Once again you have two have options:
See the progression chart for help in deciding which option is correct for your pupil.
Either way, you will be helpful to print out the following:
- Continue to teach both reading and spelling together for Level 3
- Teach reading only for Level 3 while the pupil studies Level 2 for spelling
- Do spelling only for Level 3 as the child has already completed Level 3 for reading.
See the progression chart for help in deciding which option is correct for your pupil.
Either way, you will be helpful to print out the following:
Word lists ready to print out and display for Level 3
Teaching for reading
If you are only doing Level 3 for reading, then you may proceeed at a faster pace. Let your pupil set the pace. Stay with each new sound as long as your pupil needs to be able to read the list of words easily, recognising the new sound in them (no longer than a week). The key is in reading, reading and reading the lists. Read the list every day until the student is really fluently and then keep reading them as revision. This is better than using flashcards at this stage. This will ensure that the the sounds are incorporated into the student's working vocabulary. If in future you find that a particular sound is causing problems, then do not hesitate to revise that sound again, reading the words through until they are once more fluent. Drilling with lists of words is very helpful. Have the pupil read the lists as often as possible.
Choice of vocabulary for Level 3
At Level 3 we have been aware that the average child learning at this level will still be quite young, and so have selected words as appropriate for that age as we can, leaving more obscure words for Level 4. Feel free to add words from Level 4 for reading if you feel they are appropriate for your pupil. Always check meanings of words and look them up in a good dictionary where necessary.
If you are only doing Level 3 for reading, then you may proceeed at a faster pace. Let your pupil set the pace. Stay with each new sound as long as your pupil needs to be able to read the list of words easily, recognising the new sound in them (no longer than a week). The key is in reading, reading and reading the lists. Read the list every day until the student is really fluently and then keep reading them as revision. This is better than using flashcards at this stage. This will ensure that the the sounds are incorporated into the student's working vocabulary. If in future you find that a particular sound is causing problems, then do not hesitate to revise that sound again, reading the words through until they are once more fluent. Drilling with lists of words is very helpful. Have the pupil read the lists as often as possible.
Choice of vocabulary for Level 3
At Level 3 we have been aware that the average child learning at this level will still be quite young, and so have selected words as appropriate for that age as we can, leaving more obscure words for Level 4. Feel free to add words from Level 4 for reading if you feel they are appropriate for your pupil. Always check meanings of words and look them up in a good dictionary where necessary.
Teaching for spelling
As before, each new sound will be studied for a week. So each stage will be five weeks long at least.
It should take approximately 25 weeks to complete this stage.
Introduction to the lesson. If you have time, briefly practice some words from previously taught families, if the pupil shows signs of difficulty with a particular sound. however, spend the greater amount of time on actually reading now.
Then:
On Monday introduce the new sound and tell the pupil the sound the letters make when they are together in a word.
Start with the phonic words listed in the Level 3 box and introduce all of them on Monday.
Write them on a board, one at a time, while the pupil watches. This helps to build concentration skills.
Say: 'These words all have the sound '.....' in them. Listen as I sound them out.'
Say the first word and then as you sound it out, either write each letter down, on a board or paper, if possible making the new sound stand out in a different colour. E.g. stuck bright, or if using letter cards, placing them down with a slight gap before the new sound: stu ck, br igh t. This will help to train your pupil's eye to see each sound as a unit rather than individual letters (see below).
Because we are now moving onto more complex words, many of them will belong to more than one family. Point the families out to your pupil as you introduce each word. Or, you can ask for the pupil's help: if you say the word and show him/her the spelling, s/he can see if s/he can work out which letters stand for which sound.
Once you have gone through all the words on the list, ask the pupil to read the words to you. This is important for both reading and spelling as it helps to put the words into the brain as a unit of words with the same sound in them.
Rub the words out and then read them one by one to your pupil, giving him/her time to write each word down on paper.
Finish by asking the pupil to read his/her list of words back to you. Prompt him/her to correct his/her work as necessary, emphasising the hearing and feeling of the sounds.
Display the words somewhere where they will be seen easily. Refer to them often throughout the week outside of lesson time as opportunities present themselves.
On Tuesday, Wednesday and Thursday spend time reviewing the new sound and the words that belong in that family.
You can do this with a worksheet, or simply by working through the list as you did on Monday. Do practice both reading and spelling skills if you are studying Level 3 for both reading and spelling.
Use this time to introduce the 'odd' words given for each lesson. They should be practiced both in writing and reading. They are best learnt in context, so make up sentences using words already learnt or use some of those given, that contain the new odd word.
On Friday, do a dictation. Ideally you want to dictate the passage/sentences from the previous week's sound family.
Get your student a new exercise book in which to write their dictations. They should work with an HB pencil and have a rubber so that mistakes can be neatly erased. Neat work should be encouraged at all times.
First make sure they are familiar with all the words in the passage, including any 'odd' words.
Read the passage to the student. Then say you will read it again, a word at a time, giving space for the student to write each word as you say it.
Once the dictation is over, ask the student to read their work through out loud to check for errors. Make sure the pupil reads what is actually written as it is written. This is very important. Give prompts to enable him/her to correct any words that are incorrect. A picture can be drawn to go with the dictation if wished.
You may find the same words appear in two families. This is not an accident, but rather shows how some words fit into more than one family, and this knowledge can aid spelling.
As before, each new sound will be studied for a week. So each stage will be five weeks long at least.
It should take approximately 25 weeks to complete this stage.
Introduction to the lesson. If you have time, briefly practice some words from previously taught families, if the pupil shows signs of difficulty with a particular sound. however, spend the greater amount of time on actually reading now.
Then:
On Monday introduce the new sound and tell the pupil the sound the letters make when they are together in a word.
Start with the phonic words listed in the Level 3 box and introduce all of them on Monday.
Write them on a board, one at a time, while the pupil watches. This helps to build concentration skills.
Say: 'These words all have the sound '.....' in them. Listen as I sound them out.'
Say the first word and then as you sound it out, either write each letter down, on a board or paper, if possible making the new sound stand out in a different colour. E.g. stuck bright, or if using letter cards, placing them down with a slight gap before the new sound: stu ck, br igh t. This will help to train your pupil's eye to see each sound as a unit rather than individual letters (see below).
Because we are now moving onto more complex words, many of them will belong to more than one family. Point the families out to your pupil as you introduce each word. Or, you can ask for the pupil's help: if you say the word and show him/her the spelling, s/he can see if s/he can work out which letters stand for which sound.
Once you have gone through all the words on the list, ask the pupil to read the words to you. This is important for both reading and spelling as it helps to put the words into the brain as a unit of words with the same sound in them.
Rub the words out and then read them one by one to your pupil, giving him/her time to write each word down on paper.
Finish by asking the pupil to read his/her list of words back to you. Prompt him/her to correct his/her work as necessary, emphasising the hearing and feeling of the sounds.
Display the words somewhere where they will be seen easily. Refer to them often throughout the week outside of lesson time as opportunities present themselves.
On Tuesday, Wednesday and Thursday spend time reviewing the new sound and the words that belong in that family.
You can do this with a worksheet, or simply by working through the list as you did on Monday. Do practice both reading and spelling skills if you are studying Level 3 for both reading and spelling.
Use this time to introduce the 'odd' words given for each lesson. They should be practiced both in writing and reading. They are best learnt in context, so make up sentences using words already learnt or use some of those given, that contain the new odd word.
On Friday, do a dictation. Ideally you want to dictate the passage/sentences from the previous week's sound family.
Get your student a new exercise book in which to write their dictations. They should work with an HB pencil and have a rubber so that mistakes can be neatly erased. Neat work should be encouraged at all times.
First make sure they are familiar with all the words in the passage, including any 'odd' words.
Read the passage to the student. Then say you will read it again, a word at a time, giving space for the student to write each word as you say it.
Once the dictation is over, ask the student to read their work through out loud to check for errors. Make sure the pupil reads what is actually written as it is written. This is very important. Give prompts to enable him/her to correct any words that are incorrect. A picture can be drawn to go with the dictation if wished.
You may find the same words appear in two families. This is not an accident, but rather shows how some words fit into more than one family, and this knowledge can aid spelling.