Example:

Notes:

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Write 2 words on the board.

Students 'turn and talk' to a partner (or group of 3) and decide on ONE thing that is the same about both words and ONE thing that is different.

Take answers from any children and explicitly model to show

Example:

has have eg.

Same: 3 phonemes

Different: has- 3 graphemes, have - 4 graphemes

Notes:

I generally do this with bases so we are focusing on the grapheme - phoneme connections but you could also add affixes. Of course they can brainstorm more than one characteristic but they settle on one of each. There is an entry point for every child. You can also quickly see their levels of conceptual understanding, knowledge and skills.

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Fiona

wordtorque

Play as per usual for this game BUT include spelling out by graphemes before (or after) when asking for a word. Include sounding as well for extra scaffolding. Only include words that have been introduced. Model very explicitly with students before they play independently.

Example:

Shanti do you have <th> <ey> they?

Yes I have they <th> <ey>.

Notes:

In order to map the graphemes students need consistent practice. You can decide the order of saying, sounding, spelling.

'Shanti, do you have /ð/ /eɪ/ they <th> <ey> they?'

'Yes, I have they /ð/ /eɪ/ they <th> <ey> they.'

You can also have children use the word in a sentence if they need this scaffolding.

'Shanti, do you have they as in, they went swimming? <th> <ey> they?'

Shared by:

Fiona

wordtorque