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5. Individual activity Encourage children to Picture Code (see page 193) the plain letter from the TGCD, or choose one of the many Copymasters/Workbooks to accompany the lesson. Beginning with Lesson 8, the following additional activities are included in all three lesson types: 1. Blending and segmenting words with 'Live Reading' and 'Live Spelling', with Picture Code Cards or Story Phonics software and by writing words 2. Reading and fluency Practice Fluency List. Teach or revise 'tricky' words. Read decodable stories that correlate with the lesson. Children re-read previous stories to build decoding, fluency and comprehension.

2. Consonant Digraph Lessons For lessons that teach a new consonant digraph (e.g. ch, ng, th) the order of activities varies but all include the following steps: 1. Review - 'Quick Dash' or 'Guess Who?' 2. Introduce the new phoneme and story logic Share the brief story logic that explains the sound using Picture Code Cards or Story Phonics software. The children role-play to internalise the letter/ sound connections and enhance their phonemic awareness . The aim is for instant plain letter recognition of the new phoneme’s sound. 3. Group activities - Blending and Segmenting 4. Individual activities 5. Reading and fluency.

3. Review Lessons There are five lessons that serve to consolidate previous learning.

Pacing the lessons There are a total of 105 lessons in Sections 1-5. You may want to spend two or three days or more on some lessons and only one day on others. Pace your teaching based on the needs of your children. Spend more time on lessons they find challenging and less on the ones they find easier.

Scheduling lessons Lessons are intended to be used flexibly. If you find children's attention flagging you may want divide the lesson into two sessions in the same day. Researchers have found that two shorter lessons in one day (15 to 20 minutes each) may actually be more effective than a single lesson. A good point to break the lesson would be before Group activities. Or you may choose to stop before Reading and fluency in some lessons and complete the lesson later. Either way it should be helpful to review just a bit from the earlier session before starting the additional activities.

Extra practice for small groups Children in your class may vary widely in their general knowledge at entrance and in the pace at which they learn. The assessments for this and other sections will help you decide if additional small group practice is needed for some children. The value of early support can be pivotal for challenged children. You will find a number of small group activities in the Activity Bank. Look for those activities that focus on Letter Sounds, Blending and Segmenting, Fluency and Comprehension. The Assessment section on the TGCD also has some useful suggestions on choosing activities based on needs.


Section 2: a-z Word Building

Section 2.indd 29

31/10/2013 20:58

Phonics Teacher's Guide  

This new edition of the Letterland Teacher’s Guide encompasses the fun of learning with Letterland friends, whilst ensuring that the core cr...