Teaching pedagogy

Modelled practice

Meaning

• Orally articulate the word.
• Articulate the meaning (definition and synonyms).
• Explore alternate meanings and/or homophones.

• Look, listen and learn (100% focused on teacher)

Guided practice

Analysis

• 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.

Synthesis

• 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.

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.

Testing

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.

Applying

• 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.

Testing

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

Applying

• Use learned strategies and skills to encode familiar words.

Reflection

• 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.