Redirecting to default login... Below Average (Yellow) Level Instructions – Lexplore
Below Average (Yellow) Level Instructions Below Average (Yellow) Level Instructions

Below Average (Yellow) Level Instructions

Individual Phonemes, Blends and Nonsense Words…

At the Yellow Level, students will work on their automatic recognition of digraphs and vowel phonemes and then on to blending these to read nonsense words, before moving on to read nonsense words, containing consonant blends. Nonsense words will include previously learned consonants. This helps them to develop their knowledge and understanding of different graphemes and phonemes as well as combinations of these, working through new sounds in this effective programme. They will never encounter a new sound combination, without being introduced to the separate phoneme or digraph first.

The phonemes, digraphs and blends are introduced in the same order as in the Letters and Sounds programme, as this will be familiar for the majority of students and enables greater combinations of decodable words. In this way, students build their confidence, as they recognise familiar sounds already committed to their long-term memory stores and feel able to succeed with the reading programme. It is important that the Lexplore Intensive programme makes learning enjoyable, in addition, students see their success, and this builds motivation.

At this stage, single vowels will be said with their short happy sound. It is incredibly important that all instructors use ‘pure’, clear phonemes when instructing students and that they themselves are encouraged to use these. The benefit of using ‘pure’ phonemes in accurately decoding and blending, cannot be underestimated. They will also encounter vowel digraphs and trigraphs, where the long Huge Hug sound is said.

Although the student has been directed to the Lexplore Intensive Yellow Level material, they may require the additional challenge of the Lexplore Intensive Turquoise Level. Instructor discretion, together with a knowledge of the individual student, can be used and the student moved on more rapidly. Remember that sometimes, it is more beneficial to build the confidence of the individual, when developing phonological awareness and understanding, which may be done by going over familiar material.

Student and Marking PDF: Pages 4 – 11


Consonant Blends…

The student may need reminding, that these letters make separate sounds and need blending together. This may need modelling. The majority of the blends on each page, will generally be found at the start or at the end of words. The exception to this, is the blends on p20 of the student book, which contains an initial and final blend. Depending upon the individual, this can become a talking and learning point.

Student and Marking PDF: Pages 12 – 20


Word Families, Real Words, Two-Syllable and Polysyllabic Words…

Word families include word that contain common features, patterns or meanings. These often have a common base or root word, to which different prefixes or suffixes are added. At this level, the word families used, refers largely to the use of the same features and patterns. At the Yellow Level, this is relating to their use of the same phonemes.

The following decodable words have been separated into word families. Students will frequently encounter these in their daily reading and grouping the words in this way, will all help to build familiarity for them. The work they have completed in the programme so far, will now support them in decoding the letter sounds they contain.

At this stage, only short decodable words, with previously learnt phonemes, are included, so that students can build their decoding confidence without feeling overwhelmed. Some students will already have stronger sight-reading skills and will be able to read through these words as remembered ‘images’, rather than decoding them. Once again, use your professional judgement and knowledge of the child, to decide how quickly you will progress through these. It is important to note that no words containing alternative vowel phonemes and pronunciations are included in these words, as these will be covered in the Lexplore Intensive Turquoise Level.

It is useful to discuss where the previously learnt vowel phonemes tend to appear in the words in this section. Discussing the position of sounds at the beginning, middle or end of words, can help with developing skills in spelling words accurately.

Before moving on to the next stage in the programme, please ensure that the student has done the section relating to high frequency and tricky words.

Student and Marking PDF: Pages 26 – 39


High Frequency and Tricky Words

During the next section, students will encounter lists of common high frequency words. These are quite simply, those words which occur most frequently in spoken and written material. They are often words that have little meaning on their own, but they do contribute a great deal to the meaning of a sentence.

This section also incorporates tricky words. These words are sometimes known as ‘irregular words’, ‘common exception words’ or ‘sight words’. Many of these words are not decodable and therefore need to be learnt ‘by sight’. Overlearning, using the principles of precision teaching, is an excellent way to commit these to a student’s long-term memory.

Some of these tricky words do not follow typical patterns and vowels in these will sometimes say their long Huge Hug sound, such as in the word ‘we’. Similarly, others contain consonants that do not ‘say’ their typical sounds, such as ‘was’. These may need to be told to the student the first few times that they encounter them.

Working through these words can greatly help students develop the sight-reading skills they need, before moving on to Lexplore Intensive Turquoise Level.

Student and Marking Copy: Pages 40 – 47