1. ___ Plan sounds distinguishment practice for minimal pairs.
Do
Don't
2. ___ Skip clarifying the sounds/blends because it’s ‘too hard’ or time-consuming.
Do
Don't
3. ___ Pre-empt common confusions (minimal pairs & letter shape confusion) and design tasks to explicitly teach the difference.
Do
Don't
4. ___ Wait for errors to emerge. When my students can’t do it independently, i will move backwards and downgrade the complexity of words/tasks.
Do
Don't
5. ___ Break tasks into smaller, timed segments to maintain focus and pace.
Do
Don't
6. ____ Scaffold decoding: Guide students to identify digraphs (e.g. ‘igh’) before ‘blending the whole word’.
Do
Don't
7. _____ Give students a word like ‘sight’ and say ‘sound it out’ without support.
Do
Don't
8. _____ Design a task sequence from simple (CVC) to complex (blends, silent letters).
Do
Don't
9. _____ Jump into complex words before fixing foundational sound gaps.
Do
Don't
10. _____ Guide the students to identify the difficult patterns before independent blending practice.
Do
Don't