Literacy Fundamentals
Structured Literacy & Phonics Foundations โ Te Kลwae Pฤnui
๐ฌ Evidence-Based Structured Literacy
This unit is built on the Science of Reading and aligns with NZ's Common Practice Model for literacy. Every lesson follows the systematic phonics sequence while honouring Te Ao Mฤori through bilingual vocabulary, whakataukฤซ anchors, and culturally responsive pedagogy.
๐ Phase 1: Phonics Foundations (Weeks 1-2)
Systematic introduction of letter-sound correspondences using 'The Code' cards. Focus: /s/, /a/, /t/, /p/, /i/, /n/, /m/, /d/, /g/, /o/, /c/, /k/
Phonics Foundations 1
Introduction to 'The Code'. Letters /s/, /a/, /t/, /p/. Sound buttons for blending.
Phonics Foundations 2
Letters /i/, /n/, /m/, /d/. Extending blending with new phonemes.
CVC Word Building
Building and reading CVC words. Magnetic letter work.
Blending & Segmenting
Oral blending and segmenting practice. Phoneme manipulation.
๐ Phase 2: Digraphs & Morphology (Weeks 3-4)
Consonant digraphs (ch, sh, th, ng) and long vowel patterns. Introduction to prefixes and suffixes.
Consonant Digraphs
ch, sh, th, ng โ two letters, one sound. Digraph hunting in text.
Long Vowel Patterns
Split digraphs (a-e, i-e, o-e) and vowel teams (ee, oa).
Prefixes & Suffixes
Common prefixes (un-, re-) and suffixes (-ing, -ed, -er).
Morphology Practice
Applying morphological knowledge to decode unfamiliar words.
๐ Phase 3: Fluency & Complex Patterns (Weeks 5-6)
Building reading fluency through repeated reading. Alternative vowel sounds and r-controlled vowels.
Complex Patterns 1
Alternative vowel sounds: ou, ow, oi, oy.
Complex Patterns 2
More alternative spellings. Phoneme-grapheme flexibility.
Fluency Building 1
Repeated reading with decodable texts. Prosody introduction.
Fluency Building 2
Partner reading and fluency tracking. Self-correction strategies.
๐ Phase 4: Application & Consolidation (Weeks 7-8)
R-controlled vowels, multisyllabic words, and assessment. Celebrating growth!
R-Controlled Vowels
ar, or, er, ir, ur โ the "bossy r" patterns.
Multisyllabic Words
Syllable division strategies. Breaking big words into chunks.
Application Practice
Integrated reading and writing using all phonics patterns.
Assessment & Celebration
Final assessment and celebrating growth! Literacy passports.
๐ Resources / Ngฤ Rauemi
๐ Teaching Materials
๐ Decodable Texts
๐ช Whฤnau Resources
๐ค The Code: Phoneme Progression
๐ฟ Te Ao Mฤori Integration
Every lesson opens with karakia and connects sounds to kupu Mฤori. This honours linguistic diversity while building accurate phonics skills.
๐ Curriculum Alignment
NZC Level 1-2 โ English / Reo Pฤkehฤ
- Reading: Use their developing knowledge of the alphabetic code to decode unfamiliar words
- Writing: Use their developing knowledge of letter-sound relationships to spell words
- Speaking: Speak clearly and audibly, using pronunciation and intonation appropriate to the topic
Common Practice Model: Systematic synthetic phonics, explicit vocabulary instruction, fluency development
Key Competencies: Using language, symbols and texts; Thinking; Relating to others
๐ Kaiako Planning Snapshot โ Teacher Planning Snapshot
Ngฤ Whฤinga Akoranga โ Learning Intentions
By the end of this unit, learners will:
- Decode CVC and multisyllabic words using systematic phoneme-grapheme knowledge
- Apply digraph, long vowel, and r-controlled vowel patterns accurately in reading and spelling
- Read decodable texts with improving fluency, accuracy, and prosody
- Use morphological knowledge (prefixes and suffixes) to decode unfamiliar words
- Write words and short sentences drawing on phonics and morphology knowledge
Paearu Angitu โ Success Criteria
I can:
- Say and write the sound each phoneme card represents (Phase 1โ4)
- Blend sounds to read CVC and CCVC words accurately without sounding out each letter aloud
- Identify and apply digraphs (ch, sh, th, ng) and long vowel patterns in unknown words
- Read a decodable text at my level with fluency and self-correction strategies
- Use a prefix or suffix to help decode and understand an unfamiliar word
Entry / On-level / Extension
- Entry: Focus on Phase 1 phonemes only. Use oral blending before written tasks. Provide letter-sound reference cards during independent reading and writing activities.
- On-level: Follow the 16-lesson sequence at full pace. Alternate paired and independent tasks. Run fluency probes every four weeks to monitor progress and adjust instructional groupings.
- Extension: Introduce polysyllabic words and common Latin and Greek roots. Challenge students to apply phonics patterns to subject-specific vocabulary across other learning areas. Add dictation passages with multisyllabic target words.
Inclusion Guidance
- ESOL / ELL learners: Connect phonemes to kupu Mฤori as a parallel code. Use visual phoneme-grapheme cards alongside spoken instruction. Extend oral blending practice before moving to written tasks. Pair with a bilingual reading buddy where possible.
- Neurodiverse learners / ADHD: Multisensory activities (tapping phonemes, tracing in sand, magnetic letters) build engagement and memory. Keep each activity segment to 5โ7 minutes. Apply UDL principles: offer choice in how students demonstrate phonics knowledge (oral, written, or built with cards).
- Students with dyslexia: Explicit, cumulative, sequential phonics instruction โ the structure of this unit โ is best practice for dyslexic learners. Use decodable texts matched to the student's current phonics level. Avoid guessing strategies; reinforce phonemic decoding at every stage.