Teachers are having difficulty on the colour-coding and which sounding-out startegy to use. I have given teachers spelling groups here to show you.

It is a positive observation that teachers are unsure of what the sound structure in words. Why? It means that they are grappling with the change. Before teachers stand in front of their class and lead the lesson, they have reflected on this element. The research reports the same; that the majority of teachers will struggle with the phonemes and syllables in the words because teachers are adult spellers, who learnt to spell so long ago. Research suggests that teachers need to remember how to return to the process of acquiring these skills and focus on the relationship between phonics and the sound structure. So this is very positive!

Colour coding will assist the students, as they too will find the sound-structure initially confusing.
Colour coding also requires teachers to plan and reflect on this element of the teaching and learning, before the delivery to the class.
In schools where there is a literacy coordinator, the literacy coordinator can then 'coach' the teachers and particularly those that are having difficulty, as there is evidence of their understanding of the sound-structure int he words.

What other tips can PLD provide?
All of Stage 1 and Stage 2 words involve breaking the words into phonemes (or individual sounds). There is no chunking in Stage 1 and 2.
Stage 3 there is some attention to the individual phonemes, but 2 syllable words sounding and onset and rime sounding appears.
Stage 4, 5 and 6 typically have lengthy words and so will rely largely on syllabic spelling, but sometimes also attention to phonemes (of individual sounds).

The Phonic Sight Word Sequence always explains this and outlines beneath the phonic concept exactly what the sounding out strategy is.

Referring to the example below:
Word List 1 - accurate and reflects what is the Phonic Sight Word Sequence.
Word List 2 - accurate and reflects what is the Phonic Sight Word Sequence.
Word List 3 - Refer to the screen grab from the Phonic Sight Word Sequence text. What is the strategy that is recommended when single-syllable words with the -ce phonic concept? Onset and rime spelling (e.g. f-ace) and when two-syllable words what is recommended? Syllabic spelling (e.g. dis-grace). These elements are explained in the PLD online courses and in the seminars, and that is why some teachers will need to be directed back these or have the literacy coordinator within the school coach them. So, what changes are required to List 3: p-eace, br-ace, tw-ice, m-ouse, l-oose, c-urse, r-inse. dis/grace, em/brace, ad/vice. Personally I would only cover one sounding our strategy per list. If the teacher is getting confused, then the students will DEFINITELY get confused. An option would be to focus on onset and rime spelling wth -ce and air (e.g. p-eace, br-ace, tw-ice, m-ouse, l-oose, c-urse, ch-air, fl-air, st-air, h-air) or syllabic spelling with -ce words and air words (e.g. dis/grace, em/brace, ad/vice, re/place, neck/lace and fair/y, dair/y, air/port, up/stairs, re/pair).

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