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Are there any more activities/exercises that can be developed for
older children (top KS2) as I find the content of some lessons very
limited? |
The main focus should be on T9. Keyword Analysis
(teach your learners to read, spell and analyse the keywords, page 78) and using
the Word Level Workchart. As is stated on p84:
"Encourage your learners to write selected keywords in the Word List column and
to segment (analyse), spell (by tracing over letters on the Graphemechart and/or
Overwrite Chart and naming them) and read (by tracing over the letters, or
simply pointing underneath the graphemes, on the Graphemechart and/or Overwrite
Chart and saying the phonemes) the words. For the analogy option, as is stated
at the bottom of the Word Level Workchart, "For each grapheme in a word,
identify a word on the class Picturechart and/or desk Picturechart (which
needn't necessarily be the THRASSWORD with the bold keygrapheme) or a word from
a sign or book, that has the same grapheme-phoneme link (to practise their word
analogy skills)." You may even ask your learners to choose words from specific
subject areas. For the 'c' 'h' in s-ch-oo-l, some of the analogous words could
be anchor, orchid, echo, stomach, Christmas, Christine, Chloe, chaos, choir…and
so on."
A great deal of work can be based on using the THRASS SPELLING PROCEDURE (page
82), where children can be arranged in groups to determine which letter or
letters they think should be overwritten, in order to remember the spelling of
the chosen words. There is a great deal more in this section relating to the
THRASSWORDS boardgame, the software THRASS-IT and the various C, V and CV
photocopiable tests. The 'Find the Keyword' game is also very popular. Further
instructions and ideas can be found at the bottom of the Word Level Workchart
(e.g. about teaching consonant clusters, rhyme, rime, Grapheme Catch-Alls and
Word Lists). There is further information about Creating Word Lists on page 91
(including using rhyming dictionaries to obtain lists of words). Good work can,
and should, be done with this age group on reading and spelling the unstressed
vowel (see p62 and 91).
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