NO
YES
YES
YES
YES
YES
Can the p upil readand sp ell four ofthese words:think, chunk, lump,clock, crunch, grin?
Can the p upil readand spell five of thesewords:sleep, make, day,night, hope, mo on,new?
Can the p upil readand sp ell eight ofthese words:wait, heap , rule, unit,find, stopp ing,hoping, taping,flapping?
Can the p upil readand sp ell thesewords:heard, heart,computer, actor,loud, soil?
Pupils may not be ready forthe Level 3 unit and mightwell benefit more froma Level 2 unit.
NO This unit is not ap prop riate.
This pupil needs supportwith more comm onrepresentations of vowelphonemes. Borderlinecase. Consolidate w orkat Level 2 before movingto the Level 3 unit.
This pupil would benefitfrom the Level 3 unit.
This pupil would benefitfrom the Level 3 unit if youfeel that spelling o f thewo rds from b ox 4 is notsecure in independentwork.
This pup il does no t need thePhonicsunit.
2
3
4
5
Is this ch ildassessed at NCLevel 3 for readingand/or writing?
1
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xviii Phonics Introduction Crown Cop yrigh t 2001
14 Phonics Session 3 C rown C opyrig ht 200 1
Objectives
s To be able to
hear the long /ae/
phoneme and know
its most common
spellings.
Key terms
Phoneme: smallest unit of sound in
a word.
Long vowel:/ae/ as in way.
Short vowel:/a/ as in tap.
Split vowel digraph: two vowels
which make one vowel phoneme but
are split by a consonant eg make.
Materials
s Pupil Sheet 3.1 (Action Replay
instruction c ards, one set,
laminated)
s Pupil Sheet 3.2 (Action Reply word
cards, one set)
s Pupil Sheet 3.3 (Agony Aunt, one
per pair)
s Pupil Sheet 3.3 (enlarged version)s Team Sort boards (three)
(page 276)
s T-shirt labels (page 280 )
s Pupil Sheet 3.4 (Word Sort cards,
one set)
s Pupil Sheet 3.5 (conventions frame,
one per pupil)
s Teacher Sheet 3.6 (conventions
frame notes)
s Pupil Sheet 3.7 (Cloze Spelling, one
per pup il)
s Teacher Sheet 3.8 (Cloze Spelling)
Remember Time: 4 minutes
s Play the Action Replay game to help p upils remember the w ords they used in
the last session (use Pupil Sheets 3.1 and 3.2; see Instructions for Games). It
will also help pupils to use what they know abo ut clusters and digraphs to
spell other words that w ere not included in the session.
Model Time: 6 minutes
s Introduce the objective for the session. Use tap and tapeto demonstrate the
difference between the short /a/ phoneme and the long /ae/ phoneme.
s Explain that the ae spelling pattern is called a split vowel digraph. Illustrate
with mate: without the e it is ma t, with a short vowel, but with the e it
becomes mate, with the long /ae/ phoneme.
s Point out that the other representations of / ae/ are aiand ay.
s Give out copies of Pupil Sheet 3.3 and stick the A3 copy on the board.
Explain what an Agony Aunt is.
s Read the page Ask Dito the group.
s Model underlining the w ords containing the long /ae/ phonem e in the first
paragraph on the A3 copy.
s Ask pupils to w ork in pairs on a particular paragraph and underline all the
words in their paragraph of the Ask Diletter which contain the long / ae/
phoneme.
Session 3 The long / ae/ phoneme
Session 3 focus of session
information o n
materials n eeded
for each session
photocopy
masters
fast timing to
maintain the
pace of learning
reinforcing goo d
primary practice
detailed guidanc efor the person
delivering the
session
demonstration/
modelling by
expert practitioner
building on
prior learning
objectives which are
specific and limited
key terms
explained
Sample session plan
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Crown Co pyrigh t 20 01 Phonics Introduction xix
C rown C opyrig ht 2001 Phonics Session 3 15
Apply Time: 3 minutes
s Discuss and fill in the Whats the score? conventions frame (Pupil Sheet 3.5)
together. Refer to Teacher Sheet 3.6.
Secure Time: 4 minutes
s Play the Cloze Spelling game (see Notes). Read the Response from Di
(Teacher Sheet 3.8) aloud to the group. Then give out pupil copies (Pupil
Sheet 3.7) with missing words, all of which contain the long /ae/ phonem e.
Re-read the passage, pausing w hile pupils write in the missing words. Check
spellings together.
s Tell pupils how we c an now hear the /ae/ phonem e in words and we know
the most com mon spelling so we c an make our best guess.
s If there is time, ask pupils whether they can think of any other words w ith the
long /ae/ phoneme b ut which are not spelt ae, aior ay(eg weigh)?
Notes
s It is helpful to have on display examples of Agony Aunt columns.
s Cloze test or game is a procedure in w hich pupils are required to supply
words that have been removed from a text.
Try Time: 3 minutes
s Remind pupils that the most comm on spellings of the long /ae/ phoneme are
ai, ae, ay.
s Play Team Sort (Pupil Sheet 3.4 and Instructions for Games).
Session 3
sequence of
supported sm allsteps to try out,
apply and
consolidate
learning
recap and review
expected answers
identified to
support
non-specialists
game-based
activities to
mo tivate pup ils
moving towards
independence
space for teachers
comments
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1
Session plans
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2 Phonics Session 1 Crown Co pyr ight 2001
Objectives
s To be able to
identify the three
phonemes in CVC
(consonantvowel
consonant) words,
and write and read
CVC words.
Key terms
Strategy: a useful way to approach
a problem.
Convention: a general rule wh ich may
have some excep tions.
CVC words: consonantvowel
consonant, eg cat.
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 w hich each represent a
separate phonem e, eg br, cl, nd, nk,
st.
Materials
s Large four-pho neme frame drawn
on w hiteboard
s Small wh iteboards (one per pupil),
markers and w ipers
s Pupil Sheet 1.1 A4 laminated (four-
phoneme frame: o ne per pup il)
s Coloured counters (four per pup il)
Remember Time: 4 minutes
s Introduce p upils to the unit. The aims are:
to enab le stud ents to sp ell and read words w ith greater ease, so that t hey
can concentrate on the quality of their writing and the meaning in texts
to learn to identify phonemes w ith in words
to learn a range of st rategies to help rem em ber conventions and to spell
new words.
s The purpose of the first session is to help stud ents to hear and isolate
phonemes in short w ords. This skill is impo rtant w hen they are learning to
spell and read unknown wo rds.
s Introduce the session as follow s. Every word we say co nsists of one or m oresounds that blend together when w e say the word. I am going to use a word
that you c an read and sp ell very easily just to make the p oint. When w e say
the word p en, we are saying the sounds or phonem es /p/ /e/ / n/. There are
three phonem es in pen. How many phonemes can you hear in cat; dog ?
Ask the pup ils to hold up fingers w ith the number of phonem es or write the
numb er on their whiteboards.
s Ask w hat is the first pho neme in cat; the final phoneme; the m edial phoneme;
repeat with dog. Do the same w ith lid, lapand mug. Check that the pupils are
clear about the terms vowel and consonant. Clarify what the vow els are (a, e,
i, o, u), and w hat short vow els are.
s How m any phonemes in chap, shin, dish, song, bell, tick? The answer is
three in all cases.
Session 1 Identifying phonemes
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Crown Co pyrigh t 2001 Phonics Session 1 3
Try Time: 4 minutes
s Play the Frame gam e in pairs (see Instructions for Games). The teacher says
the words ship, thin, ring, desk, chest, tilt, think, gloss, fresh, chunk, clash.
The pupils slide a c ounter for each phonem e into a box on their phoneme
frame: shiphas three phonemes so the final box w ill be empty: /sh/ /i/ / p/ .
Deskhas four phonemes so the pup il will place four counters in the frame: /d/
/e/ /s/ /k/ .
Apply Time: 6 minutes
s The teacher reads out individual words, exp laining that som e have three
phonemes and so me four phonem es, some w ill have digraphs and som e
clusters: rock, bunk, bank, back, track, brick, bran. In pairs the pup ils w rite
the wo rds in the four-phonem e frame.
s Three phonem e w ords are: rack, back, tack.
Secure Time: 3 minutes
s Pupils tell each other what phonem es are, and each p air suggests a word
with three phonemes and a w ord w ith four phonemes. Discuss thesesuggestions as a group t o co nfirm understanding.
Model Time: 3 minutes
s Using the four-phoneme frame, w rite the w ords chapetc in the frame, leaving
the final box em pty: ch a p. Explain the fact that som e phonem es are
represented by m ore than one letter, eg ch, sh, th, ng (the latter may not b e
true in varieties w here the final gis clearly pronounced ). Draw the pup ils
attention to the written versions.
s Write the word lap in the four-phonem e frame, leaving the first box free.
Isolate the p honemes and read t he wo rd.
s Ad d cto the first box: isolate the phonem es and read the word, clap.
s Repeat with rush/brush; sin(leave the fourth box free) and sink; bunand
bunch; lad(leave the th ird box free) and land.
s Explain that these are consonant c lusters: we hear each p honeme, b ut w e
cluster them together.
Notes
s If pup ils are struggling, take t ime over the examp les and be ready to repeat
this session. If they find it easy, reduc e the num ber of exam ples to t ry/app ly. If
the session takes up too muc h time, reduce the num ber of examples once
understand ing is evident.
Session 1
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Crown Co pyrigh t 2001 Phonics Session 1 5
Pupil Sheet 1.1 (four-phoneme frame)one copy per pupil, could be laminated
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8 Phonics Session 2 Crown Co pyr ight 2001
Objectives
s To be able to spe ll a
range of words with
clusters, digraphs,
and trigraphs.
Key terms
Digraph: two letters which represent
one sound, eg sh, ck.
Consonant cluster: two or more
consonants w hich each represent a
separate phonem e, eg, br, cl, nd,
nk, st.
Trigraph: three letters w hich represent
one sound tch.
Materials
s Large four-pho neme frame drawn
on w hiteboard
s Whiteboards (one per pup il)
s Team Sort b oards (eight) (page 276 )
s T-shirt labels (page 280)
s Blu-tack
s Pupil Sheet 2.1 (one set of wo rd
cards for Team So rt game)
Remember Time: 3 minutes
s Play Phoneme Fingers. As the teacher says a selection of three- and four-
phoneme w ords from the last session, pup ils hold up an ap propriate numb er
of fingers.
s Recap on the term digraphand its meaning. Ask pup ils which digraphs they
know.
Model Time: 4 minutes
s Introduce the ob jectives for the session.
s Write the word chaton a p honeme frame to reinforce segmenting pho nemes
and the fact that a digraph represents one p honeme.
s From the word cards mad e from Pupil Sheet 2.1, collect the eight words
marked w ith a dot. These wo rds represent the follow ing d igraphs: ck, ff, ll,
ng, th, ss, sh, ch(T-shirt labels).
s Place eight Team Sort b oards on the tab le and add the T-shirt labels.
s Mo del reading a word card, identifying the digraph and p lacing the word card
on a T-sh irt.
Session 2 Digraphs and trigraphs
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Crown Co pyrigh t 2001 Phonics Session 2 9
Apply Time: 3 minutes
s Play the Spelling Challenge gam e using two or three Word Sort cards
(Pupil Sheet 2.1; see Instructions for Gam es). The wo rd cards are placed
face down on the table. As a card is picked up and read out, p upils sound out
the phonem es and w rite the w ord on their whiteboards. They check spelling
with a partner.
Secure Time: 5 minutes
s Ask pupils to repeat the abo ve process in pairs (testing four w ords each ).
s Return to the ob jective for the session.
s Discuss what the pupils can do: recap on the digraphs learnt and explain that
this w ill help to improve their spelling.
s Tell pup ils that the next few sessions w ill be about long vow el phonem es.
Try Time: 5 minutes
s Play the Team So rt gam e using Word So rt cards (Pupil Sheet 2.1; see
Instructions for Games). Ask pup ils whether there are any wo rds which cou ld
go in two categories? (Answ er: thickand thing.)
s Elicit wh ich digraphs can co me at either the beginning or end of words.
(Answer: sh, th, ch.) The other digraphs cannot go at the beginning of a
word. M ost of these digraphs can also com e in the middle of words, eg
mother, teacher.
s Pick up the word pitch. Explain that sometimes a /c h/ p honeme at the end of
a word is spelt tch. Ask p upils if they can you think of any other examp les.
(Answ ers may include: match, w atch, switch.) Write pitchon the phoneme
frame to show how the tchmakes one phoneme.
s
Tell the pup ils that a digraph is two letters w hich represent one sound , thenask what they think we would call three letters which represent one sound ?
(Answer: trigraph.) Tell pupils that we will meet other trigraphs in later
sessions.
Notess The games in this session need preparation and (if possible) pract ice in
advance of the session.
Session 2
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Crown Co pyrigh t 2001 Phonics Session 2 11
Pupil Sheet 2.1 (Word Sort cards)also use for Action Replay, session 3one copy, cut into cards
dull.
lung.
bring
mass
.
finch
.
pitchlash
.loss thick
.
rush fleck nosh
filth . stuff . gang
thing hang rack
scoff chunk shockblock less flesh
shot chill chest
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14 Phonics Session 3 Crown Co pyr ight 2001
Objectives
s To be able to
hear the long /ae/
phoneme and know
its most common
spellings.
Key terms
Phoneme: smallest unit of sound in
a word.
Long vowel:/ae/ as in way.
Short vowel:/a/ as in tap.
Split vowel digraph: two vow els
which make one vowel phoneme but
are split by a consonant eg make.
Materials
s Pupil Sheet 3.1 (Action Rep lay
instruction cards, one set,
laminated)
s Pupil Sheet 3.2 (Action Reply word
cards, one set)
s Pupil Sheet 3.3 (Agony Aunt , one
per pair)
s Pupil Sheet 3 .3 (enlarged version)
s Team Sort b oards (three)
(page 27 6)
s T-shirt labels (page 280)
s
Pupil Sheet 3.4 (Word So rt cards,one set)
s Pupil Sheet 3.5 (conventions frame,
one per pupil)
s Teacher Sheet 3.6 (conventions
frame notes)
s Pupil Sheet 3.7 (Cloze Spelling, o ne
per pup il)
s Teacher Sheet 3.8 (Cloze Spelling)
Remember Time: 4 minutes
s Play the Action Replay game to help pup ils remember the words they used in
the last session (use Pup il Sheets 3.1 and 3 .2; see Instruct ions for Games). It
will also help pup ils to use what they know about c lusters and d igraphs to
spell other words that w ere not included in the session.
Model Time: 6 minutes
s Introduce the ob jective for the session. Use tapand tapeto demo nstrate the
difference between the short /a/ phonem e and the long / ae/ phonem e.
s Explain that the ae spelling pattern is called a split vow el digraph. Illustratewith mate: without the e it is mat, with a short vow el, but with the e it
becomes mate, with the long /ae/ p honeme.
s Point out that the other representations of /ae/ are aiand ay.
s Give out co pies of Pupil Sheet 3.3 and stick the A3 c opy on the board.
Explain what an Ag ony Aunt is.
s Read the page Ask Dito the group.
s Mod el underlining the wo rds containing the long / ae/ pho neme in the first
paragraph on the A3 co py.
s Ask pupils to wo rk in pairs on a particular paragraph and und erline all the
wo rds in their paragraph of the Ask Diletter wh ich contain the long /ae/
phoneme.
Session 3 The long /ae/ phoneme
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Crown Co pyrigh t 2001 Phonics Session 3 15
Apply Time: 3 minutes
s Discuss and fill in the W hats the score? c onventions frame (Pupil Sheet 3.5)
together. Refer to Teacher Sheet 3.6.
Secure Time: 4 minutes
s Play the Cloze Spelling gam e (see Notes). Read the Response from Di
(Teacher Sheet 3 .8) aloud to the group . Then give out p upil cop ies (Pupil
Sheet 3.7) with missing w ords, all of which c ontain the long / ae/ pho neme.
Re-read the passage, pausing while pupils write in the missing w ords. Check
spellings together.
s Tell pupils how we c an now hear the /ae/ phonem e in words and w e know
the most co mm on spelling so w e can make our best guess.
s If there is time, ask pup ils whether they can think of any other words with the
long /ae/ phonem e but w hich are not spelt ae, aior ay(eg weigh)?
Notes
s It is helpful to have on display examp les of Agony Aunt co lumns.
s Cloze test or game is a procedure in which p upils are required to supply
words t hat have been removed from a t ext.
Try Time: 3 minutes
s Remind pupils that the m ost co mm on spellings of the long / ae/ phonem e are
ai, ae, ay.
s Play Team Sort (Pupil Sheet 3.4 and Instruc tions for G ames).
Session 3
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17
C
rownCopyright
2001
PhonicsSession3
PupilSheet3.1
(instructioncardsforAction
Replay)
alsousedinothersessions
onecopy,cutintocards,couldbelaminated
17
Allplay
Spell
Phoneme
count
Test
All
play
Spell
Phonem
e
count
Test
Allplay
Spell
Phoneme
co
unt
Test
Allplay
Spell
Phoneme
count
Test
All
play
Phoneme
count
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Pupil Sheet 3.2 (word cards for Action Replay)one copy, cut into cards
Crown Co pyrigh t 2001 Phonics Session 3 19
link clump flick
chink thing sing
clamp trip clip
chunk shrink print
block stick rankchuck
gang
lashclock
chest
clang
chill
losshang
test
mash
pitch
listpuff
stuff
hunt
font blunt
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Crown Co pyrigh t 2001 Phonics Session 3 21
Pupil Sheet 3.3 (Agony Aunt)one copy per pair, one A3 copy for modelling
Ask DiDear DiMy mate is always late. Every day I wait forhim at eight on the corner of the estate. It
never fails: half an hour later he trails along
like a snail. Every day Im waiting for ages.
Its not safe and its starting to frustrate me.
Its my fate to be late for school every day.
Im even getting worse grades.
I stayed with him once. His dad lays out his
clothes, makes his breakfast (plate of baked
beans like a lake) and hes still late. Even when
we go to play football or to the Arcade, hes
late.
I start every day in a real rage, knowing he'll
be late again. Maybe I should say something.
But I dont want to change things in case I
lose my mate. Ive been thinking about what
to do for ages. My head aches. Im in a state.
Help!
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Pupil Sheet 3.4 (Word Sort cards)one copy, cut into cards
Crown Co pyr ight 2001 Phonics Session 3 23
mate
eight
trails
ages
late
lays
lake
change
case
late
estate
snail
safe
day
makes
state
say
mate
day
fails
day
frustrate
grades
plate
play
rage
ages
wait
later
waiting
fate
stayed
baked
arcade
day
aches
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Whats the score?
The most common spelling of the /ae/ phoneme
is.
The spelling ai usually appears
The spelling ay usually appears
..
Examples
Examples
Examples
Crown Co pyrigh t 2001 Phonics Session 3 25
Pupil Sheet 3.5(conventions frame for /ae/ phoneme)one copy per pupil
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Teacher Sheet 3.6 (conventions frame notes)one copy
Whats the score?
The most common spelling of the /ae/ phoneme is
ae
The spelling ai usually appears
in the middle of a word
The spelling ay usually appears
at the end of a word
Examples
play, day
Examples
wait, snail
Examples
make, estate
Crown Co pyrigh t 2001 Phonics Session 3 27
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Idont_______you.Youmust_______
it.Itn
ever
_______
toannoymewheno
therpeopleare
_______.
Inthis_______myadviceisdont______________
for
himto_______.Givehima_
______andafte
rthat____
dont_______aftertenpast_______.Ifhes
reallyyour
_______
hell_______.Ifhes
___________b
e_______.
Findsomenew
_______
!
29
C
rownCopyright
2001
PhonicsSession3
PupilSheet3.7
(Clo
zeSpelling,Response
fromDi)
onecopyperpupil
Trytospell
themissing
words
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TeacherSheet3.8(ClozeSpelling,Respon
sefrom
Di)
onecopy
31
C
rownCopyright
2001
PhonicsSession3
31
Trytospell
themissing
words
Idontblam
e
you.Youmust
hate
it.Itne
ver
fails
toanno
ymewhenotherpeoplearelate.
Inthis
case
myadviceisdont
waitages
for
himto
chan
ge.Givehima
day
andaftert
hatday
dontwaitaftertenpaste
ight.Ifhesreallyyour
mate
hellrace.Ifhes
late
again
be
brave.
Findsomenew
mates!
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34 Phonics Session 4 Crown Co pyr ight 2001
Objectives
s To be able to
identify the /ee/
phoneme and know
its most common
spellings.
Key terms
Phoneme: smallest unit of sound in
a word.
Split vowel digraph: two vow els
which make one vowel phoneme but
are split by a consonant, eg make.
Materials
s Teacher Sheet 4.1 (Brain Bank )
enlarged to A2
s Blank hexagon (page 27 5)
s Teacher Sheet hexagon (page 274)
s Teacher Sheet 4 .2 (Phoneme
Countdo wn cards, one set)
s Pupil Sheet 4.3 (M ysterious Thief
Steals Teeth one p er pair)
s Pupil Sheet 4.3 (M ysterious Thief
Steals Teeth enlarged version)
s Team Sort b oards (four) (page 276 )
s
T-shirt labels (page 280)s Pupil Sheet 4.4 (Word So rt cards,
one set)
s Teacher Sheet 4 .5 (Team Sort
notes)
s Teacher Sheet 4.6 (Cloze Spelling)
s Pupil Sheet 4.7 (Cloze Spelling, o ne
per pup il)
s Pupil Sheet 4.8 (conventions frame,
one per pupil)
Remember Time: 4 minutes
s Introduce the Brain Bank. It is a way of keeping all the things w e learn about
wo rds in this unit in one place. We w ill add a hexagon to it every time w e learn
something new.
s Add information about the / ae/ phonem e and the w ays it can b e spelled
(from session 3 ) to a hexagon (see Teacher Sheet hexagon) and stick it on the
Brain Bank.
s Play the Phoneme Countd own game using the following w ords: again,
shame, b lame, may, mail, m ake, snail, day, date, w ait. (Teacher Sheet 4 .2
and Instructions for Gam es).
Session 4 The /ee/ phoneme
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Crown Co pyrigh t 2001 Phonics Session 4 35
Apply Time: 3 minutes
s Look at the remaining w ords. Which w ords have not yet b een included in the
teams? (ei, ie).
s Make new t eams. Discuss receive: ibefore eexcept after cwhen it makesthe sound of /ee/.
Secure Time: 4 minutes
s Play Cloze Spelling headlines game (Pupil Sheet 4 .7 and Teacher Sheet 4.6).
s Read out the head lines and then give pupils their cop ies with words m issing.
Reread, pausing while pup ils write in the wo rds. Chec k spellings together.
s Fill in conventions frame (Pupil Sheet 4.8).
Notess The Brain Bank need s serious preparation in advance, ideally using a
photoc opier that produc es A3 sheets.
s Som e of the more comp licated except ions have been left out of the Team
Sort to clarify the main patterns eg mysterious, period, museum, police,
being, be, key, money. Introduce if approp riate, given the response of p upils.
Model Time: 5 minutes
s Introduce the session ob jective.
s Give out the A4 copies of the Pup il Sheet 4.3 (M ysterious Thief Steals Teeth)
and pin up the A3 c opy.
s Tell pup ils you are going to read and listen for the / ee/ phonem e, and then
underline the wo rds in wh ich you hear that pho neme.
s Read text all the way through and m odel identifying the phoneme in words .
Underline /ee/ p honem es in the first paragraph.
s Give each pair a section of the text to w ork on and ask them to do the same,
underlining all wo rds containing the /ee/ p honem e.
s Identify the co mm on sp elling p atterns for the /ee/ p honeme.
Try Time: 4 minutes
s Place T-shirt labels ee, ea, e-e and y on the Team So rt bo ards.
s Play Team Sort (Pupil Sheet 4.4 and Instruc tions for G ames).
s Ask pup ils to leave on one side any wo rds that do not belong to
these games.
Session 4
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Crown Co pyrigh t 2001 Phonics Session 4 37
Teacher Sheet 4.1 (Brain Bank)enlarge to form an A2 poster
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TeacherSheet4.2(PhonemeCountdowncardsfor/ae/phoneme)
onecopy,cutintocardsandpintoflipchart
39
C
rownCopyright
2001
PhonicsSession4
ai
a
y
a-e
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Mysterious Thief Steals Teeth!
Crown Co pyrigh t 2001 Phonics Session 4 41
Pupil Sheet 4.3 (Mysterious Thief Steals Teeth)one copy per pairone A3 copy for modelling
A complete set of dinosaur teethfrom the Jurassic period went
missing last week from the
Museum of Prehistory in Tanford.
Grief at loss
The teeth, originally discovered by a
local resident on Harbour Beach, are
part of a popular exhibition about
animal feeding habits called, Get
your teeth into Science.Children can see dinosaur teeth and
then watch a film teaching them about
how animals eat meat today.
It is like a bad dream, said the
curator of the museum. This leaves
us without the key attraction in an
exhibition that has been very popular.
If it is not returned we will be in deep
trouble.
Expertise
The teeth are kept out of reach behind
a screen in a heat-controlled room.
Staff at the museum say that without
a lot of expertise it is impossible to
keep the teeth safe. They need to
be treated with care or they will be
damaged, said one source.
Asleep?
Staff repeated their belief that claims
that a guard fell asleep on the night of
the crime are outrageous. As we keep
saying, we are seated by the teeth allnight. The thief must have been
extremely clever.
Scene
Police arrived at the scene of the
crime to find that the door to the
exhibition room had been beaten
down and a nearby window had been
smashed.
LeakThe Chief of Police said he would
like to question a man seen creeping
around the museum last week. The
police would also like to meet a
plumber who came to the museum
last week to mend a leaking pipe.
Money!
100 is offered for any information
received that leads to the teeth beingreturned by the end of next week.
A telephone hotline will be open
between 9am and 9pm for the rest
of the week.
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PupilSheet4.4
(Wo
rdSortcards)
onecopy,cutintocards
43
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rownCopyright
2001
PhonicsSession4
teeth
teaching
complete
meat
feeding
leads
extremely
originally
been
prehistory
scene
really
screen
beaten
money
extreme
ly
very
leak
thief
beach
need
sea
grief
expertis
e
deep
leaves
chief
see
creeping
reach
belief
repeated
seen
seated
received
seated
week
we
asleep
dream
meet
heat
he
keep
eat
deep
treated
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ea
ee
e-e
y
ie
ei
beach
tee
th
complete
originally
thief
re
ceived
beaten
dee
p
extremely
really
grief
eat
feeding
scene
extremely
belief
meat
bee
n
prehistory
chief
leak
screen
very
teaching
kee
p
seated
nee
d
dream
asleep
leaves
cre
eping
reach
see
n
heat
week
treated
me
et
repeated
see
seated
dee
p
sea
leads
45
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rownCopyright
2001
PhonicsSession4
TeacherSheet4.5(TeamSortnotes)
onecopy
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Teacher Sheet 4.6(Cloze Spelling, Teeth Appear in Dream)one copy
Teeth appear in dream
Teeth seen in geography lesson.
Teacher charged.
Teeth found on beach. Reward money donated to charity.
Teenage thief receives warning.
Police have a lead. Teeth in sea.
Crown Co pyrigh t 2001 Phonics Session 4 47
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Crown Co pyrigh t 2001 Phonics Session 4 49
Pupil Sheet 4.7 (Cloze Spelling)one copy per pupil
Teeth _______ in __________.
Teeth _______ in __________lesson.
________________charged.
____________ found on beach.
Reward ____________ donated to
____________________.
___________ _________________________________ warning.
____________ have a ____________.
Teeth in ______________.
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Pupil Sheet 4.8(conventions frame for /ee/ phoneme)one copy per pupil
Fill in the blank boxes with anappropriate word.
At the end of the word the /ee/ phoneme is usually represented by
In the middle of the word the /ee/ phoneme is most commonly represented by
or
Crown Co pyrigh t 2001 Phonics Session 4 51
LIKE
Another useful spelling for the /ee/
phoneme is ie as in
chief
grief
brief
A useful convention to remember is i
before e except after c when it
makes the sound of ee eg receive
Y
ee
ea
MERRY
DAINTY
KEEP
WEEP
HEATH
HEAT
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54 Phonics Session 5 Crown Co pyr ight 2001
Objectives
s To be able to
identify the long /ie/
phoneme and know
its most common
spellings.
Key terms
Split vowel digraph: two vow els
which make one vowel phoneme but
are split by a consonant, eg make.
Phoneme: smallest unit of sound in
a word.
Materials
s Brain Bank
s Blank hexagon (page 27 5)
s Teacher Sheet hexagon (page 274)
s Team Sort boards (five) (page 276 )
s T-shirt labels (page 280)
s Teacher Sheet 5 .1 (Phoneme
Countdo wn cards, one set)
s Pupil Sheet 5.2 (one per p air)
s Pupil Sheet 5 .2 (enlarged version)
s Pupil Sheet 5.3 (Word So rt cards,
one set)
s
Teacher Sheet 5.4 (Word Sortnotes)
s Pupil Sheet 5.5 (Word B uilding
cards, one set per pair)
s Pupil Sheet 5.6 (conventions frame,
one per pupil)
s Teacher Sheet 5.7 (conventions
frame notes)
Remember Time: 4 minutes
s Add information on a hexagon to the Brain Bank.
s Play the Phoneme C ountdow n gam e with the / ee/ pho neme (Teacher Sheet
5.1) using these wo rds: lead, feed, thief, need, t eeth, chief, receive, sea,
asleep, keep , heap, steep, leap, grief, ceiling.
Model Time: 5 minutes
s Introduce the session ob jective.
s Give out the individual co pies of Pup il Sheet 5 .2 (Live on Footb all Tonight )
and pin up the enlarged copy. Explain that it contains many wo rds with the
/ ie/ phoneme.s Read out the text all the way through. Re-read the text w ith pupils taking the
parts of the com mentators. The remaining pup ils should indicate when they
have heard the /ie/ phonem e. Underline the words c ontaining the /ie/
phoneme on the enlarged copy of the text.
s Point out that the most c omm on spellings of the /ie/ pho neme are ie, igh, i-e,
i, y. Place the T-shirt labels on the Team Sort b oards.
Session 5 The long /ie/ phoneme
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Crown Co pyrigh t 2001 Phonics Session 5 55
Apply Time: 2 minutes
s There are very few w ords that end in ielike lie. Write them on the flipchart, eg,
pie, die, tie.
s Remind the pupils weve seen that the /ie/ p honeme at the end of a wo rd is
usually represented b y -y. Lets look at w hat happens to trywhen the ending
changes. Show how it is it spelled in the past tense w hen it is tried, and when
we add -ingto form trying. The same thing happ ens to crymaking criedand
crying.
s Tell pup ils that there are very few w ords w hich are spelled ye. Write them o n
the flip chart: type, byte, style, hype.
Secure Time: 4 minutes
s If time allow s, play the Word Building game w ith the following words: strike,like, live, hive, dive, lime, mime, m ile, sm ile, p ile, pine, nine, m ild, might, night,
light, bright, fight , sight, sigh, high, height, hike, strike(Pupil Sheet 5.5 and
Instructions for Gam es).
s Discuss the conventions frame (using Pupil Sheet 5.6 and Teacher Sheet 5.7 )
and fill in the blank boxes w ith examples.
s Return to the ob jectives for the session.
Notes
s There are three games which need to be p repared in advance for this
session.
Try Time: 5 minutes
s Play the Team So rt gam e using the Word Sort cards (Pupil Sheet 5.3 and
Teacher Sheet 5.4).
s Emphasise the fact that the c om monest sp elling of the / ie/ p honeme is the
split vowel digraph ie. We noticed that the /ae/ pho neme is also mo st
com mo nly represented b y the sp lit vow el digraph ae. We call this a sp lit
vowel digraph b ecause it has two letters ( tw o g raphs ) representing one
sound (/ae/ or /ie/ so far) but the digraph is split by a consonant (gate, time).
Session 5
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Crown Co pyrigh t 2001 Phonics Session 5 57
Teacher Sheet 5.1(Phoneme Countdown cards for /ee/ phoneme)one copy, cut into cards and pin to flipchart
ee
ea
ie
y
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Pupil Sheet 5.2 (Live on Football Tonight)one copy per pairone A3 copy for modelling
Live on Football Tonight
Commentator 1 Well, I said it was going to be a fight between thegiants of the game tonight and that was no lie.
Commentator 2 Lets watch that moment one more time. Here heis, in spite of recent injury, scoring just before half
time.Commentator 1 looking quite relaxed, coming in from behind
the line, it looks as if he changes his mind. Hetries to swerve to the left, slices into the ball withhis right foot there, guides it into the net and(He scores a goal and the crowd roars)
Commentator 2 What a striker he is never takes his eye off theopposition
Commentator 1 not the kind of player to hide from the actionand the other team are in crisis already
Commentator 2 They dont know whether to laugh or cry.
Commentator 1 My goodness! It was a game that we thoughtwould never live up to the hype but
Commentator 2 When they write the story of this game they willnever find words to describe the kind of feeling in
the crowd tonight.
Commentator 1 This reminds me of the cup match of sixty nine.
Commentator 2 This is a team that just shines. This year they areflying high
Commentator 1 I dont know about you but I didnt realise howfine a player he really is until this moment.
Commentator 1 What a sublime moment in the game!
Commentator 2 Has a team really ever reached these heightsbefore?
Crown Co pyrigh t 2001 Phonics Session 5 59
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61
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rownCopyright
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PhonicsSession5
PupilSheet5.3
(Wo
rdSortcards)
onecopy,cutintocards
fight
tonight
time
spite
hype
remind
realise
quite
live
giants
behind
line
mind
kind
nine
fine
tries I
slices
eye
hid
e
cris
is
write
shin
es
sublime
heights
hig
h
right
gu
ides
striker
cry
fi
nd
flying
my
des
cribe
lie
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TeacherSheet5.4(WordSortnotes)
onecopy
63
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rownCopyright
2001
PhonicsSession5
63
igh
i-e
i
y-e
y
ye
ie
fight
tonight
high
tight
heights
time
spite
realise
quite
liveline
nine
fine
slices
hide
write
shines
sublime
guides
striker
desc
ribe
remind
giants
behind
mind
kind
I crisis
find
hype
flying
cry
my
eye
tries
lie
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Crown Co pyrigh t 2001 Phonics Session 5 65
Pupil Sheet 5.5 (Word Building cards)one copy per pair, cut into cards
i-e
vm
s
p
h
fn
t
h
n
igh
kp
i
b
l
er
d
m
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Pupil Sheet 5.6 (conventions frame for /ie/ phoneme)one copy per pupil
Conventions frame
When the /ie/ phoneme is in the middle of a word it is usually
spelled __________ like _________
It can also be spelled
___________ like _________________
___________ like _________________
___________ like _________________
When the /ie/ phoneme is at the end of a word it is usually
spelled __________ like _________
It can also be spelled
___________ like _________________
___________ like _________________
Crown Co pyrigh t 2001 Phonics Session 5 67
Most -igh words end in_________
Examples
Exceptions are
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Conventions frame
When the /ie/ phoneme is in the middle of a word it is usually
spelled i-e like hide
It can also be spelled
igh like night
ie like tries
i like mind
When the /ie/ phoneme is at the end of a word it is usually
spelled y like cry
It can also be spelled
igh like high
ie like pie
Crown Co pyrigh t 2001 Phonics Session 5 69
Teacher Sheet 5.7 (conventions frame notes)one copy
Most - igh words end int
Examplesnight
sight
light
bright
tight
fight
Exceptions are
height
hype
eye
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72 Phonics Session 6 Crown Co pyr ight 2001
Objectives
s To be able to
identify the /oe/
phoneme and to
know the most
common spellings
of this phoneme.
Key terms
Phoneme: smallest unit of sound in
a word.
Split vowel digraph: two vow els
which make one vowel phoneme but
are split by a consonant, eg make.
Materials
s Brain Bank, blank hexagon (page
275 ) and Teacher Sheet hexagon
(page 27 4)
s Teacher Sheet 6 .1 (Phoneme
Countdo wn cards, one set)
s Team Sort b oards (four) (page 276 )
s T-shirt labels (page 280)
s Pupil Sheet 6.2 (one per p air)
s Pupil Sheet 6 .2 (enlarged version)
s Pupil Sheet 6.3 (Word So rt cards,
one set)
s
Pupil Sheet 6.4 (Extended WordSort cards, one set)
s Teacher Sheet 6.5 (Word Sort
notes)
s Pupil Sheet 6.6 (conventions frame)
s Teacher Sheet 6.7 (conventions
frame notes)
Remember Time: 4 minutes
s
Add information on the / ie/ phoneme t o the Brain Bank from the previoussession using a hexagon.
s Play the Phoneme Countd ow n game w ith the /ie/ p honeme using Teacher
Sheet 6.1 and the following w ords: my, high, cry, apply, height(reinforce the
fact that there is an ebefore the igh in this unusual case), strike, b ike, like,
light, five, w hile, fire, file, bite / b yte, type, c rime, right, grind, ch ild, kind, sp ine,
line, fly, crying, c ried.
Model Time: 5 minutes
s Read the telephone co nversation play script (Pupil Sheet 6.2, On the
Phone ). Ask pupils what the speakers are talking about .s Ask tw o p upils to take p arts and the others to put up their hands or join in
when they hear the /o e/ p honeme. Underline these examples of the /oe/
phoneme on the enlarged sc ript.
Session 6 The /oe/ phoneme
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Apply Time: 4 minutes
s Play the Team Sort g ame using extended Word Sort cards (Pupil Sheet 6.4,
Teacher Sheet 6.5). Explain that if they com e across wo rds that do not
belong in any of these teams they should p ut them to one side.
s Sew, foe, hoeand soulwill be on one side. Say that these are uncom mo n
representations of the /o e/ p honeme.
Secure Time: 3 minutes
s Fill in the conventions frame and d raw lines from the conventions to the
examp les, using Pup il Sheet 6.6 and Teacher Sheet 6.7 .
s Return to the ob jective for the session.
Notes
s Word So rt cards last longer if they are on card rather than on pap er.
Try Time: 4 minutes
s Spread out the w ord cards on Pupil Sheet 6.3. Start with the wo rd noand
identify where the phonem e is in the w ord and the letter that represents it.
Find o ther words in which the / oe/ p honeme is represented b y the same
letter: going, hello, so, op en, only, don t, hold. Follow the same sequenc e for
loan, loaded, home, p hone, borrow, own, grow.
s Discuss the different ways that the phoneme is represented: o/oa/oe/ow.
Put these labels on the team shirts.
Session 6
Crown Co pyr ight 2001 Phonics Session 6 73
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Crown Co pyrigh t 2001 Phonics Session 6 75
Teacher Sheet 6.1(Phoneme Countdown cards for /ie/ phoneme)one copy, cut into cards and pin to flipchart
igh
i
i-e
y
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Pupil Sheet 6.2 (On the Phone)one copy per pairone A3 copy for modelling
On the Phone
We hear the dialling tone, then the sound of the phone ringing
Jed (Picks up the phone) Hello.
Liz Are you going tonight?
Jed Cant. No money.
Liz Ill loan you some.
Jed No Im so skint Ill never pay it back.
Liz What about your sister? Shes loaded
Jed No shes already going, shell say no. Anyway we had arow.
Liz You made up though.
Jed No, that was last week. Yesterday she told me not to openmy big mouth. Shes a cow.
Liz (Groans) Grow up.Jed No, shes a nightmare. She never leaves me alone. Anyway,
shes older than me. She should know better.
Liz (In a low voice) I hope you didnt tell her I was going to bethere. My Mum doesnt know.
Jed Hold on. (Calls downstairs to his sister) Can I borrow somemoney?
Liz Only if you help me with my homework.Jed I have to help her with her homework! No way is it worth it.
Liz Look, if you dont come Im going to have to go on myownand how will I get home?
Crown Co pyrigh t 2001 Phonics Session 6 77
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PupilSheet6.4
(Ext
endedWordSortcards)
onecopy,cutintocards
81
C
rownCopyright
2001
PhonicsSession6
choke
bloke
blown
crow
hose
cloak
soak
hope
hoax
radio
stole
robe
lobe
croak
globe
gloat
slowly
alone
lonely
process
slope
tomorrow
chose
clothes
growth
co-ordinate
role
control
charcoal
component
flowchart
flow
modem
photocopy
poem
patrol
scroll
whole
soul
throw
spoke
provoke
token
bingo
potato
oak
moan
groan
throat
cold
shadow
gold
vote
woke
tone
bowl
show
hole
phobia
foe
soldier
grow
stereo
sew
goal
below
over
toast
old
close
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Crown Co pyrigh t 2001 Phonics Session 6 83
Teacher Sheet 6.5 (Word Sort notes)one copy
o oa o-e ow others
radio
phobia
process
soldierco-ordinate(reinforce which o
makes the /oe/
phoneme the
first one)
control
stereo
component(in component and
control reinforce
which omakes
the long vowel
/oe/ phoneme
the first omakes
a short vowel
phoneme)
modem
photocopy
poem
patrol
scroll
bingo
over
potatocold
gold
bold
old
cloak
soak
hoax
croakgloat
charcoal
goal
oak
moan
groan
toastthroat
choke
bloke
hose
hopehole
stole
robe
lobe
globe
chose
alonelonely
slope
chose
clothes
role
whole
spoke
provoke
token
vote
woke
tone
close
blown
crow
show
slowlytomorrow
grow
growth
flowchart
flow
throw
belowshadow
sew
foe
hoe
soul
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Pupil Sheet 6.6(conventions frame for /oe/ phoneme)one copy per pupil
Conventions frame
choke vote
boast hope
poem coal
control froze
below whole
tomorrow float
although over
open oat
Crown Co pyrigh t 2001 Phonics Session 6 85
When the /oe/ phoneme is in the
middle of a word it is usually spelled
________
It can also be spelled
____________ or ____________
When the /oe/ phoneme is at the end
of a word it is usually spelled
________
It can also be spelled
____________
At the beginning of a word the /oe/
phoneme can be represented by
____________ or ____________
Draw a line from the conventions to the correct examples
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Conventions frame
choke vote
boast hope
poem coal
control froze
below whole
tomorrow float
although over
open oat
Crown Co pyrigh t 2001 Phonics Session 6 87
Teacher Sheet 6.7 (conventions frame notes)one copy
When the /oe/ phoneme is in the
middle of a word it is usually spelled
___o-e___(again this is the split vowel digraph)
It can also be spelled
_____o______ or _____oa____
When the /oe/ phoneme is at the end
of a word it is usually spelled
___ow___
It can also be spelled
______ough__
At the beginning of a word the /oe/
phoneme can be represented by
_____o______ or _____oa_____
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Objectives
s To be able to
identify the / ue/
phoneme and know
its most common
spellings.
Key terms
Phoneme: smallest unit of sound in
a word.
Split vowel digraph: two vow els
which make one vowel phoneme but
are split by a consonant, eg make.
Long vowel: eg /ue/ as in blue, fluteor
moon.
Materials
s Brain Bank and blank hexagon
(page 27 5)
s Teacher Sheet 7 .1 (Phoneme
Countdo wn cards, one set)
s Pupil Sheet 7.2 (one per p air)
s Pupil Sheet 7 .2 (enlarged version)
s Team Sort boards (five) (page 276 )
s T-shirt labels (page 280)
s Pupil Sheet 7.3 (Word So rt cards,
one set)
s Teacher Sheet 7 .4 (Word Sort)
s
Pupil Sheet 7.5 (Spelling Challengecards, one set)
s Pupil Sheet 7.6 (conventions frame,
one per pupil)
s Teacher Sheet 7.7 (conventions
frame notes)
Remember Time: 4 minutes
s Add information about the / oe/ p honeme to the B rain Bank on a hexagon.
s
Play the Phoneme C ountdow n gam e for /oe/ using c ards from Teacher Sheet7.1 and t he following words: know, no, coat , vote, croak, radio, flow, load,
go, hope. Add any that the group found p articularly difficult.
Model Time: 5 minutes
s Introduce the session objective: identifying the /ue/ phonem e.
s Read the letter (Pupil Sheet 7.2 , Rud e Youth ) out loud . (This text sound s
better w hen read in an indignant snooty voice, w hich also helps to em phasise
the /ue/ phoneme.)
s Read first paragraph m odelling the process o f hear/identify/underline.
s Group continue, saying /ue/ wo rds aloud and underlining them . (Each pair ortrio could be allocated specific paragraphs.)
Session 7 The /ue/ phoneme
90 Phonics Session 7 Crown Co pyr ight 2001
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Apply Time: 3 minutes
s Play the Spelling C hallenge gam e (Pupil Sheet 7.5 ). Explain that m ost of
these wo rds w ill help them to prac tise using w hat they have learned about
making a best guess. Only one or two of the words on the c ards come from
the passage.
Secure Time: 4 minutes
s Draw c onc lusions and fill in the c onventions frame (Pupil Sheet 7.6). Refer to
Teacher Sheet 7.7.
s Return to the ob jective for the session.
Notes
Try Time: 4 minutes
s Tell pup ils that the most com mo n spellings of the /ue/ phonem e are: oo, ue,
ue, ew, u. Place the T-shirt labels on the Team Sort c ards from Pupil Sheet
7.3. Explain that there may b e some w ords that do not fit into these teams
and w e will have to leave them to o ne side, then create new teams later.
s Play the Team Sort game (Teacher Sheet 7.4).
s Look at the wo rds left to one side. Elicit what the extra teams are. Create new
teams for, eg oe, ou, o, oe. Explain that these are less com mo n.
Session 7
Crown Co pyr ight 2001 Phonics Session 7 91
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Crown Co pyrigh t 2001 Phonics Session 7 93
Teacher Sheet 7.1(Phoneme Countdown cards for /oe/ phoneme)one copy, cut into cards and pin to flipchart
oa
ow
o
o-e
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Pupil Sheet 7.2 (Rude Youth)one copy per pairone A3 copy for modelling
Rude Youth Needs Uniform
From Mrs L Fortes