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Cognitive Load Theory
Get Reading Right
What are the eight (8) steps of phonics?
What would you do for students struggling to blend two phonemes?
When writing a grapheme (that hasn't been explicitly taught), should you still worry about letter formation or reversals?
Graphemes are first introduced as lowercase. When and how do you introduce capital letters?
When students have mastered target phonemes, should you still revise these or go straight on to reading camera words and blending?
Does the word paper use the split digraph for long vowel /ay/?
What grapheme represents the schwa in circle?
What is the best way to use an School Learning Support Officers (SLSOs) in a phonics lesson? Should it be support in class or withdrawal?
How long should you stay on one decodable text?
If older students still have gaps or weaknesses in phonological awareness, is it important to keep revisiting? What could be the impact on their progress if we don't?
If students are fluently reading a decodable text (with GPCs and camera words already taught) would this mean they have achieved their end of kindergarten outcome. Traditionally it would be a PM level 8, so should we look at these?
After teaching Unit 1 and 2 (Kindergarten) a student still has limited knowledge of GPCs. Do we continue to expose to new GPCs while revisiting the ones they haven't mastered?
Are reading fluency programs (e.g. Rocket Reading) a part of a phonics lesson? Can you suggest any resources?
When your backline of students has mastered the 8 steps within a phonics unit, but the rest of the class hasn't, can you release them for independent practice?
We are using a lot of paper making booklets to reinforce graphemes taught in phonics. Has anyone else had this problem?
Students often get stuck blending and segmenting medial vowels, in particular short vowel /a/ and /e/. How do you recommend teaching these?
We teach synthetic phonics, but our school has PM readers. We don't want to throw them away, so how can we still use them?
What is the best way to structure home reading?
What do I do with kids that aren't "getting it"?
In the Basic Code (Kinder/Prep) some lessons rely on students reading 3, 5, 7 or 9 words with 80% accuracy before moving on. Should this be the same for all 8 steps of phonics?
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