BUILDING UP THE ALPHABETIC CODE – SIMPLE AND COMPLEX CODE – PLAINER VERSION
Two sides of A4. Suitable for use for all teachers to note down planning, progression and class, group and individual tracking and record-keeping. Pass to the next teacher. Parents may like to have a copy at home to be informed about progression.

HEAR THE SOUNDS which introduce the 44+ sounds (phonemes) in the English language
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!)

BOOKMARKS
There are several different BOOKMARKS available to print throughout the programme. These useful resources can be used as ‘bookmarks’ and also for supporting the teaching and learning of letter/s-sound correspondences (from print-to-sound for a reading sub-skill and from sound-to-print for a spelling sub-skill). Print on paper, or card - or laminate paper copies for additional durability.

WORD FLASH CARDS
This strand of large WORD FLASH CARDS is available in all the units 1 to 12 as an optional resource. It is not intended that the words on these flash cards are taught as ‘whole global shapes’. These words are ‘cumulative’ and can be used to model and rehearse the sounding out and blending process as learners are introduced to the letter/s-sound correspondences in each unit. Eventually, familiarity from blending these words will lead to learners recognising them automatically. The same words can be found on other PI resources. Teachers can model the words in simple spoken or written sentences and describe the meanings of the words if the learners do not know them. This will increase the vocabulary bank of the learners. These WORD FLASH CARDS may make a useful ‘hard copy’ resource for the ‘simple code’ units when learners are total beginners. Teachers can use them in front of groups and whole classes. In these circumstances, teachers should track under the graphemes (with the index finger) from left to right in the printed words whilst the graphemes are sounded out. When the whole word is said, the teacher should return to the beginning of the printed word to track under the whole word in time with the spoken word. Learners can have access to hard copies of the cards for reading them independently. When computers are available, learners can read the words ‘online’ with support or independently or they can be projected onto white screens for whole classes to read. To make ‘hard copies’ of the words in the earlier units, print on card or laminate paper copies.  

RESOURCES TO SUPPORT LEARNING ABOUT THE ALPHABET
Support learners' early writing activities with visual resources such as the Alphabet Mini Poster and one of the Say The Sounds posters (no.1, 4, 7, 10 or 13 as appropriate).

SENTENCES
This strand provides cumulative, decodable words in sequenced sentences along with a few writing lines and a drawing space. Wait until learners can ‘blend’ effectively before using this resource. The teacher needs to teach the sound /th/ and the grapheme ‘th’ in order to use the material in this strand. This enables the early use of very helpful words such as ‘the’, ‘this’, ‘then’ and ‘that’ - plus many other words with the grapheme ‘th’ - long before this letter/s-sound correspondence is introduced via the SOUNDS BOOK ACTIVITY SHEETS at the end of unit 4. It is helpful to ask learners to ‘say the sounds’ of the graphemes at the top of each sheet and to undertake ‘grapheme searches’ in the words before reading the sentences.

1) VOCABULARY DEVELOPMENT AND ENRICHMENT
2) REHEARSE ORAL SEGMENTNG (sub-skill of spelling)
3) MEMORISE WORD BANKS OF SPELLING ALTERNATIVES

Ultimately, for spelling purposes, learners need to hold in long term memory the knowledge of ‘which words’ are spelt with ‘which spelling alternatives’. When learners are younger or new to reading and spelling in the English language, they can only be expected to remember just a few words with certain spelling patterns. As learners mature and read and write more widely, for spelling they need to build bigger and bigger ‘word banks’ of specific spelling patterns - and these word banks need to be in long term memory.

‘I CAN READ’ STORYLINES - FULL COLOUR ILLUSTRATIONS
Use these illustrations only after the ‘I CAN READ’ texts have been read by the learners so that the pictures are not used as ‘clues’ for the words. Add these illustrations to the main wall display area to help learners become familiar with the storylines and so that, where appropriate, they can memorise the words with the specific spelling patterns associated with each storyline.

1) Talk about the characters and actions in the pictures to increase vocabulary particularly for ‘young’ learners and learners for whom English is a foreign language.

2) For a spelling sub-skill, pick some simple words from the pictures to ‘say slowly’ and identify the sounds all-through-the-word (oral segmenting) - tallying the sounds to thumb and fingers of the left hand, palm facing.

‘I CAN READ’ STORYLINES - BLACK AND WHITE PICTURES WITH WORD BANKS

1) Rehearse reading the words in the word banks to build greater fluency.

2) Recall spelling word banks especially for graphemes of two or more letters. Learners can label and colour the pictures and do ‘memory’ activities. Read the words, spell and write the words - then ‘remember’ which specific words are in the word banks. Play ‘memory games’ revisiting storylines and their associated word banks.