Powerful intervention to help children meet Key Stage 2 ......• Say: Look at the memory hook...

Powerful intervention to help children meet Key Stage 2 reading

and spelling expectations

SAMPLE PACK

Telephone: 01235 400 555 www.risingstars-uk.com/wordblaze

What’s included?What is WordBlaze? Pages 2 & 3

Welcome to WordBlaze Pages 4 & 5

Teaching with WordBlaze Pages 6 & 7

Sample Lesson Plan Pages 8 & 9

Tips for Teaching Pages 10 & 11

Sample lesson Pages 12 & 13

Sample lesson Pages 14 & 15

Order Form 6

READING AND SPELLING INTERVENTION

Challenge 6

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Date started:

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Challenge 5

Name:

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Challenge 4

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Challenge 3

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Challenge 2

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Challenge 1

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Text

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© R

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Stars

UK Ltd 2015 978-1-78339-340-4


9 781783 393404

ISBN 978-1-78339-340-4

9 781783 393404

ISBN 978-1-78339-340-4For more information please call 0800 091 1602

www.risingstars-uk.com

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Challenge 6

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Challenge 5

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Challenge 4

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Challenge 3

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Challenge 2

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Challenge 1

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READING AND SPELLING INTERVENTIONREADING AND SPELLING INTERVENTION

CD-ROM

INSIDE

CD-ROM (includes permanent whole-school site licence)

Flashcards Spelling listsGameboardsAward certificates Record-keeping forms to demonstrate progressPDFs of all teacher and pupil materials

This handbook includes:

Full support to deliver the WordBlaze programme

Guidance on teaching reading and spelling at Key Stage 2

Additional activities to support reinforcement, differentiation and extension

Ideal for

purchase with

Pupil Premium

WordBlaze covers the key letter patterns included in the new national curriculum relevant to KS1 and KS2

WordBlaze is a flexible reading and spelling programme for Key Stage 2 intervention groups to help them meet the new national curriculum expectations.

WordBlaze can be used flexibly in 2 - 3 intervention sessions a week

9 A clearly structured programme that teaching assistants can deliver with ease

9 Saves teachers hours of time in preparation 9 Engages children with fun multi-sensory activities that help embed letter patterns in their memories

TEACHER’S HANDBOOK CD-ROM PUPIL CHALLENGE BOOKLETS

• Flexible lesson plans that can be adapted to your intervention programme

• Step-by-step guidance to run the WordBlaze programme

• Tried and tested tips to teach every letter pattern

• PDFs of the Pupil Booklets to use on the whiteboard

• Supporting flashcards, games and activities

• Weekly spelling lists and dictation activities

• Record-keeping sheets

• Six global adventure-themed Pupil Booklets develop the reading, spelling and vocabulary required by the end of Key Stage 2

Text

© B

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McP

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Des

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© R

ising

Stars

UK Ltd 2015 978-1-78339-340-4


9 781783 393404

ISBN 978-1-78339-340-4

9 781783 393404

ISBN 978-1-78339-340-4

For more information

please call 0800 091 1602

www.risingstars-uk.com

TEA

CH

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’S H

AN

DB

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Challenge 6

Name:

Date started:

Date completed:

Challenge 5

Name:

Date started:

Date completed:

Challenge 4

Name:

Date started:

Date completed:

Challenge 3

Name:

Date started:

Date completed:

Challenge 2

Name:

Date started:

Date completed:

Challenge 1

Name:

Date started:

Date completed:



CD-ROM

INSID

E

CD-ROM (includes permanent

whole-school site licence)

Flashcards

Spelling lists

Gameboards

Award certificates

Record-keeping forms to demonstrate progress

PDFs of all teacher and pupil materials

This handbook includes:

Full support to deliver the WordBlaze programme

Guidance on teaching reading and spelling at

Key Stage 2

Additional activities to support reinforcement,

differentiation and extension

Challenge 4

Name:

Date started:

Date completed:

Challenge 3

Name:

Date started:

Date completed:

Challenge 2

Name:

Date started:

Date completed:

Challenge 1

Name:

Date started:

Date completed:

Challenge 6

Name:

Date started:

Date completed:

Challenge 5

Name:

Date started:

Date completed:

What is WordBlaze?

Letter Patterns Covered in WordBlaze

This sample pack includes pages from the Teacher’s Handbook and Pupil Booklets so you can try it out at your school.

© McPhail, Bass, Anson 2015. You may photocopy this page

The following lesson plan can be used as a sample script for introducing a new sound/letter pattern in a WordBlaze Challenge Booklet. It covers steps 1 to 5 in Lesson 1 on the Weekly Plan Template on page 10. It can be photocopied and given to a Teaching Assistant or other adult helper as a prompt. Sample scripts for the other lessons can be found on the CD-ROM.

Sample Lesson Plan

Warm up

Step 1

Step 2

Step 3

Step 4

Step 5

Plenary

Letter pattern: Resources• Challenge Booklets• Crayons• Mini whiteboards and pens/rubbers• Award Certificates from the CD-ROM• Sound flashcards from the CD-ROM

• Tell the pupils that today they are going to start the next stage of their WordBlaze Challenge journey and learn a new letter pattern. • Say: First, I am going to award some certificates for last week's performance. Award the Sizzling Speller, Perfect Punctuator, Red Hot Reader and Amazing Artist Awards to motivate pupils.• Say: Let’s see who can remember all the letter patterns we have done so far this term. Hold up flashcards for each one/point to it written on the board. Say its sound aloud with the pupils.• Say: I will say one of those sounds. Can you write it on your mini whiteboard and hold it up to show me? Can you write one word that goes with that sound? Repeat for two or three more sounds.

• Ask the pupils to open their booklets at page ____ Say: Put your hand up if you think you know what sound these new letters say. Invite one pupil to read the sound. • Say: Look at the pattern letters. Say the letters and sound together with the pupils, e.g. "ai", "a - i" says "ai".• Use the Teacher Tips for ideas specific to this pattern.• Say: Now let’s colour in the letters at the top of the page. Remember, use just one colour because they make one sound.

• Say: Look at the memory hook picture. Say the memory hook phrase with the pupils and the letters again, e.g. “a - i”, “ai”, “Snail Train”. • Discuss the memory hook picture with the pupils.

• Say: Now let’s look at the Phonic Box and see the other ways to spell this sound that you have already learnt. • Ask for examples of words which use the other spellings and write them on the board for pupils to see.

• Say: It’s time to read the story and see what happens. Read the story to the pupils. Ask them to find all the pattern words and underline each one.• Read the story to the class again, stressing the pattern words, then a third time leaving out the pattern words for the pupils to call out. • Ask pupils about the punctuation used in the story.

• Say: You are now going to draw your very best picture to illustrate this story. Remember to use your own ideas and include all the story words that have the pattern.• Allow about 10 minutes for the drawing. Circulate and show some drawings in progress to encourage and inspire pupils. • Pupils who finish early can try reading the words from the Word Bank ready for the One Minute Wonder.

• Tell the pupils they have worked really well and finish the lesson with a game. Select from the Adaptable Activities, e.g. Big Ears or Finish with a Flourish.

6666

In words that end with a consonant + y, the y is dropped before adding a suffix. Pupils can chant (similar to Plurals in Cycle Africa) ‘Change y to i then add the suffix.’There are only two times when y is kept before adding a suffix:If it is ‘glued’ onto a vowel as in ay, ey, oy and uy endings, e.g. player, plays.If it comes before ing or ish, e.g. flying, babyish.

Memory hookBus-i-ness: I am in business. Necessarily: One collar and two sleeves (c and ss) are necessarily

in a shirt. Beautiful: Mnemonic big ears and ugly teeth + i-ful.

SynonymsBeautiful, ugly.

Tricky meanings to explorePitiless, plentiful, dutiful, stealthily, temporarily.

Tricky spellingsCities, lilies – these break the normal patterns, as

they would normally both need a double brick wall in the middle to keep the vowel short.

Act it out!Set 4 on page 4 of Run Australia is full of adverbs, which could be acted out. Everyone

identify them first and they can then be written up for all to see. Give one to a pupil to mime to see if the others can guess which adverb it is, e.g. merrily, angrily, clumsily.

Be active!Which breed of dog has the curliest hair? Poodle? Find your favourite puppy picture and

make a class gallery. Talk about galleries, e.g. a local art gallery or the National Portrait Gallery.

Build your word powerPupils word build with the root word cheek: cheeky – cheekily – cheekier – cheekiest. They

write some sentences that begin with adverbs, e.g. Angrily, the boy slammed …

ScanningAsk pupils how many words on page 4 of Run

Australia end with the suffix -ful. How many end with -est? Which of all the suffixes is the most used?

Say it daft!Of-ten, lis-ten, cas-tle, k-nitted (hear the needles clacking together), g-naw, g-nashed, sig-n.

RevisionRemind pupils of the -le endings and the e using

the l as a ladder story. This is a chance to revise long and short vowels and the doubling rule – remind pupils why knitted needs the double letters, and that in kneeling there is no need to double the consonant after a long vowel sound.

SynonymsNestle, jostle, gnaw, solemn, knob.

The ‘three Hs’: Homonyms: knuckle (noun: on hand) – knuckle down (verb: get down to work); bristle (noun: on a brush) – bristle (verb: to

stiffen or take offence); knot (tie a knot) – knots (speed on a boat); bomb (noun: explosive device); bomb (verb: drop a bomb/fail badly at something/zoom along)

Tricky spellingsComb, bomb, tomb: a very tricky triplet as the

o sounds different in each one. Wrestle has two silent letters!

Be active!Ask pupils to name someone in the government. Ask them to design a poster encouraging tourists

to Australia. Look at different types of knots and their names and have pupils learn how to tie one or two.

Build your word powerWord family: Pupils create a spider diagram for sign: design, designer, designing, designed – link

to signature, signify, signification. Have pupils describe the design of a familiar object, e.g. a toaster.

ScanningAsk pupils how many words end in ten in Set

2 on page 6 of Run Australia. Is it possible to make up one sentence that includes them all? Memory training: Tell pupils to look at Set 3 and find the words that come before and after the word knew.

Knobbly Knickers!Happiness

Silent Lettersy i

This is the second WordBlaze selection of Silent Letters. In every Set on page 6 of Run Australia except Set 3, the Silent Letters are hidden inside tricky words. The ‘Say it daft!’ below is a fun andmemorable way of learning to spell them.

1. PLAN

Use the Sample Lesson Plan and letter pattern notes to prepare for your class

Read the words.

Read the story then draw the picture.

Needing to design a new sign for my autumn collection of knobbly knickers, I took a boat to Thistle

Island. What a hustle and bustle there was at the port! I arrived safely at Knock Castle Hotel but soon I was

so cold that my thumbs became numb. I tried to whistle a happy tune but my teeth kept chattering and

gnashing together. Never again!

Brilliant! You made it to the next stage!

After four hours on the bus you reach Newnes for the Glow Worm Marathon. You jostle for position at the start, so you can begin at a good pace. Trying to leap a creek, you splash in and run along an old mine cutting with squelching feet! Later, you nearly twist your ankle on a gnarled piece of wood. After emerging from the humid rainforest, you see a sign to the tunnel. Inside, the sight of millions of glow worms is magical. You finish ahead of many others in a time of 3 hours 48 minutes. A cold bath is needed to relieve your aching muscles.

By Alex

Knobbly Knickers!

2

Sneaky Silent Letters

Practise writing.

Build your word power.Well done!

ear

ey

ore

eer

ie ei

are

ear

ch (k)

air

Silent Letters

y → iup to 39Sparkling

40–49Glowing

50–59Burning

60–69Sizzling

70+Red hot!

Score/Date

Score/Date

On

e M

inute Wonders

6 7

Solemn ColumnSet 1 (12 words)

Design a SignSet 2 (17 words)

Knobbly KnickersSet 3 (20 words)

Hustle and BustleSet 4 (20 words)

Numb ThumbsSet 5 (20 words)

solemn design knobbly hustle numb

column sign knickers bustle thumbs

autumn gnashing knock thistle doubt

hymn foreign know castle comb

condemn reign knot whistle bomb

condemned gnaw knight listen tomb

columns gnat knob often climb

solemnly gnome knit fasten crumb

government gnawed knife soften dumb

governments gnarled kneel glisten debt

condemning reigned knack rustle jamb

governmental champagne knead bristle lamb

12 words so far signpost knew trestle limb

gnawing knee nestle womb

campaign knitwear jostle climbed

foreigner knighthood wrestle succumbed

campaigning kneeling moisten doubtless

29 words so far knowledge mortgage plumber

knuckle whistling bombing

knitted apostle indebted

49 words so far 69 words so far 89 words so far

Read the words.

Read the poem then draw the picture.

Tidiness means everything in placeLiveliness is wanting to raceCosiness, a big comfy chair

Oiliness, a problem with hairPenniless might mean nothing to lendBut happiness is having a good friend!

Practise writing.

Build your word power.

Brilliant! You are off!

Luckily, all your training has gone to plan; you are ready to start your challenge. You have your Camelback water pack and some energy sweets. Sydney is easily one of the world’s most beautiful city marathon courses. Happily, there is a cooling breeze as you run over the famous Harbour Bridge. The samba bands are drumming and the crowds are plentiful near the spectacular Opera House; they cheer you on to stop you flagging. You can feel a blister starting already and will treat it with surgical spirit later. A great first run in a time of just under four hours.

By Sophie

1

Well done!

ear

ey

ore

eer

ie ei

are

ear

ch (k)

air

Silent Letters

y → i

Remember plurals! Set 1 (16 words)

Adding ness/less/fulSet 2 (18 words)

Adding er/estSet 3 (18 words)

Adding ly/mentSet 4 (18 words)

flies tidiness easier cheekily

cries liveliness merrier merrily

spies cosiness cheekier cheerily

ladies oiliness healthier prettily

armies penniless sleepier luckily

cities happiness happier angrily

puppies business fruitier happily

bullies beautiful lazier busily

studies plentiful earlier funnily

ponies fanciful hilliest easily

parties dutiful silkiest heavily

stories pitiful ugliest clumsily

countries merciful prettiest gloomily

pennies readiness curliest stealthily

families dizziness nastiest hungrily

enemies loneliness easiest temporarily

16 words so far emptiness busiest necessarily

pitiless greediest merriment


Happiness

up to 39Sparkling

40–49Glowing

50–59Burning

60–69Sizzling

70+Red hot!

Score/Date

Score/Date

On

e M

inute Wonders

4 5

Happiness!

y➞i

Read the words.


For her thirteenth birthday, Shirley went to the circus in her brand new skirt and shirt. She sat next to the circle and watched the acrobats whirling and twirling above her. At first, all went well, but in the third act a bird flew in and dropped dirt on Shirley’s skirt! Oh dear!



Practise writing.

Firstly, you have found a team with all the qualities needed: fitness, bravery, loyalty, respect, pride, attention to detail and leadership. No one can shirk their share of the work. Antarctica is a very dangerous place. Circumstances can change at any moment and there is no rescue service, so having the right people with you is a matter of life and death.

By Kayleigh

Birthday Girl

1

Set 1 (13 words) Set 2 (20 words) Set 3 (20 words) Set 4 (20 words) Set 5 (20 words)

thirteenth firm confirm shirty circumstance

birthday thirst girlfriend squirting unconfirmed

Shirley birth thirteen firstly dirtiest

circus stir affirm circles thirstiest

skirt squirm sirloin firmness virtuous

shirt whirl virtue chirpy stirringly

circle chirp birdsong confirmed circumvent

whirling Sir birthmark birches flirtation

twirling birch whirlpool squirming reconfirm

first squirt swirling firmest encircled

third smirk thirdly circling virtually

bird fir dirty thirtieth semicircle

dirt flirt thirty virtual confirmation

13 words so far swirl quirky dirtier unicycle

firms irksome circular circulation

shirk thirsty thirstier circulating

quirk stirring circulate infirmary

mirth whirlwind thirstiness infirmaries

girth birthdays circuses virtuously

smirked firmly shirtily circumnavigation

33 words so far 53 words so far 73 words so far 93 words so far

irurer

ir

Well done!

ui

oo

Silent Letters

ea

ow

ou

aw

au

oy

oi

irup to 39Sparkling

40–49Glowing

50–59Burning

60–69Sizzling

70+Red hot!

Score/Date

Score/Date

On

e M

inute Wonders

2. TEACH

Try the y to i letter pattern and sneaky silent letters (n g k t b) with your class

3. ASSESS

Use the ‘One Minute Wonders’ challenge to assess your pupils’ progress

Try WordBlaze with your Class!

4

Learning to read and spell with WordBlazeAcross the six Challenge Booklets, the WordBlaze programme teaches pupils to read and spell hundreds of words fluently and automatically. With WordBlaze, pupils are taught the ‘Powerful Tools’ of phonic rules and syllabification which, when grasped, enable pupils to decode and encode words successfully. In the Challenge Booklets, words are grouped into 66 letter patterns, each with its own entertaining, colourful memory hook and story. Pupils enjoy personalising these with their own illustrations, making them yet more memorable.

A further 32 patterns are covered by the ‘Blazing Extras’!

To practise their reading and spelling, pupils have access to an extensive bank of over 5500 words. This includes all the words from the National Curriculum statutory spelling lists for Years 3/4 and Years 5/6, plus 1000 high frequency words, highlighted for easy identification. Pupils are motivated to develop their automatic recognition of words, using the engaging ‘One Minute Wonders’, where even the most reluctant pupils are inspired to practise and improve their scores.

WordBlaze combines learning how to decode unknown words, with building up an ever-increasing store of sight words for reading and spelling. When pupils experience success with this, their confidence improves and their progress accelerates.

Reading fluency, vocabulary and comprehensionAutomatic recognition of words is the starting point for fluent reading. If individual words are identified effortlessly, pupils’ comprehension is greatly enhanced. However, fluency and comprehension also involve using the correct rhythm, intonation, and phrasing when reading, so WordBlaze includes some ‘Fiery Phrases’ to offer practice in reading words in context. WordBlaze is intended to complement pupils’ reading of a wide range of texts. The more automatic their word recognition becomes, the easier and more enjoyable their wider reading will be. WordBlaze also incorporates explicit vocabulary teaching, another vital component of comprehension.

What is WordBlaze?

WordBlaze has been developed by three specialist literacy teachers with extensive experience in both classroom teaching, as well as one-to-one teaching of pupils with specific learning difficulties. Their goal over the years has been to develop a method of teaching spelling and reading that is truly multi-sensory, uses study skills techniques, and engages pupils in their learning. WordBlaze is a highly structured and rigorous programme that consolidates and extends spelling and reading beyond the early phonics. Teaching with WordBlaze brings together the best practices for making learning motivating, fun and therefore, memorable.

Pupils using the WordBlaze approach and materials have made excellent progress and enjoyed its humour, and the opportunities to be creative. The global Challenge expeditions add an exciting, and fascinating dimension, which helps to inspire pupils to succeed.

There are six pupil Challenge Booklets in the WordBlaze programme, each designed to contain enough material for one term, if focusing on teaching one letter pattern per week. Used in this way, WordBlaze offers a two-year programme of teaching and learning, which can be started in Year 3 to consolidate phonics learning from Key Stage 1, or used later in Key Stage 2 as an intervention or catch-up programme for pupils who still need to improve reading fluency, embed spelling rules and widen their vocabulary. WordBlaze can also be used flexibly and dipped into to focus on particular letter patterns that pupils find challenging or moved through at a faster pace if pupils are already secure with other letter patterns.

The Challenge Booklets are:1 Row the Atlantic2 Paddle the Amazon3 Cycle Africa4 Ski the South Pole5 Run Australia6 Conquer Everest

Welcome to

Teacher’s Handbook 5

[1] Snow, C. E., Griffin, P., and Burns, M. S. (Eds.) (2005). Knowledge to Support the Teaching of Reading: Preparing Teachers for a Changing World. San Francisco: Jossey-Bass.

Spelling supports reading and writingResearch points to the importance of spelling for reading:

“Spelling and reading build and rely on the same mental representation of a word. Knowing the spelling of a word makes the representation of it sturdy and accessible for fluent reading.”

Snow et al 2005 [1]

Research also points to a strong relationship between spelling and writing. Automatic recall of how words are spelled is vital when writing, so that pupils can focus on expressing their thoughts and ideas. Pupils can easily lose track of what they want to say when they are stuck on how to spell a word. Weak spellers may also restrict their writing and only use simple words.

Motivating activities and challengesWordBlaze helps pupils to achieve automaticity when reading and spelling with very clear lesson outlines, in addition to suggestions for subsequent activities to consolidate pupils’ learning. A wealth of tips, ideas and games, found in the Adaptable Activities (page 28) and Teaching Tips (page 30) of this Teacher’s Handbook, add fun and interest every week.

Weekly spelling tests and dictationsWordBlaze includes cheerful spelling lists, with the Memory Hook and Picture for each week’s pattern. Pupils learn to spell 20 words each week and these can be tested either in the weekly dictation sentences provided, as a simple list, or a combination of the two. The use of dictations with the target words ‘lost’ in a sentence is recommended, as it is a more realistic form of testing, and also gives regular opportunities to discuss different forms of punctuation and sentence structure.

The Challenge Booklets provide a rich resource for review and revision. Pupils enjoy looking back over them to see their drawings, their reading scores, (which they might be tempted to try and improve upon), and their success across the stepping stones of the Challenge.

We hope that your pupils will enjoy using all the different components of WordBlaze, and that the Challenges will stimulate an interest in the world around them as well as encouraging them to set themselves goals, persevere until they achieve them, and finally savour their success.

Sample from the WordBlaze Teacher’s Handbook

8

Teaching with

WordBlaze uses a multi-sensory teaching approach based on proven study skills techniques. It:

• creates a visual and an auditory memory of letter patterns and words• links letter patterns and words using memory hooks, colour, humour, stories and creativity• encourages active engagement with patterns and words • uses repetition and review to secure learning• uses motivating activities and challenges to give a sense of achievement.

Step 7 Take the One Minute Wonder challenge. Time and record the scores.

Step 1 Colour the letters in one colour to show one sound.

Step 6Read the words:• identify/highlight the pattern• decode• look for blends• scoop syllables• count syllables• practise scanning• extend vocabularyPractise the sets in preparation for the One Minute Wonder challenge.See the ideas in The Powerful Tools, Teaching Tips and Adaptable Activities sections.

Step 3 Look at the different ways to write this sound that have been covered so far.

Step 2 Read the Memory Hook phrase, notice the pattern letters and look at the picture.

8

Teaching with

WordBlaze uses a multi-sensory teaching approach based on proven study skills techniques. It:

• creates a visual and an auditory memory of letter patterns and words• links letter patterns and words using memory hooks, colour, humour, stories and creativity• encourages active engagement with patterns and words • uses repetition and review to secure learning• uses motivating activities and challenges to give a sense of achievement.

Step 7 Take the One Minute Wonder challenge. Time and record the scores.

Step 1 Colour the letters in one colour to show one sound.

Step 6Read the words:• identify/highlight the pattern• decode• look for blends• scoop syllables• count syllables• practise scanning• extend vocabularyPractise the sets in preparation for the One Minute Wonder challenge.See the ideas in The Powerful Tools, Teaching Tips and Adaptable Activities sections.

Step 3 Look at the different ways to write this sound that have been covered so far.

Step 2 Read the Memory Hook phrase, notice the pattern letters and look at the picture.


Challenge Booklet letter pattern pagesThe majority of WordBlaze lessons follow the format of the letter pattern pages shown below. The steps show how the different sections of these pages should be introduced. See the Step-by-step guide to using the Challenge Booklets on pages 12–15 for more details on how to use each section. Specific teaching ideas for each letter pattern or spelling rule can be found in the Teaching Tips section from pages 30–80.

Step 4 Read the story and underline the words containing the pattern letters.

Step 5 Draw a picture of the story.

Step 8 Select from the writing activities suggested in the Teaching Tips section.

Step 9 Consolidate with spelling and vocabulary activities suggested in the Teaching Tips and Adaptable Activities sections.

Step 10 Colour in the sounds covered so far in the Challenge Booklet.

Step 11 Read the Challenge Log paragraph and find the letter pattern words. Add a sticker or colour the match-ing stepping stone on the Challenge Map to complete the stage.


© McPhail, Bass, Anson 2015. You may photocopy this page

The following lesson plan can be used as a sample script for introducing a new sound/letter pattern in a WordBlaze Challenge Booklet. It covers steps 1 to 5 in Lesson 1 on the Weekly Plan Template on page 10. It can be photocopied and given to a Teaching Assistant or other adult helper as a prompt. Sample scripts for the other lessons can be found on the CD-ROM.

Sample Lesson Plan

Warm up

Step 1

Step 2

Step 3

Step 4

Step 5

Plenary

Letter pattern: Resources• Challenge Booklets• Crayons• Mini whiteboards and pens/rubbers• Award Certificates from the CD-ROM• Sound flashcards from the CD-ROM

• Tell the pupils that today they are going to start the next stage of their WordBlaze Challenge journey and learn a new letter pattern. • Say: First, I am going to award some certificates for last week's performance. Award the Sizzling Speller, Perfect Punctuator, Red Hot Reader and Amazing Artist Awards to motivate pupils.• Say: Let’s see who can remember all the letter patterns we have done so far this term. Hold up flashcards for each one/point to it written on the board. Say its sound aloud with the pupils.• Say: I will say one of those sounds. Can you write it on your mini whiteboard and hold it up to show me? Can you write one word that goes with that sound? Repeat for two or three more sounds.

• Ask the pupils to open their booklets at page ____ Say: Put your hand up if you think you know what sound these new letters say. Invite one pupil to read the sound. • Say: Look at the pattern letters. Say the letters and sound together with the pupils, e.g. "ai", "a - i" says "ai".• Use the Teacher Tips for ideas specific to this pattern.• Say: Now let’s colour in the letters at the top of the page. Remember, use just one colour because they make one sound.

• Say: Look at the memory hook picture. Say the memory hook phrase with the pupils and the letters again, e.g. “a - i”, “ai”, “Snail Train”. • Discuss the memory hook picture with the pupils.

• Say: Now let’s look at the Phonic Box and see the other ways to spell this sound that you have already learnt. • Ask for examples of words which use the other spellings and write them on the board for pupils to see.

• Say: It’s time to read the story and see what happens. Read the story to the pupils. Ask them to find all the pattern words and underline each one.• Read the story to the class again, stressing the pattern words, then a third time leaving out the pattern words for the pupils to call out. • Ask pupils about the punctuation used in the story.

• Say: You are now going to draw your very best picture to illustrate this story. Remember to use your own ideas and include all the story words that have the pattern.• Allow about 10 minutes for the drawing. Circulate and show some drawings in progress to encourage and inspire pupils. • Pupils who finish early can try reading the words from the Word Bank ready for the One Minute Wonder.

• Tell the pupils they have worked really well and finish the lesson with a game. Select from the Adaptable Activities, e.g. Big Ears or Finish with a Flourish.

Try it out with your Year 5 or Year 6 intervention group

Using the One Minute Wonder

This is the main motivational tool for encouraging pupils to practise reading the words repeatedly. It is also an extremely time-efficient method of tracking progress. Once pupils have practised, they are timed with a stopwatch for one minute. It is vital to stress to the pupils that accuracy comes first and speed will follow naturally. As it can equally be applied to reading continuous text, this method can monitor a pupil’s fluency and overall reading ability.

Pupils are timed and the words read correctly in a minute are counted up. Pupils record the sets they have read, their score and the date in their One Minute Wonders chart. The aim is to be a ‘Red Hot!’ reader for each pattern, but it is just as exciting to move from ‘Glowing’ to ‘Burning’!

You/teaching assistants/other adults in the classroom or parents at home need to monitor accuracy, especially for struggling pupils working in pairs as they may not be able to judge their partner’s accuracy.

Timing can be done in a way that suits you and the pupils:• pupils can work in pairs taking turns to time one

another with a stop watch• individuals, groups or whole classes can be timed

together by you or a teaching assistant• some pupils might like to ‘show off’ their One

Minute Wonder reading to the class.

DifferentiationPupils can be supported or challenged by allocating different sets to be read during the One Minute Wonder challenge. For example:• Only Sets 1 and 2 (revisit the pattern another

time to read the other Sets).• All the words, restarting from Set 1 again,

if time allows.• All the words, followed by the last set

repeatedly.• Pupils’ own choice of target sets.

Red Hot Reader AwardExperience shows that once pupils get into it, they are always keen to see if they can read the sets again to improve their scores. Your role is to kindle and encourage this enthusiasm. Choosing a ‘Red Hot’ reader each week helps motivate pupils, especially as it can be awarded to the most improved reader, or the pupil who has made the most effort, and not just the fastest.

Red Hot Reading Team AwardAnother effective motivator is for pairs or teams of pupils at a similar level to work together. Pupils can help each other to practise the words and be timed. The team with the best combined progress after a ten-minute session can be given this award.

How many words can be read correctly in one minute?

up to 39Sparkling

40–49Glowing

50–59Burning

60–69Sizzling

70+Red hot!

Score/Date

Score/Date

One Minute Wonder

How to use the One Minute Wonder


The ChallengeThe Run Australia Challenge involves a sport that many men and women of all ages enjoy: marathon running. The 40 kilometres of a marathon commemorate the run by a Greek soldier taking a message from the Battle of Marathon to Athens. The marathon was one of the original modern Olympic events in 1896. All the marathons mentioned in this Challenge do take place, and vary in their surroundings, terrain and climate. Running this distance requires not only serious training to build strength, speed and endurance but also grit and determination to finish. To make this Challenge even harder, it has been set in a limited time frame and using public transport across the vast distances of mainland Australia, as well as flights to two of its islands. Australian wildlife is fascinating and the country has a wide range of climates. It is hard to look at photographs, TV programmes or videos of Australia and not want to visit!

Introduction

This term we are off to Australia! We are off to the other side of the world, sometimes called ‘down under’! Who likes running? Who knows someone who has run a marathon? Who has seen the London Marathon on TV? A marathon is 40 kilometres. In PE we will try running for two minutes or five minutes and find out how far everyone has run. You are going to complete an amazing Challenge. You are going to run eleven marathons – 463.8 kilometres – in under a month. Not only that, but you are going to travel by public transport to get to each one. This can sometimes mean two whole days in a bus because Australia is a huge country. Sometimes it will be very hot; you will get blisters on your feet and your muscles will burn. You will see fabulous animals, but will have to watch out for spiders and snakes, and even crocodiles. Are you ready? Let’s get going!

y i Silent Letters air ch (k) ear are ie ei eer ore ey ear

Remember to Use the Powerful Tools!

For every pattern, encourage pupils to: • scoop syllables• word build, noticing root words, prefixes and suffixes• look for short and long vowels and their rules• spot blends and phonic patterns.

6666

In words that end with a consonant + y, the y is dropped before adding a suffix. Pupils can chant (similar to Plurals in Cycle Africa) ‘Change y to i then add the suffix.’There are only two times when y is kept before adding a suffix:If it is ‘glued’ onto a vowel as in ay, ey, oy and uy endings, e.g. player, plays.If it comes before ing or ish, e.g. flying, babyish.

Memory hookBus-i-ness: I am in business. Necessarily: One collar and two sleeves (c and ss) are necessarily

in a shirt. Beautiful: Mnemonic big ears and ugly teeth + i-ful.

SynonymsBeautiful, ugly.

Tricky meanings to explorePitiless, plentiful, dutiful, stealthily, temporarily.

Tricky spellingsCities, lilies – these break the normal patterns, as

they would normally both need a double brick wall in the middle to keep the vowel short.

Act it out!Set 4 on page 4 of Run Australia is full of adverbs, which could be acted out. Everyone

identify them first and they can then be written up for all to see. Give one to a pupil to mime to see if the others can guess which adverb it is, e.g. merrily, angrily, clumsily.

Be active!Which breed of dog has the curliest hair? Poodle? Find your favourite puppy picture and

make a class gallery. Talk about galleries, e.g. a local art gallery or the National Portrait Gallery.

Build your word powerPupils word build with the root word cheek: cheeky – cheekily – cheekier – cheekiest. They

write some sentences that begin with adverbs, e.g. Angrily, the boy slammed …

ScanningAsk pupils how many words on page 4 of Run

Australia end with the suffix -ful. How many end with -est? Which of all the suffixes is the most used?

Say it daft!Of-ten, lis-ten, cas-tle, k-nitted (hear the needles clacking together), g-naw, g-nashed, sig-n.

RevisionRemind pupils of the -le endings and the e using

the l as a ladder story. This is a chance to revise long and short vowels and the doubling rule – remind pupils why knitted needs the double letters, and that in kneeling there is no need to double the consonant after a long vowel sound.

SynonymsNestle, jostle, gnaw, solemn, knob.

The ‘three Hs’: Homonyms: knuckle (noun: on hand) – knuckle down (verb: get down to work); bristle (noun: on a brush) – bristle (verb: to

stiffen or take offence); knot (tie a knot) – knots (speed on a boat); bomb (noun: explosive device); bomb (verb: drop a bomb/fail badly at something/zoom along)

Tricky spellingsComb, bomb, tomb: a very tricky triplet as the

o sounds different in each one. Wrestle has two silent letters!

Be active!Ask pupils to name someone in the government. Ask them to design a poster encouraging tourists

to Australia. Look at different types of knots and their names and have pupils learn how to tie one or two.

Build your word powerWord family: Pupils create a spider diagram for sign: design, designer, designing, designed – link

to signature, signify, signification. Have pupils describe the design of a familiar object, e.g. a toaster.

ScanningAsk pupils how many words end in ten in Set

2 on page 6 of Run Australia. Is it possible to make up one sentence that includes them all? Memory training: Tell pupils to look at Set 3 and find the words that come before and after the word knew.

Knobbly Knickers!Happiness

Silent Lettersy i

This is the second WordBlaze selection of Silent Letters. In every Set on page 6 of Run Australia except Set 3, the Silent Letters are hidden inside tricky words. The ‘Say it daft!’ below is a fun andmemorable way of learning to spell them.


Read the words.




Practise writing.




By Sophie

1

Well done!

ear

ey

ore

eer

ie ei

are

ear

ch (k)

air

Silent Letters

y → i
























Happiness

up to 39Sparkling

40–49Glowing

50–59Burning

60–69Sizzling

70+Red hot!

Score/Date

Score/Date

On

e M

inute Wonders

4 5

Happiness!

y➞i

Read the words.




Practise writing.




By Sophie

1

Well done!

ear

ey

ore

eer

ie ei

are

ear

ch (k)

air

Silent Letters

y → i
























Happiness

up to 39Sparkling

40–49Glowing

50–59Burning

60–69Sizzling

70+Red hot!

Score/Date

Score/Date

On

e M

inute Wonders

4 5

Happiness!

y➞iRead the words.




Practise writing.




By Sophie

1

Well done!

ear

ey

ore

eer

ie ei

are

ear

ch (k)

air

Silent Letters

y → i
























Happiness

up to 39Sparkling

40–49Glowing

50–59Burning

60–69Sizzling

70+Red hot!

Score/Date

Score/Date

On

e M

inute Wonders

4 5

Happiness!

y➞i

Sample from the WordBlaze Pupil Challenge Booklet 5 - Run Australia

Read the words.








By Alex

Knobbly Knickers!

2


Practise writing.


ear

ey

ore

eer

ie ei

are

ear

ch (k)

air

Silent Letters


40–49Glowing

50–59Burning

60–69Sizzling

70+Red hot!

Score/Date

Score/Date

On

e M

inute Wonders

6 7



























Read the words.








By Alex

Knobbly Knickers!

2


Practise writing.


ear

ey

ore

eer

ie ei

are

ear

ch (k)

air

Silent Letters


40–49Glowing

50–59Burning

60–69Sizzling

70+Red hot!

Score/Date

Score/Date

On

e M

inute Wonders

6 7



























Read the words.








By Alex

Knobbly Knickers!

2


Practise writing.


ear

ey

ore

eer

ie ei

are

ear

ch (k)

air

Silent Letters


40–49Glowing

50–59Burning

60–69Sizzling

70+Red hot!

Score/Date

Score/Date

On

e M

inute Wonders

6 7



























Sample from the WordBlaze Pupil Challenge Booklet 5 - Run Australia

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WordBlaze Group Pack (For 6 children)(Includes 1 Teacher’s Handbook, a CD-ROM with all support materials and 6 copies of each of the 6 Pupil Booklets. CD-ROM comes with permanent whole-school site licence)ISBN: 9781783394548

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Powerful intervention to help children meet Key Stage 2 ......• Say: Look at the memory hook...

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