Read Write Inc Fresh Start

Handbook
Revised
Series developed by edition
Ruth Miskin
Read Write Inc Fresh Start

Handbook
Revised
Series developed by edition
Ruth Miskin
 Great Clarendon Street, Oxford, OX2 6DP, United Kingdom
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Contents
Getting started 5
Introduction 5
Fresh Start resources 10
Route through Fresh Start 11
Learn the sound system 14
Manners matter 16
Practice matters 17

Assessment and progress 18

Assessment Pupil Sheet 20
Individual Record and Assessment Guidance 25
Individual Progress Record 28

Speed Sounds lesson plans 29

Part 1: Set 1 Speed Sounds – single-letter sounds 29
Part 2: Blending sounds into words 34
Part 3: Word Time 1.1 to 1.5 35
Part 4: Set 1 Speed Sounds – Best Friends 36
Part 5: Word Time 1.6 and 1.7 38
Part 6: Set 2 and Set 3 Speed Sounds 39

Modules 47

Introductory Module 48
Timetable 48
Activities for one-to-one tutoring 48
Module-specific teaching notes 52

Modules 1 to 33 55
Timetables 55
Activities for one-to-one tutoring 56
Homework 61
Module-specific teaching notes 62

Appendices 128
Timetable and Module activities for a small group 128
Glossary 134
Simple Speed Sounds Chart 136
Complex Speed Sounds Chart 137
Red Words 138
Summary of activity purposes 139
Phonics practice activities for teachers 140
 Dear Reading Teachers,

Some students hate reading. They’ve left their book bags in the cloakroom
all through primary school. They can’t cut through the distractions around
them and find it hard to pay attention. They skip over words they can’t
recognise, stumble through the words on the page – so many words to work
out. Their anxiety about reading makes them freeze and so they stare at the
pictures instead.

When a child first learns to read, they have to start from scratch, building
new circuits in their brains. In the same way, learning to play the piano
takes years of practice until your fingers work automatically and your mind
is released to think about the music and make it come alive. Reading is no
different. Students need a lot of carefully constructed practice every day.
They need to put in the miles – the pages – to become readers. There are no short cuts, even if they are
still learning to read at the top of primary or in secondary school.

So what are we waiting for? Given that students won’t suddenly decide they’re ready to read, we have
to make them ready using Read Write Inc. Fresh Start – a carefully levelled phonics programme that is
proven to get results.

It’s human nature to love doing the things we are good at. Read Write Inc. Fresh Start will ensure your
students are successful right from the start. And, the more you enjoy teaching reading, the more likely
they are to enjoy learning to read. Students feel our passion for them – they know when we’re on their
side. They know when we will stick with them until they succeed.

Every school needs teachers who are passionate about getting students to read – teachers who will take
up the challenge of getting every student to read. You!

Be prepared – the first year of teaching Read Write Inc. Fresh Start is the hardest while you learn the new
systems. However, by the second year, you will have the confidence to teach any student to read and
write.

I hope you will love teaching Read Write Inc. Fresh Start and share my passion for teaching students to
read and write – particularly those who have been left behind to struggle for so long.

Best wishes,

4
 Getting started

Introduction
Who is Fresh Start for?
Read Write Inc. Fresh Start is a fast-track catch-up programme for:
- Year 5 and 6 (P6 and P7) students who are reading below national expectations
- secondary school students who did not meet national expectations at the end of Key Stage 2 (P7)
and older struggling students
- students with special educational needs and disabilities (SEND).
The lesson plans in this handbook and the training films on the Ruth Miskin Training School Portal
(see www.ruthmiskin.com) show you how to implement the Fresh Start programme. They enable you
to accelerate students’ reading progress through the Fresh Start programme.

The role of the Reading Leader

Fresh Start is a simple, well-structured literacy programme. It is proven to raise standards in literacy rapidly
when taught with fidelity and commitment. The programme should be run by a Reading Leader, who is vital
in achieving this.
As Reading Leader, the key aspects of your role are to:
1. decide who will teach Fresh Start
2. organise training for these teachers/teaching assistants
3. support and practise with your team
4. assess reading every half term.

5
Getting started

What training is provided?

Online and face-to-face training is provided by Ruth Miskin Training (RMT).
Go to www.ruthmiskin.com to find out about training packages and costs.
The Fresh Start Online Subscription means that students can make faster progress. It keeps you
up to date with the latest improvements because films are added throughout the year.
In this handbook, there are references to the training films (indicated by the film symbol )
and these should be watched in conjunction with the teaching notes.
You can use the in-action films to watch experienced teachers teach every activity.
We suggest you watch the Fresh Start Getting started training films before you read pp.7–17.

What is the Virtual Classroom?

Teachers teach students directly in the Virtual Classroom films.
You can use these films in three ways:
• Use during lessons so you can assess students’ progress and improve your teaching.
• Give students extra individual practice.
• Send home links to the lessons you have taught each week.

How can I build a team of excellent reading teachers?

Your aim as the Reading Leader is to develop a team who can work together, practise together, talk together and
give feedback to each other. Plan a weekly/fortnightly 30-minute meeting so everyone can practise together.
These meetings underpin the progress of all teachers and students.
Please give teachers/teaching assistants time to prepare for the lessons and to mark students’ work. This should
be at least 30 minutes a week, on top of the 30-minute weekly/fortnightly team meeting.

6
 Getting started

e v f
How does Fresh Start work?
Fresh Start provides intensive, targeted support to address specific gaps in a student’s reading.
Fresh Start teaches each student at their challenge point to accelerate progress. Students are taught to read
sounds, words and the matched decodable Modules. The student learns to read the first set of sounds, and then
how to blend the sounds together to read words. They then read simple texts containing the sounds they know,
alongside learning more sounds, ready for the next set of Modules.
Throughout the programme, the student is taught the English alphabetic code – the 150+ graphemes that
represent the 44 speech sounds.
Bounce: e-e-e-egg
Handwrite: Lift off the top and
Stretch: The most common 62 are
vvvvvulture
Handwrite: Down a wing, up a
Stretch:taught
f f f f f lower in three sets of Speed Sounds (see pp.14–15).
Handwrite: Down the stem, and
There
scoop are Speed Sounds Cardswingwith simple mnemonics to
out the egg drawhelp
the leavesthe student read and write the letter–sound
Set 1 Speed Sound Cards
correspondences quickly.

mm n
FOLD

Stretch: nnnng
Stretch: mmmmountain A thing on a string Stretch: nnnnnet
Handwrite: Maisie, mountain, thing, ping, string, wing, sing, Handwrite: Down Nobby,
mountain sang, pong, song over his net

ag axr hb
The student practises reading these Speed Sounds every day until they can read them effortlessly. Then they
can start blending the sounds together to read words. They begin by doing this orally, then they use the Speed
Sounds Cards, and then progress to using the Green Word Cards.

Bounce: a-a-a-a-apple Stretch: rrrrobot Bounce: b-b-b-boot

Bounce: g-g-g-girl
Handwrite: Round the apple, Bounce: x-x-x-exercise
Handwrite: Down his back, then Bounce: h-h-h-horse
Handwrite: Down the laces to the
When the student is reading the Green Word Cards, they are ready to begin reading the Modules. These contain
Handwrite: Round her face, down
down the leaf
her hair and give her a curl
Handwrite:
curl over hisDown
arm the arm and
leg and repeat the other side
Handwrite:
heel, Down
round the toe the head to the
hooves and over his back

decodable texts and activities for them to complete.

oi z pj
Read Write Inc. Phonics © Oxford University Press 2021. No sharing, copying or adaptation of materials permitted.

Bounce:
j-j-j-jack-
in-a-box
Handwrite:
Bounce: i-i-i-insect Stretch: nnnnk
Down his body
Handwrite: Down the body, dot IStretch:
think I zzzzzip
stink Bounce: p-p-p-pirate
curl and dot
Bounce: 0-0-0-0range
for the head think, stink, Zig-zag-zig
Handwrite: wink, tink, blink, link, Handwrite: Down the plait and
Handwrite: All around the orange pink over the pirate’s face

c t d
High frequency words that are not phonically regular are taught as ‘tricky’ words – we call these Red Words –
and these are practised every day.

7
Getting started

How much time will I need?

20 to 25 minutes teaching time a day per student/small group. If a student is at the earliest stage of learning
to read, they practise reading sounds and words for 20 minutes. This time is reduced to 10 minutes once they
begin to read the Modules.

Sounds and words Minutes Modules Minutes

Part 1: Learning Set 1 Speed Sounds 20
– single-letter sounds
Part 2: Blending sounds into words 20
Part 3: Reading Phonics Green Word 20
Cards: Word Time 1.1 to 1.5
Part 4: Learning Set 1 Speed Sounds 20
– Best Friends
Part 5: Reading Phonics Green Word 10 Introductory Module 10
Cards: Word Time 1.6 and 1.7
Part 6: Learning Set 2 Speed Sounds 10 Modules 1 to 3 15
Part 6: Learning Set 3 Speed Sounds 10 Modules 4 to 13 15
Knows Set 3 Speed Sounds 5 Modules 14 to 33 20

How long should students be taught for?

It depends on their starting place. Some students will only need a few weeks’ tutoring. Others may need two/
three terms.

Who can teach Fresh Start?

Students make rapid progress when they have individual support from an enthusiastic and well-trained tutor.
This may be a teacher or teaching assistant.
Some schools choose one or two tutors who work with all students who need extra support. Others allocate
students to one person who works in their class or year group.
Above all, tutors must be committed to teaching students to read – the student must know that the tutor is on
their side and will stick with them until they succeed.
Tutors need to be available every day to ensure consistency and progress.

How many students can I tutor at a time?

For the initial Modules (until Module 13) we recommend that you teach on a one-to-one basis because students
are at a very early stage of learning to read. Students who are tutored individually make speedier progress
because you can target the tutoring specifically at their challenge point.
From Module 14 onwards, if you are unable to teach one-to-one, students can be taught in pairs or in a group of
up to four, but only if they have been assessed at the same level. If a student makes faster progress, they must
be allowed to progress in a group at the appropriate level.

8
 Getting started

How should I organise the teaching?

Organisation in primary schools
In Years 5 and 6 (P6 and P7), teach individuals or a group of up to four students for 20–25 minutes, either in the
afternoon or in the morning instead of literacy.

Organisation in secondary schools

Either timetable one or two teachers or teaching assistants to teach Fresh Start students throughout the day.
Or timetable teachers or teaching assistants to teach for the same half hour each day.
We recommend you avoid students consistently missing the same lessons.

How should I teach EAL students?

English as an Additional Language students who are new to English make speedy progress. Assess and teach
according to their phonic progress. They must not be held back in the programme because they are new to
English.
Students learning to speak English need plenty of practice in speaking and articulating their understanding.
Fresh Start provides plenty of support to ensure EAL students comprehend the texts: a lively introduction to
the story, explanation of new vocabulary on the back of the Module Green Word Cards, scaffolded questions to
rehearse out loud before students write.

9
 Getting started

Fresh Start resources

Core student resources Additional student Teacher resources
resources
838783 RWI PHONICS HB PGS ORIG.qxd 27/11/12 14:05 Page 6
Introductory Module Fresh Start Handbook:
Workbook containing 17 short includes guidance for teaching
decodable stories/passages Introduction
the Fresh Start Modules,
and activities. including the Speed Sounds
lessons and Module lesson
Modules 1–33 Anthologies 1–7
plans for each Module. Learning the letters and sounds
Workbooks containing longer texts, matched to For further phonic Speed
SpeedSounds
SoundsCards
CardsSets
Sets 1,1,2 2and
and3 3
students’ phonic knowledge, and activities. practice. (See pp.12–13
for more details.) Speed Sounds Cards, Set 1: Introduce all 44
Introduce
sounds all
and

for teaching letter–sound

44 sounds and
corresponding
corresponding
graphemes,
graphemes, with
with
livelymnemonics.
lively mnemonics.
correspondences, with
simple mnemonics to help
838783 RWI PHONICS HB PGS.qxd 2/2/11 14:47 students
Page 7 remember the sounds.
Modules 1–5 Anthology 1
Help children identifyidentify
letter letter
shapes and develop
Speed Sounds Cards, Sets 2 develop andskills3:of blending and segmenting.
Help children shapes and
skills of blending and segmenting.

1 Introduction
for teaching letter–sound
correspondences of the long
vowel sounds and alternative
RedDitty
Ditty Books and
Photocopy Ditty and
Masters Photocopy Masters
Ditty Books

spellings of long vowel sounds,textswith

Short decodable passages to give children practice
Give children practice in reading short
in sound blending: an important bridge between
Anthology 2
from the earliest stages.
Modules 6–10 reading single words and reading stories.

Sounds
simple phrases toSpeed
helpSounds
students
SoundsPicture
Picture frieze
frieze Posters posters
remember the sounds.

Simple and Complex Sounds

Simple and Complex Sounds
Posters for quick reviews of
Speed Sounds
Posters
letter-sound posters:
for quick reviews of
correspondences.
letter-sound correspondences.
(Complex Sounds Poster A0)
Full colour wall display of the for quick review of the
Modules 11–15 Anthology
Colour wall display
3 and44mnemonics.
of the
44 sounds sounds and mnemonics. Phonics Handbook
Pages 6 and 7.indd 73-74

letter–sound correspondences.
Pages 6 and 7.indd 73-74
Full guidance on implementing
Read Write Inc. Phonics
including:
• initial and on-going assessment
• Storybooks and Get Writing!
Green
Phonics Green Word Cards:
Greenand
andRed
Red Words Cards
Words Cards Books
• timetables
• practical help on partner work
for use in the Speed Sounds • classroom management.

green said
6

green
GreenWord
Green WordCards
Cardspractise
for Red Word CardsCards
Red Word for
children to
phonically practisewords
decodable word for lessons, forpractise
children students
to practise highto practise word
reading
tricky,
Modules 16–20 Anthology 4
blending
blendingfor
forreading.
reading. words with tricky spellings.
frequency words.
blending for reading.

Red Word Cards: to help

Non-fiction
Non-fiction Get
Get Writing! Books
Writing! Books
students read common
35 non-fiction titles for further
phonic practice, at home and at school. words with uncommon spellings.
Modules 21–25 Anthology 5 titles for
50 non-fiction Seven Get Writing!
further phonic practice. Seven
books forGet Writing!to
children
Books practise writing,
embed their phonic
spelling and grammar.
Module Green Word Cards:
knowledge, spelling,
Get Writing! Book at
punctuation
each Storybookand
Level.
to help students practise
compose texts.

some of the decodable words they will

come across in the Module texts and to
Anthology 6 provide definitions.
Interactive Stories Phonemes Pronunciation Guide DVD

14 of the Storybooks on CD-ROM,

Optional
with accompanying activities.

Picture Sound Cards: with

Shows how to pronounce the

Modules 26–33 44 phonemes as ‘pure’ sounds

illustrated examples of words

for effective blending and
segmenting.
Anthology 7 that start with the same first
letter as the Speed Sounds, e.g.
m for moon.
10
 Getting started

Route through Fresh Start

The chart below shows a summary of the progression of sound teaching in Read Write Inc. Fresh Start.

New Speed Sounds Speed Sounds Progression Anthologies for

to learn to review of Modules further practice
Set 1 Speed Sounds –
single-letter sounds
Blending sounds into
words

Phonics Green Word

Cards: Word Time 1.1 Set 1
to 1.5

Set 1 Speed Sounds –

Set 1
Best Friends
Phonics Green Word Set 1 Introductory Module
Cards: Word Time 1.6
and 1.7

Learning Set 2 Speed Set 1 Modules 1–3 Anthology 1 (texts 1–6)

Sounds

Learning Set 3 Speed Set 1 and 2 Modules 4–13 Anthology 1 (texts 7–10)
Sounds
Anthology 2
Anthology 3 (texts 1–6)

Knows Set 3 Speed Set 1, 2 and 3 Modules 14–33 Anthology 3 (texts 7–10)
Sounds
Anthologies 4–7

For guidance on assessing and placing students precisely at the correct point in the programme,
please see p.19.
The chart on the following pages details the progression of teaching in more detail.

11
12
Overview of sound teaching sequence
This chart outlines the progression of sound teaching in Read Write Inc. Fresh Start. For example, once students have learnt all Set 1 Speed Sounds and can blend words
made up of these sounds, they can start on the Introductory Module. When they move on to Modules 1–3, they are taught the Set 2 Speed Sounds and continue to review
Set 1 Speed Sounds and blending.
Getting started

Speed Sounds lessons Modules Focus sound(s) of Linked anthology texts from
the Module Anthologies 1–7
Set 1 Additional sounds are
Vowel sounds: a, e, i, o, u circled on p.2 of the
Modules. Sounds in
Consonant sounds: m, s, d, t, n, p, g, c, k, b, f, brackets have already
l, h, r, j, v, y, w, z, x, sh, th, ch, qu, ng, nk been taught.
Students must be confident with all the Set 1 sounds before starting the Modules
Revision of Set 1 sounds plus Introductory Module Speed Sounds Set 1:
a e i o u
Set 2 Module 1 The Thing from the Black Planet Speed Sounds Set 1: 1. Penpal from the Black Planet / Planets ‘R’ Us Travel
Vowel digraphs and trigraphs: ay, ee, igh, a e i o u
Module 2 A wolf cub 1. Challenge Prof. the Boff! / Fang hunts with the pack
ow, oo, oo, ar, or, air, ir, ou, oy + CVC, CVCC and CCVCC
Module 3 Big Malc 1. Hank Stock – strong man / Tests of strength
words
Students must be confident with all the Set 1 and 2 sounds before starting Module 4
Speed Sounds Set 2:
Revision of Set 1 and 2 sounds plus Module 4 Hay into gold ay 1. Six top tricks! / Inca bling!
Module 5 Keeping a cat ee 1. The day of the dog / Calling all dogs – the police
Set 3 need you!
Alternative vowel sounds: ea, oi, a-e, i-e, o-e,
u-e, aw, are, ur, er, ow, ai, oa, ew, ire, ear, ure, Module 6 Bill Bright’s fishing trip igh 2. High heels – or string vests? / Fish with Bill and Fred
tion, tious/cious Module 7 The yellow light ow 2. Know your fright limit! / Camping? Forget it!
Module 8 Baboons on the loose oo 2. Do you do zoos? / Top bananas
Module 9 Bart the champ ar 2. Fast track facts! / Speed, skids and mud!
Module 10 Lorna or oor ore 2. Stay cool in school! / Which school is for you?
Module 11 A bad hair day air 3. Lairy hair / Mrs Fairborn’s baby
Module 12 A good win for the red shirts ir 3. What sort of football fan are you? / It’s football – but
not as we know it!
Module 13 A player to be proud of ou 3. Norman Knight, time-travelling superstar /
Christmas 1914
 Speed Sounds lessons Modules Focus sound(s) of Linked anthology texts from
the Module Anthologies 1–7
Students must be confident with all the Set 1, 2 and 3 sounds before starting Module 14
Speed Sounds Sets 2
and 3:
Revision and practice of Set 1, 2 and 3 Module 14 Cook – and enjoy! oy oi 3. Troy Tomato cooks up a storm / Unwrap – and enjoy!
sounds learnt so far Module 15 Late a-e (ay) 3. Room rage! / Get your skates on!
Module 16 The weaving contest ea (ee) 4. Peacocks or peanuts – Dr Dean looks at strange
phobias / Monsters of land, air and sea
Module 17 Amy Oliver’s quick goldfish pie i-e ie (igh) 4. Down the hatch! / Wild Mike’s guide to staying alive!
Module 18 Beep! o-e (ow) 4. The phone zone / Home-grown sound effect zone!
Module 19 Spellbound u-e ue (oo) 4. Duke weds royal bride in wedding of the season! /
Happy ever after?
Module 20 The Outlaws aw au (or) 4. Awesome! / The Fab Factor
Module 21 Romeo and Juliet are (air) 5. A fanfare for Monio and Oojilet / Once upon a
love match
Module 22 Sunburst Teen Magazine ur er (ir) 5. Ask Shirley ... / Many happy returns Sunburst!
Module 23 How does it feel to be an ow (ou) 5. A spell in space / They came from outer space!
astronaut? e-e (ee)
Module 24 Game raider ai aigh eigh (ay) 5. Do it! / Shark for sale
Module 25 Jason’s quest oa o (ow) 5. Left alone to die – The story of Alexander Selkirk /
Extreme survival
Module 26 New boy ew (oo) 6. Keep fit for footy / New school blues
Module 27 Kevin the killer hamster er (ir) ire 6. The flight of Freddy Fish / The dog ate my homework!
Module 28 Il Bello _il _al _ve 6. Life on a cattle ranch / Watch that turtle hurtle!
Module 29 A brilliant escape! _ent _ence _ant _ance 6. Odd achievements / Emergency – the A and E
department
Module 30 Creature ure 6. Creature features! / Monster
_ture _ure _or _our
Module 31 Macbeth _ous _ious _eous _cious 7. Superstitions – sense or nonsense? / A famous writer –
_tious Shakespeare
Module 32 The invisible city _able _ably _ible _ibly 7. A terrible day in Pompeii / Mission impossible!
Module 33 Penalty for piracy: Execution _tion _sion _ssion 7. Ballad of a pirate of distinction! / Pirate application
pack
7. Extended reads: Grand theft at Bagshot Manor /
Survivors
Getting started

13
 Getting started

Learn the sound system

Sounds
We use 44 speech sounds – 20 vowel sounds and 24 consonant sounds – to speak in English.
A ‘speech sound’ is a sound that changes the meaning of a word.
Take man: if you swap ‘m’ for ‘p’, you get pan. Take fare: if you swap ‘are’ for ‘ire’, you get fire.
And in shout, if you swap ‘ou’ for ‘or’, you get short.
Different accents use different pronunciations of the vowels so it’s best to stick with the student’s accent,
if you can, when pronouncing the sounds.

Letters
We only have 26 letters in the alphabet to write all the 44 speech sounds.
The sounds are sometimes written with one letter: ‘c’ in cat. Sometimes with two letters: ‘ay’ in day.
Sometimes three: ‘igh’ in night. And even four: ‘ough’ in thought.
Some sounds are written in more than one way. For example:
• ay: day, apron, rain, they, make, eight, rein, straight, café
• ee: meet, seat, he, key, these, niece, funny, ceiling
To make it easier for students, we start by teaching just one way to read each sound. These are on the Simple
Speed Sounds Chart on p.136. Once students can do this, they blend these sounds together to read simple
words.
Then we teach students another way to read the sound, and then another until they can read the most
common words in English. These alternative sounds are on the Complex Speed Sounds Chart on p.137.
We call words that contain common ways to read sounds: Green Words.
Some everyday words, however, contain an uncommon way to read one of the sounds. For example:
• said: ‘ai’ is very unusual – the sensible letter would be ‘e’
• the: ‘e’ is very unusual – the sensible letter would be ‘u’
• your: ‘our’ is very unusual – the sensible letters would be ‘or’.
We call these Red Words. These are words that students often have to stop and think about, while they are
first learning them.
There are a few Red Words that have an asterisk next to them. This indicates that the word is only ‘Red for a
while’. For example:
• he becomes a Green Word once students know that ‘e’ can represent the sound ee
• go becomes a Green Word once students know that ‘o’ can represent the sound ow.

14
 Getting started

Speed Sounds
We’ve organised the sounds into three sets:
• Set 1: consonant and vowel sounds represented by one letter:
m, a, s, d, t, i, n, p, g, o, c, k, u, b, f, e, l, h, r, j, v, y, w, z, x
and consonant sounds represented by two letters:
sh, th, ch, qu, ng, nk
• Set 2: vowel sounds represented by two/three letters:
ay, ee, igh, ow, oo, oo, ar, or, air, ir, ou, oy
• Set 3: alternative ways of spelling the Set 2 sounds:
ea, oi, a-e, i-e, o-e, u-e, aw, are, ur, er, ow, ai, oa, ew
and some new sounds and word endings:
ire, ear, ure, tion, tious
We call them Speed Sounds because we need the students to read them speedily.

Pronounce the sounds clearly

When we teach sounds, we try to eliminate ‘uh’ at the end of the sound as this makes it easier to blend the
sounds together to read the word. This is called the ‘schwa’ sound. We say ‘c-a-t’ rather than ‘cuh-a-tuh’.
The top row of the Simple Speed Sounds Chart has the ‘stretchy’ consonant sounds. These are the sounds
we stretch (just while students are learning them). It’s easy to cut out the ‘uh’ in these sounds. For example:
mmmmmm, ssssss.

Consonant sounds – stretchy

f l m n r s v z sh th ng
nk
The second row of the Simple Speed Sounds Chart contains the ‘bouncy’ consonant sounds.
You can’t stretch these sounds, so we bounce them (just while students are learning them).
For example: p-p-p-p-p-p, d-d-d-d-d-d. The schwa is easy to avoid on some bouncy sounds:
c/k, h, p, t, ch. But harder with these: b, d, g, j, w, y (just take off as much ‘uh’ as you can).

Consonant sounds – bouncy

b c d g h j p qu t w x y ch
k
The bouncy vowel sounds are a, e, i, o, u.
Make sure you can say the sounds clearly before you start teaching. The more clearly you say the sounds,
the more quickly the student will learn them.

Sound Talk
Sound Talk is saying the individual sounds in the words. To help students read, the teacher says the sounds
and then the student says the word.
For example: teacher says c-a-t, student says cat; teacher says l-igh-t, student says light.
See pp.140–144 for activities to help you practise phonics.
15
 Getting started

Manners matter: mirror, model, mime

Students need to feel our commitment as tutors. Many have already failed. They need to know that we will stick
with them until they can read.

Challenge point
We can only accelerate a student’s reading progress when we find their challenge point each day – where the
learning isn’t too hard or too easy. After finding the right place to start, set yourself a challenge each day: What
can I get the student to achieve in this session? Be ambitious – keep pushing on until the end of the session. If
you go too far, take a step back so you can finish on a high note.

Mirror
• Some struggling readers are shy. For these students, we need to be patient, warm, gentle, calm, smiley
– and importantly – quiet.
• Try not to be gushy or excitable. Avoid over-the-top praising, for example: Wow, Amazing!
• Some struggling readers look for ways to distract you, and themselves. For these students, we need
to be all of the above, but also set strong boundaries.

Model
• We model exactly what we want the student to do before asking them to do it. Showing is much
more powerful than telling.
• We gradually reduce the modelling until the student no longer needs any.
• If the first round of modelling isn’t successful, we model again, and again. We do not resort to explaining.

Mime
• We avoid asking questions or narrating our modelling, such as, ‘Would you like to…’ and ‘I’m now going
to show you…’
• You will see how we model through mime, so instructions don’t intrude on the modelling.
• We draw the student in with eyes and smiles.
• We mime how pleased we are when we succeed (in role of course) and when students succeed themselves,
we use ‘Thumbs up’.
• We will need to talk sometimes though, so don’t feel you can’t speak at all!

Where to sit
• Sit side-by-side on a straight table (not around a corner).
• Sit with your writing hand furthest away from the student.
• Try to be near in height (sit on a lower chair).
• Have your Speed Sound Cards and Green Word Cards ready to teach the Speed Sounds lessons.

16
 Getting started

Practice matters
Read Write Inc. Fresh Start has been crafted into specific steps and, like dance steps, they need to be practised
before you tutor a student. If the steps aren’t effortless, your effort will go into remembering them and not
helping the student make progress. Students only make progress when you know the steps.

How to practise:
For each activity:
1. Read the steps
2. Watch the practice film
3. Walk through the steps
4. Practise in role – have an imaginary student next to you
5. Film yourself on a smartphone and check the steps are correct
6. Practise until effortless.
When effortless, watch the in-action film for the activity, to see how the teacher uses the steps to tutor
the student.
Notice how the tutor:
1. Uses the steps fluidly, going back and forth when necessary
2. Mirrors the student
3. Models the steps
4. Mimes her praise
5. Challenges the student to achieve more and more.
Notice how the student:
1. Increases in confidence through the session
2. Makes significant progress in just one session.

17
 Assessment and progress

Assessing students for Fresh Start

We can find a student’s challenge point quickly using the Fresh Start assessment.
Please note: very important! We assess the entry point for a student by their word reading and fluency
– not by their progress in comprehension or writing, or by their age. The reading activities ensure teachers
support students’ comprehension and students write at their own level.

Identify the right students for Fresh Start

In primary schools, assess all students in Years 5 and 6 (P6 and P7) who are reading below national
expectations. In secondary schools, assess students who did not meet national expectations at the end
of Key Stage 2 (P7) and older struggling readers.

Older struggling readers

If a student’s reading is below what is expected for their age, it is important to determine whether they have
difficulty with word reading (decoding), language comprehension or both of these, since different kinds of
teaching are needed for each. The Simple View of Reading (below – Gough and Tunmer, 1986) can be useful
when thinking about a student’s reading difficulties and where they might lie in terms of three of the four
quadrants.

Language
comprehension
GOOD

Word reading Word reading

(decoding)
POOR GOOD (decoding)
POOR

Language
comprehension

Fresh Start accelerates reading progress for students who have good comprehension but poor word reading
(the top left-hand quadrant), and those who have poor comprehension and poor word reading (the bottom
left-hand quadrant).
Fresh Start is not for students who have difficulty understanding what they have decoded and good word
reading skills (the bottom right-hand quadrant).
These students will benefit from teachers reading aloud to them every day to enhance their enjoyment of
literature, increase their vocabulary and develop their language comprehension.
These students should read often, in English lessons and across the curriculum to:
• learn from their reading
• read for pleasure and for specific purposes
• become more fluent (with practice), since fluency is important for comprehension.

18
 Assessment and progress

Ensure consistent assessments

Ensure the Reading Leader carries out all the assessments so they get to know the progress of all the students.
It may, however, be necessary in a very large school to enlist the help of another teacher or teaching assistant.
If so, agree how to annotate the assessments. Moderate your judgements by working together to assess a
few students.

Assess the students

Download the following from the Ruth Miskin Training School Portal:
• Assessment Pupil Sheet – one copy of the assessment for each person carrying out the assessment
(see pp.20–24 for Assessment 1)
• Individual Record and Assessment Guidance – one for each student (see pp.25–27)
• School Assessment Record (available online)
• Individual Progress Record (IPR) – one for each student (see p.28)
• Pupil Progress Tracker (available online)
Before you start, read the assessment instructions on the Individual Record and Assessment Guidance.
1. Ask the student to read the Assessment Pupil Sheet.
2. Use one Individual Record and Assessment Guidance sheet for each student. Mark off the sounds, words
and passages they can read and then determine their starting point.
3. Count how many students are at the same challenge point and record on the School Assessment Record.
Use this information to group up to four students together, if they have reached Module 14.
4. Transfer each student’s starting point to the Individual Progress Record (IPR). Share with the tutor so they
know what to teach. They will use the IPR to highlight the sounds, Word Time progress, Module and Red
Words that the student has learnt to read each week.
5. Complete the Pupil Progress Tracker. Date the column corresponding to each student’s assessment
outcome to track individual progress.

6. Repeat this process to assess and organise students for teaching every half-term.
Note that Assessments 1, 2 and 3 are interchangeable and it is important to rotate them. Assessment 1 is
provided on pp.20–24. Assessments 2 and 3 can be downloaded from the Fresh Start pages of Oxford Owl
(www.oxfordowl.co.uk/for-school/read-write-inc-fresh-start).

19
 Assessment and progress

Fresh Start Assessment 1

Assessment Pupil Sheet

1. Set 1 single-letter sounds

m a s d t
i n p g o
c k u b
f e l h
r j v y w z x

2. Three-sound words

leg cub
hat sip

3. Phonics Green Word Cards (1.1–1.5)

lip mud
sit cup
pan met

20 © Oxford University Press 2022. Copying permitted within purchasing school only.
 Assessment and progress

4. Set 1 Best Friends

sh th ch
qu ng nk

chunk shin
sting dish

5. Phonics Green Word Cards (1.6 –1.7)

blob spot
flop trip
black fluff

6. Set 2 Speed Sounds

ay ee igh ow
oo oo ar or
air ir ou oy

slay steed
slight flow
groove hood
shard thorn
flair squirt
mouse ploy

© Oxford University Press 2022. Copying permitted within purchasing school only. 21
 Assessment and progress

7. Set 3 Speed Sounds

ea oi a-e i-e o-e

u-e aw are ur er
ow ai oa ew ire
ear ure tion tious

plead soil
glade sprite
drone crude
claw snare
gurn flutter
frown claim
gloat slew
retire gear
fixture prevention
ambitious

22 © Oxford University Press 2022. Copying permitted within purchasing school only.
 Assessment and progress

8. Passages

Passage 1 (Module 16)

Drink this …
Ha!
You are shrinking, shrinking …
You are as small as a pea.
Let me pick you up and put you on top of this beam.
Stop screaming. No one will come to help you.
Look – a skinny black leg!
Three – six – seven – and one more!
Start spinning, little one!
Spin, spin for the rest of your days!

Passage 2 (Module 26)

I’m in hospital. They’re going to put a cast on my leg. They’ve said
I can play football when my leg’s healed. Some of the boys from
school have been to visit me, which was really nice. They brought
me some comics and loads of chocolates. It’s funny – I’m missing
being at school already. It is so boring lying here.

Passage 3 (Module 32)

We travelled towards open countryside outside the city. My cart
was loaded with valuables, fruit and vegetables. I urged my donkey
on. I knew he was capable of moving quickly over rough ground.
But as we crossed the marketplace, where traders were packing up
their stalls, the ground shifted beneath us.
I lost control of the cart and plunged forward.

© Oxford University Press 2022. Copying permitted within purchasing school only. 23
 Assessment and progress

Exit Passage (adapted from The Wind in the Willows by Kenneth Grahame)
They waited patiently for what seemed a very long time, stamping
in the snow to keep their feet warm. At last they heard the sound of
slow shuffling footsteps approaching the door …
There was the noise of a bolt shot back, and the door opened a
few inches, enough to show a long snout and a pair of sleepy
blinking eyes.
“Now, the very next time this happens,” said a gruff and suspicious
voice, “I shall be exceedingly angry. Who is it this time, disturbing
people on such a night?”
“Oh, Badger,” cried the Rat, “let us in, please …”

24 © Oxford University Press 2022. Copying permitted within purchasing school only.
 Assessment and progress

Fresh Start Assessment 1

Individual Record and Assessment Guidance
Student

Ask the student to read the sound, word or passage on the Assessment Pupil Sheet and mark them off here.
Use the guidance in the assessment instructions column to determine the student’s starting point.

Date Assessment stage Assessment instructions

1. Can the student read Set 1 Ask the student to read the sounds.
single-letter sounds? • If the student cannot read the first 16 sounds speedily,
m a s d t follow the steps in Speed Sounds: Part 1 (pp.29–33).
i n p g o • If the student can read the first 16 sounds, continue the
assessment below.
c k u b
f e l h
r j v y w z x

2. Can the student sound-blend Show the student how you read the word leg.
three-sound words? Ask the student to say the sounds and read the word.
leg cub Ask the student to read the remaining words without
hat sip your help.
• If the student cannot read the words, follow the steps in
Speed Sounds: Part 2 (p.34).
• If the student can read the words, continue the assessment
below.

3. Can the student read Phonics Show the student how you read the Phonics Green
Green Words Word Time Word lip.
1.1–1.5? Ask the student to say the sounds and read the word.
lip mud Ask the student to read the remaining words without
sit cup your help.

pan met • If the student cannot read the words, follow the steps in
Speed Sounds: Part 3 (p.35).
• If the student can read the words, continue the assessment
below.

4. Can the student read Set 1 Ask the student to read the sounds and then the words.
Best Friends? • If the student cannot read the sounds and words speedily,
sh th ch follow the steps in Speed Sounds: Part 4 (p.36).
qu ng nk • If the student can read the sounds and words, continue the
assessment below.
chunk shin sting dish

© Oxford University Press 2022. Copying permitted within purchasing school only. 25
 Assessment and progress

Student

Date Assessment stage Assessment instructions

5. Can the student read Phonics Show the student how you read the Phonics Green
Green Words Word Time Word blob.
1.6–1.7? Ask the student to say the sounds and read the word.
blob spot Ask the student to read the remaining words without
flop trip your help.

black fluff • If the student cannot read the words, follow the steps in
Speed Sounds: Part 5 (p.38) and teach the Introductory
Module.
• If the student can read the words, continue the assessment
below.

6. Can the student read Set 2 Ask the student to read the sounds and then the words.
Speed Sounds? • If the student cannot read the sounds and words,
ay ee igh ow follow the steps in Speed Sounds: Part 6 (p.39) and teach
oo oo ar or Modules 1 to 3.
• If the student can read the sounds and words, continue the
air ir ou oy assessment below.

slay steed
slight flow
groove hood
shard thorn
flair squirt
mouse ploy

7. Can the student read Set 3 Ask the student to read the sounds and then the words.
Speed Sounds? • If the student cannot read the sounds and words,
ea oi a-e i-e o-e follow the steps in Speed Sounds: Part 6 (p.39) and teach
u-e aw are ur er Modules 4 to 13.
• If the student can read the sounds and words, continue
ow ai oa ew ire the assessment below.
ear ure tion tious

plead soil
glade sprite
drone crude
claw snare
gurn flutter
frown claim
gloat slew
retire gear
fixture prevention
ambitious

26 © Oxford University Press 2022. Copying permitted within purchasing school only.
 Assessment and progress

Student

Date Assessment stage Assessment instructions

8. Can the student read the passages? Ask the student to read the first
Passage 1 (Module 16) passage.
Drink this … • If the student cannot read the
Ha! passage in under 50 seconds,
You are shrinking, shrinking … start by teaching Module 11.
You are as small as a pea. • If the student can read the
Let me pick you up and put you on top of this beam. passage in under 50 seconds, ask
Stop screaming. No one will come to help you. them to read the next passage.
Look – a skinny black leg!
Three – six – seven – and one more!
Start spinning, little one!
Spin, spin for the rest of your days!

Passage 2 (Module 26) • If the student cannot read the

I’m in hospital. They’re going to put a cast on my leg. passage in under 40 seconds,
They’ve said I can play football when my leg’s healed. Some start teaching Module 16.
of the boys from school have been to visit me, which was • If the student can read the
really nice. They brought me some comics and loads of passage in under 40 seconds, ask
chocolates. It’s funny – I’m missing being at school already. them to read the next passage.
It is so boring lying here.

Passage 3 (Module 32) • If the student cannot read the

We travelled towards open countryside outside the city. My passage in under 40 seconds,
cart was loaded with valuables, fruit and vegetables. I urged start teaching Module 26.
my donkey on. I knew he was capable of moving quickly • If the student can read the
over rough ground. But as we crossed the marketplace, passage in under 40 seconds, ask
where traders were packing up their stalls, the ground them to read the next passage.
shifted beneath us.
I lost control of the cart and plunged forward.

Exit Passage (adapted from The Wind in the Willows by • If a student can read this
Kenneth Grahame) passage in under 60 seconds,
They waited patiently for what seemed a very long time, consider whether they would
stamping in the snow to keep their feet warm. At last they benefit more from taking part in
heard the sound of slow shuffling footsteps approaching the full English lessons.
door ...
There was the noise of a bolt shot back, and the door opened
a few inches, enough to show a long snout and a pair of
sleepy blinking eyes.
“Now, the very next time this happens,” said a gruff and
suspicious voice, “I shall be exceedingly angry. Who is it this
time, disturbing people on such a night?”
“Oh, Badger,” cried the Rat, “let us in, please …”

© Oxford University Press 2022. Copying permitted within purchasing school only. 27
 Assessment and progress

Individual Progress Record

Transfer each student’s starting point to the Individual Progress Record (IPR). Ask tutors to highlight
the sounds, Word Time progress, Module and Red Words that the student can read.

Student

Challenge point Sounds and words Modules

Learning Set 1 Speed m a s d t i n p g o
Sounds – single-letter c k u b f e
sounds
Blending sounds into
words
Reading Phonics Green l h r j v y w z x
Word Cards: Word Time Word Time 1.1, 1.2, 1.3
1.1 to 1.5
Word Time 1.4
Word Time 1.5
Learning Set 1 Speed sh th ch qu ng nk
Sounds – Best Friends
Reading Phonics Green Word Time 1.6 Introductory Module
Word Cards: Word Time Word Time 1.7
1.6 and 1.7
Learning Set 2 Speed ay ee igh ow oo oo Modules 1, 2, 3
Sounds ar or air ir ou oy
Learning Set 3 Speed ea oi a-e i-e o-e u-e Modules 4, 5, 6, 7, 8, 9, 10, 11, 12, 13
Sounds aw are ur er ow ai
oa ew ire ear ure
tion tious
Knows Set 3 Speed Modules 14, 15, 16, 17, 18, 19, 20, 21, 22, 23, 24,
Sounds 25, 26, 27, 28, 29, 30, 31, 32, 33

Red Words
I my of the no to go all ball tall
me said are was were you small want
they call one what your do watch
could their some there two does
son love everyone water where would
come here any caught should other who
anyone people talk above through many
brother thought bought whole walk
father worse mother

28 © Oxford University Press 2022. Copying permitted within purchasing school only.
 Speed Sounds

Part 1: Learning Set 1 Speed Sounds –

single-letter sounds
Start here if the student cannot read the first 16 Set 1 Speed Sounds.

Read the sound

Teach the single-letter Set 1 Speed Sounds in this order:
m, a, s, d, t, i, n, p, g, o, c, k, u, b, f, e, l, h, r, j, v, y, w, z, x.
Follow the steps below for the Set 1 single-letter Speed Sounds the student does not know.
The tables on pp.30–33 give you a summary of these steps for each sound.
Review previously taught sounds and teach two new sounds each day.
1. Select a sound the student does not know (example: a).
2. Show the picture side of the card. Say ‘Watch me copy our apple’. Draw a simple version
of the picture on paper.
3. Trace your finger over the drawing (on the paper) as you bounce or stretch the sound
(a-a-a-a) and say the picture name (apple) as you finish. Ask the student to copy.
4. Write the letter next to the picture on the paper.
5. Trace your finger over the letter (on the paper) as you bounce or stretch the sound (a-a-a-a) and
say the sound (a) as you finish. Ask the student to copy.
6. Show that the picture side of the card matches your drawing, and the letter behind the picture
matches your letter – ‘same, same’.
7. Show the letter side of the card (a).
8. Flip the card from the picture side to the letter side as the student says the sound (a) when they
see the letter and the picture name (apple) when they see the picture.
9. Mix the card with others the student knows and ask them to say the sounds speedily.

Next steps:
Review previously taught sounds and teach two new sounds each day until the student can read the
first 16 Set 1 Speed Sounds speedily. Once the student can read the first 16 Set 1 Speed Sounds, follow
the steps for Speed Sounds: Part 2 (see p.34).

29
 Speed Sounds

Summary lesson plans for teaching Set 1 Speed Sounds –

single-letter sounds

Sound Read the sound

m (stretchy) Draw Maisie and the mountains, then write m next to it.

a (bouncy) Draw the apple, then write a next to it.

s (stretchy) Draw the snake, then write s next to it.

d (bouncy) Draw the dinosaur, then write d next to it.

t (bouncy) Draw the tower, then write t next to it.

i (bouncy) Draw the insect, then write i next to it.

30
 Speed Sounds

Sound Read the sound

n (stretchy) Draw the net, then write n next to it.

p (bouncy) Draw the pirate, then write p next to it.

g (bouncy) Draw the girl, then write g next to it.

o (bouncy) Draw the orange, then write o next to it.

c (bouncy) Draw the caterpillar, then write c next to it.

k (bouncy) Draw the kangaroo, then write k next to it.

31
 Speed Sounds

Sound Read the sound

u (bouncy) Draw the umbrella, then write u next to it.

b (bouncy) Draw the boot, then write b next to it.

f (stretchy) Draw the flower, then write f next to it.

e (bouncy) Draw the egg, then write e next to it.

l (stretchy) Draw the leg, then write l next to it.

h (bouncy) Draw the horse, then write h next to it.

r (stretchy) Draw the robot, then write r next to it.

32
 Speed Sounds

Sound Read the sound

j (bouncy) Draw the Jack-in-a-box, then write j next to it.

v (stretchy) Draw the vulture, then write v next to it.

y (bouncy) Draw the yak, then write y next to it.

w (bouncy) Draw the worm, then write w next to it.

z (stretchy) Draw the zip, then write z next to it.

x (bouncy) Draw the boy doing a star jump, then write x next to it.

33
 Speed Sounds

Part 2: Blending sounds into words

Start here if the student can read the first 16 Set 1 Speed Sounds speedily. All these steps are
fluid – you may need to go back and forth between them until the student is confident.

Oral blending (no Speed Sound Cards)

Only use these steps if the student has significant difficulties blending with Speed Sound Cards.
Remember: only teach oral blending with sounds the student can read speedily.
Follow the steps below for the first 16 Set 1 Speed Sounds only. This activity is without cards.
Ask the student to look at you so that they can see your mouth as you Sound Talk (see p.15).
1. Select a consonant-vowel-consonant (CVC) word (example: pot).
2. Sound Talk the word in a slow, exaggerated manner (p--o--t). Show how you really ‘think
about’ the sounds as you increase the pace of your Sound Talk and blend to say the whole
word (p--o--t, p-o-t, pot).
3. Say the word in slow Sound Talk (p--o--t). Ask the student to copy.
4. Say the word in Sound Talk and the whole word (p-o-t, pot). Ask the student to copy.
5. Repeat the steps above for two more words.

p o t Blending with Speed Sound Cards

Remember: only teach blending with sounds the student can read speedily.
Follow the steps below for the first 16 Set 1 Speed Sounds only. This activity is with cards.
1. Select a CVC word (example: pot).
2. Say the word (pot). Say each sound as you make the word with the cards on the table
between you and the student.
3. Point to and say the sounds (p-o-t), then sweep your finger under the word and say the
word (pot). Slide the cards towards the student for them to copy.
4. Show the student how you play ‘muddle, muddle’: Place the cards in a different order in
front of you. Say the word (pot). Drag the first card into place to make the word as you say
the sound, and repeat for the next two sounds. Point to and say the sounds (p-o-t), then
say the word (pot). Slide the cards towards the student for them to play ‘muddle, muddle’.
5. Say the word (pot). Give the student the cards in their hands in a mixed order. Ask them to
make and then read the word.
6. Repeat the steps above for four more words. Once you have taught a few words, aim to
start at step 5 each time.
7. Make the word met silently with the cards – on the student’s side of the table. Ask the
student to say the sounds and read the word. Repeat with dot, cub, pen. If the student
cannot read the words, repeat steps 1 to 6 until they can read the words without your help,
starting at step 5 as soon as possible.

Next steps:
Once the student can sound blend, follow the steps for:
• Speed Sounds: Part 1: Learning Set 1 Speed Sounds – single-letter sounds (see pp.29–33)
• Speed Sounds: Part 3: Reading Phonics Green Word Cards: Word Time 1.1 to 1.5 (p.35)
34
 Speed Sounds

Part 3: Reading Phonics Green Word Cards:

Word Time 1.1 to 1.5
Start here if the student can read all the Set 1 Speed Sounds and can blend sounds into words
using the single-letter Set 1 Speed Sounds.

mat Read Phonics Green Word Cards

Remember: only read words with sounds the student can read speedily.
1. Show the student how to read two or three Phonics Green Word Cards using ‘Sound Talk,
read the word’. Use slow Sound Talk, and then speed up. Model until the student can jump
in with you.
2. Give these cards and three others to the student. Ask them to read the words. If they need
support, repeat step 1.
3. Muddle the cards and ask the student to re-read all the words.

Word Time Sounds known Words

1.1 m, a, s, d, t mat, at, mad, sad, dad, sat

1.2 m, a, s, d, t, i, n, p, g, o in, on, it, an, and, pin, pat, got, dog, sit, tip, pan,
gap, dig, top

1.3 m, a, s, d, t, i, n, p, g, o, c, k, bin, cat, cot, can, kit, mud, up, cup, bad
u, b

1.4 m, a, s, d, t, i, n, p, g, o, c, k, bed, met, get, fan, fun, fat, lip, log, let, had, hit,
u, b, f, e, l, h hen

1.5 m, a, s, d, t, i, n, p, g, o, c, k, red, run, rat, jog, jet, jam, vet, van, yes, yet, yum,
u, b, f, e, l, h, r, j, v, y, w yap, win, web, wet

Next steps:
Once the student can read the 1.1 to 1.5 Phonics Green Word Cards, follow the steps for Speed
Sounds: Part 4 (see p.36).

35
 Speed Sounds

Part 4: Learning Set 1 Speed Sounds –

Best Friends
Start here if the student can read all the single-letter Set 1 Speed Sounds speedily and can
sound blend.

Read the sound

Teach the Set 1 ‘Best Friends’ Speed Sounds in this order: sh, th, ch, qu, ng, nk.
Follow the steps below for the Set 1 ‘Best Friends’ Speed Sounds the student does not know.
The table on p.37 gives you a summary of these steps for each sound.
Review previously taught sounds and teach two new sounds each day.
1. Select a sound the student does not know (example: sh).
2. Show the picture side of the card. Talk about the picture (the snake is making a nasty ssss
noise and the horse tells the snake to shhhh), then say the sound and the picture phrase
(sh – shhhh says the horse).
3. Ask the student to say the sound and the picture phrase (sh – shhhh says the horse).
4. Show the letter side of the card (sh).
5. Explain that the letters are Best Friends: two letters, one sound.
6. Flip the card from the picture side to the letter side as the student says the sound (sh)
when they see the letters and the picture phrase (sh – shhhh says the horse) when
they see the picture.
7. Mix the card with others the student knows and ask them to say the sounds speedily.

Next steps:
Review previously taught sounds and teach two new sounds each day until the student can
read the Set 1 ‘Best Friends’ Speed Sounds speedily. Once the student can read the Set 1 ‘Best
Friends’ Speed Sounds, follow the steps for Speed Sounds: Part 5 (see p.38) and start reading the
Introductory Module (see pp.48–54).

36
 Speed Sounds

Summary lesson plans for teaching Set 1 Speed Sounds –

Best Friends

Sound Read the sound

sh (stretchy)

Shhhh says the horse to the hissing snake

th (stretchy)

The person in the tower is rescued by the horse. They say:

thhhhank you

ch (bouncy)

ch-ch-ch-choo!
The horse sneezes when the caterpillar’s hairs get up his nose

qu (bouncy)

qu-qu-qu-queen
The queen takes her umbrella wherever she goes

ng (stretchy)

nnnng
A thing on a string

nk (stretchy)

nnnnk
I think I stink

37
 Speed Sounds

Part 5: Reading Phonics Green Word Cards:

Word Time 1.6 and 1.7
Start here if the student can read all the Set 1 Speed Sounds and can read the Phonics Green Word
Cards for Word Time 1.1 to 1.5.
Please note: While the student is learning to read the Phonics Green Word Cards, they can start
reading the Introductory Module (see pp.48–54).

ship Read Phonics Green Word Cards

Remember: only read words with sounds the student can read speedily.
1. Show the student how to read two or three Phonics Green Word Cards using ‘Best Friends,
Sound Talk, read the word’ (see p.134). Use slow Sound Talk, and then speed up. Model until
the student can jump in with you.
2. Give these cards and three others to the student. Ask them to read the words. If they need
support, repeat step 1.
3. Muddle the cards and ask the student to re-read all the words.

Word Time Sounds known Words

1.6 m, a, s, d, t, i, n, p, g, o, c, k, ship, shop, fish, wish, thin, this, zag, zip, chin,
u, b, f, e, l, h, r, j, v, y, w, z, x, chop, chat, quiz, quit, fox, box, fix, six, sing,
sh, th, ch, qu, ng, nk bang, wing, wink

1.7 m, a, s, d, t, i, n, p, g, o, c, k, 3 sounds: bell, well, fell, huff, mess, sock, think,

u, b, f, e, l, h, r, j, v, y, w, z, x, quick, thing
sh, th, ch, qu, ng, nk 4 sounds: blob, blip, brat, drop, drip, clip, from,
frog, flag, flop, grin, gran, pram, prop, slip, slid,
skip, skin, spit, spot, stop, trap, trip, best, test,
bend, jump, hand, send, dress, fluff, black, stink

Next steps:
Once the student can read the 1.6 and 1.7 Phonics Green Word Cards, follow the steps for Speed
Sounds: Part 6 (see p.39) and start reading Modules 1 to 3 (see pp.55–67).

38
 Speed Sounds

Part 6: Learning Set 2 and 3 Speed Sounds

Start here if the student can read all the Set 1 Speed Sounds and can read the Phonics Green Word
Cards for Word Time 1.1 to 1.7.
Please note: While the student is learning to read the Set 2 Speed Sounds, they can start reading
Modules 1 to 3 (see pp.55–67). While the student is learning to read the Set 3 Speed Sounds, they
can start reading Modules 4 to 13 (see pp.55–61 and pp.68–87).

Read the sound

Teach the Set 2 Speed Sounds first in this order:
ay, ee, igh, ow, oo, oo, ar, or, air, ir, ou, oy.
Then teach the Set 3 Speed Sounds in this order:
ea, oi, a-e, i-e, o-e, u-e, aw, are, ur, er, ow, ai, oa, ew, ire, ear, ure, tion, tious.
Follow the steps below for the Set 2 and 3 Speed Sounds the student does not know.
The tables on pp.40–46 give you a summary of these steps for each sound.
Review previously taught sounds and teach one new sound each day.
1. Select a sound the student does not know (example: ay).
2. Show the picture side of the card. Talk about the picture, then say the sound and the picture
phrase (ay – may I play?).
3. Ask the student to say the sound and the picture phrase (ay – may I play?).
4. Show the letter side of the card (ay).
5. Explain that the letters are Best Friends: two/three letters, one sound. For a-e, i-e, o-e and u-e,
explain that these letters are Best Friends, but they need to be split up because they are too
chatty. They are two letters that make one sound, but they are not side-by-side.
6. Flip the card from the picture side to the letter side as the student says the sound (ay) when
they see the letters and the picture phrase (ay – may I play?) when they see the picture.
7. Mix the card with others the student knows and ask them to say the sounds speedily.

spray Read Phonics Green Word Cards

Follow the steps below for each sound. The tables on pp.40–46 list the Phonics Green Word Cards
for each sound.
1. Choose two Phonics Green Word Cards that include the focus sound (for example: play, way).
2. Show the student how to read the words (without dots and dashes) using ‘Best Friends,
Sound Talk, read the word’.
3. Give these cards and three others that also include the focus sound (for example: may, day,
spray) to the student. Ask them to read the words. If they need support, repeat step 2.
4. Mix two of these cards with three other cards that include known sounds. Ask the student
to read all the words.

39
 Speed Sounds

Review the sounds

1. Mix the focus sound card with others the student knows and ask them to say the
sounds speedily.
2. Keep a note of the sounds the student can’t read and teach these the next day.

Next steps:
Review previously taught sounds and teach one new sound each day until the student can read
the Set 2 and 3 Speed Sounds speedily. Once the student can read the Set 2 and 3 Speed Sounds,
start reading Modules 14 to 33 (see pp.55–61 and pp.88–127).

Summary lesson plans for teaching Set 2 Speed Sounds

Sound Read the Read Phonics Green Word Review the

sound Cards sounds

ay Review words
spray from Word
Times 1.6
ay – may I spray, play, and 1.7.
play? day, way, may,
say

ee Review words
see from previous
Set 2 lessons
ee – what can see, three, and Word
you see? been, green, Times 1.6
seen, sleep and 1.7.

igh Review words

high from previous
Set 2 lessons
igh – fly high high, night, and Word
light, fright, Times 1.6
bright, might and 1.7.

40
 Speed Sounds

Sound Read the Read Phonics Green Word Review the

sound Cards sounds

ow Review words
blow from previous
Set 2 lessons
ow – blow the blow, snow, low, and Word
snow show, know, Times 1.6
slow and 1.7.

oo Review words
too from previous
Set 2 lessons
oo – poo at the too, zoo, food, and Word
zoo pool, moon, Times 1.6
spoon and 1.7.

oo Review words
took from previous
Set 2 lessons
oo – look at a took, look, and Word
book book, shook, Times 1.6
cook, foot and 1.7.

ar Review words
car from previous
Set 2 lessons
ar – start the car, start, part, and Word
car star, hard, Times 1.6
sharp and 1.7.

or Review words
sort from previous
Set 2 lessons
or – shut the sort, short, and Word
door horse, sport, Times 1.6
fork, snort and 1.7.

41
 Speed Sounds

Sound Read the Read Phonics Green Word Review the

sound Cards sounds

air Review words

fair from previous
Set 2 lessons
air – that’s not fair, stair, hair, and Word
fair air, chair, lair Times 1.6
and 1.7.

ir Review words
girl from previous
Set 2 lessons
ir – whirl and girl, bird, third, and Word
twirl whirl, twirl, dirt Times 1.6
and 1.7.

ou Review words
out from previous
Set 2 lessons
ou – shout it out, shout, and Word
out loud, mouth, Times 1.6
round, found and 1.7.

oy Review words
toy from previous
Set 2 lessons
oy – a toy to toy, boy, enjoy and Word
enjoy Times 1.6
and 1.7.

42
 Speed Sounds

Summary lesson plans for teaching Set 3 Speed Sounds

Sound Read the Read Phonics Green Word Review the

sound Cards sounds

ea Review words
clean from previous
Set 2 lessons.
ea – cup of tea clean, dream,
seat, scream,
real, please

oi Review words
join from previous
Set 2 and 3
oi – spoil the join, voice, coin lessons.
boy

a-e Review words

make from previous
Set 2 and 3
a-e – make a make, cake, lessons.
cake name, same,
late, date

i-e Review words

smile from previous
Set 2 and 3
i-e – nice smile smile, white, lessons.
nice, like, time,
hide

43
 Speed Sounds

Sound Read the Read Phonics Green Word Review the

sound Cards sounds

o-e Review words

home from previous
Set 2 and 3
o-e – phone home, hope, lessons.
home spoke, note,
broke, phone

u-e Review words

tune from previous
Set 2 and 3
u-e – huge tune, rude, lessons.
brute huge, brute,
use, June

aw Review words
saw from previous
Set 2 and 3
aw – yawn at saw, law, dawn, lessons.
dawn crawl, paw,
yawn

are Review words

share from previous
Set 2 and 3
are – care and share, dare, lessons.
share scare, square,
bare, care

ur Review words
burn from previous
Set 2 and 3
ur – nurse with burn, turn, lessons.
a purse spurt, nurse,
purse, hurt

44
 Speed Sounds

Sound Read the Read Phonics Green Word Review the

sound Cards sounds

er Review words
never from previous
Set 2 and 3
er – a better never, better, lessons.
letter weather, after,
proper, corner

ow Review words
how from previous
Set 2 and 3
ow – brown cow how, down, lessons.
brown, cow,
town, now

ai Review words
snail from previous
Set 2 and 3
ai – snail in the snail, paid, tail, lessons.
rain train, paint,
rain

oa Review words
goat from previous
Set 2 and 3
oa – goat in a goat, boat, lessons.
boat road, throat,
toast, coat

ew Review words
chew from previous
Set 2 and 3
ew – chew the chew, new, lessons.
stew blew, flew,
drew, grew

45
 Speed Sounds

Sound Read the Read Phonics Green Word Review the

sound Cards sounds

ire Review words

fire from previous
Set 2 and 3
ire – fire, fire! fire, hire, wire, lessons.
bon|fire, in|spire,
con|spire

ear Review words

hear from previous
Set 2 and 3
ear – hear with hear, dear, fear, lessons.
your ear near, year, ear

ure Review words

picture from previous
Set 2 and 3
ure – sure it’s pic|ture, mix|ture, lessons.
pure crea|ture, fu|ture,
ad|ven|ture,
tem|per|a|ture

tion Review words

conversation from previous
Set 2 and 3
tion – pay con|vers|a|tion, lessons.
attention: it’s a cel|e|bra|tion,
celebration ex|plor|a|tion,
trad|i|tion,
con|grat|u|la|tion,
a|tten|tion
tious/cious Review words
delicious from previous
Set 2 and 3
tious – de|li|cious, lessons.
scrumptious; sus|pi|cious,
cious – delicious vi|cious,
pre|cious,
fe|ro|cious,
scrump|tious

46
 Modules

Introduction to reading the Modules

On the Read Write Inc. Fresh Start programme, students read stories and non-fiction texts that
contain words made up of the sounds they can read. They know, that with only a little help, they will
be able to read every word in every story you give them and, by the time they take it home, they will
be able to read it confidently. They know that we will never ask them to guess a word, either from a
picture or the context.
The early texts are below the student’s comprehension level. (If you read the story to them, they
would be able to understand it easily unless, of course, the student is new to English.) This is
because they cannot yet read all the words they can speak.
Another point to remember is that most students cannot focus on the meaning of the story while
they are working out the words. This is why we ensure students read the story twice: as their speed
of reading increases, so does their ability to focus on what’s going on in the story.
Before you start listening to the student read, it is really helpful if you practise reading the whole
story aloud to yourself. This will help you introduce the story in an engaging manner and read
it back to them in a storyteller’s voice.
Always praise and encourage the student – they need to know that you care for them and that you
will help them succeed. Frustration and irritation slows progress!
After the assessments, if you have to place a student on Module 13 or below, that student is at
a very early stage of learning to read. Students at this stage will have very different gaps in their
phonic knowledge and therefore teaching in groups is not recommended as you cannot teach at the
student’s challenge point.
For students on Module 13 or below, you should teach one-to-one wherever possible to ensure the
fastest progress. The following notes are for one-to-one teaching. If you are unable to teach one-to-
one, we recommend teaching students who have been assessed at the same level in a small group
of up to four. See the notes in the Appendices (pp.128–133) for teaching in small groups.

47
 Introductory Module timetable and activities

Introductory Module timetable

See timings on p.8.
Start reading the Introductory Module if the student can read all the Set 1 Speed Sounds, can read the Phonics
Green Word Cards for Word Time 1.1 to 1.5, and is learning to read the Phonics Green Word Cards for Word Time
1.6 and 1.7.
The Introductory Module gives students practice in reading very short texts, to build confidence until they are
ready to read the longer stories in Modules 1 to 33.
Follow the Speed Sounds lessons on pp.29–46. The Module activities for the Introductory Module are outlined
in the blueprint teaching notes that follow. In addition to the blueprint teaching notes, some activities require
Module-specific teaching notes, which are outlined on pp.52–54.
Complete one text over two days (there are 17 texts in the Introductory Module). However, if the student
is making speedy progress, read one text a day. Each day’s activities should be completed in 10 minutes
(following 10 minutes of Speed Sounds tutoring).
This is a rolling timetable, so if you finish Day 2 on a Tuesday, start a new Day 1 on Wednesday.

Day 1 Day 2
Daily Speed Sounds lesson Daily Speed Sounds lesson
Speed Sounds in Module Green Words, Red Words and Challenge Words
Green Words and Challenge Words Second Read
Red Word Cards Questions to Talk About
Red Words Hold a Sentence
First Read

Introductory Module:
activities for one-to-one tutoring
Speed Sounds in Module
Turn to the Speed Sounds page in the Module (p.2). Some sounds are circled on the chart. These are Best Friends
that need extra practice.
1. Explain to the student that all the sounds in a box are the same.
2. Point to and ask the student to read each circled sound in and out of order.
3. Include other sounds the student needs to practise. Make it fun – get speedier as you point.

48
 Introductory Module activities

Green Words
Turn to the Green Words in the Module (on the same page as texts 1–11 and on the adjacent pages to texts
12–17). Note that the Green Words set in bold in the Module are the Module Green Words, which are available
on cards.

Names and single-syllable words

For each word:
1. Ask the student to follow the routine: ‘Best Friends, Sound Talk, read the word’ (see p.134). Gradually,
in later Modules, encourage them to read the word in their head.
2. Say the word again, using pronunciation that gives meaning if possible. Ask the student to repeat.
3. Explain its meaning in the context of the story if it is an unfamiliar word.
4. Ask the student to read the word again.

Multi-syllabic words
The longer Green Words are divided into chunks (syllables) by a grey line.
For each word:
1. Point to the first syllable on the page, covering the second/third syllable with a finger. Ask the student
to read each part of the word. Only use the routine ‘Best Friends, Sound Talk, read the word’ if needed.
2. Say the whole word, tweaking the pronunciation if necessary, and using pronunciation that gives
meaning, again where possible. Ask the student to repeat.
3. Explain the meaning in the context of the story if it is an unfamiliar word.
4. Ask the student to read the word again.

Root words and suffixes

For each word:
1. Point to the root part of the word on the page. Ask the student to read it in Sound Talk.
2. Ask the student to read the whole word with the suffix.
3. Say the word, tweaking the pronunciation if necessary, and using pronunciation that gives meaning,
where possible. Ask the student to repeat.
4. Explain the meaning in the context of the story if it is an unfamiliar word.
5. Ask the student to read the word again.

Challenge Words
Turn to the Challenge Words in the Module (on the same page as texts 1–11 and on the adjacent pages
to texts 12–17).
For each word:
1. Explain to the student that the author needed to use a few extra words in the story with sounds that
you have not taught them.
2. Ask them to see if there are any words they know.
3. Read each of the words to them and ask them to repeat.
4. If they forget them while they read the story, you will tell them the word.

49
 Introductory Module activities

Red Word Cards

Turn to the Red Words in the Module (on the same page as texts 1–11 and on the adjacent pages to texts
12–17). Collate the Red Word Cards listed and words from previous texts that the student needs to practise.
Give the cards to the student and ask them to read the words speedily. Put any they don’t know to one side.
For each word the student cannot read:
1. Hold up the card, for example: ‘said’.
2. Say the word and ask the student to repeat it.
3. Point to the card and say the sounds you can hear, s-e-d and then say said. Ask the student to repeat.
4. Point out the circled tricky letters ‘ai’.
5. Ask the student to read the word again.

Red Words
Turn to the Red Words in the Module (on the same page as texts 1–11 and on the adjacent pages
to texts 12–17).
1. Point to and ask the student to read the words. Encourage the student to read the words as quickly as
they can. Repeat a couple of times.
2. Point to and ask the student to read the words out of order. Repeat until they can read all the Red Words
at speed.

First Read
1. Use the introduction in the Module-specific pages (pp.52–54) to introduce the text, without revealing the
ending, to spark the student’s interest.
2. Ask the student the introductory question on the Module-specific pages (see pp.52–54).
3. Ask the student to point to the words as they read. If the student gets stuck, prompt them to use
Sound Talk to help them. (Do not ask the student to guess the words from the pictures.)
4. At the end of each numbered paragraph, read the paragraph back to them with appropriate intonation.
(This helps them hang onto the storyline.)
5. Chat together about the characters and their actions.
6. When the student has finished, read the whole story to them, without asking for their help.
Show your enjoyment.

Second Read
1. Ask the student to read the story again, only using Sound Talk if necessary.
2. If the student still reads slowly, read the numbered paragraph back to them with appropriate intonation.
3. After reading each paragraph, chat about what’s happening.

50
 Introductory Module activities

Questions to Talk About

Even though these are simple questions, below the student’s comprehension level, they help the student notice
what they’ve just read.
Turn to the Questions to Talk About page (on the same page as texts 1–11 and on the adjacent pages
to texts 12–17). You will also find the questions on the Module-specific pages on pp.52–54.
1. Read out the questions. Do not ask the student to read the questions as many words are not decodable.
2. For each question, direct the student to the correct page to find the answer.
3. Some questions ask the student to respond using ‘Fastest Finger’, where they find the answer in the text
and point to it. Others ask the student to ‘Have a Think’, where they have to justify their answer/opinion.

Hold a Sentence
These sentences use words that the student has read. You will find the sentences in the Module-specific pages
(pp.52–54).
1. Say the sentence and ask the student to repeat it until they can remember it.
2. Ask the student to write it in their Module on the same page as texts 1–11 and on the adjacent pages
to texts 12–17.
3. Help the student to tick/correct each word and correct any punctuation.

51
 Introductory Module

Introductory Module
Follow the timetable on p.48. Use pp.29–46 to teach the Speed Sounds lessons. The Module activities
for the Introductory Module are outlined in the blueprint teaching notes (see pp.48–51). In addition
to the blueprint teaching notes, some activities require Module-specific teaching notes, which are
outlined below.

First Read (texts 12–17 only)

Texts 12–17 can be introduced using the guidance below. (An introduction is not necessary for
texts 1–11.)

12 Shopping list
1. Story introduction:

Jan is at the shops. She’s written a list of all the things she needs so she doesn’t
forget anything.

2. Introductory question: Which of your favourite foods would be on your shopping list?
3–6. Follow the remaining steps on p.50.

13 Help!
1. Story introduction:

This text is a poem about a young boy. He’s experiencing lots of strange sights,
smells and sounds. But is he really in danger, or is his mind playing tricks on him?

2. Introductory question: What do you think it means if your ‘mind plays tricks on you’?
3–6. Follow the remaining steps on p.50.

14 Fed up
1. Story introduction:

Can you remember the last time you felt really fed up? This text is about a girl
who’s fed up with everything!

2. Introductory question: If your friend told you they were really fed up, what could you do to make
them feel better?
3–6. Follow the remaining steps on p.50.

15 Packing
1. Story introduction:

It’s hard to remember everything you need to pack for a trip away. This text is a
packing list of all the things Dan needs for his trip to Hill Crest Camp.

2. Introductory question: If you were going camping, what would you pack in your rucksack?
3–6. Follow the remaining steps on p.50.

52
 Introductory Module

16 Simba
1. Story introduction:

This text is about a lioness called Simba. She is hunting for food to give to her cub
and she comes across a zebra.

2. Introductory question: Who do you think would win in a race, a lioness or a zebra? Why?
3–6. Follow the remaining steps on p.50.

17 Splash!
1. Story introduction:

Do you like swimming? This text is a poem about a young boy who is swimming in
? the
sea and imagines what he will see.

2. Introductory question: What do you think you would see if you swam in the sea?
3–6. Follow the remaining steps on p.50.

? Questions
A to Talk About
1 Sick How is the person feeling?
1hr 9
10
11 12 1

1hr
2
3
What do you think is wrong with him?
8 4

2 Spin and slip What do you think this person is doing?

7 6 5

3 Drink What do you like to drink?

4 Get up How is the person feeling? How do you know?
5 The shop Where do you like to eat chips?
6 On a bench Where is this girl sitting?
7 Puddle How is the child in the puddle feeling?
How do you know?
8 A black cab What is the man wearing?
What does the dog look like?
What is the lad wearing?
9 In bed Why is the boy in bed?
10 Red and pink fish Describe all the different fish.
11 I am black What is the animal?
How do you know?
12 Shopping list
Fastest Finger Which items on the list could be eaten for: breakfast? lunch? tea?
Have a Think Which are the unhealthy foods on the list?
Which are the healthy items on the list?
13 Help!
Fastest Finger What can the narrator smell in his dream?
What can he see?
What does he touch?
Have a Think Have you ever woken from a bad dream and not known where you are?
What place could he be dreaming about?

53
 Introductory Module

14 Fed up
Fastest Finger What is this girl fed up about?
Have a Think How fed up do you think she is?
Why do we not take her very seriously?
What sort of things put you into a sulk?
15 Packing
Fastest Finger Can you list all the things that Dan packs to eat?
Can you list all the things that Dan packs to wear?
What are the things that will keep Dan amused?
Have a Think Number the 5 most important things for the camp, in order of importance.

16 Simba
Fastest Finger What animal is Simba?
What is Simba tracking?
Have a Think Is it day or night?
How do we know the zebra is in danger?
Do you think Simba will catch it?
17 Splash!
Fastest Finger What can he taste?
What can he feel?
What is he imagining?
Have a Think Where is this person?
What sort of mood is he in?

Hold a Sentence
1. I am fed up and sick. 12a. Get me ten bags of crisps from the shop.
2. I can flip and flop. 12b. Pick up a big box of chocs as well.
3. Can I drink a cup of pop? 13a. Cobwebs brush my hand.
4. Run on the sand. 13b. I can smell damp, wet moss.
5. Can I get hot chips? 14a. I sit on my bed with the cat on my lap.
6. I sit on the hot bench. 14b. I will not help Dad with the dishes.
7. Run and jump in a puddle. 15a. Dan is off to camp with Ben and Sam.
8. I get in a black cab. 15b. Dan packs lots of socks and comics.
9. I am sick in bed. 16a. Simba trots in the hot sun.
10. A fish can swim. 16b. A twig snaps in the bushes.
11. I am big and I live in a shed. 17a. I think of a chest full of gold.
17b. I sit on a flat rock with the sun on my back.

54
 Modules 1 to 33 timetables

Modules 1 to 33 timetables
See timings on p.8.
Start reading Modules 1 to 3 if the student can read all the Set 1 Speed Sounds, can read the Phonics Green
Word Cards for Word Time 1.6 and 1.7, and is learning to read the Set 2 Speed Sounds.
Start reading Modules 4 to 13 if the student can read all the Set 2 Speed Sounds and is learning to read the
Set 3 Speed Sounds.
Start reading Modules 14 to 33 if the student can read all the Set 3 Speed Sounds.
Follow the Speed Sounds lessons on pp.29–46. The Module activities for Modules 1 to 33 are outlined
in the blueprint teaching notes that follow. In addition to the blueprint teaching notes, some activities
require Module-specific teaching notes, questions and answers, which are outlined on pp.62–127.

Day 1 Day 2 Day 3 Day 4

Daily Speed Sounds Daily Speed Sounds Daily Speed Sounds Daily Speed Sounds
lesson lesson lesson lesson
Speed Sounds in Speed Words Speed Words Spelling – Green Words
Module
Green Words Red Word Cards Second Read Spelling – Red Rhythms
Red Word Cards First Read Questions to Read Hold a Sentence
and Answer
Red Words Proofread
Challenge Words
Speeding up word reading (this is an extra activity if the student’s word reading needs an extra boost)

As the student progresses, consider moving to a 3-day timetable (one Module over three days).

Day 1 Day 2 Day 3

Daily Speed Sounds Daily Speed Sounds Daily Speed Sounds
lesson lesson lesson
Speed Sounds in Speed Words Speed Words
Module
Green Words Red Word Cards Spelling – Green
Words
Red Word Cards Second Read Spelling – Red
Rhythms
Red Words Questions to Read Hold a Sentence
and Answer
Challenge Words Proofread
First Read
Speeding up word reading (this is an extra activity if the student’s word
reading needs an extra boost)

Speeding up word reading (this is an extra activity if the student’s word

For homework activities and Anthologies, see p.61.
reading needs an extra boost)

55
 Modules 1 to 33 activities

Modules 1 to 33: activities for one-to-one tutoring

Speed Sounds in Module
Turn to the Speed Sounds page in the Module (p.2). Some sounds are circled on the chart. These are Best Friends
that need extra practice.
1. Explain to the student that all the sounds in a box are the same.
2. Point to and ask the student to read each circled sound in and out of order.
3. Include other sounds the student needs to practise. Make it fun – get speedier as you point.

Green Words
Turn to the Green Words in the Module (on p.3). Note that the Green Words set in bold in the Module are the
Module Green Words, which are available on cards.

Names and single-syllable words

For each word:
1. Ask the student to follow the routine: ‘Best Friends, Sound Talk, read the word’ (see p.134). Gradually,
in later Modules, encourage them to read the word in their head.
2. Say the word again, using pronunciation that gives meaning if possible. Ask the student to repeat.
3. Explain its meaning in the context of the story if it is an unfamiliar word.
4. Ask the student to read the word again.

Multi-syllabic words
The longer Green Words are divided into chunks (syllables) by a grey line.
For each word:
1. Point to the first syllable on the page, covering the second/third syllable with a finger. Ask the student to
read each part of the word. Only use the routine ‘Best Friends, Sound Talk, read the word’ if needed.
2. Say the whole word, tweaking the pronunciation if necessary, and using pronunciation that gives
meaning, again where possible. Ask the student to repeat.
3. Explain the meaning in the context of the story if it is an unfamiliar word.
4. Ask the student to read the word again.

Root words and suffixes

For each word:
1. Point to the root part of the word on the page. Ask the student to read it in Sound Talk.
2. Ask the student to read the whole word with the suffix.
3. Say the word, tweaking the pronunciation if necessary, and using pronunciation that gives meaning,
where possible. Ask the student to repeat.
4. Explain the meaning in the context of the story if it is an unfamiliar word.
5. Ask the student to read the word again.

56
 Modules 1 to 33 activities

Red Word Cards

Turn to the Red Words in the Module (on p.3). Collate the Red Word Cards listed and words from previous
Modules that the student needs to practise.
Give the cards to the student and ask them to read the words speedily. Put any they don’t know to one side.
For each word the student cannot read:
1. Hold up the card, for example: ‘said’.
2. Say the word and ask the student to repeat it.
3. Point to the card and say the sounds you can hear, s-e-d and then say said. Ask the student to repeat.
4. Point out the circled tricky letters ‘ai’.
5. Ask the student to read the word again.

Red Words
Turn to the Red Words in the Module (on p.3).
1. Point to and ask the student to read the words. Encourage the student to read the words as quickly as
they can. Repeat a couple of times.
2. Point to and ask the student to read the words out of order. Repeat until they can read all the Red Words
at speed.

Challenge Words
Turn to the Challenge Words in the Module (on p.3).
For each word:
1. Explain to the student that the author needed to use a few extra words in the story with sounds that you
have not taught them.
2. Ask them to see if there are any words they know.
3. Read each of the words to them and ask them to repeat.
4. If they forget them while they read the story, you will tell them the word.

Speed Words
Turn to the Speed Words page in the Module (p.9 or p.10).
1. Point to and ask the student to read the words across the rows. Encourage them to read the word without
Sound Talk if they can. Repeat a couple of times.
2. Point to and ask the student to read the words out of order. Encourage the student to read the words as
quickly as they can.

57
 Modules 1 to 33 activities

First Read
1. Use the introduction in the Module-specific pages (pp.62–127) to introduce the text, without revealing
the ending, to spark the student’s interest.
2. Ask the student the introductory question on the Module-specific pages (see pp.62–127).
3. Ask the student to point to the words as they read. If the student gets stuck, prompt them to use
Sound Talk to help them. (Do not ask the student to guess the words from the pictures.)
4. At the end of each numbered paragraph, read the paragraph back to them with appropriate intonation.
(This helps them hang onto the storyline.)
5. Chat together about the characters and their actions.
6. When the student has finished, read the whole story to them, without asking for their help.
Show your enjoyment.

Second Read
1. Ask the student to read the story again, only using Sound Talk if necessary.
2. If the student still reads slowly, read the numbered paragraph back to them with appropriate intonation.
3. After reading each paragraph, chat about what’s happening.

Questions to Read and Answer

Turn to the Questions to Read and Answer page in the Module (p.8 or p.9).
1. Show the student how to complete the first question, and then ask them to complete the rest.
Support if necessary.
2. The later Modules require a full response. Ask the student to read the questions and then, together, find
and discuss the answers in the text. Choose one or two questions for the student to write full-sentence
answers for.

Spelling – Green Words

Turn to the Spelling page in the Module (p.7 or p.8).
1. Show how you complete a couple of words on the first grid and then ask the student to complete.
Support only if needed.
• Column 1: Dot the single letters and underline Best Friends
• Column 2: Write the Best Friends – if there are any
• Column 3: Write the number of sounds
2. Show how you complete the second grid. Explain how to split the word into the root and suffix.
The completed grids are provided in the Module-specific pages on pp.62–127.

58
 Modules 1 to 33 activities

Spelling – Red Rhythms

Turn to the Spelling page in the Module (p.7 or p.8).
1. Ask the student to read the first word, for example: said.
2. Read the word in sounds: s-e-d.
3. Remind the student which sound the circled letter/s represents: ‘ai’ represents the sound e.
4. Point to each sound as you say the letter name/s in a rhythm (exaggerating the tricky letters and then
practise saying the rhythm together).
5. Close the Module and ask the student to write the first word.
6. Repeat with each Red Word.
7. Read all the Red Words in a rhythm again.
8. Close the Module and ask the student to write each word in their exercise book one-by-one.
9. Then ask them to tick/correct the spelling of each sound.

Hold a Sentence
These sentences use words that the student has read. You will find the sentences in the Module-specific pages
(pp.62–127).
1. Say the sentence and ask the student to repeat it until they can remember it.
2. Ask the student to write it on p.7 or p.8 of their Module.
3. Help the student to tick/correct each word and correct any punctuation.

Proofread – spelling and punctuation

Turn to the Proofread – spelling and punctuation page in the Module (p.8).
1. Ask the student to follow as you read the sentences aloud.
2. Ask them to proofread and correct the sentences.
3. Ask the student to tell you the spelling errors. Ask them to tick/correct their work.
4. Re-read the sentences, exaggerating the sentence breaks and the effect of punctuation. Ask the student
where they have placed the missing punctuation and to tick/correct their work.

59
 Modules 1 to 33 activities

Speeding up word reading

Once the student can read a word in Sound Talk, we then need to encourage them to read the word in their head.
These steps help students who are reluctant to let go of vocal Sound Talk.

Read Speed Words

Write eight Speed Words from the Module onto cards.
1. Ask the student to read the words using ‘Best Friends, Sound Talk, read the word’.
2. For longer multi-syllabic words, show how you work out the word by looking for Best Friends and identify
familiar chunks, before you read the word.
3. Show the student how you read three words in your head, mouthing the sounds without speaking
(maybe whispering to begin with).
4. Give the student all eight word cards to read (in mixed order). If they need more support, repeat step 2.
5. Muddle the cards and ask the student to re-read the words in their head, building speed each time.

Increase the speed

1. Show the student how to read three of the words speedily.
2. Give all eight word cards to the student to read. Repeat until speedy.

Challenge time
Only do this if the student has read the last set speedily.
Choose five new words from the Module.
1. Ask the student to read the words in their head.
2. Ask the student to read the five words speedily. Repeat.
3. Muddle the cards with the first eight word cards. Hold the cards and ask the student to read
the words speedily.

60
 Homework

Homework
Module activities
There are three types of Module activities that can be completed at home: writing tasks in all Modules, and –
from Module 16 – vocabulary and grammar activities. These are available in the Modules, or if you’d prefer
not to send the Modules home, you can download them as PDFs from the Fresh Start pages of Oxford Owl
(www.oxfordowl.co.uk/for-school/read-write-inc-fresh-start). These activities are signposted in the Modules
with the ‘homework’ icon, as shown below.

H Building vocabulary
1. Tell the student the focus word.
2. Read the sentence from the Module containing the focus word.
3. Use TOL (Think out loud) to build a sentence orally using the focus word.
4. Ask the student to use the focus word to build and write their own sentence at home.
Remind them to use their phonic knowledge to help them spell words.

H Grammar practice
1. Read out the instructions in the Module for the Grammar practice activity.
2. Ask the student to complete the activity at home.
3. Mark the activity together the next day, correcting any misunderstandings.

H Writing task
1. Ask the student to turn to the writing task in their Module (p.10 or p.11).
2. For Modules 1 to 14: Point out the pictures showing the main events of the story. Explain that the student
is going to use the pictures to retell the story at home. Point out that the first three pictures each have a
sentence starter that the student can develop if they wish to. Alternatively, they can cross them out and
use their own words.
3. For Modules 15 to 33: Explain the purpose of the writing task, for example to write a letter, a recipe or
a report.
4. Draw the student’s attention to the words in the Word bank, but also encourage the use of more
adventurous vocabulary, even if they are unsure of the spelling. Tell the student to use their phonic
knowledge when working out how to spell words. Accept phonically plausible spellings where alternative
graphemes have not been taught yet. Note that if the student is likely to need more writing space, tell
them to use the page in their Module to plan their response, and to write their full work in an
exercise book.

Anthologies
The Read Write Inc. Fresh Start Anthologies contain a variety of non-fiction, poetry and fiction texts.
They provide further practice of the graphemes students are learning and are intended to motivate them
to read for pleasure outside of their Fresh Start lessons. See pp.12–13 for details of how the Anthologies
should be used alongside the Modules.

61
 Module 1

The Thing from the Black Planet

Follow the timetable on p.55. Use pp.29–46 to teach the Speed Sounds lessons. The Module
activities follow the same steps for every Module. These steps are outlined in the blueprint
teaching notes (see pp.56–61). In addition to the blueprint teaching notes, some activities
require Module-specific teaching notes, which are outlined below. Answers to some activities
are also provided.

First Read
1. Story introduction:

Chip and Brad are two astronauts who are happily mending their rocket, the Sun Ship, when
a hideous creature creeps up on them. Before they know it, the ‘Thing’ slings Chip across its
back and runs off into the distance. Despite trying to catch them at Black Rock, Brad can do
little to help his friend. When Brad sees the rocket lights flashing, he despairs. Will he get to
?
the rocket in time before the Thing blasts off with Chip?

2. Introductory question: Have you ever tried to help a friend in trouble?

3–6. Follow the remaining steps on p.58.

? Questions
A to Talk About
Note: This activity is only for small-group teaching.
1hr Fastest Finger
9
10

8
11 12 1

1hr
2

4
3 What does the Thing look like? (Section 1)
7 6 5

Read with Expression How does Chip feel when the Thing grabs him? (scared, worried)
Read his words aloud in Section 2, showing his feelings.
Have a Think Why does Brad look grim? (Sections 2 and 3)
Fastest Finger Where does Brad search? (Sections 6, 7 and 8)
Have a Think Why did Chip rub his leg? (Sections 2 and 11)
Read with Expression How does the Thing feel when it leaves the Sun Ship? (embarrassed,
annoyed) Read what it did in Section 11, with feeling.

62
 Module 1

Spelling – Green Words

The completed grid should look like this:

number of number of
‘best friends’ ‘best friends’
sounds sounds
help none 4 ship sh 3

best none 4 flash sh 4

left none 4 stomp none 5

hand none 4 crept none 5

thing th ng 3 much ch 3

black ck 4 rocket ck 5

catch tch 3 grip none 4

? Hold a Sentence
It was big and black with lots of lumps on its neck.

Proofread – spelling and punctuation

The correct text is: “Hang on!” said Brad. “The rockets are flashing! The Sun Ship must be
blasting off!”

? A Anthology – further reading

This Module links to the following texts on pp.2–9 of Anthology 1.
10
11 12 1
2
Penpal from the Black Planet
1hr 1hr
1. Ask the student to turn to p.2 in their Anthology.
9 3
8 4
7 6 5

2. Introduce them to the text ‘Penpal from the Black Planet’. Explain that this text is a
series of messages between Rick and his penpal Zog, from the Black Planet.
3. Read the first page, drawing the student into the text so they will be keen to read
the rest independently.
Planets ‘R’ Us Travel
1. Ask the student to turn to p.6 in their Anthology.
2. Introduce them to the text ‘Planets ‘R’ Us Travel’. Explain that this text is a holiday
brochure encouraging people to travel to the Black Planet.
3. Read the first page, drawing the student into the text so they will be keen to read
the rest independently.

63
 Module 2

A wolf cub
Follow the timetable on p.55. Use pp.29–46 to teach the Speed Sounds lessons. The Module
activities follow the same steps for every Module. These steps are outlined in the blueprint
teaching notes (see pp.56–61). In addition to the blueprint teaching notes, some activities
require Module-specific teaching notes, which are outlined below. Answers to some activities
are also provided.

First Read
1. Story introduction:

Fang is a young wolf cub who is excited to be leaving his den for the first time. He journeys
out on his own, experiencing different sights and smells as he trots around the rocky hills.
It is only when Fang sees an unexpected visitor in the mountains that his adventure becomes
?
a fight for survival.

2. Introductory question: Can you think of a time when you have been scared?
3–6. Follow the remaining steps on p.58.

? Questions
A to Talk About
Note: This activity is only for small-group teaching.
1hr Fastest Finger
9
10

8
11 12 1

1hr
2

4
3 Why do you think the wolf cubs can’t go out hunting with their mother?
(Section 1)
7 6 5

Have a Think What do you think the cub feels as he stands outside the den? (Section 2)
Have a Think Why do men want to kill wolves? (Section 5)
Read with Expression How does the wolf cub feel as he hides from the man? (terrified, anxious)
Read aloud Sections 6 and 7 with feeling.
Read with Expression How does the wolf cub feel when he gets back to the den? (relieved)
Read aloud Section 8 with feeling.

64
 Module 2

Spelling – Green Words

The completed grid should look like this:

number of number of
‘best friends’ ‘best friends’
sounds sounds
when wh 3 lunch ch 4

with th 3 best none 4

jump none 4 trust none 5

stand none 5 quick qu ck 3

next none 4 strong ng 5

think th nk 3 smell ll 4

? Hold a Sentence
The man cannot get into this gap.

Proofread – spelling and punctuation

The correct text is: The fluff on the back of my neck is standing on end. I wish I was back
in the den with the rest of the cubs.

? A Anthology – further reading

This Module links to the following texts on pp.10–16 of Anthology 1.
10
11 12 1
2
Challenge Prof. the Boff!
1hr 1hr
1. Ask the student to turn to p.10 in their Anthology.
9 3
8 4
7 6 5

2. Introduce them to the text ‘Challenge Prof. the Boff!’. Ask them who they think
‘Prof. the Boff’ might be.
3. Read the first page, drawing the student into the text so they will be keen to read the
rest independently.
Fang hunts with the pack
1. Ask the student to turn to p.13 in their Anthology.
2. Introduce them to the text ‘Fang hunts with the pack’. Ask them what sort of food they
think the pack might hunt for.
3. Read the first page, drawing the student into the text so they will be keen to read the
rest independently.

65
 Module 3

Big Malc
Follow the timetable on p.55. Use pp.29–46 to teach the Speed Sounds lessons. The Module
activities follow the same steps for every Module. These steps are outlined in the blueprint
teaching notes (see pp.56–61). In addition to the blueprint teaching notes, some activities
require Module-specific teaching notes, which are outlined below. Answers to some activities
are also provided.

First Read
1. Story introduction:

Big Malc is always trying to impress people, even if that means doing the wrong thing. In
this story, Big Malc fools a shop assistant into thinking he wants an Elvis DVD for his mum.
When the shop assistant’s back is turned, Big Malc shoplifts what he really wants – a DVD of
his favourite singer, Jon-Z. But when he brags about it to his best pal Snatch Smith, Big Malc
realises that he is the one who’s been fooled. What ridiculous plan will he think up next?
?

2. Introductory question: Have you ever tried to impress someone, even if it meant doing the
wrong thing?
3–6. Follow the remaining steps on p.58.

? Questions
A to Talk About
Note: This activity is only for small-group teaching.
1hr Have a Think
9
10

8
11 12 1

1hr
2

4
3 Why does Big Malc ask the man to get an Elvis DVD for his mum?
(Section 2)
7 6 5

Fastest Finger Why are the DVD boxes empty? (Section 4)

Fastest Finger What went wrong with Big Malc’s plans for the choccy eggs?
(Section 5 and 6)
Read with Expression What do you think Snatch feels about Big Malc? (that he’s not a very
good crook) Read aloud Section 6 with feeling.
Fastest Finger What does Big Malc think about while he is in prison? (Section 7)
Read with Expression What do you think Big Malc feels about himself? (ashamed,
embarrassed) Read aloud the second paragraph in Section 7,
‘He’s planning … Malc!’
Have a Think Why does the story finish with ‘I don’t think so’?

66
 Module 3

Spelling – Green Words

The completed grids should look like this:

number of number of
‘best friends’ ‘best friends’
sounds sounds
spring ng 5 stuff ff 4

black ck 4 melt none 4

flash sh 4 hundred none 7

theft th 4 quick qu ck 3

think th nk 3 rubbish bb sh 5

root + ending root ending

boxes box es
nicked nick ed
planning plan ing

?
Hold a Sentence
Malc put eggs on a shelf but they melted.

Proofread – spelling and punctuation

The correct text is: He’s a big fan of Jon-Z. So off he trots to nick a Jon-Z DVD .

? A Anthology – further reading

This Module links to the following texts on pp.17–24 of Anthology 1.
10
11 12 1
2
Hank Stock – strong man
1hr 1hr
1. Ask the student to turn to p.17 in their Anthology.
9 3
8 4
7 6 5

2. Introduce them to the text ‘Hank Stock – strong man’. Tell them that Hank Stock is
also a shoplifter – but a different sort to Big Malc!
3. Read the first page, drawing the student into the text so they will be keen to read the
rest independently.
Tests of strength
1. Ask the student to turn to p.21 in their Anthology.
2. Introduce them to the text ‘Tests of strength’. Ask them to talk about any strong men
or women they have seen perform on TV or in real life. (They don’t have to be famous
or a champion – they could be just someone they know.)
3. Read the first page, drawing the student into the text so they will be keen to read the
rest independently.

67
 Module 4

Hay into gold

Follow the timetable on p.55. Use pp.29–46 to teach the Speed Sounds lessons. The Module
activities follow the same steps for every Module. These steps are outlined in the blueprint
teaching notes (see pp.56–61). In addition to the blueprint teaching notes, some activities
require Module-specific teaching notes, which are outlined below. Answers to some activities
are also provided.

First Read
1. Story introduction:

Kay’s dad boasts to the king about his daughter’s special skills. He tells the king that Kay can
spin hay into gold, and the greedy king believes him. The king demands that Kay spins huge
amounts of hay into gold before the sun sets, and threatens to punish her dad if she does not.
?
An elf appears and promises to help Kay – but at what price?

2. Introductory question: Have you ever boasted about being able to do something?
3–6. Follow the remaining steps on p.58.

? Questions
A to Talk About
Note: This activity is only for small-group teaching.
1hr Fastest Finger
9
10

8
11 12 1

1hr
2

4
3 Kay’s father boasted to the king that his daughter had a special skill.
What was it? (Section 1)
7 6 5

Read with Expression How do you think Kay felt about her father’s boast? (angry, distraught,
terrified) Read Section 1 aloud, using an expressive voice for Kay to show
her emotions.
Fastest Finger What did the king threaten to do if Kay failed to spin the hay into gold?
(Section 2)
Have a Think Why do you think Kay agreed to pay him with a son, who had not even
been born? (Section 3)
Have a Think How did the king feel about having all that gold? (Section 4)
Have a Think Do you think the elf was right to claim the child? (Section 5)
Fastest Finger How does Kay trick the elf? (Section 7)
Read with Expression How do you think Kay felt when she played a trick on the elf?
(pleased, happy) Read aloud Section 8, using lots of expression
to show Kay’s feelings.

68
 Module 4

Spelling – Green Words

The completed grids should look like this:

number of number of
‘best friends’ ‘best friends’
sounds sounds
sing ng 3 grand none 5

went none 4 king ng 3

hand none 4 give ve 3

trick ck 4 test none 4

fill ll 3 stay ay 3

way ay 2 kitchen tch 5

root + ending root ending

hopped hop ed
playing play ing

? Hold a Sentence
Kay began to sob but then an elf hopped in.

Proofread – spelling and punctuation

The correct text is: “Yes!” said the king when he saw it. He led Kay into a grand hall filled
with hay. “When the sun sets, you must spin all this hay into gold,” he said.

? A Anthology – further reading

This Module links to the following texts on pp.25–34 of Anthology 1.
10
11 12 1
2
Six top tricks!
1hr 1hr
1. Ask the student to turn to p.25 in their Anthology.
9 3
8 4
7 6 5

2. Introduce them to the text ‘Six top tricks!’. Ask them to talk about a trick that they
have played on someone or have seen played on someone else.
3. Read the first page, drawing the student into the text so they will be keen to read the
rest independently.
Inca bling!
1. Ask the student to turn to p.30 in their Anthology.
2. Introduce them to the text ‘Inca bling!’. Ask them what they know, or can guess, about
the gold in the Inca kingdom. (There were many gold mines/the empire was rich/
the gold was used for jewellery and statues/there was a temple made out of gold/the
Spanish conquered the Incas because they wanted their gold.)
3. Read the first page, drawing the student into the text so they will be keen to read the
rest independently.

69
 Module 5

Keeping a cat
Follow the timetable on p.55. Use pp.29–46 to teach the Speed Sounds lessons. The Module
activities follow the same steps for every Module. These steps are outlined in the blueprint
teaching notes (see pp.56–61). In addition to the blueprint teaching notes, some activities
require Module-specific teaching notes, which are outlined below. Answers to some activities
are also provided.

First Read
1. Story introduction:

Today, we’re going to read a factual piece of writing about keeping a cat. Have you ever owned
a pet? Do you have a pet now? Before you own a pet, you need to think hard about whether it
is right for you and your family. You also need to know how to properly take care of it when it
?
lives with you. This text gives information on how to look after a pet cat.

2. Introductory question: If you could have any pet, what would it be? Why?
3–6. Follow the remaining steps on p.58.

? Questions
A to Talk About
Note: This activity is only for small-group teaching.
1hr Fastest Finger
9
10

8
11 12 1

1hr
2

4
3 What is the first thing you need to think about before buying a cat? (Section 1)
7 6 5

Fastest Finger What is one of the advantages (good things) about getting a moggy or a stray
cat? (Section 2)
Fastest Finger Where will the kitten sleep? How will you look after its fur? How will it have fun?
(Section 3)
Fastest Finger How will you make sure the new kitten is happy? (Section 4)
Fastest Finger Why is it important that you don’t give the kitten titbits (extra bits of food for
a treat)? (Section 5)
Fastest Finger When should you take a kitten to the vet? (Section 6)
Fastest Finger What should you do for your kitten if you go on holiday? (Section 6)

70
 Module 5

Spelling – Green Words

The completed grid should look like this:

number of number of
‘best friends’ ‘best friends’
sounds sounds
thing th ng 3 greedy ee 5

feel ee 3 sleep ee 4

keep ee 3 holiday ay 6

stray ay 4 delay ay 4

tee th ee th 3 address dd ss 5

? Hold a Sentence
You will need a cat bed, feeding dishes, a tray and play things.

Proofread – spelling and punctuation

The correct text is: A new kitten will sleep a lot. It may miss its mum. Tuck it into its bed.
Pat it a lot. Do not let it get cold. Play with it when you can then it will feel happy.

? A Anthology – further reading

This Module links to the following texts on pp.35–43 of Anthology 1.
10
11 12 1
2
The day of the dog
1hr 1hr
1. Ask the student to turn to p.35 in their Anthology.
9 3
8 4
7 6 5

2. Introduce them to the text ‘The day of the dog’. Tell them that there is a well-known
saying: ‘every dog has its day’. Explain that it means that everyone is happy or
successful at some time in their life. Ask the student to talk about what the text might
be describing.
3. Read the first page, drawing the student into the text so they will be keen to read
the rest independently.
Calling all dogs – the police need you!
1. Ask the student to turn to p.40 in their Anthology.
2. Introduce them to the text ‘Calling all dogs – the police need you!’. Ask them to
discuss how the police might use dogs to help them in their work.
3. Read the first page, drawing the student into the text so they will be keen to read
the rest independently.

71
 Module 6

Bill Bright’s fishing trip

Follow the timetable on p.55. Use pp.29–46 to teach the Speed Sounds lessons. The Module
activities follow the same steps for every Module. These steps are outlined in the blueprint
teaching notes (see pp.56–61). In addition to the blueprint teaching notes, some activities
require Module-specific teaching notes, which are outlined below. Answers to some activities
are also provided.

First Read
1. Story introduction:

Bill Bright lives on his own in a small flat on the Isle of Wight. He decides to take a trip to
High Springs in Florida, USA, to spend a holiday doing what he loves – fishing! Bill is happy
and excited. It is the first time he has ever been on an aeroplane. Bill enjoys the flight and
can’t wait to go fishing, but he has a big shock when he gets to his hotel.
?

2. Introductory question: Have you ever been really excited about going somewhere?
Where did you go?
3–6. Follow the remaining steps on p.58.

? Questions
A to Talk About
Note: This activity is only for small-group teaching.
1hr Have a Think
9
10

8
11 12 1

1hr
2

4
3 Why do you think Bill needs a new bag? (Section 1)
7 6 5

Read with Expression How does he feel when he sees his bag going past on a truck?
(proud, excited) Read aloud Section 2, speaking as Bill with feeling
and expression.
Have a Think Why did the men on the runway seem small? (Section 3)
Fastest Finger What did Bill see out of the window during the night? (Section 4)
Have a Think Why didn’t Bill check the address on his bag? (Section 5)
Read with Expression What do you think Bill feels when he opens the case in the hotel?
(surprised, shocked, embarrassed, foolish) Read aloud Section 6,
with feeling and expression to echo Bill’s feelings.

72
 Module 6

Spelling – Green Words

The completed grids should look like this:

number of number of
‘best friends’ ‘best friends’
sounds sounds
slight igh 4 fantastic none 9

green ee 4 holiday ay 6

flight igh 4 fright igh 4

lightning igh ng 6 address dd ss 5

root + ending root ending

gasping gasp ing

gasped gasp ed

slammed slam ed

? Hold a Sentence
He went to the shops and got a bright green bag.

Proofread – spelling and punctuation

The correct text is: Bill got to the jet on a bus. He watched all the bags going past on a truck.
“I can see my bright green bag!” he said to himself with a grin.

? A Anthology – further reading

This Module links to the following texts on pp.2–10 of Anthology 2.
10
11 12 1
2
High heels – or string vests?
1hr 1hr
1. Ask the student to turn to p.2 in their Anthology.
9 3
8 4
7 6 5

2. Introduce them to the text ‘High heels – or string vests?’. Explain that, in this text,
several passengers have had their bags mixed up and they will need to work out which
bag belongs to which passenger.
3. Read the first page, drawing the student into the text so they will be keen to read the
rest independently.
Fish with Bill and Fred
1. Ask the student to turn to p.7 in their Anthology.
2. Introduce them to the text ‘Fish with Bill and Fred’. Explain that this advice text is
written by two fishermen: Bill, who is an expert, and Fred, who is not!
3. Read the first page, drawing the student into the text so they will be keen to
read the rest independently.

73
 Module 7

The yellow light

Follow the timetable on p.55. Use pp.29–46 to teach the Speed Sounds lessons. The Module
activities follow the same steps for every Module. These steps are outlined in the blueprint
teaching notes (see pp.56–61). In addition to the blueprint teaching notes, some activities
require Module-specific teaching notes, which are outlined below. Answers to some activities
are also provided.

First Read
1. Story introduction:

The children in this story are on a school camping trip. Ella is ready to go home. Although
she’s sharing a tent with her best friend, Willow, she is not happy. She is sick of the trees, sick
of washing up, and especially sick of Jack Haddow being childish all the time. Most of all,
however, she is scared of sleeping in the tent. One night, she hears strange noises and sees
a yellow light glowing on the canvas of the tent. She hopes it is just Miss Owen checking on
?
them and decides to take a closer look.

2. Introductory question: Have you been away with your school? Were you homesick?
3–6. Follow the remaining steps on p.58.

? Questions
A to Talk About
Note: This activity is only for small-group teaching.
1hr Fastest Finger
9
10

8
11 12 1

1hr
2

4
3 Who was Ella sharing a tent with? (Section 1)
7 6 5

Have a Think Why was Ella tired of camping? (Section 2)

Read with Expression How do you think Ella felt when she thought she heard a ghost?
(scared, nervous, terrified) Read Section 3 aloud, showing
her feelings.
Read with Expression What did Ella see among the trees? Read the description in
Section 4 aloud, in a spooky voice.
Fastest Finger What did Ella see that makes her realise there wasn’t really a
ghost? (Section 5)
Read with Expression How did Ella feel when she knew who the ghost was? (relieved,
cross, amused, clever) Read aloud what she said to the ghost in
Section 5, showing her feelings.
Have a Think What do you think Ella really feels about Jack Haddow?
(Section 6)

74
 Module 7

Spelling – Green Words

The completed grids should look like this:

number of number of
‘best friends’ ‘best friends’
sounds sounds
kn ow kn ow 2 fl ow ow 3

sh ow sh ow 2 bell ow ll ow 4

narr ow rr ow 4 yell ow ll ow 4

shadow sh ow 4 foll ow ll ow 4

root + ending root ending

gripped grip ed

screeched screech ed

bellowed bellow ed

borrowed borrow ed

Hold a Sentence
? Ella was sick of Jack Haddow. He was a show off.

Proofread – spelling and punctuation

The correct text is: A shadow danced in the trees. Its long, flowing dress seemed to shed
ghostly rays and its elbows flapped in and out. The yellow light danced as well and seemed
to grow brighter.

? A Anthology – further reading

This Module links to the following texts on pp.11–17 of Anthology 2.
10
11 12 1
2
Know your fright limit!
1hr 1hr
1. Ask the student to turn to p.11 in their Anthology.
9 3
8 4
7 6 5

2. Introduce them to the text ‘Know your fright limit!’. Explain that the text is a quiz that
they can use to find out what their ‘fright limit’ is.
3. Read the introduction and explain how the ‘fright limit’ is rated by the ghost symbols.
Ask the student to do the quiz in their own time.
Camping? Forget it!
1. Ask the student to turn to p.14 in their Anthology.
2. Introduce them to the text ‘Camping? Forget it!’. Explain that you have had mixed
experiences when camping – some good, some bad, providing an example of each. Ask
them to discuss what they think (or know) they would enjoy about camping and what
they might hate.
3. Read the first page, drawing the student into the text so they will be keen to read the
rest independently.

75
 Module 8

Baboons on the loose

Follow the timetable on p.55. Use pp.29–46 to teach the Speed Sounds lessons. The Module
activities follow the same steps for every Module. These steps are outlined in the blueprint
teaching notes (see pp.56–61). In addition to the blueprint teaching notes, some activities
require Module-specific teaching notes, which are outlined below. Answers to some activities
are also provided.

First Read
1. Story introduction:

The children in this story are on a school trip at the zoo. Mr Moon has set them the task of
choosing an animal to write about. Ella and Willow quickly get bored, but their classmate Jay
Rooney is working so hard he needs extra paper! Needless to say, Jack Haddow does not do as
he is told, and in the end, gets the whole class sent home early. But what exactly did he do?
?

2. Introductory question: Have you ever been to the zoo? Which animals did you think were
the most amusing?
3–6. Follow the remaining steps on p.58.

? Questions
A to Talk About
Note: This activity is only for small-group teaching.
1hr Have a Think
9
10

8
11 12 1

1hr
2

4
3 What was Mr Moon’s joke about ‘living things’? (Section 1)
7 6 5

Fastest Finger What question did Mr Moon ask Ella? (Section 2)

Have a Think Why did Mr Moon say ‘Um … yes’ even when Jack gives a correct
answer? (Section 4)
Read with Expression How did Willow feel about the task Mr Moon gives them? (boring,
dull, difficult) Read aloud Section 7, speaking Willow’s words
with feeling.
Have a Think What was Jack curious about? (Section 9)
Read with Expression What does Mr Moon feel about Jack? (exasperated, disappointed,
frustrated) Read Section 11 aloud, speaking Mr Moon’s words
with feeling.

76
 Module 8

Spelling – Green Words

The completed grids should look like this:

number of number of
‘best friends’ ‘best friends’
sounds sounds
ch oo se ch oo se 3 classroom ss oo 7

loo se oo se 3 kangaroo ng oo 6

sch ool ch oo 4 window ow 5

fool oo 3 animal none 6

root + ending root ending

boomed boom ed

living live ing

sighed sigh ed

sitting sit ing

? Hold a Sentence
Willow put down one fact about the food.

Proofread – spelling and punctuation

The correct text is: Jack Haddow went to look at the baboons. One was grooming a baby and
one was scooping up handfuls of food from a tub. “What is that?” said Jack.

? A Anthology – further reading

This Module links to the following texts on pp.18–26 of Anthology 2.
10
11 12 1
2
Do you do zoos?
1hr 1hr
1. Ask the student to turn to p.18 in their Anthology.
9 3
8 4
7 6 5

2. Introduce them to the text ‘Do you do zoos?’. Ensure they understand this is about
two people (Jay and Jools) putting forward different views about zoos. Point out that
there are also two poems written from the viewpoint of two orang-utans, one living in
a zoo, the other in a tropical rainforest. Write the word ‘Orang-utan’. Ask the student
to say the sounds, then say the whole word. Use My turn Your turn (see p.134) to
repeat the word.
3. Read the introduction, drawing the student into the text so they will be keen to
read the rest independently.
Top bananas
1. Ask the student to turn to p.22 in their Anthology.
2. Introduce them to the text ‘Top bananas’. Ask them what they know about these
animals – they may have seen them in zoos or on wildlife programmes.
3. Read the introduction, drawing the student into the text so they will be keen to
read the rest independently.

77
 Module 9

Bart the champ

Follow the timetable on p.55. Use pp.29–46 to teach the Speed Sounds lessons. The Module
activities follow the same steps for every Module. These steps are outlined in the blueprint
teaching notes (see pp.56–61). In addition to the blueprint teaching notes, some activities
require Module-specific teaching notes, which are outlined below. Answers to some activities
are also provided.

First Read
1. Story introduction:

Bart thinks fast cars are wicked. When a big race is announced, he wants to take part more
than anything. But Bart doesn’t have a car and he can’t afford one. What he does have is an
old pram. Undiscouraged by this, Bart goes to a local scrapyard to get some parts to make his
pram into a racing car. But how will his creation hold up in the race? Will his arch-enemy Mad
?
Mark beat him to the finish line?

2. Introductory question: Have you ever entered a race or competition?

3–6. Follow the remaining steps on p.58.

? Questions
A to Talk About
Note: This activity is only for small-group teaching.
1hr Fastest Finger
9
10

8
11 12 1

1hr
2

4
3 What sort of car did Bart really want? (Section 1)
7 6 5

Fastest Finger What did he collect from the scrapyard to make his new car?
(Section 2)
Have a Think How do you think Bart felt when the man said, “That car will not get
you far!”? (Section 3)
Read with Expression How did Bart feel after seeing Mad Mark’s car? (competitive, determined,
ambitious) Read aloud Section 3, showing feeling in Bart’s words.
Fastest Finger What happened to two of the leading cars? (Sections 5 and 6)
Read with Expression How did the Queen feel about Bart? (proud, respectful, pleased) Read
aloud Sections 7 and 8, showing feeling in the Queen’s speech.

78
 Module 9

Spelling – Green Words

The completed grids should look like this:

number of number of
‘best friends’ ‘best friends’
sounds sounds
smart ar 4 garden ar 5

across ss 5 party ar 4

Mar ch ar ch 3 present none 7

track ck 4 splash sh 5

start ar 4 ch eek ch ee 3

root + ending root ending

showing show ing

passed pass ed

? Hold a Sentence
Bart went to a snack bar and had a hot dog at the track.

Proofread – spelling and punctuation

The correct text is: Bart went to the garden party. The Queen took his arm. “I got you a present,”
she said. “Let me show you.”

? A Anthology – further reading

This Module links to the following texts on pp.27–34 of Anthology 2.
10
11 12 1
2
Fast track facts!
1hr 1hr
1. Ask the student to turn to p.27 in their Anthology.
9 3
8 4
7 6 5

2. Introduce them to the text ‘Fast track facts!’. Ask them to talk about car racing
and why people enjoy it, e.g. the excitement, speed, danger, drama, champion
drivers, famous teams, cutting edge technology, etc.
3. Read the introduction, drawing the student into the text so they will be keen to
read the rest independently.
Speed, skids and mud!
1. Ask the student to turn to p.32 in their Anthology.
2. Introduce them to the text ‘Speed, skids and mud!’. Ask them to talk about what
sort of challenges rally drivers might face, e.g. different sorts of road, night
driving, extreme weather.
3. Read the first panel, drawing the student into the text so they will be keen to read
the rest independently.

79
 Module 10

Lorna
Follow the timetable on p.55. Use pp.29–46 to teach the Speed Sounds lessons. The Module
activities follow the same steps for every Module. These steps are outlined in the blueprint
teaching notes (see pp.56–61). In addition to the blueprint teaching notes, some activities
require Module-specific teaching notes, which are outlined below. Answers to some activities
are also provided.

First Read
1. Story introduction:

Do you know anyone who had to start a new school? Do you know anyone who has been
bullied? In this story, a girl called Lorna starts her new school and isn’t getting on very well.
Apart from Ella, Lorna doesn’t know anyone. To make matters worse, the school bullies, Kelly
and Zara, are making her life a misery. Until the school disco that is, when Josh Ford makes
Lorna’s day a little brighter.
?

2. Introductory question: How do you think you should respond to bullies? What should you say
to them?
3–6. Follow the remaining steps on p.58.

? Questions
A to Talk About
Note: This activity is only for small-group teaching.
1hr Read with Expression
9
10

8
11 12 1

1hr
2

4
3 How did Kelly treat Lorna? (She was bullying, mean, arrogant,
cruel, unkind.) Ask the student to read Section 2 aloud, using a
7 6 5

suitable voice to express Kelly’s attitude.

Fastest Finger What did Kelly do to Lorna in the second bullying incident?
(Section 3)
Fastest Finger What did Lorna think about going to the disco? (Section 4)
Read with Expression What do you think Josh felt about Kelly’s bullying? (disgusted,
disappointed, angry, cross) Ask the student to read Section 6
aloud, using an appropriate tone to show Josh’s feelings.
Have a Think How do you think Lorna felt about going to the disco with Josh?
(Section 6)

80
 Module 10

Spelling – Green Words

The completed grids should look like this:

number of number of
‘best friends’ ‘best friends’
sounds sounds
tore ore 2 sch ool ch oo 4

floor oor 3 aff ord ff or 4

sport or 4 forty or 4

story or 4 morning or ng 5

sh orts sh or 4 before ore 4

root + ending root ending

bored bore ed

grabbed grab ed

ignoring ignore ing

ignored ignore ed

? Hold a Sentence
I was just finishing a story for English when Kelly tore it up.

Proofread – spelling and punctuation

The correct text is: One night a disco was put on in the school hall. Ella said she’d meet me
in the hall, so I went. Kelly and Zara were standing next to the door.

? A Anthology – further reading

This Module links to the following texts on pp.35–43 of Anthology 2.
10
11 12 1
2
Stay cool in school!
1hr 1hr
1. Ask the student to turn to p.35 in their Anthology.
9 3
8 4
7 6 5

2. Introduce them to the text ‘Stay cool in school!’. Ask them what sort of attitudes
and actions make some students appear ‘cool’.
3. Read the introduction, drawing the student into the text so they will be keen to
read the rest independently.
Which school is for you?
1. Ask the student to turn to p.39 in their Anthology.
2. Introduce them to the text ‘Which school is for you?’. Ask them what they think
would be their ideal school.
3. Read the first page, drawing the student into the text so they will be keen to read
the rest independently.

81
 Module 11

A bad hair day

Follow the timetable on p.55. Use pp.29–46 to teach the Speed Sounds lessons. The Module
activities follow the same steps for every Module. These steps are outlined in the blueprint
teaching notes (see pp.56–61). In addition to the blueprint teaching notes, some activities
require Module-specific teaching notes, which are outlined below. Answers to some activities
are also provided.

First Read
1. Story introduction:

Today, we are going to read a story about a disaster with some hair dye. Fairways School
has just broken up for the summer holidays. Best friends Ella and Willow are pleased to
be out of school, and especially away from an annoying boy in their class, called Jack
Haddow. Willow, who has always fancied herself as a hairdresser, offers to give Ella a new
hairstyle. She invites Ella to her flat, and confidently begins to apply a bowl of maroon goo
to her hair. What happens when Ella’s new hair is revealed? Maybe the best friends could
?
put the maroon goo to better use.

2. Introductory question: Have you ever tried something new because you were bored?
3–6. Follow the remaining steps on p.58.

? Questions
A to Talk About
Note: This activity is only for small-group teaching.
1hr Have a Think
9
10

8
11 12 1

1hr
2

4
3 How did Ella and Willow feel about the start of the holiday?
(Section 1)
7 6 5

Have a Think How did Willow convince Ella that things would be OK? (Section 3)
Have a Think What mistake did Willow make? (Section 5)
Have a Think What did Willow think about Ella’s hair? (Section 6)
Read with Expression How did Ella feel about her hair? (appalled, shocked, upset, cross)
Read aloud her words in Section 6, showing her feelings.
Read with Expression What sort of person is Willow’s mother? (practical, sensible)
Read aloud her words in Section 6, showing her personality
and feelings.

82
 Module 11

Spelling – Green Words

The completed grids should look like this:

number of number of
‘best friends’ ‘best friends’
sounds sounds
ch air ch air 2 flair air 3

shampoo sh oo 5 bright igh 4

green ee 4 Will ow ll ow 4

remark ar 5 instruct none 8

root + ending root ending

boring bore ing

grabbing grab ing

? Hold a Sentence
Willow started to rub at a blob of goo that was stuck on the hairbrush.

Proofread – spelling and punctuation

The correct text is: “Sit on this chair,” instructed Willow. She started to mix up a bowl of
maroon goo. “Will you be putting that stuff on my hair?” gasped Ella.

? A Anthology – further reading

This Module links to the following texts on pp.2–9 of Anthology 3.
10
11 12 1
2
Lairy hair
1hr 1hr
1. Ask the student to turn to p.2 in their Anthology.
9 3
8 4
7 6 5

2. Introduce them to the text ‘Lairy hair’. Explain that this is a text full of fun
hair-based facts!
3. Read the first page, drawing the student into the text so they will be keen to read the
rest independently.
Mrs Fairborn’s baby
1. Ask the student to turn to p.6 in their Anthology.
2. Introduce them to the text ‘Mrs Fairborn’s baby’. Explain that this text is a fairy tale
based in a hair salon.
3. Read the first page, drawing the student into the text so they will be keen to read the
rest independently.

83
 Module 12

A good win for the red shirts

Follow the timetable on p.55. Use pp.29–46 to teach the Speed Sounds lessons. The Module
activities follow the same steps for every Module. These steps are outlined in the blueprint
teaching notes (see pp.56–61). In addition to the blueprint teaching notes, some activities
require Module-specific teaching notes, which are outlined below. Answers to some activities
are also provided.

First Read
1. Story introduction:

Jonny Bird is the Weekly Post’s top sports reporter. This week, he’s reporting on a match
between Manston United (Man U) and West Hampton at Hirst Park. West Hampton (in
maroon shirts) start off strong, until Man U (in red shirts) come back fighting when their
?
best player, Fred Irwin (who scored a hat-trick in their last match!) shows his flair.

2. Introductory question: Have you ever watched or played in a live sports match?
3–6. Follow the remaining steps on p.58.

? Questions
A to Talk About
Note: This activity is only for small-group teaching.
1hr Fastest Finger
9
10

8
11 12 1

1hr
2

4
3 What match was Jonny Bird reporting on? (Section 1)
7 6 5

Fastest Finger What was West Hampton’s first tactic? Why did this not work at first?
(Section 3)
Have a Think Why was Boon described as a whirlwind? (Section 3)
Have a Think Why did two girls run on to the pitch? (Section 5)
Fastest Finger Who scored the final goal and won the match? (Section 6)
Read with Expression What does the reporter want his readers to feel in Section 7? (excited,
uplifted, happy) Read aloud Section 7, showing these feelings.

84
 Module 12

Spelling – Green Words

The completed grids should look like this:

number of number of
‘best friends’ ‘best friends’
sounds sounds
th irty th ir 4 bir thday ir th ay 5

sight igh 3 dirty ir 4

th irteen th ir ee 5 match tch 3

sport or 4 th irsty th ir 5

girl ir 3 sh irt sh ir 3

root + ending root ending

resulted result ed
scoring score ing
stirred stir ed

? Hold a Sentence
Feelings ran high and the fans swirled flags in the air.

Proofread – spelling and punctuation

The correct text is: The third scoring ball of the match was shot in by Irwin. This was his second
winning shot. It resulted from a quick throw-in and then a good pass from the left.

? A Anthology – further reading

This Module links to the following texts on pp.10–17 of Anthology 3.
10
11 12 1
2
What sort of football fan are you?
1hr 1hr
1. Ask the student to turn to p.10 in their Anthology.
9 3
8 4
7 6 5

2. Introduce them to the text ‘What sort of football fan are you – fanatical, fair or a flop?’.
Explain that this is a fun quiz to find out how much they know about football. There
are six questions and they have to choose an answer from a, b or c. Then they tot up
their scores and find out what sort of fan they are on the final page.
3. Read the introduction and the first question aloud. Encourage the student to read the
rest of the text in their own time.
It’s football – but not as we know it!
1. Ask the student to turn to p.14 in their Anthology.
2. Introduce them to the text ‘It’s football – but not as we know it!’. Explain that this is a
text about how football used to be played. Ensure they understand that the text goes
on to look at some of the old football rules (in light brown panels on the next pages).
Point out that the pictures show what some of the old football matches might have
looked like!
3. Read the first page, drawing the student into the text so they will be keen to read
the rest independently.

85
 Module 13

A player to be proud of
Follow the timetable on p.55. Use pp.29–46 to teach the Speed Sounds lessons. The Module
activities follow the same steps for every Module. These steps are outlined in the blueprint
teaching notes (see pp.56–61). In addition to the blueprint teaching notes, some activities
require Module-specific teaching notes, which are outlined below. Answers to some activities
are also provided.

First Read
1. Story introduction:

Have you ever heard of David Beckham? David Beckham is a famous footballer. He was born to
an ordinary family in London and rose to super-stardom as England’s skipper. This is a short
biography of him. It provides information about the most important events of his life and his
?
familly, Victoria, Brooklyn, Romeo, Cruz, Harper.

2. Introductory question: Who is your favourite sportsman or sportswoman, and why?

3–6. Follow the remaining steps on p.58.

? Questions
A to Talk About
Note: This activity is only for small-group teaching.
1hr Fastest Finger
9
10

8
11 12 1

1hr
2

4
3 Where was David born? (Section 1)
7 6 5

Fastest Finger Which sections tell us that David had very early success?
(Sections 4 and 5)
Have a Think What were the highest points in his career? (Section 6)
Have a Think What were the lowest points in his career? (Section 7)
Fastest Finger Who is David married to and what are the names of his children?
(Sections 8, 10, 12)
Read with Expression What does the author of this biography feel about David Beckham?
(proud, impressed, in awe, envious, respectful) Read Section 13 aloud,
showing the feelings of the author.

86
 Module 13

Spelling – Green Words

The completed grids should look like this:

number of number of
‘best friends’ ‘best friends’
sounds sounds
proud ou 4 around ou 5

bench ch 4 charity ch 6

ground ou 5 penalty none 7

count ou 4 kitchen tch 5

sh out sh ou 3 amount ou 5

root + ending root ending

kicking kick ing
slouches slouch es

? Hold a Sentence
David slouches off and England must play with just ten men.

Proofread – spelling and punctuation

The correct text is: His mum Sandra is a hairdresser. His dad Ted is a kitchen fitter. David is a lad
who loves football. He is always kicking or bouncing a ball.

? A Anthology – further reading

This Module links to the following texts on pp.18–25 of Anthology 3.
10
11 12 1
2
Norman Knight, time-travelling superstar
1hr 1hr
1. Ask the student to turn to p.18 in their Anthology.
9 3
8 4
7 6 5

2. Introduce them to the text ‘Norman Knight, time-travelling superstar’. Explain that
this story is told by two sports commentators watching a football match. It is about
a time-travelling footballer who arrives to play in an FA Cup semi-final.
3. Read the introduction, drawing the student into the text so they will be keen to read
the rest independently.
Christmas 1914
1. Ask the student to turn to p.22 in their Anthology.
2. Introduce them to the text ‘Christmas 1914’. Explain that the text is based on actual
events during the First World War.
3. Read the first panel, drawing the student into the text so they will be keen to read
the rest independently.

87
 Module 14

Cook – and enjoy!

Follow the timetable on p.55. Use pp.29–46 to teach the Speed Sounds lessons. The Module
activities follow the same steps for every Module. These steps are outlined in the blueprint
teaching notes (see pp.56–61). In addition to the blueprint teaching notes, some activities
require Module-specific teaching notes, which are outlined below. Answers to some activities
are also provided.

First Read
1. Story introduction:

Do you enjoy cooking? What sort of things do you like to make? Have you ever made
pancakes? This is a recipe for yummy lemony pancakes. Read how to make the perfect
?
pancake, but remember – never cook without an adult to help you!

2. Introductory question: What is your favourite food?

3–6. Follow the remaining steps on p.58.

? Questions
A to Talk About
Note: This activity is only for small-group teaching.
1hr Fastest Finger
9
10

8
11 12 1

1hr
2

4
3 Which are the runny ingredients? (‘You will need’ section)
7 6 5

Fastest Finger Which are the dry ingredients? (‘You will need’ section)
Have a Think At which part or parts of the recipe would you need to help a young
child? (Sections 2, 6, 7, 8, 9)
Have a Think Pick out the verbs which tell you what to do; they are known as imperative
verbs and they give instructions. (try, mix, lift, scoop, whisk, add, tip, put,
swirl, cook, drop, flip, lay, stack, squeeze, sweeten, enjoy)
(All sections)
Read with Expression If you were the cook writing this recipe, how would you imagine saying
the final word ‘enjoy’? (with a smile, with enthusiasm, with warmth,
with good humour) Read Section 10 aloud, putting lots of feeling in the
final word.

88
 Module 14

Spelling – Green Words

The completed grids should look like this:

number of number of
‘best friends’ ‘best friends’
sounds sounds
point oi 4 scor ch or ch 4

spoil oi 4 firm ir 3

foil oi 3 smoo th oo th 4

fresh sh 4 enjoy oy 4

light igh 3 avoid oi 4

whisk wh 4 electric none 8

root + ending root ending

spoiled spoil ed
annoyed annoy ed
boiling boil ing

? Hold a Sentence
Put the pan on the ring and swirl the oil around as it gets hot.

Proofread – spelling and punctuation

The correct text is: To keep the pancakes hot as you cook more, lay a flat dish on top of a
pan of boiling water and stack the pancakes on the dish. Put a sheet of foil on top.

? A Anthology – further reading

This Module links to the following texts on pp.26–33 of Anthology 3.
10
11 12 1
2
Troy Tomato cooks up a storm
1hr 1hr
1. Ask the student to turn to p.26 in their Anthology.
9 3
8 4
7 6 5

2. Introduce them to the text ‘Troy Tomato cooks up a storm’. Explain that this is an
interview with a TV chef while he demonstrates his cooking ‘skills’. Point out that the
interviewer is called ‘Joy’ and the chef is ‘Troy’.
3. Read the introduction, drawing the student into the text so they will be keen to read
the rest independently.
Unwrap – and enjoy!
1. Ask the student to turn to p.30 in their Anthology.
2. Introduce them to the text ‘Unwrap – and enjoy!’. Explain that this text tells the history
of chocolate, how chocolates and chocolate bars are made and interesting facts about
chocolate.
3. Read the first page, drawing the student into the text so they will be keen to read the
rest independently.

89
 Module 15

Late
Follow the timetable on p.55. Use pp.29–46 to teach the Speed Sounds lessons. The Module
activities follow the same steps for every Module. These steps are outlined in the blueprint
teaching notes (see pp.56–61). In addition to the blueprint teaching notes, some activities
require Module-specific teaching notes, which are outlined below. Answers to some activities
are also provided.

First Read
1. Story introduction:

Have you ever been late for something important? The boy in this story-poem is late for
school. He explains to his teacher, Miss Tate, why he is so late but uses excuses instead of
telling the truth. After telling Miss Tate a string of crazy stories involving snakes, cakes, balls,
?
walls, the moon and balloons, he finally admits what really happened that morning.

2. Introductory question: Have you ever made up an excuse for being late?
3–6. Follow the remaining steps on p.58.

? Questions
A to Talk About
Note: This activity is only for small-group teaching.
1hr Fastest Finger
9
10

8
11 12 1

1hr
2

4
3 List the main excuses, briefly (e.g. had to look for mate’s snake, had to
go to the shop, kicked a ball that smashed a window, trip to the moon,
7 6 5

octopus thief, played with cat, dog ate lunch, food fight).
Have a Think Which do you think is the most unbelievable excuse and why?
Read with Expression How do you think the boy feels about being late? (sorry, apologetic,
worried, lighthearted) Read Section 1 with expression, showing the
boy’s feelings.
Have a Think How do you think Miss Tate might have felt when she listened to these
excuses? (exasperated, cross, annoyed, amused) What might she have
said at the end?
Read with Expression How do you think his mate’s mum felt when she found the boys in a food
fight? (furious, annoyed, shocked, angry) Read the last paragraph in
Section 7, showing her feelings.

90
 Module 15

Spelling – Green Words

The completed grids should look like this:

number of number of
‘best friends’ ‘best friends’
sounds sounds
snake a-e 4 make a-e 3

late a-e 3 hate a-e 3

rage a-e 3 marmalade ar a-e 7

more ore 2 fate a-e 3

made a-e 3 chocolate ch a-e 7

root + ending root ending

baked bake ed
hated hate ed
escaped escape ed

? Hold a Sentence
My mate has a snake that got in a rage and bit him.

Proofread – spelling and punctuation

The correct text is: Then I chucked a tomato in my mate’s face, so he bashed me with his
pencil case. Then we grabbed lots of food and had a good fight.

? A Anthology – further reading

This Module links to the following texts on pp.34–43 of Anthology 3.
10
11 12 1
2
Room rage!
1hr 1hr
1. Ask the student to turn to p.34 in their Anthology.
9 3
8 4
7 6 5

2. Introduce them to the text ‘Room rage!’. Ensure they understand the concept of
‘room rage’, i.e. when an adult gets worked up about the state of your bedroom.
3. Read the introduction, drawing the student into the text so they will be keen to read
the rest independently.
Get your skates on!
1. Ask the student to turn to p.39 in their Anthology.
2. Introduce them to the text ‘Get your skates on!’. Explain that ‘Get your skates on’ can
mean ‘hurry up’.
3. Read the first page with the student. Suggest that they read aloud Jake’s words, while
you read aloud Mum and Miss Tate’s words. Be sure to draw the student into the text
so they will be keen to read the rest independently.

91
 Module 16

The weaving contest

Follow the timetable on p.55. Use pp.29–46 to teach the Speed Sounds lessons. The Module
activities follow the same steps for every Module. These steps are outlined in the blueprint
teaching notes (see pp.56–61). In addition to the blueprint teaching notes, some activities
require Module-specific teaching notes, which are outlined below. Answers to some activities
are also provided.

First Read
1. Story introduction:

This story is set in Ancient Greece. The two main characters are called Athene
(pronounced ath-ee-nee) and Arachne (pronounced a-rack-nee). Athene is a Greek goddess
who is famous for weaving beautiful, exquisite tapestries. But one day she receives a
shock. She hears that a human called Arachne is ‘stealing her thunder’, boasting that she
can weave the most beautiful tapestries in the world. The goddess Athene is so angry that
she challenges Arachne to a weaving contest. However, she is shocked when she sees that
Arachne’s tapestries really are more beautiful than hers. Her jealousy leads her to wreak
?
the most horrible revenge upon Arachne.

2. Introductory question: When have you felt jealous of someone else?

3–6. Follow the remaining steps on p.58.

? Questions
A to Talk About
Note: This activity is only for small-group teaching.
1hr Fastest Finger
9
10

8
11 12 1

1hr
2

4
3 Why is the goddess Athene shocked? (Section 1)
7 6 5

Have a Think How do we know that Athene is competitive? (Section 3)

Fastest Finger Describe Arachne’s tapestry. (Sections 6 and 7)
Read with Expression How does Athene feel when she sees Arachne’s tapestry?
(Disbelief, then admiration, then anger.) Read her words in
Section 7, showing her feelings.
Have a Think How do you think Arachne feels when the spell is cast?
(If necessary, draw out the fact she has been turned into a spider.)
(Section 8)

92
 Module 16

Spelling – Green Words

The completed grids should look like this:

number of number of
‘best friends’ ‘best friends’
sounds sounds
name a-e 3 tea ch ea ch 3

take a-e 3 scream ea 5

girl ir 3 ch eat ch ea 3

kn ow kn ow 2 beautiful ea 8

face a-e 3 real ea 3

dream ea 4 fantastic none 9

root + ending root ending

creaked creak ed

screamed scream ed

seated seat ed

? Hold a Sentence
I will pick you up and hang you from the beam.

Proofread – spelling and punctuation

The correct text is: Our arms move back and forth across the bright cloth. The looms
are creaking. As we weave, no one speaks. I know my tapestry will be the best.

? A Anthology – further reading

This Module links to the following texts on pp.2–9 of Anthology 4.
10
11 12 1
2
Peacocks or peanuts – Dr Dean looks at strange phobias
1hr 1hr
1. Ask the student to turn to p.2 in their Anthology.
9 3
8 4
7 6 5

2. Introduce them to the text ‘Peacocks or peanuts – Dr Dean looks at strange phobias’.
Explain that this is a text about people’s phobias.
3. Read the first page, drawing the student into the text so they will be keen to read the
rest independently.
Monsters of land, air and sea
1. Ask the student to turn to p.6 in their Anthology.
2. Introduce them to the text ‘Monsters of land, air and sea’. Explain that this is a text
about mythical Greek creatures. You may need to explain how to say the names of the
characters: Sirens (sigh-rens), Cyclops (sigh-clops), Zeus (z-you-s), Odysseus (o-dee-
see-us), Scylla (silla), Minotaur (mine-o-tor), Satyrs (sat-ers), Gorgons (gor-gons),
Sphinx (s-f-inx)
3. Read the first page, drawing the student into the text so they will be keen to read the
rest independently.
93
 Module 17

Amy Oliver’s quick goldfish pie

Follow the timetable on p.55. Use pp.29–46 to teach the Speed Sounds lessons. The Module
activities follow the same steps for every Module. These steps are outlined in the blueprint
teaching notes (see pp.56–61). In addition to the blueprint teaching notes, some activities
require Module-specific teaching notes, which are outlined below. Answers to some activities
are also provided.

First Read
1. Story introduction:

Today, we are going to read a recipe. You may have heard of the TV chef Jamie Oliver, but have
you heard of Amy Oliver? They’re not related, but Amy also writes fantastic, if a little strange,
recipes. You might be a little surprised by her style! Can you spot what might be different in
?
Amy’s recipe compared to a usual one?

2. Introductory question: What did you make the last time you followed a recipe?
3–6. Follow the remaining steps on p.58.

? Questions
A to Talk About
Note: This activity is only for small-group teaching.
1hr Fastest Finger
9
10

8
11 12 1

1hr
2

4
3 What are the two subheadings in this recipe? (Sections 1 and 3)
7 6 5

Fastest Finger Pick out the imperative verbs (instruction words) in Section 6
(bake, allow, divide, garnish, add, open, take).
Have a Think In what ways does this recipe seem normal? (Examples could be selected
from all sections, e.g. the numbering, the tips and advice.)
Have a Think Which is your favourite part of this recipe, and why?
Read with Expression Most recipes are serious in tone. Read out one section of this
recipe in a suitable tone.

94
 Module 17

Spelling – Green Words

The completed grids should look like this:

number of number of
‘best friends’ ‘best friends’
sounds sounds
good oo 3 time i-e 3

lea ve ea ve 3 smile i-e 4

taste a-e 4 quite qu i-e 3

bake a-e 3 meanwhile ea wh i-e 6

first ir 4 divide i-e 5

nice i-e 3 decorate or a-e 6

while wh i-e 3 advice i-e 5

root + ending root ending

slicing slice ing
wiping wipe ing
biting bite ing

? Hold a Sentence
First, catch your potato, dice it and freeze it.

Proofread – spelling and punctuation

The correct text is: With a sharp knife, slice the boiled ice cream into neat slices and line the pie
dish with them. (Ask an adult to help you with this bit.)

? A Anthology – further reading

This Module links to the following texts on pp.10–17 of Anthology 4.
10
11 12 1
2
Down the hatch!
1hr 1hr
1. Ask the student to turn to p.10 in their Anthology.
9 3
8 4
7 6 5

2. Introduce them to the text ‘Down the hatch!’. Explain that this is a text about horrible
foods.
3. Read the first page, drawing the student into the text so they will be keen to read the
rest independently.
Wild Mike’s guide to staying alive!
1. Ask the student to turn to p.14 in their Anthology.
2. Introduce them to the text ‘Wild Mike’s guide to staying alive!’. Explain that this is a
text about dangerous animals.
3. Read the first page, drawing the student into the text so they will be keen to read the
rest independently.

95
 Module 18

Beep!
Follow the timetable on p.55. Use pp.29–46 to teach the Speed Sounds lessons. The Module
activities follow the same steps for every Module. These steps are outlined in the blueprint
teaching notes (see pp.56–61). In addition to the blueprint teaching notes, some activities
require Module-specific teaching notes, which are outlined below. Answers to some activities
are also provided.

First Read
1. Story introduction:

Have you ever heard the phrase ‘Be careful what you wish for’? In this story, Jack Cope is
jealous of his friend Gopal’s mobile phone. He starts off thinking Gopal is a bit silly for having
one, but soon wants one himself. After coming to an agreement with his grandad (which
involves cleaning his van for six weeks!), Jack gets his wish. However, he soon find out that
?
having a mobile phone is not all it’s cracked up to be.

2. Introductory question: What is the last thing you begged your parents for? Were you successful?
3–6. Follow the remaining steps on p.58.

? Questions
A to Talk About
Note: This activity is only for small-group teaching.
1hr Have a Think
9
10

8
11 12 1

1hr
2

4
3 What did Jack think about mobile phones and their users at the start of
the story? (Section 1)
7 6 5

Fastest Finger Who did Gopal text and why? (Section 2)

Have a Think Why did Jack’s mum say he couldn’t have a phone? (Sections 5 and 6)
Fastest Finger How did Jack buy his new phone? (Section 7)
Read with Expression How did Mum feel about the phone once Jack had one? (she liked it, was
enthusiastic, wanted to make use of it) Read aloud Section 9, saying
Mum’s words with suitable feeling.
Read with Expression Was Jack pleased with his new phone? (He was fed up/annoyed with
his mum calling him, asking him to do things. He was more interested
in Gopal’s new tablet.) Read Section 10 aloud, showing Jack’s feelings
towards the phone and Gopal’s new tablet.

96
 Module 18

Spelling – Green Words

The completed grids should look like this:

number of number of
‘best friends’ ‘best friends’
sounds sounds
mine i-e 3 spoke o-e 4

late a-e 3 cajole o-e 5

like i-e 3 ringtone ng o-e 6

phone ph o-e 3 forgotten or tt 7

home o-e 3 alone o-e 4

root + ending root ending

joking joke ing
hoping hope ing
closing close ing

? Hold a Sentence
Jack picked up his bike and rode home alone.

Proofread – spelling and punctuation

The correct text is: Mum almost choked on her tea. “You must be joking! Do you know what
those things cost? Mobile phones are always getting stolen!”

? A Anthology – further reading

This Module links to the following texts on pp.18–27 of Anthology 4.
10
11 12 1
2
The phone zone
1hr 1hr
1. Ask the student to turn to p.18 in their Anthology.
9 3
8 4
7 6 5

2. Introduce them to the text ‘The phone zone’. Ask them to talk about what they like
or dislike about mobile phones, and why.
3. Read the introduction, drawing the student into the text so they will be keen to read
the rest independently.
Home-grown sound effect zone!
1. Ask the student to turn to p.24 in their Anthology.
2. Introduce them to the text ‘Home-grown sound effect zone!’. Explain that this text
looks at how to make your own sound effects for a school play or radio programme.
3. Read the first page, drawing the student into the text so they will be keen to read the
rest independently.

97
 Module 19

Spellbound
Follow the timetable on p.55. Use pp.29–46 to teach the Speed Sounds lessons. The Module
activities follow the same steps for every Module. These steps are outlined in the blueprint
teaching notes (see pp.56–61). In addition to the blueprint teaching notes, some activities
require Module-specific teaching notes, which are outlined below. Answers to some activities
are also provided.

First Read
1. Story introduction:

Princess Janet is bored. Her dad, the king, is often away hunting, shooting and fishing,
meaning Janet is left alone in the castle to amuse herself. One day Janet leaves the castle and
heads to the forest to pick bluebells. There she meets Tam Lin, an Elfin Knight who is under
the spell of the queen of witches. On Halloween, Janet finds out that Tam Lin is not all he
seems. But she does leave the forest with more than just bluebells.
?

2. Introductory question: Have you ever been trick or treating on Halloween? What did you dress
up as?
3–6. Follow the remaining steps on p.58.

? Questions
A to Talk About
Note: This activity is only for small-group teaching.
1hr Have a Think
9
10

8
11 12 1

1hr
2

4
3 Why did Janet think that the ‘dude’ was confused? (Sections 2 and 3)
7 6 5

Read with Expression How does Janet feel about the ‘dude’s’ first words? (She is cross/furious
with him because he seems rude and has no right to tell her what to do.)
Read Janet’s words aloud with expression, showing her feelings towards
the ‘dude’. (Section 3)
Fastest Finger What was the Elfin Knight’s story? (Section 5)
Read with Expression How did Janet feel as she watched the queen of the witches and the
goblins pass by? (thrilled, excited, impressed, amused) Read aloud
Section 7, showing her feelings.
Fastest Finger What happened when Janet dragged Tam Lin from his horse?
(Sections 8 and 9)
Have a Think Was it a happy-ever-after ending? (Section 9)

98
 Module 19

Spelling – Green Words

The completed grids should look like this:

number of number of
‘best friends’ ‘best friends’
sounds sounds
kn ow kn ow 2 rule u-e 3

name a-e 3 blue ue 3

true ue 3 huge u-e 3

brick ck 4 confuse u-e 6

hide i-e 3 refuse u-e 5

tune u-e 3 amuse u-e 4

root + ending root ending

confusing confuse ing
refusing refuse ing
amusing amuse ing
consumed consume ed

? Hold a Sentence
First came the queen of the witches, sitting on a huge black horse.

Proofread – spelling and punctuation

The correct text is: So, on Halloween, I got out of bed just before midnight and went to hide.
Before long there was a huge noise. Horses’ hooves, bells going like the clappers – the lot!

? A Anthology – further reading

This Module links to the following texts on pp.28–35 of Anthology 4.
10
11 12 1
2
Duke weds royal bride in wedding of the season!
1hr 1hr
1. Ask the student to turn to p.28 in their Anthology.
9 3
8 4
7 6 5

2. Introduce them to the text ‘Duke weds royal bride in wedding of the season!’ Explain
that it is a magazine article about a royal wedding.
3. Read the first page, drawing the student into the text so they will be keen to read the
rest independently.
Happy ever after?
1. Ask the student to turn to p.32 in their Anthology.
2. Introduce them to the text ‘Happy ever after?’. Explain that it is a quiz about whether
they will find their own fairy-tale ending. Read the introduction and the first question.
Ask the student which of the three options describes what they would do – a, b or c.
Tell them to note down the option they choose.
3. Encourage the student to do the rest of the quiz in their own time, totting up their
scores at the end.

99
 Module 20

The Outlaws
Follow the timetable on p.55. Use pp.29–46 to teach the Speed Sounds lessons. The Module
activities follow the same steps for every Module. These steps are outlined in the blueprint
teaching notes (see pp.56–61). In addition to the blueprint teaching notes, some activities
require Module-specific teaching notes, which are outlined below. Answers to some activities
are also provided.

First Read
1. Story introduction:

The only problem with setting up a band with your mates is you have to put up with the
instruments they play. The Grimshaw lads are in a band called the Outlaws. Sam plays
the drums, Shaun plays the bass and Paul plays the bagpipes – badly! It’s only when
they perform at the Hawthorn Club that Sam and Shaun realise it isn’t just them who
?
can’t stand Paul’s caterwauling. Luckily, star vocalist Laura Lipgloss is in the audience.

2. Introductory question: Do you play a musical instrument? Would you like to be in a band?
3–6. Follow the remaining steps on p.58.

? Questions
A to Talk About
Note: This activity is only for small-group teaching.
1hr Have a Think
9
10

8
11 12 1

1hr
2

4
3 What was the main problem with the band? (Section 2)
7 6 5

Have a Think What did the audience think about the band at the start of the concert?
(Section 3)
Fastest Finger What was Sam’s solution to the problem? (Section 5)
Read with Expression How did Paul feel after he discovered the trick? (furious, humiliated,
angry, determined to quit) How did Saul feel about the outcome?
(pleased, amused, positive) Read aloud Section 6, showing the feelings of
both Paul and Saul.
Have a Think What did the audience think about the band after Laura Lipgloss had
joined? (Section 6)

100
 Module 20

Spelling – Green Words

The completed grids should look like this:

number of number of
‘best friends’ ‘best friends’
sounds sounds
sing ng 3 dawn aw 3

awful aw 4 sprawl aw 5

yawn aw 3 taunt au 4

crawl aw 4 applau se pp au se 5

Lipgloss ss 7 audience au ce 6

root + ending root ending

sprawled sprawl ed
yawned yawn ed
taunted taunt ed

Hold a Sentence
?
A burst of applause greeted The Outlaws as they took to the stage.

Proofread – spelling and punctuation

The correct text is: “You filled the bagpipes with coke!” groaned Paul as he crawled off the
stage. “Right, that’s it! I’ve had it with the Outlaws.”

? A Anthology – further reading

This Module links to the following texts on pp.36–43 of Anthology 4.
10
11 12 1
2
Awesome!
1hr 1hr
1. Ask the student to turn to p.36 in their Anthology.
9 3
8 4
7 6 5

2. Introduce them to the text ‘Awesome!’ Explain that it is about being in a band. Ask them
to talk about their favourite (or their own) band, briefly.
3. Read the introduction, drawing the student into the text so they will be keen to read the
rest independently.
The Fab Factor
1. Ask the student to turn to p.39 in their Anthology.
2. Introduce them to the text ‘The Fab Factor’. Explain that this text is about a talent
show and is written as a playscript. Point out the characters’ names and stage
directions.
3. Read the first page, drawing the student into the text so they will be keen to read
the rest independently.

101
 Module 21

Romeo and Juliet

Follow the timetable on p.55. Use pp.29–46 to teach the Speed Sounds lessons. The Module
activities follow the same steps for every Module. These steps are outlined in the blueprint
teaching notes (see pp.56–61). In addition to the blueprint teaching notes, some activities
require Module-specific teaching notes, which are outlined below. Answers to some activities
are also provided.

First Read
1. Story introduction:

This text is a summary of a play written by William Shakespeare. The play was written over
four hundred years ago, and takes place in a city in Italy called Verona. The city is ruled by
two feuding families – the Montagues (mont-ag-yoos) and the Capulets (cap-you-lets).
The families have hated each other for many years and things are about to get more
difficult. When Romeo (a Montague) and Juliet (a Capulet) accidently meet at a ball, they
?
fall in love instantly. But this is just the beginning …

2. Introductory question: What do you know about William Shakespeare?

3–6. Follow the remaining steps on p.58.

? Questions
A to Talk About
Note: This activity is only for small-group teaching.
1hr Fastest Finger
9
10

8
11 12 1

1hr
2

4
3 What was Romeo and Juliet’s first problem?
(Sections 1, 2, 3, 4)
7 6 5

Have a Think What events made the problem even worse?

(Sections 6 and 8)
Fastest Finger What solution did the monk have to solve their
problem? (Section 9)
Fastest Finger Why did this solution fail to work?
(Sections 10, 11, 12, 13, 14)
Read with Expression This story is a tragedy, which means it has an
unhappy ending. How do you think the families felt
about the outcome? (sad, distraught, heartbroken)
Read aloud Sections 13 and 14 in a suitable voice,
showing the tragedy of the events.

102
 Module 21

Spelling – Green Words

The completed grids should look like this:

number of number of
‘best friends’ ‘best friends’
sounds sounds
fair air 2 compare are 5

sh are sh are 2 beware are 4

care are 2 farewell are ll 5

spare are 3 unaware are 5

root + ending root ending

glaring glare ing

glared glare ed

preparing prepare ing

sharing share ing

Hold a Sentence
?
In the soft light of the flare, he saw a girl who was as fair as the sun.

Proofread – spelling and punctuation

The correct text is: Romeo arrived at the tomb at midnight, but Paris was there, too. Paris tried
to stop Romeo from opening the tomb, so Romeo killed him.

? A Anthology – further reading

This Module links to the following texts on pp.2–10 of Anthology 5.
10
11 12 1
2
A fanfare for Monio and Oojilet
1hr 1hr
1. Ask the student to turn to p.2 in their Anthology.
9 3
8 4
7 6 5

2. Introduce them to the text ‘A fanfare for Monio and Oojilet’. Explain that this is a
fun retelling of the Romeo and Juliet story in the modern day.
3. Read the first page, drawing the student into the text so they will be keen to read
the rest independently.

Once upon a love match

1. Ask the student to turn to p.7 in their Anthology.
2. Introduce them to the text ‘Once upon a love match’. Explain that this text is taken
from a dating website for fairy-tale characters.
3. Read the first page, drawing the student into the text so they will be keen to read the
rest independently.

103
 Module 22

Sunburst Teen Magazine

Follow the timetable on p.55. Use pp.29–46 to teach the Speed Sounds lessons. The Module
activities follow the same steps for every Module. These steps are outlined in the blueprint
teaching notes (see pp.56–61). In addition to the blueprint teaching notes, some activities
require Module-specific teaching notes, which are outlined below. Answers to some activities
are also provided.

First Read
1. Story introduction:

Do you know what a ‘problem page’ is? It’s a page in a magazine which has letters written
by people who want advice. Some people find it difficult to talk to other people about their
problems – they may feel embarrassed or think people will treat them differently once they
have told them, so they write to a problem page asking for help. Arthur, an expert at the
magazine, tries to help find a solution to the problems and answers the letters. This text is
?
an example of a problem page.

2. Introductory question: Would you ever write in to a problem page? Why or why not?
3–6. Follow the remaining steps on p.58.

? Questions
A to Talk About
Note: This activity is only for small-group teaching.
1hr Fastest Finger
9
10

8
11 12 1

1hr
2

4
3 What do the bullies do to KG? (Section 1)
7 6 5

Read with Expression How do you think IP feels? (lonely, sad, unhappy, hurt) Read aloud
Section 3, with feeling.
Have a Think What would you advise IP to do? (Section 3)
Read with Expression What sort of attitude does Arthur have? (firm, decisive,
encouraging, positive, strong) Read aloud Section 4, with feeling.
Have a Think What would you advise JMcT to do? (Section 4)

104
 Module 22

Spelling – Green Words

The completed grids should look like this:

number of number of
‘best friends’ ‘best friends’
sounds sounds

purple ur le 4 ch urn ch ur 3

blurt ur 4 fur th er ur th er 4

burst ur 4 tea ch er ea ch er 4

curly ur 4 remember er 7

turn ur 3 advice i-e 5

root + ending root ending

pleased please ed
blurted blurt ed

Hold a Sentence
?
They tease me about my curly hair and lurk outside the shops waiting for me.

Proofread – spelling and punctuation

The correct text is: There was a five-pound note in it. She just blurted it out to me one day, but I
wish she hadn’t told me. Do I tell the teacher or do I stay loyal to the girl?

? A Anthology – further reading

This Module links to the following texts on pp.11–19 of Anthology 5.
10
11 12 1
2
Ask Shirley ...
1hr 1hr
1. Ask the student to turn to p.11 in their Anthology.
9 3
8 4
7 6 5

2. Introduce them to the text ‘Ask Shirley …’. Explain that it is another problem page in
a magazine.
3. Read the introduction to the student and the first letter, from Irma. Ask them
how they think Shirley should respond. Encourage the student to read the rest of
the text independently.
Many happy returns Sunburst!
1. Ask the student to turn to p.15 in their Anthology.
2. Introduce them to the text ‘Many happy returns Sunburst!’. Explain that this text is
a birthday special of the Sunburst teen magazine.
3. Read the first page, drawing the student into the text so they will be keen to read
the rest independently.

105
 Module 23

How does it feel to be an astronaut?

Follow the timetable on p.55. Use pp.29–46 to teach the Speed Sounds lessons. The Module
activities follow the same steps for every Module. These steps are outlined in the blueprint
teaching notes (see pp.56–61). In addition to the blueprint teaching notes, some activities
require Module-specific teaching notes, which are outlined below. Answers to some activities
are also provided.

First Read
1. Story introduction:

Have you ever heard of Major Tim Peake? Tim Peake is a British astronaut who spent six
months on the International Space Station. While he was in space, he did experiments on
the environment and tested out new technologies for future missions. So what is it like to
be an astronaut? How must it feel when the hatch is closed and the engines ignite, ready to
take you thousands of miles into space? This text is an interview with a fictional astronaut
?
who answers some of these questions.

2. Introductory question: Would you like to go into space? Why or why not?
3–6. Follow the remaining steps on p.58.

? Questions
A to Talk About
Note: This activity is only for small-group teaching.
1hr Have a Think
9
10

8
11 12 1

1hr
2

4
3 What does it mean when it says ‘prepare yourself mentally for the
flight’? (Section 1)
7 6 5

Have a Think Why does the rocket go faster as the fuel is used up? (Section 3)
Fastest Finger In what way do astronauts look like clowns? (Section 4)
Fastest Finger Why do astronauts like salt and pepper on their food? (Section 7)
Have a Think Why are drinks taken from a squeeze bottle? (Section 7)
Fastest Finger What do astronauts enjoy most? (Section 8)
Fastest Finger Why is it rare for an astronaut to be ill in space? (Section 9)

106
 Module 23

Spelling – Green Words

The completed grids should look like this:

number of number of
‘best friends’ ‘best friends’
sounds sounds
squ ee ze qu ee ze 4 liquid qu 5

crowd ow 4 brea the ea the 4

surr ound rr ou 6 ground ou 5

medical none 7 message ss a-e 5

becau se au se 5 terrific rr 7

root + ending root ending

bumpier bumpy er
easier easy er

Hold a Sentence
? The checks were complete so the rocket could be launched.

Proofread – spelling and punctuation

The correct text is: How do astronauts spend their spare time? Some read, or watch films, or write
messages home on their laptops. Most astronauts also enjoy watching earth from the windows.

? A Anthology – further reading

This Module links to the following texts on pp.20–26 of Anthology 5.
10
11 12 1
2
A spell in space
1hr 1hr
1. Ask the student to turn to p.20 in their Anthology.
9 3
8 4
7 6 5

2. Introduce them to the text ‘A spell in space’. Explain that it is a poem about an
astronaut in space. Ask the student to talk about two of the different meanings of
the word ‘spell’. (It can mean something magical, or it can mean a short time.) Tell
the student that this poem uses this word in both ways.
3. Read the first panel, drawing the student into the text so they will be keen to read
the rest independently.
They came from outer space!
1. Ask the student to turn to p.23 in their Anthology.
2. Introduce them to the text ‘They came from outer space!’. Explain that this text is
all about whether or not life exists on other planets and includes accounts from
people seeing unidentified flying objects.
3. Read the first panel, drawing the student into the text so they will be keen to read
the rest independently.

107
 Module 24

Game raider
Follow the timetable on p.55. Use pp.29–46 to teach the Speed Sounds lessons. The Module
activities follow the same steps for every Module. These steps are outlined in the blueprint
teaching notes (see pp.56–61). In addition to the blueprint teaching notes, some activities
require Module-specific teaching notes, which are outlined below. Answers to some activities
are also provided.

First Read
1. Story introduction:

Sam Brown is a self-confessed gamer. ‘Gamer’ means someone who loves to play computer
games, and spends most of their free time doing it! When Sam orders the latest game,
‘Brain Raider’, online he expects it to be with him the following week. When the order is
delivered, Sam eagerly opens the box to find it is empty and the game is missing. He furiously
emails the online company to complain. This text is the email conversation between Sam and
Bob Brain from the company, Brainwave Games.
?

2. Introductory question: Have you ever complained about something? Did you get what
you wanted?
3–6. Follow the remaining steps on p.58.

? Questions
A to Talk About
Note: This activity is only for small-group teaching.
1hr Fastest Finger
9
10

8
11 12 1

1hr
2

4
3 How did Sam order the computer game? (Section 1)
7 6 5

Have a Think What was very silly about Bob’s reply? (Section 2)
Have a Think How did Sam make sure that Bob knew he was very annoyed?
(Section 3)
Read with Expression What does Sam feel when Bob asks him to wait a month or so
before he sends the game? (furious, exasperated, angry, outraged)
Read aloud Section 5, showing Sam’s feelings.
Read with Expression How do you think Bob feels about being in prison and his future?
(matter-of-fact, positive, optimistic) Read aloud Section 6, showing
Bob’s feelings.

108
 Module 24

Spelling – Green Words

The completed grids should look like this:

number of number of
‘best friends’ ‘best friends’
sounds sounds
strain ai 5 complain ai 7

straight aigh 5 contain ai 6

eighteen eigh ee 4 address dd ss 5

write wr i-e 3 mistake a-e 6

quite qu i-e 3 recent none 6

root + ending root ending

useful use ful
useless use less
recently recent ly

Hold a Sentence
If you fail to return my payment, I will make your life very difficult indeed.
?

Proofread – spelling and punctuation

The correct text is: My main problem is that these games are made in Spain, and the stock
does not always arrive as quickly as I would like. In fact I have been under lots of strain
recently and the doctor says it’s all because of my stressful job.

? A Anthology – further reading

This Module links to the following texts on pp.27–34 of Anthology 5.
10
11 12 1
2
Do it!
1hr 1hr
1. Ask the student to turn to p.27 in their Anthology.
9 3
8 4
7 6 5

2. Introduce them to the text ‘Do it!’. Explain that this text is full of ideas for activities
to do instead of playing on the computer.
3. Read the first page, drawing the student into the text so they will be keen to read
the rest independently.
Shark for sale
1. Ask the student to turn to p.31 in their Anthology.
2. Introduce them to the text ‘Shark for sale’. Explain that this text is about buying
something that turns out to be a bit different from the advertisement.
3. Read the advert on the first page, drawing the student into the text so they will be
keen to read the rest independently.

109
 Module 25

Jason’s quest
Follow the timetable on p.55. Use pp.29–46 to teach the Speed Sounds lessons. The Module
activities follow the same steps for every Module. These steps are outlined in the blueprint
teaching notes (see pp.56–61). In addition to the blueprint teaching notes, some activities
require Module-specific teaching notes, which are outlined below. Answers to some activities
are also provided.

First Read
1. Story introduction:

This text is based on a story from Greek mythology. The main character, Jason, longs to be the
King of Greece. To prove he is worthy of this title, his father’s brother, Pelias (pel-y-us) sends
him on a mission. Jason must sail to the kingdom of Colchis (col-kiss) and bring back the
Golden Fleece. The fleece is made from golden hair and is a sign of authority. The fleece is not
only protected by a dragon, but Jason must fight off Harpies (birds with human faces), armies
of soldiers, Sirens (female creatures that lure sailors to danger), and escape a whirlpool before
he gets to the fleece. Is Jason brave enough to succeed? Will he and his trusted sailors, the
Argonauts, achieve their task?
?

2. Introductory question: Have you ever had to carry out a difficult task you didn’t think
you could achieve? Did you succeed in the end?
3–6. Follow the remaining steps on p.58.

? Questions
A to Talk About
Note: This activity is only for small-group teaching.
1hr Fastest Finger
9
10

8
11 12 1

1hr
2

4
3 What was Jason’s quest? (Section 1)
7 6 5

Fastest Finger Why was this going to be difficult? (Section 1)

Have a Think Why was the king of the distant land weak and frail? (Section 2)
Read with Expression How did the king of Colchis feel about the theft of the fleece?
(furious, outraged, aggressive) Read aloud Sections 3 and 4,
showing the king’s feelings.
Fastest Finger Who cast a spell to protect Jason and Medea? (Section 4 and 5)
Have a Think Which episode in Jason’s quest do you think sounds most exciting
and why? (Sections 2 to 6)

110
 Module 25

Spelling – Green Words

The completed grids should look like this:

number of number of
‘best friends’ ‘best friends’
sounds sounds

frail ai 4 gloat oa 4

roast oa 4 sown ow 3

approa ch pp oa ch 5 sailed ai 5

innocent nn 7 gloated oa 6

challenge ch ll ge 6 speak ea 4

root + ending root ending

protective protect ive
enlisted enlist ed

Hold a Sentence
When it was afloat, Jason loaded the boat and enlisted lots of sailors.
?

Proofread – spelling and punctuation

The correct text is: The wicked king of that land groaned when he saw Jason and set him a test
– to harness his fire-breathing bulls, and sow a field with dragons’ teeth. He boasted that his test
would be much too difficult.

? A Anthology – further reading

This Module links to the following texts on pp.35–43 of Anthology 5.
10
11 12 1
2
Left alone to die – The story of Alexander Selkirk
1hr 1hr
1. Ask the student to turn to p.35 in their Anthology.
9 3
8 4
7 6 5

2. Introduce them to the text ‘Left alone to die – The story of Alexander Selkirk’. Ask
them to talk about any stories they know about surviving on an uninhabited island
(or people they have seen in reality TV shows or in films that have been left on an
island).
3. Read the first page, drawing the student into the text so they will be keen to read
the rest independently.
Extreme survival
1. Ask the student to turn to p.40 in their Anthology.
2. Introduce them to the text ‘Extreme survival’. Explain that this text is a quiz to find
out how well they would survive outdoors in the wild.
3. Read the first panel to the student. Ask them to predict how well they are
likely to do in the quiz and explain why. Encourage them to complete the quiz
independently.

111
 Module 26

New boy
Follow the timetable on p.55. Use pp.29–46 to teach the Speed Sounds lessons. The Module
activities follow the same steps for every Module. These steps are outlined in the blueprint
teaching notes (see pp.56–61). In addition to the blueprint teaching notes, some activities
require Module-specific teaching notes, which are outlined below. Answers to some activities
are also provided.

First Read
1. Story introduction:

Has anyone ever started your school halfway through the school year? Have you ever
been the new boy or girl at school? Starting school after everyone else is very hard – most
people have sorted their friendship groups and know their way around the school, which
can make anyone new feel isolated and lost. This text is about ‘new boy’. The boys in his
class, Darren Hewitt and Stewart Sims, pick on him for being ‘posh’, and he doesn’t have
any friends to stick up for him. But an unfortunate football match changes everything.
?

2. Introductory question: What could you and your friends do to make a new boy or girl feel
welcome?
3–6. Follow the remaining steps on p.58.

? Questions
A to Talk About
Note: This activity is only for small-group teaching.
1hr Have a Think
9
10

8
11 12 1

1hr
2

4
3 What did the new boy think about starting his new school?
(worried, nervous, embarrassed) (Section 1)
7 6 5

Have a Think What does Darren Hewitt think about the new boy? (irritated,
cross)(Section 1)
Read with Expression How did the new boy feel at first? (lonely, unpopular, sad, isolated,
scared, confused, hurt) Read aloud the first part of Section 2,
showing the new boy’s feelings.
Read with Expression How did Darren and his friends feel about the new boy after the
lunch-time incident? (unfriendly, they disliked him, felt mean
towards him, despised him) Read aloud the second part of
Section 3, showing Darren’s feelings.
Fastest Finger How did the new boy’s mum help Darren? (Sections 4 and 5)
Have a Think Why does Darren say he will be the new boy now? (Section 5)

112
 Module 26

Spelling – Green Words

The completed grids should look like this:

number of number of
‘best friends’ ‘best friends’
sounds sounds
stew ew 3 ambulance ce 8

kn ew kn ew 2 normal or 5
ph ew ph ew 3 hospital none 8

snigg er gg er 5 collect ll 6

root + ending root ending

explained explain ed

wrecked wreck ed

blanked blank ed

Hold a Sentence
He pretended that he couldn’t chew the stew so he spat it out.
?

Proofread – spelling and punctuation

The correct text is: Dad could hear them too and he came down to the pond. “They sound
like a right crew!” he said. I agreed with him. Anyhow, the grass was wet with dew and the
boys were skidding. Darren Hewitt was running with the ball.

? A Anthology – further reading

This Module links to the following texts on pp.2–9 of Anthology 6.
10
11 12 1
2
Keep fit for footy
1hr 1hr
1. Ask the student to turn to p.2 in their Anthology.
9 3
8 4
7 6 5

2. Introduce them to the text ‘Keep fit for footy’. Explain that it has tips about how not
to get injured when doing sports.
3. Read the first page, drawing the student into the text so they will be keen to read
the rest independently.
New school blues
1. Ask the student to turn to p.6 in their Anthology.
2. Introduce them to the text ‘New school blues’. Explain that it is a short playscript,
with different characters taking turns to speak. It is about a new boy being shown
around a badly organised school. The main characters are the boy Andrew, his
mother Mrs Gooch, and the headteacher Mr Booth.
3. Read the first page, drawing the student into the text so they will be keen to read
the rest independently.

113
 Module 27

Kevin the killer hamster

Follow the timetable on p.55. Use pp.29–46 to teach the Speed Sounds lessons. The Module
activities follow the same steps for every Module. These steps are outlined in the blueprint
teaching notes (see pp.56–61). In addition to the blueprint teaching notes, some activities
require Module-specific teaching notes, which are outlined below. Answers to some activities
are also provided.

First Read
1. Story introduction:

The kids in Year 1 are allowed one pet to look after at school. They persuade their wonderful
teacher, Miss Baker, to buy a hamster for the classroom. Miss Baker agrees and the class have
a great new pet to play with. The kids call it Stan after their head teacher, who shares the
same ginger whiskers! But when Stan starts to get fat, the kids wonder what’s going on.
Could it really be that Stan is just a good eater, or is there something else causing the
?
hamster to swell?

2. Introductory question: If you could have any pet, what would it be? Why?
3–6. Follow the remaining steps on p.58.

? Questions
A to Talk About
Note: This activity is only for small-group teaching.
1hr Fastest Finger
9
10

8
11 12 1

1hr
2

4
3 Why was the hamster called Stan? (Section 1)
7 6 5

Have a Think What was the reason for Stan being so fat? (Section 2)
Read with Expression How did Miss Baker feel about Kevin when he first escaped?
(alarmed, frightened, startled, scared, shocked) Read Section 4
aloud, showing Miss Baker’s feelings.
Have a Think What did Kevin do with the lunch boxes? (Section 5)
Have a Think Why do you think the dolls were glad when Kevin left the
classroom? (Section 5)
Read with Expression How do you think Miss Baker felt when she found Kevin in the
arms of a policemen? (relieved, glad, apologetic) Read aloud
Section 6, showing Miss Baker’s feelings.

114
 Module 27

Spelling – Green Words

The completed grids should look like this:

number of number of
‘best friends’ ‘best friends’
sounds sounds
similar ar 6 wire ire 2

eager ea er 3 actually ll 7

target ar 5 suppose pp o-e 5

officer ff er 5 gnash gn sh 3

tea ch er ea ch er 4 scratch tch 5

root + ending root ending

suggested suggest ed
allowed allow ed

Hold a Sentence
Miss Baker chased him with her stapler, but he was much too fast for her.
?

Proofread – spelling and punctuation

The correct text is: Miss Baker came rushing up, still clutching her stapler. “I’m sorry, officer,” she
said. “I know he looks a bit like a murderer, but he’s quite sweet, really …” Well, she wasn’t keen
on Kevin, but she didn’t want him to end up in the nick.

? A Anthology – further reading

This Module links to the following texts on pp.10–19 of Anthology 6.
10
11 12 1
2
The flight of Freddy Fish
1hr 1hr
1. Ask the student to turn to p.10 in their Anthology.
9 3
8 4
7 6 5

2. Introduce them to the text ‘The flight of Freddy Fish’. Explain that this is a comic
strip story about a goldfish who plans to escape from his goldfish bowl.
3. Read the first page, drawing the student into the text so they will be keen to read
the rest independently.
The dog ate my homework!
1. Ask the student to turn to p.15 in their Anthology.
2. Introduce them to the text ‘The dog ate my homework!’. Explain that this text is
another comic strip story, this time about how a family cat leads a new puppy into
trouble.
3. Read the first page, drawing the student into the text so they will be keen to read
the wrest independently.

115
 Module 28

Il Bello
Follow the timetable on p.55. Use pp.29–46 to teach the Speed Sounds lessons. The Module
activities follow the same steps for every Module. These steps are outlined in the blueprint
teaching notes (see pp.56–61). In addition to the blueprint teaching notes, some activities
require Module-specific teaching notes, which are outlined below. Answers to some activities
are also provided.

First Read
1. Story introduction:

Have you ever been a spectator at a live sporting event? Have you or one of your relatives
ever been involved in a live event? This text is about a sporting event in the city of Siena
in Italy. The event is called the ‘Palio’ (pal-ee-oh). It is a very special horse race, where ten
districts of Siena compete against each other to win the race. In the district of the Eagle,
Bruno and his brother Lucca have been preparing for the Palio for months. Their Uncle
Marco is the daredevil jockey riding Il Bello (eel bello), a handsome dapple-grey horse who
has a good chance of winning. But is Il Bello victorious, or will a horse from another district
beat him to the finish line?
?

2. Introductory question: If you could watch any live sporting event, which sport would you
choose? Why?
3–6. Follow the remaining steps on p.58.

? Questions
A to Talk About
Note: This activity is only for small-group teaching.
1hr Have a Think
9
10

8
11 12 1

1hr
2

4
3 What does Bruno think about as he strokes Il Bello? (Section 2)
7 6 5

Fastest Finger How do the local people celebrate? (Section 4)

Fastest Finger How did they change their buildings? (Section 5)
Have a Think Why did Bruno think it would be difficult to describe the Palio?
(Section 7)
Have a Think Why were the riders described as courageous? (Section 7)
Read with Expression What was the atmosphere like in the crowd? (exciting, happy,
noisy, thrilling, competitive) Read aloud Section 9, conveying the
feelings of the crowd.

116
 Module 28

Spelling – Green Words

The completed grids should look like this:

number of number of
‘best friends’ ‘best friends’
sounds sounds
ur ged ur ge 3 miracle le 6

struggling gg ng 8 squ are qu are 3

loyal oy 4 relative ve 7

decorative or ve 8 massive ss ve 5

triumphal ph 8 village ll a-e 5

root + ending root ending

families family es
quarelled quarrel ed

Hold a Sentence
The local people set up tables with candles in the middle and lots of food.
?

Proofread – spelling and punctuation

The correct text is: As he turned the bend, he crashed into several more horses and one of
the jockeys was thrown into the crowd. Where was Uncle Marco? Bruno stood on tiptoe
and scanned the runners with a frown.

? A Anthology – further reading

This Module links to the following texts on pp.20–27 of Anthology 6.
10
11 12 1
2
Life on a cattle ranch
1hr 1hr
1. Ask the student to turn to p.20 in their Anthology.
9 3
8 4
7 6 5

2. Introduce them to the text ‘Life on a cattle ranch’. Explain that this text is about
a modern day cowboy. Ask the student to talk about what they think a modern
cowboy might do. (Clue: They live on cattle ranches!)
3. Read the first page, drawing the student into the text so they will be keen to read
the rest independently.
Watch that turtle hurtle!
1. Ask the student to turn to p.24 in their Anthology.
2. Introduce them to the text ‘Watch that turtle hurtle!’. Explain that this text is about
different sorts of animal racing. Ask the student to talk about any races they can
think of that involve animals.
3. Read the first two panels, drawing the student into the text so they will be keen to
read the rest independently.

117
 Module 29

A brilliant escape!
Follow the timetable on p.55. Use pp.29–46 to teach the Speed Sounds lessons. The Module
activities follow the same steps for every Module. These steps are outlined in the blueprint
teaching notes (see pp.56–61). In addition to the blueprint teaching notes, some activities
require Module-specific teaching notes, which are outlined below. Answers to some activities
are also provided.

First Read
1. Story introduction:

This story recalls the real-life events that took place on the Siula Grande (see-oo-la grand-a)
mountain in the Andes in 1985. The Andes are found in Peru in South America and make
up the longest mountain range in the world. Only the most experienced and adventurous
mountain climbers attempt to climb them. On this occasion, two British mountaineers,
Simon Yates and Joe Simpson had successfully reached the summit of Siula Grande.
It wasn’t until they started to make their descent that the pair found their expedition
hanging in the balance.
?

2. Introductory question: Have you and a friend ever been in trouble? How did you help each other
out of the situation?
3–6. Follow the remaining steps on p.58.

? Questions
A to Talk About
Note: This activity is only for small-group teaching.
1hr Fastest Finger
9
10

8
11 12 1

1hr
2

4
3 What is the name of the mountain that Joe and Simon climbed?
(Section 1)
7 6 5

Have a Think Why was a broken leg like a death sentence on the mountain?
(Section 2)
Fastest Finger How far did Simon lower Joe, in stages? (Section 2)
Read with Expression How do you think the two men felt once it got dark and things
turned dangerous? Read Section 3 aloud, showing the fear and
tension that the men must have felt.
Have a Think Why did Simon cut the rope? (Section 4)
Read with Expression What sort of man did Joe prove himself to be? (tough, brave, strong,
determined) Read aloud Section 5, emphasising these qualities.
Have a Think Would you have been angry with Simon for cutting the rope, if you
had been on the end of it? (Section 7)
Fastest Finger What is the name of the book that Joe wrote?
(Section 9)

118
 Module 29

Spelling – Green Words

The completed grids should look like this:

number of number of
‘best friends’ ‘best friends’
sounds sounds
silent none 6 treatment ea 8

ledge dge 3 descent sc 6

experiences ce 10 reluctance ce 9

distance ce 7 diff erence ff er ce 7

weight eigh 3 void oi 3

root + ending root ending

assuming assume ing
achievement achieve ment
accidentally accident ly

Hold a Sentence
?
With their lives hanging in the balance, Simon reluctantly cut the rope.

Proofread – spelling and punctuation

The correct text is: The descent to base camp was a distance of six miles. It took Joe four days,
without any assistance. It was quite an achievement.

? A Anthology – further reading

This Module links to the following texts on pp.28–35 of Anthology 6.
10
11 12 1
2
Odd achievements
1hr 1hr
1. Ask the student to turn to p.28 in their Anthology.
9 3
8 4
7 6 5

2. Introduce them to the text ‘Odd achievements’. Explain that achievements can be
strange as well as impressive! Ask them what sort of odd achievements might be
in the text.
3. Read the first two panels, drawing the student into the text so they will be keen
to read the rest independently.
Emergency – the A and E department
1. Ask the student to turn to p.31 in their Anthology.
2. Introduce them to the text ‘Emergency – the A and E department’. Explain that
this text is a comical look at some characters who go to hospital with ridiculous
problems. Ask the student if they can think of some silly reasons why someone
might need a doctor.
3. Read the first two panels, drawing the student into the text so they will be keen to
read the rest independently.

119
 Module 30

Creature
Follow the timetable on p.55. Use pp.29–46 to teach the Speed Sounds lessons. The Module
activities follow the same steps for every Module. These steps are outlined in the blueprint
teaching notes (see pp.56–61). In addition to the blueprint teaching notes, some activities
require Module-specific teaching notes, which are outlined below. Answers to some activities
are also provided.

First Read
1. Story introduction:

Have you ever heard of Frankenstein? Many people wrongly think that Frankenstein is
a monster, but it is actually the name of the creature’s creator, Dr Victor Frankenstein.
The book Frankenstein was written by Mary Shelley in 1818. It follows the efforts of Dr Victor
Frankenstein as he attempts to make a superior type of human being. He dedicates his life
to the project and eventually finishes. However, Dr Frankenstein has not created the superior
being he had hoped for. Instead, he is haunted by an unearthly, repulsive creature that fills
him with horror – Frankenstein’s monster!
?

2. Introductory question: Can you think of a great invention that helps you in everyday life?
What does it do?
3–6. Follow the remaining steps on p.58.

? Questions
A to Talk About
Note: This activity is only for small-group teaching.
1hr Fastest Finger
9
10

8
11 12 1

1hr
2

4
3 What did Victor hope his new creature would be like and in what
way was he disappointed? (Sections 1 and 2)
7 6 5

Fastest Finger What was the first evil deed the monster did and why? (Sections 3
and 4)
Have a Think Why did Victor destroy the second creature? (Section 5)
Read with Expression How did Victor feel when he heard Elizabeth’s screams? (aghast,
horrified, full of dread and sorrow, determined on revenge) Read
aloud Sections 6 and 7, showing Victor’s feelings.
Have a Think How did the creature feel when he found Victor’s dead body?
(remorse, guilt, sadness, despair) (Section 7)

120
 Module 30

Spelling – Green Words

The completed grids should look like this:

number of number of
‘best friends’ ‘best friends’
sounds sounds
revenge ge 6 stitched tch 6

savage a-e 5 inventor or 7

capture ure 5 repulsive ve 8

figure ure 4 measure ea ure 4

behaviour our 7 ch ar ge ch ar ge 3

root + ending root ending

injured injure ed
tortured torture ed
created create ed

Hold a Sentence
The idea filled me with horror but I had injured this creature.
?

Proofread – spelling and punctuation

The correct text is: I went away to the mountains, to try to make a fresh start. But even there,
my creature found me. The monster loomed out of the mist; his face a pale, sickly mask. He told
me that yes, he had killed William – to punish me, his creator, for abandoning him.

? A Anthology – further reading

This Module links to the following texts on pp.36–43 of Anthology 6.
10
11 12 1
2
Creature features!
1hr 1hr
1. Ask the student to turn to p.36 in their Anthology.
9 3
8 4
7 6 5

2. Introduce them to the text ‘Creature features!’. Explain that this text is about how
special effects are created in horror movies. Ask the student to talk about any scary
movies they have seen (or movies that have a scary part in them).
3. Read the first two panels, drawing the student into the text so they will be keen to
read the rest independently.
Monster
1. Ask the student to turn to p.41 in their Anthology.
2. Introduce them to the text ‘Monster’. Explain that this is a poem written from the
point of view of the monster that Dr Frankenstein created. Ask the student to talk
about how the monster might feel about himself and his creator. Is it likely to be a
happy/angry/excited/bleak/fun poem?
3. Read the first panel, drawing the student into the text so they will be keen to read
the rest independently.

121
 Module 31

Macbeth
Follow the timetable on p.55. Use pp.29–46 to teach the Speed Sounds lessons. The Module
activities follow the same steps for every Module. These steps are outlined in the blueprint
teaching notes (see pp.56–61). In addition to the blueprint teaching notes, some activities
require Module-specific teaching notes, which are outlined below. Answers to some activities
are also provided.

First Read
1. Story introduction:

Macbeth is one of Shakespeare’s most well-known plays. It is called a ‘tragedy’ play.

A tragedy means that the story does not end well for some of the characters! This text
is a summary of Shakespeare’s famous tragedy. The play is about a Scottish Thane
(a nobleman) called Macbeth. Macbeth and his wife, Lady Macbeth, will do anything
to make him king. Soon, his jealousy and ambition lead him to commit the terrible act
of murder. With the help of three hideous witches and their spells, one murder leads to
another. Until one day, Lady Macbeth can’t take it any more …
?

2. Introductory question: Can you think of another story where it doesn’t end well for the
main character?
3–6. Follow the remaining steps on p.58.

? Questions
A to Talk About
Note: This activity is only for small-group teaching.
1hr Fastest Finger
9
10

8
11 12 1

1hr
2

4
3 Where did Macbeth and Banquo meet the witches? (Section 1)
7 6 5

Have a Think What made Macbeth doubt the witches’ prophecy about him becoming
king? (Section 2)
Read with Expression What was Lady Macbeth’s reaction to her husband’s fears after he killed
King Duncan? (reassuring, brisk, efficient, practical) Read aloud the last
two paragraphs of Section 2, showing her feelings and reaction.
Fastest Finger Why did Malcolm flee to England? (Section 3)
Read with Expression How does Macbeth feel when he sees Banquo’s ghost? (terrified,
horrified, desperate, aggressive and vulnerable, confused) Read aloud
Section 4, showing Macbeth’s feelings through the description.
Have a Think Did Macbeth and Lady Macbeth enjoy their power and status?
(Sections 5 and 6)

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 Module 31

Spelling – Green Words

The completed grids should look like this:

number of number of
‘best friends’ ‘best friends’
sounds sounds
nervous er ou 5 ridiculous ou 9

vici ous ci ou 5 curious ur ou 5

danger ous er ou 7 obvious ou 6

jealous ea ou 5 ambiti ous ti ou 7

root + ending root ending

dangerous danger ous
brutally brutal ly
suddenly sudden ly

Hold a Sentence
? Lady Macbeth could not bring herself to commit the vicious murder.

Proofread – spelling and punctuation

The correct text is: Tortured and haunted by their evil deeds, the Macbeths could not sleep or
rest. They were suspicious of everyone and brutally killed their enemies.

? A Anthology – further reading

This Module links to the following texts on pp.2–10 of Anthology 7.
10
11 12 1
2
Superstitions – sense or nonsense?
1hr 1hr
1. Ask the student to turn to p.2 in their Anthology.
9 3
8 4
7 6 5

2. Introduce them to the text ‘Superstitions – sense or nonsense?’. Explain that this
text is about superstitions and how some of them are very silly.
3. Read the first page, drawing the student into the text so they will be keen to read
the rest independently.
A famous writer – Shakespeare
1. Ask the student to turn to p.6 in their Anthology.
2. Introduce them to the text ‘A famous writer – Shakespeare’. Explain that some
people think Shakespeare is the greatest writer who has ever lived. His plays are still
read and performed all over the world today.
3. Read the first page, drawing the student into the text so they will be keen to read
the rest independently.

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 Module 32

The invisible city

Follow the timetable on p.55. Use pp.29–46 to teach the Speed Sounds lessons. The Module
activities follow the same steps for every Module. These steps are outlined in the blueprint
teaching notes (see pp.56–61). In addition to the blueprint teaching notes, some activities
require Module-specific teaching notes, which are outlined below. Answers to some activities
are also provided.

First Read
1. Story introduction:

This is an account of the eruption of Mount Vesuvius in Pompeii, Italy in ad79. When the
volcano erupted, many thousands of people perished as Pompeii disappeared under the
unstoppable lava. This text follows the story of a donkey and its owner, Paulus (paw-lus),
?
who find themselves desperately trying to escape the doomed city.

2. Introductory question: What do you know about volcanoes?

3–6. Follow the remaining steps on p.58.

? Questions
A to Talk About
Note: This activity is only for small-group teaching.
1hr Have a Think
9
10

8
11 12 1

1hr
2

4
3 Who is narrating (telling) the story? What relationship does Paulus have
to the narrator? (Section 1)
7 6 5

Have a Think What does the donkey think about the countryside he lives in?
(Section 2)
Fastest Finger What does he first notice that makes him feel uncomfortable?
(Section 2)
Fastest Finger What made him sure that something was definitely wrong? (Section 3)
Fastest Finger Why did he lose control of the cart? (Section 4)
Read with Expression How did the people and animals feel as the air grew dark and thicker?
(panicky, terrified, trapped, desperate) Read aloud Sections 5 and 6,
conveying the feelings of the people and animals.
Fastest Finger Is this a true story? (Section 7)

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 Module 32

Spelling – Green Words

The completed grids should look like this:

number of number of
‘best friends’ ‘best friends’
sounds sounds
responsible le 10 predictable le 10

edible le 5 vegetables le 9

capable le 6 these th e-e 3

uncomfortable or le 11 graze a-e 4

root + ending root ending

urging urge ing
probably probable ly
miserably miserable ly

Hold a Sentence
I trotted up the rough track with my cartload of wood, sniffing the crisp air around me.
?
Proofread – spelling and punctuation
The correct text is: I thought things probably couldn’t get worse, but they did. The air became
so thick that it was almost unbearable, and it began to grow dark. Through the swirling, ashy
clouds I could see the sea, heaving and thrashing uncontrollably.

? A Anthology – further reading

This Module links to the following texts on pp.11–18 of Anthology 7.
10
11 12 1
2
A terrible day in Pompeii
1hr 1hr
1. Ask the student to turn to p.11 in their Anthology.
9 3
8 4
7 6 5

2. Introduce them to the text ‘A terrible day in Pompeii’. Explain that this text is about
the history of the Italian town Pompeii, which was buried when Vesuvius erupted,
long ago. Ask the student to talk about what they think it must have been like to be
living in Pompeii when Vesuvius erupted.
3. Read the first page, drawing the student into the text so they will be keen to read
the rest independently.
Mission impossible!
1. Ask the student to turn to p.15 in their Anthology.
2. Introduce them to the text ‘Mission impossible!’. Explain that this text is about a
group of miners who became trapped underground. Ask the student to talk about
the sort of problems the miners might have faced (lack of food, water, air, light,
communication).
3. Read the first two panels on the first page, drawing the student into the text so they
will be keen to read the rest independently.

125
 Module 33

Penalty for piracy: Execution

Follow the timetable on p.55. Use pp.29–46 to teach the Speed Sounds lessons. The Module
activities follow the same steps for every Module. These steps are outlined in the blueprint
teaching notes (see pp.56–61). In addition to the blueprint teaching notes, some activities
require Module-specific teaching notes, which are outlined below. Answers to some activities
are also provided.

First Read
1. Story introduction:

What do you know about pirates? Would you be surprised to know that not all pirates were
men? This text is a short biography of two female pirates, Anne Bonny and Mary Read.
Both women lived during the 17th Century and were extremely ambitious. They became
?
fearsome and courageous pirates, but their adventures didn’t last for long.

2. Introductory question: Do you know any other famous pirates (fictional or real)?
3–6. Follow the remaining steps on p.58.

? Questions
A to Talk About
Note: This activity is only for small-group teaching.
1hr Have a Think
9
10

8
11 12 1

1hr
2

4
3 Why were sailors scared of pirates? (Section 1)
7 6 5

Fastest Finger Why did Anne’s father disinherit her? What was Anne’s revenge?
(Section 2)
Have a Think Why did Mary Read dress as a boy and then as a man?
(Sections 4 and 5)
Fastest Finger How did Anne and Mary meet? (Section 6)
Have a Think What did Anne and Mary have in common? (Sections 6 and 7)
Fastest Finger What did Calico Jack do when they were attacked? (Section 9)
Read with Expression What sort of character was Anne? (determined, aggressive, competitive,
violent, fierce, physical, outspoken) Read aloud Section 10, showing
Anne’s character in her words.

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 Module 33

Spelling – Green Words

The completed grids should look like this:

number of number of
‘best friends’ ‘best friends’
sounds sounds
determination er ti 11 valuable le 7

aggression gg ssi 7 eighteenth eigh ee th 5

preparation ar ti 9 kn own kn ow 3

dressed ss 6 innocent nn 7

root + ending root ending

traditionally tradition ally
co-operation co-operate tion
preparations prepare tion

Hold a Sentence
The government was determined to stamp out the pirates, who were stealing valuable cargoes.
?

Proofread – spelling and punctuation

The correct text is: Mary married another soldier and they opened a tavern. Twenty years later,
Mary’s husband died and she made the decision to take a job as shipmate on a vessel bound for
the West Indies.

? A Anthology – further reading

This Module links to the following texts on pp.19–27 of Anthology 7.
10
11 12 1
2
Ballad of a pirate of distinction!
1hr 1hr
1. Ask the student to turn to p.19 in their Anthology.
9 3
8 4
7 6 5

2. Introduce them to the text ‘Ballad of a pirate of distinction!’. Explain that this text is
a ballad (poem) about a pirate called Whitebeard. Ask the student to talk about any
pirates they know (e.g. Jack Sparrow, Long John Silver, Captain Hook, Blackbeard).
3. Read the first page, drawing the student into the text so they will be keen to read
the rest independently.
Pirate application pack
1. Ask the student to turn to p.24 in their Anthology.
2. Introduce them to the text ‘Pirate application pack’. Explain that this text gives
information about applying for a job as a pirate. Ask them to talk about one good
thing about being a pirate and one bad thing.
3. Read the first page, drawing the student into the text so they will be keen to read
the rest independently.
Note that the final two texts in Anthology 7 are extended texts which the student will now
have the reading stamina to read independently. The texts feature a range of characters
from the Fresh Start Module and Anthology texts. Encourage the student to read them in
their own time and as a celebration of how much they have developed as readers.
127
 Timetable and Module activities for a small group

Timetable for a small group

If you are unable to teach one-to-one, you can teach students who have been assessed at the same level
in a small group of up to four.
Follow the Speed Sounds lessons on pp.29–46, and the blueprint Module activities on the following
pages, referring to pp.62–127 for Module-specific teaching notes, questions and answers.

Day 1 Day 2 Day 3 Day 4

Daily Speed Sounds Daily Speed Sounds Daily Speed Sounds Daily Speed Sounds
lesson lesson lesson lesson
Speed Sounds in Partner Practice: Partner Practice: Spelling – Green Words
Module Speed Words Speed Words
Module Green Word Red Word Cards Second Read Spelling – Red Rhythms
Cards
Partner Practice: First Read Questions to Talk Hold a Sentence
Speed Sounds and About
Green Words
Red Word Cards Read Aloud – Teacher Questions to Read Proofread
and Answer
Partner Practice:
Red Words
Challenge Words
Speeding up word reading (this is an extra activity if the students’ word reading needs
an extra boost)

For homework activities and Anthologies, see p.61.

Module activities for a small group

Speed Sounds in Module
Turn to the Speed Sounds page in the Module (p.2). Some sounds are circled on the chart. These are Best
Friends that need extra practice.
1. Explain to the students that all the sounds in a box are the same.
2. Using a Speed Sounds chart on the wall, point to and ask the students to read each circled sound
in and out of order.
3. Include other sounds the students need to practise. Make it fun – get speedier as you point.

128
 Module activities for a small group

Module Green Word Cards

Turn to the Green Words in the Module (on p.3 in Modules 1 to 33). Gather the Module Green Word Cards for
the text you are about to read.

Names and single-syllable words

For each word:
1. Ask the students to follow the routine: ‘Best Friends, Sound Talk, read the word’ (see p.134).
Gradually, in later Modules, encourage them to read the word in their heads.
2. Say the word again, using pronunciation that gives meaning if possible. Ask the students to repeat.
3. Explain its meaning in the context of the story if it is an unfamiliar word.
4. Ask the students to read the word again.

Multi-syllabic words
The longer Green Words are divided into chunks (syllables) by a grey line.
For each word:
1. Hold the card up and cover everything but the first syllable. Ask the students to read the first
syllable, then each part of the word. Only use the routine ‘Best Friends, Sound Talk, read the word’
if needed.
2. Show and say the whole word, tweaking the pronunciation if necessary, and using pronunciation
that gives meaning, again where possible. Ask the students to repeat.
3. Explain the meaning in the context of the story if it is an unfamiliar word.
4. Ask the students to read the word again.

Root words and suffixes

For each word:
1. Cover the suffix. Ask the students to read the root word in Sound Talk.
2. Show the whole word with the suffix and ask the students to read it.
3. Say the whole word, tweaking the pronunciation if necessary, and using pronunciation that gives
meaning, where possible. Ask the students to repeat.
4. Explain the meaning in the context of the story if it is an unfamiliar word.
5. Ask the students to read the word again.

Partner Practice: Speed Sounds and Green Words

Partners have one Module between them. Ask them to turn to the Speed Sounds (on p.2 in Modules
1 to 33) and Green Words in the Module (on p.3 in Modules 1 to 33). They practise reading the Speed
Sounds and Green Words. Ensure students point accurately underneath the sounds and words.
1. Partner 1 starts by teaching the Speed Sounds out of order using My turn Your turn (MTYT).
2. Partner 2 teaches the single-syllable Green Words out of order using MTYT and gives the meaning
of each bold word.
3. Partner 1 repeats with the multi-syllabic words.
4. Partner 2 repeats with the root words and suffixes.

129
 Module activities for a small group

Red Word Cards

Turn to the Red Words in the Module (on p.3 in Modules 1 to 33). Collate the Red Word Cards listed and
words from previous Modules that the students need to practise.
For each word:
1. Hold up the card, for example: ‘said’.
2. Say the word and ask the students to repeat it.
3. Point to the card and say the sounds you can hear, s-e-d and then say said. Ask the students
to repeat.
4. Point out the circled tricky letters ‘ai’.
5. Ask the students to read the word again.

Partner Practice: Red Words

Partners have one Module between them. Ask them to turn to the Red Words in the Module (on p.3 in
Modules 1 to 33).
1. Partner 1 points to the words for their partner to read speedily.
2. Partners swap roles.
3. Repeat until students can read all the Red Words at speed.

Challenge Words
Turn to the Challenge Words in the Module (on p.3 in Modules 1 to 33).
Explain to the students that the author needed to use a few extra words in the story with sounds that you
have not taught them.
Write the Challenge Words on the board.
1. Use MTYT to read each word.
2. If they forget them while they read the story, you will tell them the word.

Partner Practice: Speed Words

Partners have one Module between them. Ask them to turn to the Speed Words page in the Module
(on p.9 or p.10 in Modules 1 to 33).
1. Partner 1 points to the words across the rows or down the columns, while Partner 2 reads them
aloud. If a partner needs to Sound Talk a word, ask them to start the row or column again.
2. Swap roles.
3. Repeat until students can read all the Speed Words correctly without Sound Talk.

130
 Module activities for a small group

First Read
Partners have one Module between them.
1. Use the introduction in the Module-specific pages (pp.62–127) to introduce the text, without
revealing the ending, to spark the students’ interest.
2. Ask the students to discuss the introductory question on the Module-specific pages (see pp.62–127)
with their partner. Then choose students to feed back their responses.
3. Ask Partner 1s to:
• follow the words with their eyes while their partner reads the first section of the story
• prompt their partner to Sound Talk any words they read incorrectly.
4. Swap roles on the next section. Continue to swap roles section by section.
5. Remind students who finish quickly to re-read the story. Swap who reads first.

Read Aloud – Teacher

1. Ask students to close their Modules.
2. Read the whole story to them, without asking for their help. Show your enjoyment.

Second Read
Partners have one Module between them.
1. Partner 1 reads Section 1 of the story, then Partner 2 reads Section 2, and they continue to alternate
until the end of the story. Students should not need to Sound Talk now, but should be reading with
greater understanding and fluency.
2. The fastest readers can start the story again, with Partner 2 reading the first section.

Questions to Talk About

Even though these are simple questions, below the students’ comprehension level, they help the students
notice what they’ve just read. You will find the questions on the Module-specific pages (pp.62–127).
1. Read out the questions. Do not ask the students to read the questions as many words are not
decodable.
2. For each question, direct the students to the correct section to find the answer.
3. For Fastest Finger questions, ask students to find the answer in the text and point to it. For Have a
Think and Read with Expression questions, ask them to discuss the questions with their partner.
4. Take feedback.

Questions to Read and Answer

Turn to the Questions to Read and Answer page in the Module (on p.8 or p.9 in Modules 1 to 33).
1. Show partners how to take turns to read the questions and then, together, find and discuss the
answers in the text.
2. Take feedback.

131
 Module activities for a small group

Spelling – Green Words

Turn to the Spelling page in the Module (on p.7 or p.8 in Modules 1 to 33).
1. Show how you complete a couple of words on the first grid. You could use the board to do this.
Then then ask the students to complete. Support only if needed.
• Column 1: Dot the single letters and underline Best Friends
• Column 2: Write the Best Friends – if there are any
• Column 3: Write the number of sounds
2. Show how you complete the second grid. Explain how to split the word into the root and suffix.
3. After completing the grids, ask students to check their answers with their partner.
4. Then go through the answers together as a group, ticking or correcting the Best Friends and the
number of sounds.
The completed grids are provided in the Module-specific pages on pp.62–127.

Spelling – Red Rhythms

Turn to the Spelling page in the Module (on p.7 or p.8 in Modules 1 to 33). Write each Red Word on the
board to teach.
1. Ask the students to read the first word, for example: said.
2. Read the word in sounds: s-e-d.
3. Remind the students which sound the circled letter/s represents: ‘ai’ represents the sound e.
4. Point to each sound as you say the letter name/s in a rhythm (exaggerating the tricky letters and
then practise saying the rhythm together).
5. Repeat with each Red Word.
6. Hide the words that are on the board.
7. Ask students to write each word in their exercise book one-by-one.
8. Show the words again, then ask them to tick/correct the spelling of each sound.

Hold a Sentence
These sentences use words that the students have read. You will find the sentences in the Module-specific
pages (pp.62–127).
1. Say the sentence and use MTYT to ask the students to repeat it until they can remember it.
2. Ask the students to write it in their Module (on p.7 or p.8 in Modules 1 to 33).
3. After students have written the sentence, write the sentence on the board.
4. Ask the students to tick/correct each word and correct any punctuation.

132
 Module activities for a small group

Proofread
Turn to the Proofread – spelling and punctuation page in the Module (on p.8 in Modules 1 to 33).
1. Ask the students to follow as you read the sentences aloud.
2. Ask them to proofread and correct the sentences.
3. Ask students to discuss the corrections with their partner.
4. Ask the students to tell you the spelling errors, then tick/correct their work.
5. Re-read the sentences, exaggerating the sentence breaks and the effect of punctuation.
Ask the students where they have placed the missing punctuation and then ask them to
tick/correct their work.

Speeding up word reading

Once the students can read a word in Sound Talk, we then need to encourage them to read the word
in their heads. These steps help students who are reluctant to let go of vocal Sound Talk.

Read Speed Words

Write eight Speed Words from the Module onto cards.
1. Ask the students to read the words using ‘Best Friends, Sound Talk, read the word’.
2. For longer multi-syllabic words, show how you work out the word by looking for Best Friends and
identify familiar chunks, before you read the word.
3. Show the students how you read three words in your head, mouthing the sounds without speaking
(maybe whispering to begin with).
4. Give the students all eight word cards to read (in mixed order). If they need more support, repeat
step 2.
5. Muddle the cards and ask the students to re-read the words in their head, building speed each time.

Increase the speed

1. Show the students how to read three of the words speedily.
2. Give all eight word cards to the students to read. Repeat until speedy.

Challenge time
Only do this if the students read the last set speedily.
Choose five new words from the Module.
1. Ask the students to read the words in their heads.
2. Ask the students to read the five words speedily. Repeat.
3. Muddle the cards with the first eight word cards. Hold the cards and ask the students to read the
words speedily.

133
 Glossary

Glossary
Best Friends
Best Friends are a combination of two or three letters representing one sound, e.g. ck, sh, ph, ay, igh, a-e.
Ensure students always say the sound and not the letter names, e.g. sh not s and h.

Best Friends, Sound Talk, read the word

When reading Green Words, students identify the Best Friends first, read the word in Sound Talk, then read
the whole word, for example: sh, sh-o-p, shop.

Challenge Words
Challenge Words are low-frequency words that include a low-frequency grapheme or one that has not yet
been taught.

Fastest Finger
Use during ‘Questions to Talk About’ in order to find a simple (recall) answer within the text.

Grapheme
The written version of a sound.

Green Words
Green Words are words with common graphemes. They are always taught by sound-blending.
Phonics Green Words are used on cards during the Speed Sounds lessons.
Module Green Words are printed on p.3 of the Modules (or on the same page as texts 1–11 and on the
adjacent pages to texts 12–17 in the Introductory Module). Some of these also appear on cards with
definitions relating to the context of the Module.
Speed Words are Green Words placed in a grid (on p.8 or p.9 of Modules 1 to 33) for students to practise
reading the words at speed without sounding out each word (although if they stumble on the words, they
will need to sound them out first).

Have a Think
Use during ‘Questions to Talk About’ to ask students to think more deeply about an answer, or provide an
answer that requires inference.

My turn Your turn (MTYT) signal

This silent signal is used when you want the students to repeat something after you.
• My turn: gesture towards yourself with one or two hands.
• Your turn: gesture towards the students with one or two open palms.
Explain to the students that this signal is yours and not theirs.

134
 Glossary

Red Rhythms
Red Rhythms are used to spell Red Words (see explanation below). Use MTYT to spell out the word using
letter names, and place emphasis on the letters making up the tricky grapheme, e.g. say said, then say
the letter names in a rhythm, ‘s-ai-d’, exaggerating the tricky part ai.

Red Words
Red Words (‘tricky words’) are common words with a low-frequency grapheme, e.g.
• said: the sound ‘e’ is written with the grapheme ai
• son: the sound ‘u’ is written with the grapheme o
• your: the sound ‘or’ is written with the grapheme our.
The complete list of Red Words with the ‘tricky graphemes’ circled is on p.138.

Sound Talk
Sound Talk is saying the individual sounds in the words. To help students to read, the teacher says the
sounds and then students say the word. For example, the teacher says ‘c-a-t’, students say cat.

Think out loud (TOL)

‘Thinking out loud’ shows students the thinking necessary to work something out. They can ‘see’ what you
think and how you work things out – as if you have a thought bubble coming out of your head.
Try not to make it look too easy. Hesitate, ask yourself questions and ponder as you formulate
an answer.

135
 Simple Speed Sounds chart

Simple Speed Sounds chart

Consonant sounds – stretchy

f l m n r s v z sh th ng
nk

Consonant sounds – bouncy

b c d g h j p qu t w x y ch
k

Vowel sounds – bouncy Vowel sounds – stretchy

a e i o u ay ee igh ow

Vowel sounds – stretchy

oo oo ar or air ir ou oy

136
 Complex Speed Sounds chart

Complex Speed Sounds chart

Consonant sounds

f l m n r s v z sh th ng
ff ll mm nn rr ss ve zz ti nk
ph le mb kn wr se s ci
gn c se
ce

b c d g h j p qu t w x y ch
bb k dd gg g pp tt wh tch
ck gu ge
ch dge
Vowel sounds

a e i o u ay ee igh ow
ea a-e e-e i-e o-e
ai y ie oa
a ea i o
e y oe
oo oo ar or air ir ou oy ire ear ure
u-e oor are ur ow oi
ue ore er
ew aw
au

137
 Red Words

Red Words with circled graphemes

I the you your said was

are of want what they to
do does all call tall small
many any one anyone some come
watch wh o where there here were
brother other mother father love above
two once buy worse walk talk
bought caught through thought whole wear
could would should great
son water ball
everyone their people

N.B. The Introductory Module also contains the words ‘my’, ‘me’, ‘no’ and ‘go’
which are identified as Red Words in this Module. These become decodable later
on in the programme so are not considered Red Words from Module 1 – instead
they may appear in the Challenge Words list where the tricky sounds are still to
be taught.

138
 Summary of activity purposes

Summary of activity purposes

Activity title Student’s purpose
Reading activities
Speed Sounds in Module To practise reading the sounds in the text.
Module Green Word Cards To practise reading the Module-specific Green Words and learn
the meanings of new words.
Red Word Cards To read the Red Words speedily.
Partner practice – Speed Sounds, To help our partners read the sounds, Green Words and Red
Green Words and Red Words Words.
First Read To read every word in the text correctly.
Read Aloud – Teacher To enjoy listening to the whole text.
Speed Words To read the Green Words at speed.
Second Read To read the text more speedily, without using Sound Talk.
Questions to Talk About To find answers to questions in the text.
Questions to Read and Answer To find answers to questions in the text and to write them down.
Anthology texts To practise reading a variety of texts using the same Speed
Sounds focused on in the Module.
Writing activities
Spelling – Green Words To practise spelling the new Green Words from the text.
Spelling – Red Rhythms To practise spelling some of the Red Words from the text.
Hold a Sentence To ‘hold’ a whole sentence in our heads before writing it down.
Proofread – spelling and To correct spelling and punctuation errors.
punctuation
Building vocabulary* To explore an interesting word and to use it in our
own sentence.
Grammar practice* To focus on one aspect of grammar and use it in context.
Writing task* To write a composition based on the text.

*Optional activities that can be completed at home.

139
 Glossarypractice activities for teachers
Phonics

Phonics practice activities for teachers

The six activities that follow will prepare you for teaching the programme. Work through them, preferably
with a colleague so that you can help each other as you practise.

Terminology
In Read Write Inc. Fresh Start, the word ‘sound’ means ‘the smallest unit of sound that we can hear
or speak’. The word ‘grapheme’ indicates the written version of the sound.

c-a-t = 3 sounds and 3 graphemes

ch-a-t = 3 sounds and 3 graphemes
l-igh-t = 3 sounds and 3 graphemes
c-r-a-sh = 4 sounds and 4 graphemes
s-t-r-ee-t = 5 sounds and 5 graphemes

‘Green Words’ are words made from the high-frequency graphemes shown on the relevant Read
Write Inc. Fresh Start Speed Sounds poster. A grapheme can only be used to make up a Green Word
when it has been taught from the poster.
‘Red Words’ are common words that contain low-frequency graphemes not included on the poster,
e.g. ‘said’, ‘want’, ‘would’, ‘ball’, ‘walk’.
‘Challenge Words’ contain as yet untaught sounds that mean they are ‘Red’ until the grapheme has
been taught – or they are less common words that contain low-frequency graphemes.

Sound Talk
Teachers need to know how to speak any single-syllabic word in pure sounds.
So: c-a-t = cat (say ‘c’ ‘a’ ‘t’ not ‘cuh’ ‘a’ ‘tuh’)

140
 Phonics practice activities for teachers

Activity 1: Learn to say the 44 sounds

Consonant sounds

Stretchy consonant sounds

Practise stretching each sound. (Avoid saying ‘fuh’, ‘luh’, ‘muh’, ‘nuh’, etc.)

ffff llll mmmm nnnn rrrr ssss vvvv zzzz ssshhh ttthhh nnng
(thing)

Now say the shortest sound you can without an ‘uh’!

f l m n r s v z sh th ng

Bouncy consonant sounds

Practise ‘bouncing’ each sound. (Avoid saying ‘cuh’, ‘puh’, ‘tuh’, ‘chuh’ etc.)

c-c-c-c h-h-h-h p-p-p-p t-t-t-t ch-ch-ch-ch

k-k-k-k

Now say the shortest sound you can without an ‘uh’!

c h p t ch
These are also ‘bouncy’ sounds, but it is harder not to say ‘uh’ – just do your best! Practise bouncing
each sound.

b-b-b-b d-d-d-d g-g-g-g j-j-j-j w-w-w-w y-y-y-y

Now say the shortest sound you can without an ‘uh’!

b d g j w y

Double consonant sounds

These sounds are actually two sounds made closely together, but they are counted as one.

x (c + s) qu (c + w) nk (ng + k)
(nk is paired with ng on the Speed Sounds poster)

Vowel sounds
The English language can be confusing, because there are only five vowel letters (‘a’, ‘e’, ‘i’, ‘o’, ‘u’) but
twenty vowel sounds.
Practise saying each vowel sound in the accent used in your region.

a e i o u ay ee igh ow
apple egg insect orange umbrella day see high blow

oo oo ar or air ir ou oy ire ear ure

zoo book car for fair girl shout boy fire hear pure

141
 Glossary
Phonics practice activities for teachers

Activity 2: Learn to say words in Sound Talk

As a Read Write Inc. Fresh Start teacher, you will need to be able to say any single-syllable word in
Sound Talk so that the students can learn to blend the sounds into a word.
The words in each of the rows below share a vowel sound, but may contain different vowel graphemes.
Say the vowel sound first, and then say the word in Sound Talk. Touch a finger as you say each sound.
The number of sounds is printed after each word.

a c-a-t 3 f-a-t 3 m-a-sh 3 s-p-l-a-sh 5

e h-e-n 3 h-e-l-p 4 h-ea-d 3 b-r-ea-d 4
i p-i-n 3 th-i-n 3 th-i-ng 3 th-i-nk 3
o l-o-t 3 l-o-ng 3 l-o-s-t 4 p-o-n-d 4
u h-u-t 3 j-u-m-p 4 c-r-u-s-t 5 j-u-s-t 4

ay d-ay 2 m-a-k(e) 3 t-r-ai-n 4

ee g-r-ee-n 4 t-ea 2 h-e 2 k-ey 2
igh n-igh-t 3 b-i-k(e) 3 t-ie 2 f-i-n-d 4
ow s-n-ow 3 h-o-m(e) 3 g-oa-t 3 n-o 2
oo z-oo 2 b-r-u-t(e) 4 b-l-ue 3 ch-ew 2
ar sh-ar-k 3
or f-or 2 d-oor 2 s-n-ore 3 j-aw 2
air s-t-air 3 c-are 2
ir g-ir-l 3 n-ur-se 3 h-er 2
ou ou-t 2 t-ow-n 3
oi b-oy 2 s-p-oi-l 4
ire f-ire 2
ear h-ear 2
ure p-ure 2

More practice
d-ea-f 3, ar-m 2, l-e-g 3, b-a-ck 3, n-e-ck 3, t-u-m 3,
sh-oe 2, z-i-p 3, v-e-s-t 4, s-o-ck 3, c-oa-t 3, h-oo-d 3,
r-e-d 3, b-l-ue 3, b-l-ee-p 4, b-l-a-ck 4, p-ai-n-t 4, p-e-n 3, c-u-p 3,
r-u-n 3, s-k-i-p 4, p-u-m-p 4, w-al-k 3, th-i-nk 3, s-m-i-l(e) 4, s-i-t 3,
s-t-a-n-d 5, l-u-n-ch 4, s-ea 2, b-r-ea-k 4, h-o-m(e) 3, ch-air 2, l-igh-t 3,
w-a-ll 3, t-oy 2, b-oo-k 3, b-a-g 3, kn-i-f(e) 3, f-or-k 3,
s-p-oo-n 4, d-i-sh 3, p-l-a-t(e) 4, p-a-n 3, b-r-ea-th 4, j-a-m 3,
c-a-k(e) 3, t-oa-s-t 4, s-ou-p 3, h-a-t 3, ch-ee-se 3, l-oo 2, s-i-nk 3,
s-oa-p 3, m-a-t 3, t-a-p 3, f-l-oor 3, d-u-ck 3, s-p-l-a-sh 5,
s-a-d 3, c-r-o-ss 4, g-o 2, p-l-ea-se 4, m-a-d 3, g-l-a-d 4.

142
 Phonics practice activities for teachers

Activity 3: Understand the Complex Speed Sounds poster

In each sound box on the poster there is one sound, but usually more than one grapheme.
Complete the charts below by adding the graphemes printed in bold in the following words.
(The first two have been completed for you.)

Consonant sounds
photo bell funny stuff puddle wrap know horse carry circus piece buzz
caution hobble stick chemist giggle bridge barge gentle when little give
catch delicious topple

f l m n r s v z sh th ng
ph ll nk

b c d g h j p qu t w x y ch
k

Vowel sounds
my tie boat kind flew saw door no blue burn her coin Paul snore brown
make bike home brute happy she

a e i o u ay ee igh ow

oo oo ar or air ir ou oy ire ear ure

Activity 4: Check what you have learnt about sounds and graphemes
• Look at the words below.
• Draw a dot under each one-letter grapheme.
• Draw a line under each two- or three-letter grapheme.
• Draw an arc to join each ‘split grapheme’ (‘a-e’, ‘i-e’, ‘o-e’, ‘u-e’).

For example: play shake

am and bad blot plan crib camp wind pond desk blend
grunt twist stiff press bluff thing spring drink splash
clutch slump stretch spray new boat tooth care stair
door make spark sprain brute bird spike law flight hair
need join out read furl bloke floor stone tie brown
bow joy fire hear pure
(See p.144 for the answers to this activity.)

143
 Phonics practice activities for teachers

Activity 5: Read in syllables

• Read the words below in syllables. Say each syllable as it looks, not as it is pronounced, e.g.
Mon|day choc|o|late pic|ture (as in pure).

Mon|day choc|o|late des|troy pic|ture pill|ow chil|dren

e|sti|mate sta|tion pa|tience temp|er|a|ture tol|er|ance

Activity 6: Count the graphemes in words with more than one syllable
• Look at the words below.
• Say each syllable as it looks, not as it is pronounced.
• Draw a dot under each one-letter grapheme.
• Draw a line under each two- or three-letter grapheme.
• Draw an arc to join each ‘split grapheme’.

fo|llow con|cen|trate de|cide a|lone re|cog|nise bo|rrow

be|have a|mount croc|o|dile ex|tra|va|gant ac|cep|tance
dis|a|ppoint com|pare im|pa|tience dis|grace|ful be|cause
aw|ful de|li|cious ac|tion

(See below for the answers to this activity.)

Activity 4 answers:
am and bad blot plan crib camp wind pond desk blend
grunt twist stiff press bluff thing spring drink splash
clutch slump stretch spray new boat too th care stair
door make spark sprain brute bird spike law flight hair
need join out read furl bloke floor stone tie brown
bow joy fire hear pure

Activity 6 answers:
fo|ll ow con|cen|trate de|cide a|lone re|cog|nise bo|rr ow
be|have a|mount croc|o|dile ex|tra|va|gant ac|cep|tance
dis|a|pp oint com|pare im|pa|tience dis|grace|ful be|cau se
aw|ful de|li|ci ous ac|tion

144
Read Write Inc Fresh Start

Handbook
Series developed by Y5–Y8
Ruth Miskin P6–S2

Read Write Inc. Fresh Start rescues students aged 9 and above who are
reading below age-related expectations, using a phonics-based approach.
It enables them to become confident, fluent readers, who can access the
wider curriculum.

Read Write Inc. Fresh Start Handbook

The handbook supports teachers with effective assessment, lesson
planning, and organisation, to ensure their struggling students learn
to read confidently. The handbook includes:
• advice on how to organise Fresh Start in your class or school
• guidance on how to identify students who would benefit from
the programme and how to assess them at each stage
• detailed notes on how to teach students to read letters, blend
sounds into words and read the levelled decodable
texts in the Fresh Start Modules
• full guidance on how to timetable and
teach the activities in each Module
in the programme.

‘We have seen an enormous improvement in not

only the reading ages of our students but also
their enjoyment of and enthusiasm for reading.
Many teachers have commented on the increased
confidence these students display when reading
aloud in class and contributing to group discussions.’
Chiswick School (Secondary), London

‘The students’ success in reading, spelling and

comprehension has been truly amazing.’
Aston and Cote Church of England Primary School,
Oxfordshire

web www.oxfordprimary.co.uk ISBN 978-1-382-03522-4

email [email protected]
tel. +44 (0) 1536 452610

9 781382 035224