Grapheme Review

Grapheme Card Deck Review Graphemes to Write Review

Keep pace fast. T: I am going to say a phoneme and you
Keep talking to a minimum are going to write the grapheme that goes
eg. "Sound?" with it. The first phoneme is / /.
Vowel cards - "Long/Short sound?" (Give key word if the phoneme has more
than one grapheme eg. /k/ as in duck)
Graphemes with 2 phonemes:
“What phoneme?"
“1st sound?" “2nd sound"
S: / /
Positional Graphemes:
T: How do you spell / /?
eg. [ai] [ay] "Middle or End?"
S: [ ][ ]
Graphemes with rules:
T: Write [ ][ ] (students write the grapheme)
eg. [Il] [SSI [ff] [zz] "What rule?"
(Repeat for next sound)(8-12 sounds)
Words to Read Review
Children read all words in the first row together -
sound out and blend first and then read as whole Words to Spell Review
words. T: Now we are going to write some words
(Read the slow way then the fast way) using those graphemes.
The first word is _____. What word?
Can read words one at a time (lower students), a line S: _______
at a time (more capable students) drill through faster T: Tap the phonemes in _____
or multiple lines (more confident students) Do it S: - - -
multiple times, faster. T: Write the word ______
(students write the word)
Vocabulary T: Read the word you just wrote
Discuss any words that may be unknown. (Repeat for next word)

Extension Questions
In the 2nd row point to the word that…..
(Use pop sticks but get everyone to point)

These could include:

- Spelling a word
- Syllables
- Rhymes with
- Starts with …. (say phoneme)
- Ends with …. (say phonemes)
- Has a ___ as the vowel
- Meaning
- That is … (say all the phonemes)
- Indicates past tense/plural etc.
 Grapheme Lesson Script
Introduction of New Grapheme
Introduce New Grapheme Words to Spell - New Grapheme
T: This is our new grapheme. T: Now we are going to write some words using this
T: The letter names are I _ l. new grapheme.
What are the letter names? (class repeats) The first word is _____. What word?
T: The keyword is ___________ S: _____
What's the keyword? (class responds) T: Tap the phonemes in ____
T: The phoneme is / _ /. S: - - -
What's the phoneme? (class responds) T: Write the word 'duck'
(students write the word ____)
T: When we put it all together it is T: Read the word you just wrote
[ _ ] keyword) / _ / eg. [a) [i] rain /a/ (Repeat for next word)
T: Let's sky write this grapheme 3 times as we say the
letter names, keyword and sound. Dictation
(everyone does this together)  Teacher says sentence. Students repeat until firm. Break
sentence into phrases and get students to repeat if the
(Teach rule or position if there is one) sentence is long. Don't do word by word.
Review: •Teacher reminds students of new grapheme or rules
covered that they will need to know for this sentence and
T: Letter name is? (class responds) the structure of a sentence (capital letter, full stop, spaces
T: Keyword is? (class responds) between words)
T: Sound is? (class responds)
•Teacher reminds students to tap out the phonemes in
Ask them to repeat the rule if there is one. words they don't know how to write.
•Students write the sentence while you continue to repeat
T: Write this grapheme 3 times on your
the sentence.
whiteboard while saying the letter name/s,
keyword and sound. •Students read the sentence they wrote and is lead through
COPS (Review sentence for Capitals, then Organisation
Movement Blending (order), then Punctuation and Spelling.)
Children stand up and movement blend 4 10 words that •Teacher goes through the sentence one word at a time
have the new grapheme in them when checking spelling:
 Heads, shoulders, knees
 Kung Fu words T: What was the first word?
 Jump it out S: The
 Arm blending T: How do you spell 'The'?
S: [t] [h] [e] (using letter names) (teacher writes
the word on the board) Repeat with
Words to Read - New Grapheme remaining words.
 Do not include words with any graphemes that •Students correct mistakes during review and can give
haven't been taught yet. themselves a tick for each one if they got it right or once
 Have the new grapheme underlined. they've fixed it up.
 Children read all words in the first row together
sound out and blend first and then read as whole New Grapheme Review
words. Then do the 2nd row. Then the 3rd. (Read T: Letter name is? (class responds)
the slow way then the fast way) T: Keyword is? (class responds)
 Can read words one at a time (lower students), a T: Sound is? (class responds)
line at a time (more capable students) drill through
faster or multiple lines (more confident students) Ask them to repeat the rule if there is one.
 Do it multiple times, faster.
 Target kids using pop sticks (easier words for lower Children write the grapheme 3 times while saying the letter
kids, harder words for more capable kids or read all the name/s, keyword and sound on the whiteboard.
words in a row)