Inquiry Question:

“How do I implement effective word-decoding strategies to further develop student’s

reading achievements?”

Action Plan
Sessions Area of Learning Whole Class Instruction Independent/Group Notes
Focus/Strategy Intentions/Success Work
Criteria
Week 1
Session Alphabet/Sounds We are learning to Sit students in a circle and Students use the pegs to Student A
1 identify the most discuss the learning match the lowercase to • Confused the short sound
Looking at common sound a intention. the capital or vice versa for e for the long sound
isolating the letter makes. and say the sound it Student B
letter and the Use flashcards and in a makes • Knew the sounds and
sound it makes We are learning to group, say the letter and corrected ‘u’ in whole
match the Capital the sound it makes. Go Teacher to work with class
letter to the around the group and ask students for 2 minutes
correct lowercase individual students at a individually to discuss the Student C
letter. time sounds the letter makes. • Confused e for i
I can match the
picture to a letter . Student D
I can match the • Confused the sound ‘y’
correct capital for ‘w’
letter to the Student E
matching • Identified all the sounds
lowercase letter. All students could match the
 correct capital letter to the
lowercase. Some were
confused with the reversals of p
and q, and b and d which they
found it hard to match the
correct lowercase letter to the
capital.

All over, all students have goof

automaticity when finding the
isolated sound

Session Alphabet/sounds We are learning to Sit students in a circle and Alphabet bingo Student A: copying students,
2 identify the most discuss the learning not independent in sound
Looking at common sound a intention. Students are given an trusting her knowledge. Needs
isolating the letter makes. alphabet bingo board a word after the sound is said to
letter and the Teacher to say a sound and Teacher says the comprehend
sound it makes I can listen to a and students to place sound and they have to
sound and identify their finger on the letter identify the letter on the Student B: Needs to listen
the letter that that makes that sound on board that matches the closely to comprehend the
matches an alphabet strip sound sound, didn’t trust his
knowledge when he was mostly
correct

Student C: Absent

Student D: Improvement with

sounds, mostly automatic
 Student E: confused the ‘w’
sound. With bingo was
automatic in sounds
Session Sounds/ initial We are learning to Show students pictures Students are given a Student A: confused with some
3 sounds identify the initial and discuss what the card with a letter and 3 of the pictures and what they
sound of a picture picture is. Ask students pictures. They have to were
what letter they think the put a peg on the
I can match the picture starts with correct picture that Student B: knew most sounds
letter to a picture begins with the letter
Student C: verbally sounding
the sound out aloud. Goes
through all the pictures and
listens to the sound she can
hear

Student D: needed support with

identifying the some pictures
and some sounds

Student E: confident with

sounds, only needed support
with identifying 2-3 pictures
Week 2
Session CVC Words with We are learning to Recap on the –at –ot – ig Students are given Student A: At the beginning was
1 supporting sound out cvc families using flashcards. individual cards with cvc only looking at the pictures to
images words and put the Discuss the suffix first and words and they have to guess what the word is but as
sounds together changing the first letter to sound out each letter she went along was able to put
 make new words. and put the sounds the sounds together to make a
I can sound out together to say the word word
each letter and
put it back Student B: Frequent in sounding
together to match out correctly
the picture
Student C: Would sound out
correctly but at times would
guess the word incorrectly after
just sounding it out

Student D: Struggled with this

activity, need support
throughout. Would sound out
correctly with support but at
times would guess the word
incorrectly after just sounding it
out

Student E: Knew the sounds and

words for each card, was
independent in this area. The
pictures supported her
Session CVC Words We are learning to Have a CVC word on the Play Hop and Rob CVC Student A: Absent
2 sound out cvc board with dots Game.
words and put the underneath each letter, Student B: Can sound out the
sounds together sound out all together Game board has been words and put them together
to form a word enlarged to A3 without needing the visual clues
 Model Hop and Rob
I can sound out Game: Student C: Needs to sound out
each letter and Students place their quicker to hear the word, she
put it back counter on the game sounds out the letters correctly
together to make board and roll the dice but isn’t hearing the word
a word and find where they land on a cvc
the matching word. They have to sound Student D: Struggling to isolate
picture out and say the cvc word the sounds without the pictures.
and place a counter on Needs support with this activity
their own board with the
matching picture. E.g. Student E: Can sound out
bus, place counter on the
picture of a bus
Session CVC Words We are learning to Show students a picture Students look at the Student A: only sounding out
3 create cvc within and discuss what the picture and use the initial sound and not the medial
families and picture is. Get our magnetic letters to spell or end, needs support with
match that word phoneme fist out and the word correctly, sounding out bus, especially the
with a picture listen to how many sounds focussing on segmenting ‘u’, needed to relate the sound
we can hear when we the sounds to a letter
I can create a say it slowly. Write the
cvc word and sounds we hear as we Student B: didn’t need any
match it with a sound them out. assistance, hearing all the
picture Complete with 4-5 sounds. Just needed help in
pictures identifying what some pictures
were

Student C: sounding out the

sounds herself, was able to
 identify the letter to the sound

Student D: only sounding out

initial sound and not the medial
or end, needed to relate the
sound to a letter, needs support
to listen to the medial and end
sounds

Student E: didn’t need any

assistance, hearing all the
sounds. Just needed help in
identifying what some pictures
were
Week 3
Session CVC Words We are learning to Using The THRASS chart, Spelling cvc words. Students all did this task with
1 write out cvc show the individual cards Using the whiteboards support, Student D needed
words and put the students used in the and markers, students support to go through each
sounds together previous session to identify listen to the word the sound of the word to write it
to form a word the THRASS picture that teacher is saying and correctly.
matches that sound they have to write it
I can write an down. Focussed in word
rhyming word families - at, -ot, ig
using the sounds I
know Have students try all the
letters of the alphabet at
the beginning and sort
them into silly or real
 words
Session CVC Words We are learning to Using The THRASS chart, Spelling cvc words. Student A: had to write words
2 write out CVC show the individual cards Using the whiteboards with cat, did a good job but
words and put the students used in the and markers, students needed some prompting to try
sounds together previous session to identify listen to the word the different initial sounds
to form a word the THRASS picture that teacher is saying and
matches that sound they have to write it Student B: had to write words
I can write an down. Focussed in word that rhyme with pig, did struggle
rhyming word families - op, -ug, -ub a little bit and needed
using the sounds I prompting to put letters in front
know Have students try all the
letters of the alphabet at Student C: had to write words
the beginning and sort that rhyme is hug, couldn’t think
them into silly or real of anything until I said put this
words letter in front and then she was
able to say the word straight
away

Student D: Absent

Student E: Independent in this

activity, needed to rhyme with
hug.

After students were stuck, I

brought out an alphabet chart
for students to try and put any
letter in front, assisted students
 to have a go
Session CVC Words/ We are learning to Using The THRASS chart, Secret CVC word Student A: Absent
3 Initial Sounds identify the initial show the individual cards Students look at the
sound of a picture students used in the initial sound of a picture Student B: working out the initial
previous session to identify and they have to solve sounds but struggling to put in
We are learning to the THRASS picture that what the word is back together. Says the sound
sound out a CVC matches that sound quickly
word.
Student C: working out the initial
I can identify an sounds, but very slow with
initial sound of a saying the sounds and therefore
picture. impacting on her hearing the
word being made
I can sound out a
word. Student D: needed breaking
down of skills, looking at the
picture, what sound does it
make? What sound is that
letter? Struggled putting the
sounds together to make the
word

Student E: familiar with the

THRASS chary in associating the
sounds. Knows her sounds well
and can out the sounds
together quickly to make a
word
 Week 4
Session Blends/ Chunking We are learning to Introduce the ‘L’ blends Students sort L blends All students completed this task
1 look for blends at Bl, fl, cl, gl, pl, sl into categories really well and to an
the beginning of Using magnetic letters. achievable standard. The only
letters thing they got confused with is
Watch: what some of the pictures were.
I can identify the https://www.youtube.com/watch?time
_continue=50&v=QZ1Uu2MRXTY
beginning blends Students A & C relied on the
Use flash cards for
at the start of initial sounds
students to say the belnds
words
back to you. Go through
each blend and students
have to tell you a word
that begins with that
blend
Session Blends/Chunking We are learning to Recap over the ‘L’ blends Worksheet: Student A: Began really well in
2 identify ‘L’ blends using flash cards and Students are given a saying the blends but then
when reading discussing some examples sheet with pictures on started writing ‘kl’ for clock and
of words them. Next to the click
I can identify the picture they have to
‘L’ blends in words write the correct blend Student B: Could identify all the
when reading. blends individually

Student C: took her time saying

the blends but all correct

Student D: could identify all the

blends, some of the pictures
 needed to be said for her to
hear the sound at the start

Student E: could identify all the

blends
Session High Frequency We are learning to Watch HF words video: Students play hf word Student A: was automatic in
3 words identify and read https://www.youtube.com/watch?v=E jenga where they take identifying most hf words
0vWOwIflTs
high frequency the blocks out of the box
words to build the tower and Student B: was automatic in
Show golden and red
then they can play the identifying most hf words, didn’t
words in flash cards
I can identify and jenga with having to say rely on sounding out much
read my high the hf word each time
frequency they pull one out Student C: prompted to sound
out words she didn’t know

Student D: Absent

Student E: knew most of her hf

words. Was sounding out
individually sounds

All students were automatic in

identifying the 2 letter hf words,
however when they came to
medial sounds, they got
confused
Week 5
Session Blends We are learning to Introduce the ‘R’ blends Students sort R blends All students completed this
1 R cousins identify and read Br, cr, dr, fr, gr, pr, tr into categories activity well. Some students
‘R’ blends when Using magnetic letters. couldn’t identify the pictures
reading which resulted them being
Watch: stuck anywhere.
I can identify and https://www.youtube.com/watch?v=p
QgJnpE7IL8
read ‘R’ blends in Student A was just rushing to get
words when Use flash cards for it finished and pasting
reading students to say the belnds anywhere
back to you. Go through
each blend and students Student D required support on
have to tell you a word picking between the 2 sounds.
that begins with that
blend
Session We are learning to Recap over the ‘R’ blends Group: Student A: Absent
2 identify and read using flash cards and Students are given
‘R’ blends when discussing some examples pictures and they have Student B: only needed
reading of words to sort into the correct assistance with what were some
blend. of the pictures
We are learning to
identify and Student C: needed support with
match blends to what some of the pictures were.
pictures Was saying the blends aloud to
support herself
I can identify and
read ‘R’ blends in Student D: needed support and
words when guidance to complete this
reading activity. Was confusing with the
 pr and br sounds
I can identify a
beginning blend Student E: only needed support
when matching a with what some of the pictures
picture were
Session Blends We are learning to As a small group, read a Each student is given an Student A absent
3 R cousins identify and read story. R blend story and they
‘R’ blends when have to go through and All students went through their
reading Altogether ask students to highlight where they can stories and identified most on
highlight all the R blends find the blend at the their blends. This activity
I can identify and they can find. beginning of the word prompted students to look at
read ‘R’ blends in concepts of print and identify
words when Go through the answers the sound.
reading
Student D required my finger
tracking to look at blends, she
was able to visually see the
words, but struggled with
tracking
Week 6
Session Diagraphs We are learning to Introduce the 4 H brothers Students say the sound Student A: struggled with these
1 H brothers identify and read Wh ch th sh as the card is flashed to diagraphs, needed to be
and sound the 4 H Whit , Charlie, Theo, them and say a word repeated to her
brothers Shaun that may make this
Go through the sounds sound. Student B: doing well at
I can identify the 4 each digraph makes remembering the sounds and
H brothers blends that she doesn’t have to say
Discuss what a diagraph is each individual sound as it
 I can sound out and where we can find doesn’t work
the 4 H brothers them on the THRASS chart
blends Student C:

Student D: struggled with these

diagraphs, needed to be
repeated to her

Student E: had prior knowledge

of ‘sh’ and ‘ch’
Session Diagraphs We are learning to Recap over the H Students are given a Student A: needed teacher to
2 H brothers identify and read brother’s and the sounds word with a picture and say the word to identify which
and sound the 4 H they make. missing diagraph. They diagraph it is. Sometimes she
brothers have to write the correct was able to do some by herself
Discuss that the sounds diagraph on the lines.
I can identify the 4 can be at the beginning Student B: needed support in
H brothers blends or the end of a word and identifying the picture and
sometimes in the middle. teacher to say some of the
I can sound out words really slowly
the 4 H brothers
blends Student C: Able to say the
sounds individually and say the
word slowly and identify which
diagraph goes at the beginning
or the end

Student D: needed teacher to

say the word to identify which
 diagraph it is. Did a lot of
guessing,

Student E: Absent
Session Diagraphs We are learning to Recap with students what Students sort the H blend Student A: in some pictures, she
3 H brothers identify and read the 4 h brothers are pictures into the correct needed me to say the sound
and sound the 4 H called and which categories very slowly to identify which
brothers diagraph belongs to their diagraph it belonged too
name. Remind students to say
I can identify the 4 the picture very slowly to Student B: only needed
H brothers blends Recall students hear the sound assistance with what the picture
automaticity with flashing was
I can sound out the diagraph flash cards
the 4 H brothers quickly to say the sound Student C: only needed
blends assistance with what the picture
was

Student D: relying on the initial

sound to identify

Student E: Absent