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Teaching pedagogy

Explicit instruction phase Teacher’s role Student’s role

Activate prior knowledge

Gain attention

  • State goal and success criteria concise and clear.
  • By the end of the lesson you will be able to identify the phonemes, grapheme choices and meanings of 3-5 words.
  • This is important because the words I have selected you will be using this week in your….
  • Listen attentively.
  • Set personal target.
  • Link this learning to previous lesson.

I do


Modelled practice


  • Orally articulate the word.
  • Articulate the meaning (definition and synonyms).
  • Explore alternate meanings and/or homophones.
  • Look, listen and learn (100% focused on teacher)

We do


Guided practice


  • Use phoneme fists to identify and segment individual phonemes in the word.
  • Identify the graphemes that represent each phoneme and match these to the THRASS chart.
  • Discuss consonant and vowel choices.
  • Link number of vowels to number of syllables.
  • Identify graphemes/syllable sets that may need particular attention e.g. affixes their meanings and functions, GCAs.
  • Link words with the same grapheme by analogy.
  • Write the word.


  • Say/synthesise the phonemes in the word in the correct sequence.
  • Explore phonetic understanding and synthesis using phoneme deletion/manipulation activities.
  • Actively participate.
  • Echo the teacher’s sounding out of each word’s phonemes and use phoneme fists to signal the number of phonemes.
  • Write the word, identifying vowel and consonant graphemes.
  • Write the word showing syllable breaks.
  • List/sort words that involve same grapheme choices.
  • Respond to teacher questions.

You do


Independent practice

Using memory

  • Engage students in independent practice.
  • Actively monitor - clarify and verify student understanding of the task.
  • Differentiate e.g. expectations, activities - for higher, reteach for lower.
  • Provide immediate affirmative and corrective feedback.


Test list words to assess that the learner is able to:

  • Articulate the word.
  • Articulate the word in a sentence to show meaning.
  • Isolate and write particular graphemes related to the word.
  • Spell the word using letter names.


  • Provide dictation activities.
  • Mark dictation and analyse student knowledge and skills.

Using memory

  • Work quietly.
  • Identify and synthesise spelling words from memory.
  • Link/sort words with like graphemes from memory.
  • Link/sort words with like phonemes from memory.
  • Spell graphemes/words from memory using letter names.
  • Complete set tasks to show you are successful.
  • Show high standards of work - presentation reflects on learning.
  • Link new learning with prior knowledge.


  • Apply skills and strategies to correctly spell words in everyday writing and dictation.


  • Use learned strategies and skills to encode familiar words.




  • Review and reflect on purpose and critical content – restate concept, lesson intention and success criteria.
  • Assess and celebrate student success – correct work.
  • Provide student feedback.
  • Evaluate – where to next based on student success.
  • Reflect on learning and connect to next lesson.
  • Link new learning with prior knowledge.