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Unit 12

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Summary of contents of Unit 12

A4 frieze posters for every new grapheme (letter or letter group) introduced. Lower case grapheme is highlighted. Relative sizes and position of capital letters and lower case letters are shown on a writing line. In units 1 - 12.
These A4 posters (62 throughout the 12 units) group the spelling alternatives for the focus sounds in each unit. They can be used to complement the main ALPHABETIC CODE OVERVIEW CHART and THE ALPHABETIC CODE FRIEZE POSTERS. From unit 7 onwards, a spelling alternative is occasionally included on a poster in advance of its formal introduction in a later unit. This helps with raising awareness of spelling alternatives for reading and writing activities in the wider curriculum. (Please see the DRAW THE PICTURES resource which provides an optional activity for the learner to embed the Alphabetic Code information in memory.)
red arrow MINI-POSTERS
Simple posters to track the sounds in spoken words with the letters in written words. The words start off being non-cumulative - but after the first few posters, all the words are cumulative. A good time to introduce each poster is just before you introduce and use each Sounds Book Activity Sheet. This strand continues throughout the programme in units 1 - 12.
Debbie's programme is built around these essential activity sheets. With each successive sheet, a new letter/s-sound correspondence is introduced; cumulative words are provided for blending; handwriting practice links shape to sound; picture drawing provides phonemic awareness rehearsal, pencil control, vocabulary development and a personal mnemonic system; and a segmenting, handwriting and editing routine rehearses spelling. Thus, all the necessary knowledge and skills teaching and learning is focused on one activity sheet! Each sheet includes detailed guidance and, when used in school, these activity sheets can be sent home to inform parents and guardians. This strand runs throughout units 1 - 12.
The A5 Colour-in Sounds Book sheets include a key word (non-cumulative) with a key colour-in picture and three cumulative words to blend (some non-cumulative words in unit 1). ‘Tracker font’ provides some handwriting practice for the focus grapheme. These can be used when new letter/s-sound correspondences are introduced. They can be collated in a scrap book to make a ‘Code Book’ or ‘Sounds Book’. Provided in units 1 to 12.
Ideal sized grapheme tiles for manipulating words (making and breaking). These can be used for various spelling activities including making up independent spelling games with selected Picture Cards. They would be better printed on card or laminated. Ideally laminated Grapheme Tiles could be made into magnetic tiles with sticky-backed magnetic tape. They can then be used on the teacher’s main magnetic board or with A3 magnetic board for pairs or individual work. The Grapheme Tiles are printable in all ‘dark teal’ (which can be black if printed in monochrome) and they are available in sets with grey graphemes for consonant phonemes and black graphemes for vowel phonemes. These are also suitable for sending home for additional word making and breaking rehearsal. They would be suitable for ‘fridge magnets’. Provided as sets per each unit 1 to 12.
These posters are very flexible and can be used as A4 and A3 resources for rehearsing knowledge of the discrete letter/s-sound correspondences and for assessment of Code learnt to date. Learners ‘say the sounds’ in response to seeing the graphemes (a sub-skill of reading) or ‘point to the graphemes’ on hearing specific sounds (a sub-skill of spelling). The little numbers in some grapheme boxes indicate the number of different pronunciations possible at that point in the programme. Use as A4 individual assessment record sheets - tick off graphemes known and annotate as appropriate. The posters are cumulative and provide lists of the letter/s-sound correspondences in the order of their introduction throughout the programme and also in a ‘jumbled’ order unit by unit. Posters in units 6 to 12 are a continuation of the SAY THE SOUNDS POSTERS provided in units 1 to 5 but in a slightly different format to avoid the growing list of letter/s-sound correspondences becoming unmanageable. Teachers need to look closely at each unit’s SAY THE SOUNDS POSTERS before selecting which format is most fit for purpose (that is, ‘jumbled’ or ‘in order’). [Note that the posters in units 11 and 12 are the same.] This resource is ideal for using as a periodic checklist for keeping Code knowledge revised. Ensure regular use of the I CAN READ texts to put the Code information to use in the context of real words. SAY THE SOUNDS POSTERS are provided in units 1 to 12.
These are OPTIONAL ‘beginners’ flash cards in units 1 to 5. When the learner can recognise a letter shape (or letter group) WITHOUT the picture mnemonic, replace that card with a flash card of the letter/s (graphemes) only. Start off by BUILDING UP the pack of flash cards as you introduce each new letter/s-sound correspondence. In unit 1, for example, at first there will only be ‘s’ in the pack, followed by introducing ‘a’, then ‘t’, then ‘i’ and so on (follow the order of the programme). The aim is for the beginner, as soon as possible, NOT to use the picture cues. Focus on the AIM of saying the sound in response to the letter/s without the need for the pictures. Make it clear to the beginner whether the corresponding ‘sound’ represented by the focus letter/s (graphemes) is at the beginning of the word (as in ‘s-nake’) or in the middle of the word (as in ‘n-igh-t’) or at the end of the word (as in ‘du-ck’). The dashes on some cards represent the number of ‘sounds’ in the spoken word and NOT individual letters - this is just to support the ‘mapping’ of initial-medial-final sounds to their position in the spoken word. The Flash Cards with no pictures are included as part of this resource. In units 1 to 5.
red arrow I CAN READ
This is a piece of text for every new correspondence after the introduction of the first few letters. Delay the use of this strand until learners can blend. There are many different ways to use the text from teacher modelling, supported reading, independent reading followed by a focus on vocabulary and comprehension. The texts can be read on-screen or, where available, projected onto a whiteboard or screen for groups and whole-class work. When used as a paper-based activity, the learner can undertake grapheme searches for previous and current learning and circle words where the meaning is not known. This strand runs throughout units 1 - 12 with a change of fonts in units 11 and 12.
red arrow QUESTIONS
The Questions sheets provide a starting point for class discussion linked directly to the ‘I Can Read’ decodable texts. These can be used in any way that the teacher feels is appropriate - or not used at all if the teacher does not wish to pursue the texts further than the actual decoding of them. They are provided as options for teachers if required. In units 7 to 12.
Hear the same phonemes modelled in all positions in the words which feature on the phonemic awareness Picture Posters. This facility is available for units 1 - 6. (Switch on PC speakers!)



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