Word reading - Focused teaching years 3-6 (ages 9-12)

The following sequence of activities introduces students learning to the ‘-age’ letter cluster (suffix) in two-syllable words. The sequence can be adapted to teach other letter clusters.

Linking letter clusters

This activity can be repeated to allow students to practise linking new letter clusters with letter clusters they already know.

• Introduce the student to the letter cluster (suffix) to be studied ‘-age’, in the context of the following words: message, package, cabbage, bandage and village.
• Explain to the student, that the way we say ‘age’ in these words is different from how we say it when we read the word ‘age’ and this affects how we read and spell some words with the ‘-age’ letter cluster (suffix).
• Ask the student to identify, read and spell the letter clusters in the two-syllable words. For example, they break up the words as shown below, and read and spell each letter cluster.

Learning and automatising the relevant phonological knowledge

This activity can be repeated to allow students to practise automatising phonological knowledge when reading.

• Ask the student to read out loud each of the following words: age, message, package, cabbage, bandage and village.
• Ask the student to describe how the sound of the ‘-age’ letter cluster (suffix) in message, package, cabbage, bandage and village differs from that in the word age (which has a long ‘a’ sound, as distinct from an unstressed vowel in the other words read).
• Provide the students with a list of the target words (message, cabbage, package, bandage and village) and a second list of words that include the ‘-age’ letter cluster (suffix) in which the vowel 'a' is stressed. For example, rage backstage, birdcage, enrage and page.
• Read to the students in random order words from each list (with the vowel 'a' stressed and unstressed). Ask the student to identify the words with the unstressed 'a' vowel sound by clapping their hands.
• Ask the student to read each list of words and underline the words with the unstressed 'a' vowel sound.
• Read to the students a list of other words that rhyme with the ‘- age’ letter cluster (suffix) in the target list (message, package, cabbage, bandage and village), such as, savage, passage, courage, stoppage and sausage.

Ask the student to read:

• The list of rhyming words and to suggest other words that rhyme with the ‘- age’ letter cluster (suffix) in the target list (message, package, cabbage, bandage and village). For example, wreckage, vintage, manage, shortage and language.
• The list of target words again by segmenting the words into syllables and repeating the common sound at the end of each word (‘uhj’).

Comprehending word meanings

This activity can be repeated to allow students to practise reviewing the meaning of the words in the target list.

• Ask the student to read each word and describe its meaning.
• Clarify with the student the meaning and possible context for each word. For example, Where would you find a package or a message?
• Write a sentence that includes one of the target words and ask the student to read it back to you. For example, The doctor put a bandage on my knee to stop the bleeding, or I received a package from my grandmother on my birthday.
• Ask the student to write a sentence that includes one of the target words and to read it back to you.

This activity can be repeated, by asking the students to write single sentences including the remaining target words, or they may invent a story, news item or song that includes all of the words on the target list.

Identifying and manipulating individual sounds in words

This activity can be repeated to allow students to practise learning and automatising relevant phonemic knowledge.

Students identify and manipulate the individual sounds in the targeted words they are learning (message, cabbage, package, bandage and village).

Ask the student to:

• Segment the words message, package, cabbage, bandage and village into separate sounds; they say each sound they hear in each word including the ‘uh’ and ‘j’. They can also count the number of sounds in each word and tap for each sound.
• Blend the separate sounds heard in each word from the target list. For example, the student blends a string of sounds such as ‘b-ag-uh-j’ and says the word.
• Listen to two or more of the words from the target list and identify:
  • shared vowel - for example, c–abb–age , b–and–age
  • shared consonantal sounds – for example, cabbage, bandage
  • the sound immediately before the '-uh' – for example, cabbage, bandage, message, package and village.

The following sequence of activities introduces students learning to the ‘-age’ letter cluster (suffix) in two-syllable words. The sequence can be adapted to teach other letter clusters.

Before reading words, students need to automatically link the letter cluster with the sound pattern.

Learning to read words

This activity can be repeated to allow students to practise reading and blending letter clusters.

Ask the student to:

1. Read each target word from a list rapidly and accurately – reinforce the correct pronunciation of each word.
   
2. Read each word in segments with equal stress on both syllables and then practise destressing each syllable in turn. For example, for ‘message’ they say ‘-mess’ and ‘-age’ with equal stress and then first practise saying the word ‘mess" destressed and then the letter cluster (suffix) 'age' destressed.
   
3. Read unfamiliar letter clusters (onsets) from a list or on cards. For example, ‘man’, ’vint’, ‘dam’, ‘sav’, ‘short’.
   
4. Blend these letter clusters with the letter cluster (suffix) ‘-age’, to say and read the words. For example, they add the letter cluster (suffix) ‘-age’ to create the following new words, man-age, vint-age, dam-age, sav-age, short-age.

Identifying how words are similar

• Reread the second syllable of each word, - 'uhj'.
  
• Identify and name the letters in the cluster that make the shared sound at the end of each word (a-g-e).

Visualising and writing words

This activity can be repeated to allow students to practise visualising and writing words:

1. Using flashcards with the target words, ask the student to focus on two or three words with the ‘−age’ letter cluster (suffix). Ask the student to close their eyes, ‘see’ the words and imagine writing them down. Discuss how the words are similar.
2. Ask the student to read the same two or three words again. As the student reads each word, ask them to make a picture of the word in their mind and then write the word.
3. Use a target word in a sentence and ask the student to write down the target word you have used. For example, I received a ’message’ on my mobile phone.
4. Repeat this process using additional target ‘−age’ words as presented on the flashcards.
   

Spelling words by linking onset and rime

This activity can be repeated to allow students to practise spelling words by linking onset and rime.

1. The students work on spelling each word from the target list by writing it. They do this by linking the first syllable of the word (onset unit) with the letter cluster (suffix) ‘-age’ (rime unit).
2. Write one of the words from the target list (for example, message).
3. Ask the student to say the word and then match each sound with its letter cluster. For example, mess and age.
4. Repeat this activity using the remaining target words.
5. Dictate sentences containing the target words.
6. Ask the students to underline the target word in each sentence and read the sentences back to you.

Transferring letter-sound rime units to other words

This activity can be repeated to allow students to practise transferring letter-sound rime units to other words.

1. Students transfer the target letter cluster (suffix) ‘-age’, sound pattern to predict how to say and spell unfamiliar words.
2. Select other words that have the letter cluster (suffix) ‘-age’ that you haven't yet taught. For example, manage, cartage, damage, savage, shortage, postage, garbage. Pseudo or nonsense words can also be used, such as legage, helpage, ripage, snapage.
   
3. Ask students to predict how to say or spell each word as quickly as they can.
4. Dictate the words to the student, asking them to write each of the words and read them back to you.
   

Writing a sentence

This activity can be repeated to allow students to practise writing sentences using the target words

Ask the student to create a sentence about each target word that illustrates its meaning.

For example:

• I received a package from my grandmother on my birthday.
• I received a message on my mobile phone.
• The doctor put a bandage on my knee to stop the bleeding.

Inferring meaning from letter clusters

1. Ask the student to read and define the first syllable of a word with the ‘-age’ letter cluster (suffix). For example, ‘cart’ in the word cartage.
2. Ask the student to read the same word and add the letter cluster suffix ‘-age’. For example, cart and -‘age’, says cartage.
3. Explain to the student that when you add the letter cluster (suffix) ‘-age’ to the first syllable of a word, you get a different meaning.

For example:

Present words in which the first syllable before the letter cluster (suffix) ‘-age’ isn’t a word in English.

For example:

• cour-age: in French 'la couer' means the heart and to have heart means to be brave.
  
• voy-age: in French 'voir' means ‘to see’.
  
• langu-age: in French 'la langue' means the language.
• vill-age: in French 'la ville' means the town.

Distinguishing rime units

This activity can be repeated to allow students to practise distinguishing between the ‘−age’ letter cluster (suffix) and words with a similar suffix they have previously learnt.

Create a chart that contains target words with the ‘−age’ letter cluster (suffix) and other words with a similar suffix the student has previously learnt.

Ask the student to read the words on the chart quickly.

Ask the student to point to and read the words with the ‘-age’ letter cluster (suffix).

Invite the student to reread the ‘-age’ words and compose new sentences using each word.

Reading target words in text

This activity can be repeated to allow students to practise reading target words in text.

The student transfers the reading of the letter cluster ‘-age’ in single words, to reading the target words embedded in prose.

Ask the students to:

1. Write short stories that contain the target words (message, village, cabbage, package and bandage) and to read the story back to you.
2. Scan prose they are reading for other words that have the letter cluster (suffix) ‘-age’, read the words out loud and write them as a list.

Reading three- and four-syllable words

This activity can be repeated to allow students to practise reading three- and four-syllable words that contain the target words.

Ask the student to suggest three- and four-syllable words that contain the target words. Record the words and ask the student to read them back to you. For example:

Ask the student to explain how they read each word. For example, they identify and blend the individual sounds in the words.

Learning meta-phonemic knowledge

This activity can be repeated to allow students to develop meta-phonemic knowledge.

The student discusses what they know about letter cluster patterns.

Ask the student:

1. What they know about letter cluster patterns
2. How they can use what they know about letter clusters to read other words. For example, If I can read and write brick, I can read and write trick.
3. How they can make bigger words from the smaller words. For example, If I can read and write ball, I can read and write ballroom, If I can read and write run, I can read and write runner.
4. How they segment words, why segmenting words into two or three parts is useful. For example, When I segment the word pocket into pock/et it says pock-et.
5. Talk about their developing knowledge of different word patterns
6. How they recognise familiar letter cluster patterns in unfamiliar words. For example, If I can read and write the word package, I can read and write the word repackaging.

Monitoring word reading and spelling progress

This activity can be repeated to allow students to monitor their progress in word reading and spelling.

1. The table below is designed to monitor word reading and spelling progress. Drawing on a list, including the student’s word reading, spelling and vocabulary knowledge along with unfamiliar words, introduce the student to the table.

2. Ask them to discuss and record words for listing in one of the five categories.
   

The student uses this table to monitor their learning progress and to see the word families they need to practise at any time.

Using regularities and patterns in rime letter clusters to learn more abstract patterns

This activity can be repeated to allow students to practise using regularities and patterns in rime letter clusters and to learn more abstract patterns.

Present the student with a list of words with three different letter clusters (suffixes), including the target words (message, bandage, village, package, cabbage).

For example:

• savage, courage, passage
• surface, furnace, terrace
• climate, chocolate, delicate.

Ask the student to:

1. Read the words and identify the different rime letter cluster (suffix) in each group of words.
2. Investigate the three-rime letter cluster and identify similarities and differences.
3. Underline the rime letter cluster in each word and read the words back to you.

Organising changing knowledge in a systematic easy-to-use way

This activity can be repeated to allow students to practise organising changing knowledge about rime letter clusters in a systematic easy-to-use way.

Present the student with a table of rime letter clusters and an example of a word for each. Ask the student to read the rime letter clusters and the examples.

Invite the student to progressively add new words containing the rime letter clusters.

The student may also record additional rime letter clusters as they are presented and include examples of words with the new rime letter cluster.

The following sequence of activities introduces students' learning to the '-age' letter cluster (suffix) in two-syllable words. The sequence can be adapted to teach other letter clusters.

This sequence of activities enables the student to automatise their knowledge of letter patterns and allows the student to engage in orthographic learning.

Categorising, sorting and matching words

This activity can be repeated to allow students to practise, categorising and sorting words with known letter cluster patterns.

• The student uses the ‘-age’ letter cluster pattern and other known letter cluster patterns, for example, (-ate, -ace) in games that include categorising, sorting, matching activities. They can use flash cards and play games such as Snap, Memory or Bingo.

Reading and writing unfamiliar words by analogy

This activity can be repeated to allow students to practise reading and writing unfamiliar words by analogy.

• The student uses known letter cluster patterns to read and write unfamiliar words by analogy. For example, If I can read and write late, I can read and write plate.

Memorising words

This activity can be repeated to allow students to practise memorising words.

Ask the student:

• What they remember about a letter cluster-sound pattern.

For example:

• If you see a word containing the letter cluster-sound pattern ‘–and’, how would this sound?
• If you hear a word with the letter cluster-sound pattern in the word band, how would you spell the word band?

Developing awareness of word structures

This activity can be repeated to allow students to develop an awareness of word structures.

• Use known letter cluster patterns in problem solving activities with the student. For example, ask the student to predict the likely letters that might see before known letter clusters. For example:

-ate | chocolate

-age | message

-ace | surface

The following sequence of activities involves students learning to read and spell words with the ‘tele-’ letter cluster (morphograph) in two-to-five syllable words. The target words for these activities are:

teleprinter, telephone, television, telegraph, telecast and telescope.

This sequence can be adapted to teach different letter clusters.

Automatising relevant phonological knowledge

This activity can be repeated to allow students to practise automatising relevant phonological knowledge.

Ask the student to:

• Read and identify the common sound in the target words.

teleprinter telephone television telegraph telecast telescope

• Segment each word by isolating the common letter cluster (morpheme) and the sound it makes in each word.

teleprinter → | tele-printer | telephone →  | tele-phone

television →  | tele-vision | telegraph → | tele-graph

Learning the meaning of the target morpheme

This activity can be repeated to allow students to practise learning the meaning of the target morpheme.

Ask the student to:

• Read the target words again and suggest the possible meaning of ‘tele-’.

Identifying and manipulating individual sounds

This activity can be repeated to allow the student to practise identifying and manipulating individual sounds in words.

The student identifies and manipulates the individual sounds in the target words.

Ask the student to:

• Segment the target words into separate sounds; they say each sound they hear in each word. They can also count the number of sounds heard in each word and tap for each sound.

The following sequence of activities involves students learning to read and spell words with the ‘tele-’ letter cluster (morphograph) in two-to-five-syllable words. The target words for these activities are: teleprinter, telephone, television, telegraph, telecast and telescope.

This sequence can be adapted to teach different letter clusters.

Before reading words, the student needs to automatically link the letter cluster with the sound pattern.

Learning to read words with the new morphograph

This activity can be repeated to allow students to practise reading words with the new morphograph, ‘tele’.

• Read each target word to the student and ask them to read it back to you. Reinforce the correct pronunciation of each word.

Ask the student to:

• Say and write the shared letter cluster (morphograph) in each of the target words.
  
• Read and blend the letter clusters in each target word in unfamiliar words. For example, they add ‘tele-’ to '-port and '-market, to read the words teleport and telemarket.
• Consult a dictionary and identify other words to support possible meaning of the morphograph ‘tele-‘. For example, telephoto, telepathic and teleconference.

Visualising and writing words

This activity can be repeated to allow students to practise visualising and writing words, using the target morphograph ‘tele-‘.

• Using flashcards with the target words, ask the student to focus on two or three words with the ‘tele-’ morphograph. Ask the student to close their eyes and visualise the words and imagine writing them down. Discuss how the words are similar.
• Ask the student to reread the same two or three words and as they read each word, visualise it and then write it down.
• Use a target word in a sentence and ask the student to record the target word used in the sentence.
• Repeat this process with the remaining target words.

Writing and spelling words

This activity can be repeated to allow the student to practise spelling words using the target morphograph, 'tele-'.

• Write one of the words, for example, ‘telephone’, and ask the student to read the word and then match each sound in the word with its letter or letter cluster. For example, tel-e-ph-one.
• Ask the student to suggest other words they can spell using the same morphograph and name the letters they would use.

Transferring morphographs to other words

This activity can be repeated to allow students to practise transferring the ‘tele-‘ morphograph to more unfamiliar words.

Introduce the student to four new words with the 'tele-' morpohograph. For example, telemetry and telegram.

Ask the student to predict:

• How to say and spell each word.
  
• The meaning of each word.
• Consult a dictionary and identify the meaning of the new words presented.

Writing a sentence

This activity can be repeated to allow students to practise writing sentences that include words with the ‘tele-‘ morphograph.

Ask the student to:

• Write a sentence including a word with the ‘tele-‘ morphograph.
• Read the sentence back to you and explain the meaning of the word with the ‘tele-‘ morphograph used in the sentence.
• Repeat this activity using other words with the ‘tele-‘ morphograph.

Reading words in text with target morphograph

This activity can be repeated to allow students to practise reading the target words in text

• Write and present prose containing target words within the text. For example:
  Mum was talking on the telephone to her sister in Queensland. They were talking about their favourite television show. She was saying how much she enjoyed it being telecast in high definition.
• Ask the student to read the prose out loud and identify the words containing the ‘tele-‘ morphograph.

Reading two- and three-syllable words

This activity can be repeated to allow students to practise reading two- and three-syllable words containing the target ‘tele-‘ morphograph.

• Introduce the students to words where a new syllable (or syllables), is added to the ‘tele-‘ morphograph . For example:
  • telepath to telepathy or telepathic
  • telephone to telephonist
  • telegraph to telegraphy.
• Ask the student to read the base word and segment into syllables, identifying the stress points. For example, tel-e-phone (the stress points are on the first and third syllable).
• Read the word telephonist to the student emphasising the variation in the stress point, tel-e-phoniest.
  
• Ask the student to read the word telephonist, emphasising the stress point occurring at the second syllable.
  
• Repeat this activity using other words.

Learning meta-phonemic knowledge

This activity can be repeated to allow students to develop meta-phonemic knowledge.

Ask the student:

• What they know about letter cluster patterns.
  
• How they can use what they know about letter clusters to read other words. For example, If I can read and write telecast, I can read and write telescope.
• How they can make bigger words from the smaller words. For example, If I can read and write telecast, I can read and write telecasting, If I can read and write telemarket, I can read and write telemarketer.
• How they segment words and why segmenting words into three or four parts is useful. For example, When I segment the word tel-e-port, breaking the word into parts helps me to read the whole word.

The following sequence of activities involves students learning to read and spell words with the ‘tele-’ letter cluster (morphograph) in two- to five-syllable words. The target words for these activities are: teleprinter, telephone, television, telegraph, telecast and telescope.

This sequence can be adapted to teach different letter clusters.

This sequence of activities enables the student to automatise their knowledge of the letter pattern. Rather than needing to make the letter-sound link consciously, they can recognise the letter pattern automatically. This allows the student to engage in orthographic learning.

Categorising, sorting and matching words

This activity can be repeated to allow students to practise categorising, sorting and matching words.

The student uses the ‘tele-‘ morphograph in games such as:

• categorising
• sorting
• matching activities.

The student can use word cards with each word and can play games such as Snap, Memory or Bingo, matching words that have the ‘tele-‘ morphograph.

Reading and writing unfamiliar words by analogy

This activity can be repeated to allow students to practise reading unfamiliar words by analogy.

• Ask the student to use the ‘tele-‘ morphograph to read unfamiliar words by analogy. For example, If I can read and write telescope, I can read and write telescopic.

Memory activities

This activity can be repeated to allow students to practise memorising words.

The student says:

• what they will remember about the letter cluster-sound pattern.

For example:

• If I see ‘tele-‘ in a word, I will try saying . . .
• If I hear 'tele-' in a word that I am spelling, I will write . . . 
  
• How the ‘tele-‘ pattern is similar to and different from what they already knew
• How they might use ‘tele-‘ in the future.

Developing awareness of word structures

This activity can be repeated to allow students to develop an awareness of word structures with the ‘tele-‘ morphograph.

• Use the ‘tele-‘ morphograph in prediction activities with the student. For example, ask the student to predict the likely letters that might see after this morphograph:
  
  tele- | telescope tele- | television tele- | telephone.​