Up and Away - National Council for Curriculum and Assessment

Sound and spelling connections
Resources
Blank flash cards – see page 191.
Method
1. Choose a word that pupils are familiar with, both in terms of meaning
and word recognition – e.g. the word ‘ball’.
2. Using blank flash cards, write down other familiar words that share
the same sound and spelling pattern – e.g. ‘tall’, ‘small’, ‘wall’, ‘fall’.
3. Practise saying the words, pointing out the correspondence between
the group of letters and the sound.
4. Cut up the flash cards so that the first part of the words and the target
group of letters (in this case ‘all’) are separate.
5. Put one flash card with ‘all’ on one side of the table. Call out words
one at a time. Pupils identify the first part of the word that goes with
‘all’.
Note! This approach can be used in successive lessons. For example, in the
following class use the same approach to introduce the sound
made by the letters ‘ell’.
Then put ‘all’ in one area of the table and ‘ell’ in another. Call out
words (e.g. ‘bell’, ‘wall’, ‘tell’ ‘small’) and pupils make the correct
word by moving the relevant first part of the word next to one of
the groups of letters.
Using stories 1 – for pupils not yet reading
Resources
Choose a story which is familiar and which contains repeated words or phrases.
Method
1. Read the story twice. Tell pupils that you want them to say some of the words.
Section 4 Resources for pupils
2. Read the story, stopping at a repeated word or phrase which pupils say together or individually.
Encourage correct intonation.
w
t
sm
f
f
b
w
sm
all
ell
all
91