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Last updated 26 October 2012 15:27 by NZTecAdmin
Teaching decoding: step 2 (PDF, 41 KB)

Many tutors have identified that learners need additional help to progress with their decoding skills. Below are further specialised activities that follow the steps in the Read with Understanding progression. Some have been adapted from material available at: http://www.dfes.gov.uk/ curriculum_literacy

Learners at the 2nd step of the Decoding progression

Sight words and decoding

  • Play Snap with high-frequency words.
  • Insert high-frequency words or the learner’s own familiar words into gaps in sentences.
  • Identify what personal information is asked for on a variety of forms relevant to their situation, for example, a prescription, car registration renewal, mail-order form, enrolment form.


  • Sort lists of words on cards into groups according to common roots (word families), for example, walk, walking, walked.
  • Sort words on cards with common prefixes, for example, unfit, unwell, unable. Divide the words into syllables.
  • Find words in a text that have the same letter pattern, for example, and, band, sand.
  • Underline in different colours (on paper or using the word processor) words with one syllable, two syllables, three syllables, four syllables.
  • Use a space bar on a computer to insert a space between syllables. Read the syllables.
  • Rejoin common compound words from a list with the first half of the word in one column and the second half in the next.



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