Kidsgrove Primary School

Empowering Learners...Growing Minds

Catch up Interventions

Enable intervention plans

Oral blending
Review	Orally blend up to three words that the child has successfully orally blended before. Using robot arms, model sounding out, and then the child repeats the sounds (if necessary) and says the whole word.
Teach	Model sound-talking and blending a whole word with less familiar GPCs; for example, /r/ /ai/ /n/ – rain. The child repeats this. Do the same with up to six words, which can contain any GPCs. Take care not to use words that are too long for the child to recall and blend.
Practise	Sound-talk a word – do not blend the whole word, as the child needs to practise blending independently. The child repeats the sounds and says the whole word. Repeat with up to six words, which can contain any GPCs. Take care not to use words that are too long for the child to recall and blend.
Apply	Oral storytelling: read aloud a pre-planned short extract*. Choose six words within the extract to be sounded out. These words should vary in length and include GPCs children have already learned and ones they have not yet been taught. The focus here is on ensuring that the child can sound-talk the word and blend. Model sounding out the word, and then the child repeats the sounds in the word and says the whole word. Continue with the story. When the child is more confident with their oral blending, they do not need to sound-talk the word first; they can just blend it.

GPC recognition
Review	Review up to 12 known sounds using grapheme cards. Where appropriate, model reading the sounds using ‘Me, then you’.
Teach	Say the new sound for the child to repeat. Repeat the sound multiple times. Show the grapheme for the sound – say the sound, then show the grapheme. Repeat multiple times. Show the picture and mnemonic for the grapheme. Model running your finger over the grapheme whilst saying the sound. The child then repeats this.
Practise	Spot the grapheme in known words from the lesson or from the word list provided (see Week-by- week Progression Appendix i). Use sound tiles or magnetic letters to make the word. Identify the focus grapheme within the word. Point to the grapheme, sound-talk the word and then blend to read the whole word. The child repeats this.
Apply	Use a decodable reader to show the child sentences that have words with the new sound, known sounds and known HRS words. The child reads the sentences (not necessarily the whole book).
Review	Review the focus sound by showing the grapheme and using ‘Me, then you’ to model saying the sound. Show the focus grapheme throughout the day and ask the child to say the sound.

*Guidance on this is provided in the ELS training

25

Blending for reading
Review	Review reading words with known sounds, including those recently taught, to build fluency and accuracy.
Teach	Show the focus grapheme/s, for example <ai>. Say the sound and ask the child to repeat. Do this multiple times. Say a word with the focus sound, for example ‘rain’. The child repeats. Sound-talk the word using robot arms and then blend using blending hands. Say the sound and show the grapheme (using a grapheme card or magnetic letters). Make the word using grapheme cards or magnetic letters. Point at each grapheme and read the word. Repeat with up to four other words that include the focus sound.
Practise	Use word cards to read words with the focus grapheme and other known words. First read-through for each grapheme card: spot the grapheme, sound-talk the word, read the word. Second read-through for each grapheme card: model reading the word quickly. The child repeats.
Apply	Use decodable readers that include the focus sound for spotting sounds. Read words from the book, particularly those with the focus sound. Read sentences that contain words with the focus grapheme and other known graphemes.

Top