reading and spelling final stage 1 phonics - pld literacy · some students once this skill is...

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Written and edited by Diana Rigg. Illustrated by Deborah Walter and Dave Fortune.

First Edition 2010 - Reading and Spelling With Final Stage 1 PhonicsRevised Edition 2013 - Reading and Spelling With Final Stage 1 Phonics

ISBN 978-1-921560-68-2

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Reading and Spelling With

Final Stage 1 Phonics

Designed by a Speech Pathologist.

The explicit teaching formats

incorporate a strong phonemic

awareness component.

The resource includes multiple

sounding, reading, spelling and

writing tasks.

The tasks focus on the sound level

of words, single word reading and

spelling as well as sentence level

reading and spelling tasks.

A Learning Resource for Key Area: Spelling and Decoding

Overview Of ContentsNote from the Author 2

Stage 1 Program Placement Test 3

Additional Recommended Programs 4

Learning Target 1: The development of decoding and spelling incorporating final Stage 1 Phonic Concept ‘ay’. 5

Learning Target 1 Supplement Card Resources. See cards with RED borders in the Card Appendix. Explicit teaching cards (with red borders): ‘Decoding and Spelling’ activities incorporating ‘ay’ words to be used in conjunction with the worksheets. Instructions for the use of these cards. 6

Learning Target 1a Worksheets: ‘Phonic Familiarisation’ activites incorporating ‘ay’ words. 7 - 8

Learning Target 1b Worksheets - Single word ‘Sound Out And Spell’ activities incorporating ‘ay’ words (with pictorial support). 9 - 14 - Single word ‘Sound Out And Spell’ activites incorporating ‘ay’ words (without pictorial support). 15 - 17

Learning Target 1c Worksheets ‘Mini Story/Sentence Reading and Writing’ activites incorporating ‘ay’ words. 18 - 26

Learning Target 2: The development of decoding and spelling incorporating final Stage 1 Phonic Concept ‘ar’. 27

Learning Target 1 Supplement Card Resources. See cards with BLUE borders in the Card Appendix. Explicit teaching cards (with blue borders): ‘Decoding and Spelling’ activities incorporating ‘ar’ words to be used in conjunction with the worksheets. Instructions for the use of these cards. 28

Learning Target 2a Worksheets: ‘Phonic Familiarisation’ activites incorporating ‘ar’ words. 29 - 30

Learning Target 2b Worksheets - Single word ‘Sound Out And Spell’ activities incorporating ‘ar’ words (with pictorial support). 31 - 36 - Single word ‘Sound Out And Spell’ activites incorporating ‘ar’ words (without pictorial support). 37 - 39

Learning Target 2c Worksheets ‘Mini Story/Sentence Reading and Writing’ activites incorporating ‘ar’ words. 40 - 48

Learning Target 3: The development of decoding and spelling incorporating final Stage 1 Phonic Concept ‘or’. 49

Learning Target 3 Supplement Card Resources. See cards with ORANGE borders in the Card Appendix. Explicit teaching cards (with orange borders): ‘Decoding and Spelling’ activities incorporating ‘or’ words to be used in conjunction with the worksheets. Instructions for the use of these cards. 50

Learning Target 3a Worksheets: ‘Phonic Familiarisation’ activites incorporating ‘or’ words. 51 - 52

Learning Target 3b Worksheets - Single word ‘Sound Out And Spell’ activities incorporating ‘or’ words (with pictorial support). 53 - 58 - Single word ‘Sound Out And Spell’ activites incorporating ‘or’ words (without pictorial support). 59 - 61

Learning Target 3c Worksheets ‘Mini Story/Sentence Reading and Writing’ activites incorporating ‘or’ words. 62 - 70

Learning Target 4: The development of decoding and spelling incorporating final Stage 1 Phonic Concept ‘ai’. 71

Learning Target 4 Supplement Card Resources. See cards with GREEN borders in the Card Appendix. Explicit teaching cards (with green borders): ‘Decoding and Spelling’ activities incorporating ‘ai’ words to be used in conjunction with the worksheets. Instructions for the use of these cards. 72

Learning Target 4a Worksheets: ‘Phonic Familiarisation’ activites incorporating ‘ai’ words. 73 - 74

Learning Target 4b Worksheets - Single word ‘Sound Out And Spell’ activities incorporating ‘ai’ words (with pictorial support). 75 - 80 - Single word ‘Sound Out And Spell’ activites incorporating ‘ai’ words (without pictorial support). 81 - 83

Learning Target 4c Worksheets ‘Mini Story/Sentence Reading and Writing’ activites incorporating ‘ai’ words. 84 - 92

Reading and Spelling With Final Stage 1 Phonics PLD Organisation Pty. Ltd. Contents

Contents Reading and Spelling With Final Stage 1 Phonics PLD Organisation Pty. Ltd.

Overview Of Contents continued

Learning Target 5: The development of decoding and spelling incorporating final Stage 1 Phonic Concept ‘oy’. 93

Learning Target 5 Supplement Card Resources. See cards with YELLOW borders in the Card Appendix. Explicit teaching cards (with yellow borders): ‘Decoding and Spelling’ activities incorporating ‘oy’ words to be used in conjunction with the worksheets. Instructions for the use of these cards. 94

Learning Target 5a Worksheets: ‘Phonic Familiarisation’ activites incorporating ‘oy’ words. 95 - 96

Learning Target 5b Worksheets - Single word ‘Sound Out And Spell’ activities incorporating ‘oy’ words (with pictorial support). 97 - 98 - Single word ‘Sound Out And Spell’ activites incorporating ‘oy’ words (without pictorial support). 99 - 101

Learning Target 5c Worksheets ‘Mini Story/Sentence Reading and Writing’ activites incorporating ‘oy’ words. 102 - 107

Learning Target 6: The development of decoding and spelling incorporating final Stage 1 Phonic Concept ‘oi’. 108

Learning Target 6 Supplement Card Resources. See cards with PURPLE borders in the Card Appendix. Explicit teaching cards (with purple borders): ‘Decoding and Spelling’ activities incorporating ‘oi’ words to be used in conjunction with the worksheets. Instructions for the use of these cards. 109

Learning Target 6a Worksheets: ‘Phonic Familiarisation’ activites incorporating ‘oi’ words. 110 - 111

Learning Target 6b Worksheets - Single word ‘Sound Out And Spell’ activities incorporating ‘oi’ words (with pictorial support). 112 - 115 - Single word ‘Sound Out And Spell’ activites incorporating ‘oi’ words (without pictorial support). 116 - 118

Learning Target 6c Worksheets ‘Mini Story/Sentence Reading and Writing’ activites incorporating ‘oi’ words. 119 - 127

Learning Target 7: The development of decoding and spelling incorporating final Stage 1 Phonic Concept ‘er’. 128

Learning Target 7 Supplement Card Resources. See cards with PINK borders in the Card Appendix. Explicit teaching cards (with pink borders): ‘Decoding and Spelling’ activities incorporating ‘er’ words to be used in conjunction with the worksheets. Instructions for the use of these cards. 129

Learning Target 7a Worksheets: ‘Phonic Familiarisation’ activites incorporating ‘er’ words. 130 - 131

Learning Target 7b Worksheets - Single word ‘Sound Out And Spell’ activities incorporating ‘er’ words (with pictorial support). 132 - 135 - Single word ‘Sound Out And Spell’ activites incorporating ‘er’ words (without pictorial support). 136 - 138

Learning Target 7c Worksheets ‘Mini Story/Sentence Reading and Writing’ activites incorporating ‘er’ words. 139 - 147

Card Appendix 148

Learning Target 1: Reading and spelling ‘ay’ words. Cards with RED borders.

Learning Target 2: Reading and spelling ‘ar’ words. (Cards with BLUE borders.)

Learning Target 3: Reading and spelling ‘or’ words. (Cards with ORANGE borders.)

Learning Target 4: Reading and spelling ‘ai’ words. (Cards with GREEN borders.)

Learning Target 5: Reading and spelling ‘oy’ words. (Cards with YELLOW borders.)

Learning Target 6: Reading and spelling ‘oi’ words. (Cards with PURPLE borders.)

Learning Target 7: Reading and spelling ‘er’ words. (Cards with PINK borders.)

2 Reading and Spelling With Final Stage 1 Phonics PLD Organisation Pty. Ltd. Author’s Note

A Note From The AuthorResearch has repeatedly reported that the core deficit of reading and spelling dif-ficulties is phonemic awareness (PA); an auditory based skill. PA is the awareness of the phonemic (or sound structure) of words. Related to this sensitivity to the sound structure of language, a child then develops the ability to process and manipulate the sound structure. Both of these base skills are essential for spelling and reading because alphabetic symbols and phonic representations then map onto the sound structure. Example 1: in the word mat there are 3 sounds or phonemes: a /m/ and a /a/ and a /t/. The alphabetic letter symbols map onto these sounds. To read the word ‘man’ an early reader must convert the alphabetic letter symbols into sounds (NOT LETTER NAMES) and then apply phonemic awareness blending skills and combine the sounds /m/, /a/, /n/. In terms of spelling it is the phonemic awareness skill of segmentation that is applied. A child must identify each consecutive phoneme of sound in a word and then apply the alphabetic or phonic based symbols. Example 2: In the word shark there are also three phonemes: /sh/, /ar/, /k/. In this second example the alphabetic and phonic symbols ‘sh’, ‘ar’ and ‘k’ map onto the sound structure.

If children are aware and sensitive to the sound structure of language then the transition into the world of literacy is significantly easier.

In order for phonic based reading and spelling materials to be effective children must possess adequate phonemic awareness skills. However, what is interesting is that the majority of reading, spelling and phonics based worksheet materials on the market are in fact visually based and thereby assume that children already possess phonemic awareness skills. This resource incorporates a significant phonemic awareness element. While this is ideal for the dyslexic and learning difficulties population (who are typically insensitive to the phonemic structure of words and rely on the visual appearance of words) this approach has proven to effectively accelerate early reading and spelling skills with the more mainstream population. Attention to mouth movements involved in producing the sounds in words heightens children’s attention to the phonemic structure and supports the organization of the letter symbols in spelling and the decoding of the symbols in reading. The combina-tion of the attention to the oral, auditory and visual aspects achieves balanced word attack strategies and significantly accelerates the acquisition of the earliest reading and spelling steps.

Concluding Comment: The aim of this text is to establish the ability to read and spell regular late Stage 1 phonic words. For some students once this skill is established they then require multiple opportunities to practice this skill (e.g. reading 200 to 300 such words) before these basic words are read automati-cally (i.e. without sounding out). For students who require more practice and rehearsal, the games based program Stage 1 Single Word Decoding and Spelling Skills is recommended.

BA(Ed), BEd, CPP(UK), MEd, MSc(SpPath)

Learning Target 1 - ‘ay’ Reading and Spelling With Final Stage 1 Phonics PLD Organisation Pty. Ltd. 5

ayLearningTarget 1

Reading And Spelling With Final Stage 1 Phonics

The development of decoding and spelling incorporating final Stage 1 Phonic Concept ‘ay’.• Learning Target 1 Supplement Card Resources: - Explicit Teaching cards (with red borders in the appendix)

‘Decoding and Spelling’ activities incorporating ‘ay’ words. To be used in conjunction with the worksheets.

• Learning Target 1a Worksheets: ‘Phonic Familiarisation’ activities incorporating ‘ay’ words.

• Learning Target 1b Worksheets: - Single word ‘Sound Out And Spell’ activites

incoroporating ‘ay’ words (with pictorial support). - Single word ‘Sound Out And Spell’ activites

incoroporating ‘ay’ words (without pictorial support).

• Learning Target 1c Worksheets: - ‘Mini Story/Sentence Reading And Writing’ activites

incoroporating ‘ay’ words.

Helpful Hint!A number of children will require more repetition in order to ‘over-learn’ the concepts covered.

For such children, supplement this section with the ‘ay’ games contained within Stage 1, Single Word Decoding and Spelling Skills.

6 Reading and Spelling With Final Stage 1 Phonics PLD Organisation Pty. Ltd. Learning Target 1 - ‘ay’

Decoding and spelling activities incorporating ‘ay’ words.

As an extension of the above, students can place counters in the spaces provided as they sound out the ‘ay’ words. For a more challenging task, students may place wooden/plastic letters or form play dough letters and place them into the spaces provided to form the focus words.

Student verbalises “t” while pushing the

1st counter forward.

Student verbalises “r” while pushing the

2nd counter forward.

Student verbalises “ay” while pushing the

3rd counter forward.

Please see the Card Appendix (page 148) for the following 7 Learning Target 1 explicit teaching cards accompany this section: tray, bay, hay, pay, slay, clay, play

After teaching the above cards, students move onto the following order of worksheets: • ‘Phonic Familiarisation’ activities incorporating ‘ay’ words. • Single word ‘Sound Out And Spell’ activities incorporating ‘ay’ words (with pictorial support). • Single word ‘Sound Out And Spell’ activities incorporating ‘ay’ words (without pictorial support). • ‘Mini Story/Sentence Reading and Writing’ activities incorporating ‘ay’ words.

The following list clarifies the pictures contained within the Phonic Familiarisation worksheets:Worksheet 1: tray, pay, play, sway, spray, way, day, layWorksheet 2: May, ray, say, clay, hay, x-ray, slay, bay

These cards have red borders.

Recommended adult support for using Explicit Teaching cards:

Use visual and auditory support.Adult: “How many sounds in the word ‘tray’?” Students: Count the sounds on their fingers.Adult: Points to thumb while verbalising “t”. Adult then points to their: • 2nd finger while verbalising “r” • 3rd finger while verbalising “ay”.

“t” “r” “ay”

Adult then selects three students to sound out the word ‘tray’.


Hear, say, glue then cover and write the end ‘ay’ sound.

ay ay ay ay ay ay ay ay

ay What do these pictures

end with?

Learning Target 1a - Phonic Familiarisation Tasks. Worksheet 1


Hear, say, glue then cover and write the end ‘ay’ sound.

ay ay ay ay ay ay ay ay

ay What do these pictures

end with?

Learning Target 1a - Phonic Familiarisation Tasks. Worksheet 2


Sound out and spell ‘ay’ words.

Learning Target 1b - Sound out and spell the ‘ay’ words (with pictorial support). Worksheet 1: Students sound out and spell ‘ay’ words (play, sway, May, pay, ray, stay) while focusing upon letter formation, sizing of letters and placement of letters.



Learning Target 1b - Sound out and spell the ‘ay’ words (with pictorial support). Worksheet 2: Students sound out and spell ‘ay’ words (x-ray, slay, day, sway, say, play) while focusing upon letter formation, sizing of letters and placement of letters.



Learning Target 1b - Sound out and spell the ‘ay’ words (with pictorial support). Worksheet 3: Students sound out and spell ‘ay’ words (clay, stay, bay, tray, slay, ray) while focusing upon letter formation, sizing of letters and placement of letters.



Learning Target 1b - Sound out and spell the ‘ay’ words (with pictorial support). Worksheet 4: Students sound out and spell ‘ay’ words (tray, hay, sway, lay, pay, way) while focusing upon letter formation, sizing of letters and placement of letters.


Learning Target 1b: Single word ‘Sound Out And Spell’ activities incorporating ‘ay’ words (without pictorial support).

‘ay’ word list

way day hay stay play

say may pay lay slay

ray bay sway clay pray

tray away May today x-ray

Activity Instructions

Goal: Students ‘Sound Out’ as they spell.Adult’s Instructions: 1. “Pencils out of your hands. What are the

sounds in the word ‘stay’?” Adult sounds out the word while pointing to their thumb and the next two fingers.

2. “Now sound out the sounds as you spell and write the word.”

“s” “t” “ay”

The following worksheet formats can be used for this task.(ie: Students write the alphabet sounds in the spaces provided.)

Please Note: The phonic concept ‘ay’ is written in a single shape to reinforce the ‘ay’ sound (ie: some of the shapes may be left blank depending on the size of the word).

t ays


Sound out and spell the ‘ay’ words.

Learning Target 1b - Sound out and spell the ‘ay’ words (without pictorial support). Format 1: Adult says: “Pencils out of your hands. What are the sounds in the word ____ (from the ‘ay’ word list)?” Adult sounds out the word while pointing to their thumb and fingers separately for each sound in the word. Adult says: “Now say the sounds as you spell the word.” (Repeat for different words.)


Sound out and spell the ‘ay’ words.

Learning Target 1b - Sound out and spell the ‘ay’ words (without pictorial support). Format 2: Adult says: “Pencils out of your hands. What are the sounds in the word ____ (from the ‘ay’ word list)?” Adult sounds out the word while pointing to their thumb and fingers separately for each sound in the word. Adult says: “Now say the sounds as you spell the word.” (Repeat for different words.)

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Card Appendix

This section includes cards for:• Learning Target 1: Reading and spelling ‘ay’ words.

(cards with red borders). See pages 7 and 8 for more details. The following 7 explicit teaching

cards accompany this section: tray, bay, hay, pay, slay, clay, play

• Learning Target 2: Reading and spelling ‘ar’ words. (cards with blue borders).

See pages 30 and 31 for more details. The following 7 explicit teaching cards accompany this section: arch, shark, march, farm, scarf, sharp, chart

• Learning Target 3: Reading and spelling ‘or’ words. (cards with orange borders).

See pages 53 and 54 for more details. The following 7 explicit teaching cards accompany this section: port, cork, horse, forty, north, storm, thorn

• Learning Target 4: Reading and spelling ‘ai’ words. (cards with green borders).

See pages 76 and 77 for more details. The following 7 explicit teaching cards accompany this section: chain, tail, brain, train, snail, paint, rain

• Learning Target 5: Reading and spelling ‘oy’ words. (cards with yellow borders).

See pages 99 and 100 for more details. The following 6 explicit teaching cards accompany this section: toy, boy, enjoy, joy, Troy, Roy

• Learning Target 6: Reading and spelling ‘oi’ words. (cards with purple borders).

See pages 115 and 116 for more details. The following 7 explicit teach-ing cards accompany this section: coin, boil, noise, soil, point, oil, coil

• Learning Target 7: Reading and spelling ‘er’ words. (cards with pink borders).

See pages 136 and 137 for more details. The following 7 explicit teach-ing cards accompany this section: summer, dinner, sister, jumper, number, winter, silver

The cards may remain within the booklet or alternatively they may be removed and laminated.

148 Reading and Spelling With Final Stage 1 Phonics PLD Organisation Pty. Ltd. Appendix

Learning Target 1 Reading and Spelling With Final Stage 1 Phonics PLD Organisation Pty. Ltd. 149

Learning Target 1, Reading And Spelling ‘ay’ Words - Explicit Teaching Card 1Hole Punch

Learning Target 1 - Decoding And Spelling ‘ay’ Words Blending Task Instructions: “Can you guess this picture? It’s a picture of a ‘t’ (1 second pause) ‘r’ (1 second pause) ‘ay’.” If students are (Pre-requisite for reading) experiencing difficulty blending, repeat sounds several times and verbalise sounds with half second pauses. Segmentation Task Instructions: “Now it’s your turn to sound out tray.” If students are experiencing difficulty segmenting (eg: tr-ay) (Pre-requisite for spelling) prompt students to watch the instructing adult’s mouth and allow them to copy.



Learning Target 1 - Decoding And Spelling ‘ay’ Words Blending Task Instructions: “Can you guess this picture? It’s a picture of a ‘b’ (1 second pause) ‘ay’.” If students are (Pre-requisite for reading) experiencing difficulty blending, repeat sounds several times and verbalise sounds with half second pauses. Segmentation Task Instructions: “Now it’s your turn to sound out bay.” If students are experiencing difficulty segmenting (eg: b-a-y) (Pre-requisite for spelling) prompt students to watch the instructing adult’s mouth and allow them to copy.



Learning Target 1 - Decoding And Spelling ‘ay’ Words Blending Task Instructions: “Can you guess this picture? It’s a picture of some ‘h’ (1 second pause) ‘ay’.” If students are (Pre-requisite for reading) experiencing difficulty blending, repeat sounds several times and verbalise sounds with half second pauses. Segmentation Task Instructions: “Now it’s your turn to sound out hay.” If students are experiencing difficulty segmenting (eg: h-a-y) (Pre-requisite for spelling) prompt students to watch the instructing adult’s mouth and allow them to copy.



Learning Target 1 - Decoding And Spelling ‘ay’ Words Blending Task Instructions: “Can you guess this picture? It’s a picture of someone about to ‘p’ (1 second pause) ‘ay’.” If students are (Pre-requisite for reading) experiencing difficulty blending, repeat sounds several times and verbalise sounds with half second pauses. Segmentation Task Instructions: “Now it’s your turn to sound out pay.” If students are experiencing difficulty segmenting (eg: p-a-y) (Pre-requisite for spelling) prompt students to watch the instructing adult’s mouth and allow them to copy.



Learning Target 1 - Decoding And Spelling ‘ay’ Words Blending Task Instructions: “Can you guess this picture? It’s a picture of a knight about to ‘s’ (1 second pause) ‘l’ (1 second pause) ‘ay’.” (Pre-requisite for reading) If students are experiencing difficulty blending, repeat sounds several times and verbalise sounds with half

second pauses. Segmentation Task Instructions: “Now it’s your turn to sound out slay.” If students are experiencing difficulty segmenting (eg: sl-ay) (Pre-requisite for spelling) prompt students to watch the instructing adult’s mouth and allow them to copy.



Learning Target 1 - Decoding And Spelling ‘ay’ Words Blending Task Instructions: “Can you guess this picture? It’s a picture of some ‘c’ (1 second pause) ‘l’ (1 second pause) ‘ay’.” If students are (Pre-requisite for reading) experiencing difficulty blending, repeat sounds several times and verbalise sounds with half second pauses. Segmentation Task Instructions: “Now it’s your turn to sound out clay.” If students are experiencing difficulty segmenting (eg: cl-ay) (Pre-requisite for spelling) prompt students to watch the instructing adult’s mouth and allow them to copy.



Learning Target 1 - Decoding And Spelling ‘ay’ Words Blending Task Instructions: “Can you guess this picture? It’s a picture of children at ‘p’ (1 second pause) ‘l’ (1 second pause) ‘ay’.” If students (Pre-requisite for reading) are experiencing difficulty blending, repeat sounds several times and verbalise sounds with half second pauses. Segmentation Task Instructions: “Now it’s your turn to sound out play.” If students are experiencing difficulty segmenting (eg: pl-ay) (Pre-requisite for spelling) prompt students to watch the instructing adult’s mouth and allow them to copy.


Learning Target 2, Reading And Spelling ‘ar’ Words - Explicit Teaching Card 2Hole Punch

Learning Target 2 - Decoding And Spelling ‘ar’ Words Blending Task Instructions: “Can you guess this picture? It’s a picture of a ‘sh’ (1 second pause) ‘ar’ (1 second pause) ‘k’ .” If students are (Pre-requisite for reading) experiencing difficulty blending, repeat sounds several times and verbalise sounds with half second pauses. Segmentation Task Instructions: “Now it’s your turn to sound out shark.” If students are experiencing difficulty segmenting (eg: sh-ark) (Pre-requisite for spelling) prompt students to watch the instructing adult’s mouth and allow them to copy.


Learning Target 3, Reading And Spelling ‘or’ Words - Explicit Teaching Card 6Hole Punch

Learning Target 3 - Decoding And Spelling ‘or’ Words Blending Task Instructions: “Can you guess this picture? It’s a picture of a ‘s’ (1 second pause) ‘t’ (1 second pause) ‘or’ (1 second pause) ‘m’.” (Pre-requisite for reading) If students are experiencing difficulty blending, repeat sounds several times and verbalise sounds with half

second pauses. Segmentation Task Instructions: “Now it’s your turn to sound out storm.” If students are experiencing difficulty segmenting (eg: st-or-m) (Pre-requisite for spelling) prompt students to watch the instructing adult’s mouth and allow them to copy.


Learning Target 4, Reading And Spelling ‘ai’ Words - Explicit Teaching Card 2Hole Punch

Learning Target 4 - Decoding And Spelling ‘ai’ Words Blending Task Instructions: “Can you guess this picture? It’s a picture of a ‘t’ (1 second pause) ‘ai’ (1 second pause) ‘l’ .” If students are (Pre-requisite for reading) experiencing difficulty blending, repeat sounds several times and verbalise sounds with half second pauses. Segmentation Task Instructions: “Now it’s your turn to sound out tail.” If students are experiencing difficulty segmenting (eg: t-ail) (Pre-requisite for spelling) prompt students to watch the instructing adult’s mouth and allow them to copy.


Learning Target 5, Reading And Spelling ‘oy’ Words - Explicit Teaching Card 4Hole Punch

Learning Target 5 - Decoding And Spelling ‘oy’ Words Blending Task Instructions: “Can you guess this picture? It’s a picture of someone jumping for ‘j’ (1 second pause) ‘oy’.” If students are (Pre-requisite for reading) experiencing difficulty blending, repeat sounds several times and verbalise sounds with half second pauses. Segmentation Task Instructions: “Now it’s your turn to sound out joy.” If students are experiencing difficulty segmenting (eg: j-oy-y) (Pre-requisite for spelling) prompt students to watch the instructing adult’s mouth and allow them to copy.


Learning Target 6, Reading And Spelling ‘oi’ Words - Explicit Teaching Card 7Hole Punch

Learning Target 6 - Decoding And Spelling ‘oi’ Words Blending Task Instructions: “Can you guess this picture? It’s a picture of a ‘c’ (1 second pause) ‘oi’ (1 second pause) ‘l’ .” If students are (Pre-requisite for reading) experiencing difficulty blending, repeat sounds several times and verbalise sounds with half second pauses. Segmentation Task Instructions: “Now it’s your turn to sound out coil.” If students are experiencing difficulty segmenting (eg: c-oil) (Pre-requisite for spelling) prompt students to watch the instructing adult’s mouth and allow them to copy.


Learning Target 7, Reading And Spelling ‘er’ Words - Explicit Teaching Card 4Hole Punch

Learning Target 7 - Decoding And Spelling ‘er’ Words Blending Task Instructions: “Can you guess this picture? It’s a picture of a ‘j’ (1 second pause) ‘u’ (1 second pause) ‘m’ (1 second pause) ‘p’ (Pre-requisite for reading) (1 second pause) ‘er’ .” If students are experiencing difficulty blending, repeat sounds several times and verbalise sounds with half second pauses. Segmentation Task Instructions: “Now it’s your turn to sound out jumper.” If students are experiencing difficulty segmenting (eg: j-um-p-er) (Pre-requisite for spelling) prompt students to watch the instructing adult’s mouth and allow them to copy. NOTE: With an Australian accent it is typically pronounced as ‘j-u-m-p-u’ but with a range of other accents ‘j-u-m-p-er’.

reading and spelling final stage 1 phonics - pld literacy · some students once this skill is...

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