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Phase 3: Application in shared and guided reading and writing

Example of how to teach children one grapheme for each of the 44 phonemes in order to read and spell simple regular words, through shared and guided reading and writing. This sample session is offered for reference and interest as an example of one experienced practitioner's proposals for applying prior learning from the discrete phonics teaching sessions to shared reading and writing, and to guided reading and writing.

The National Strategies Last update: 2011

Discrete teaching, phase 2: Introducing grapheme-phoneme correspondence

Introduction to grapheme-phoneme (letter-sound) correspondences so that children learn to read simple CVC words. Forms part of the Primary Framework for teaching early reading.

The National Strategies Last update: 2011

Blending for reading focus

Examples of how to use teaching for blending focus, a reading skill, part of phase 3 (teaching children one grapheme for each of the 44 phonemes). Forms part of the Primary Framework for teaching Early reading.

The National Strategies Last update: 2011

Sequential stages

Description of the order of learning grapheme-phoneme correspondences. Starts with sounds being associated with each letter of the alphabet, and leads on to writing the letters, speaking their sounds and switching rapidly between the two. Blending and segmenting need to be taught explicitly, and vowels and consonants taught together. Reading and spelling simple regular words follows this, then the decoding of sounds represented by more than one letter and introducing alternative grapheme-phoneme correspondences. Finally common words with difficult sounds to…

The National Strategies Last update: 2011

Daily guidance

Guidance on creating daily schedules for teaching Early reading phonics, incorporating the Rose Report's recommendation for a systematic approach.

The National Strategies Last update: 2011