The following resources can be used in phase 5 when you are teaching alternative graphemes and in phase 6 when you are securing the reading and spelling of words containing different spellings for phonemes

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The following resources can be used in phase 5 when you are teaching alternative graphemes and in phase 6 when you are securing the reading and spelling of words containing different spellings for phonemes.

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·  A table of words that can be used with ‘Best Bet’ - exemplars for the most common alternative graphemes. Use this to identify patterns.

·  oa bingo. Use as a recap review activity prior to teaching the alternative grapheme oe.

·  A Best Bet grid

·  Three differentiated texts. The first set of sentences contain oa and ow. The second text contains oa, ow, oe, o and o-e. The third is the phoneme spotter story ‘ The Old Pony’

·  Where in the word? A grid to use with the ‘Best Bet’ word lists. Where do you hear the phoneme?

·  A teaching sequence

oa	ow	o	oe	o-e
coal	boast	bow	blown	old	poll	toe	code	dole	dome
foal	coast	blow	grown	bold	roll	hoe	rode	hole	crome
goal	roast	crow	known	cold	toll	doe	strode	mole	home
	toast	flow		fold	scroll	foe		pole	gnome
oak		glow		gold	stroll	Joe	bloke	sole
cloak	load	know		hold		goes	broke	stole	bone
croak	road	low		sold	ghost	tomatoes	choke	vole	cone
soak	toad	mow		told	host	potatoes	joke	whole	lone
		row			most	heroes	poke		phone
moan		show			post		stoke		throne
		slow					smoke		tone
		snow					spoke		stone
		throw					stroke		zone
		window					woke

Best Bet

coat throat boat oat moat	oak roast coal croak road
boat toad boast goal road	toast oak croak load float

oa	ow	oe	o-e
other

A goat is in a coach.

I can see snow from my window.

I put my toast in the bowl.

Follow the road to my boat.

I went to the show and sat in the back row.

Joe woke up at six o’clock. He put on his socks but they had a hole in and you could see one toe. He went to show his mum. She had made him some toast. When he looked out of the window it had started to snow. Joe put

on his coat. “Don’t play in the road,” shouted Mum. He went outside. A boy had started to make a snowman by the oak tree. They played until they got cold. Then they went home.

The Old Pony

Joe, the old pony, was in his field. He was so old and slow that nobody rode him anymore. The wind was blowing. He felt cold and lonely.

Just then, Jazz and Hal rode by on their bikes. They were going home for tea. They felt so sorry for old Joe that they stopped to stroke him.

At tea time they told Dad about Joe.

“Don’t worry,” said Dad. “I know I can help him.”

After tea, Dad went to the shed and got an old green coat and a thin rope. Jazz and Hal got the end of a loaf of bread.

“Let’s go,” said Dad.

Dad and Jazz and Hal went back to Joe’s field.

“Hello, old fellow,” said Dad. Quickly, he put the old coat over Joe’s back and tied it on with a rope. In no time at all, Joe was warm as toast!

Jazz and Hal gave Joe some of the loaf to eat. Old Joe was happy at last.

Look at the Best Bet list of words? Where do you hear the phoneme?

Beginning of word
Middle of word
End of word

Phase 5

Revisit and review:- Hold up phoneme cards – check saying sounds correctly

Objectives and success criteria:- To teach alternative spellings for phoneme oa and High Frequency Words – my, saw, the

Teach:- Look at irregularities in HFW. Phoneme spotter Underline words containing focus phoneme Read sentence. Listen for the focus phoneme. Remove from view and read next sentence. Hand on head each time hear focus phoneme. Next reread and underline graphemes – oa, ow, oe, o-e, o…… Children do same with their copies of a story (more able) – Less able with oa/ow sentences. Underline with coloured pencil.

Practise:- Children identify words within their stories that contain oa Write on whiteboard some underlined words in story. Sound talk which graphemes stand for the focus phonemes? Why am I writing words in different columns (rule in my head) Can they spot a pattern?

Apply:- Dictated sentence with tricky words and focus phonemes. My goat saw a red coat in the snow. Check their spelling with a partner against version on board.

Assess learning against criteria:- Children show others how they worked out what to write.