Letters and Sounds: Phase Six • Reading
156
• Spelling
156
• Teaching spelling
158
• Introducing and teaching the past tense
158
• Investigating and learning how to add suffixes
159
• Teaching spelling long words including compound words
163
• Finding and learning the difficult bits in words
165
• Learning and practising spellings
167
• Memory strategies
167
• Application of spelling in writing
171
• Marking
171
• Children gaining independence
172
• Knowledge of the spelling system
175
• Some useful spelling guidelines
176
• Adding suffixes to words
177
• Practice examples including common contractions & homophones
179
• Bank of some quick reference spelling rules
182
Summary
Letters and Sounds: Principles and Practice of High Quality Phonics Revisions and updates © Smart Kids 2013 - included resources are not endorsed by any government agency
00281-2007BKT-EN © Crown copyright 2007
Phase Six
By the beginning of Phase Six, children should know most of the common grapheme– phoneme correspondences (GPCs). They should be able to read hundreds of words, doing this in three ways: • reading the words automatically if they are very familiar; • decoding them quickly and silently because their sounding and blending routine is now well established; • decoding them aloud. Children’s spelling should be phonemically accurate, although it may still be a little unconventional at times. Spelling usually lags behind reading, as it is harder. During this phase, children become fluent readers and increasingly accurate spellers. 155