Introduce an alternative spelling/grapheme for a previously learnt phoneme

Phases 4b & 5a introduces one new alternative spelling for a known phoneme each day. (e.g. the new grapheme ow makes the same sound as the previously learnt phoneme /ou/.)

Phase 5b introduces one or more alternative pronunciations for a known grapheme each day. (e.g. the grapheme g can make a /g/ sound as in goat or a /j/ sound as in gem)

Phases 5c, 5d & 5e introduces multiple alternative spellings for a known phoneme each day. (e.g. the phoneme /ai/ can also be spelt ay as in day, a-e as in made and a as in angel.

Introduce an alternative spelling/grapheme for a previously learnt phoneme (Phases 4b, 5a)

Revisit

1. Say the sound of the phoneme being taught e.g. /ch/. 2. Show the grapheme /ch/ mnemonic card that the children already know. 3. Ask the children to copy you as you repeat the phoneme. e.g. ch... ch... ch... ch...

Teach

4. Explain that we are learning today that the phoneme /ch/ can also be spelt tch. 5. Write tch on whiteboard. 6. Ask the children to copy you as you read the new grapheme tch (repeat 4 times).

Practise

7. Model sound-talk and blending to read a word that uses the new grapheme. e.g. p-a-tch, p-a-tch, patch. 8. Ask the children to copy you as you sound talk then blend the word. e.g. p-a-tch, p-a-tch, patch. 9. Repeat using the words pitch, hatch 10. Pupils practise sound talking then blending words that use the new grapheme. e.g. itch, switch, twitch, srcatch. 11. Mix up the words and ask the children to read them - the aim is to work towards pupils reading them 'at a glance'.

Apply

12. Pupils read and write sentences which include words with the new grapheme e.g. I need to scratch my itch.