Level 3 Codebreakers Week 2 Session 1 Level 3

Terminology:
tricky word, grapheme, sound, phoneme, blend

Learning Objectives Resources • timer

• To spell tricky word ‘go’
Revisit and Review
• Codebreakers Level 3 Log Book
• Level 2 Codebreakers Tricky Word
Flashcards
• Level 3 Codebreakers Mnemonic
Flashcard (taught so far)
• Level 3 Codebreakers Tricky Word
Flashcards
• Level 3 Codebreakers Sound
Mat (1 each)
• Decodable Revision Word Cards
• These can be found in the Level 3
Supporting Resources Pack
(4 minutes)
• magnetic letters (optional)
• whiteboard and pen (1 each)
• magnifying glasses (optional)
• interesting writing tools, e.g. UV pens,
chalk pens to write on windows, a tablet
and stylus, highlighters, coloured pens
• multisensory items, e.g. a shallow tray
with sand/shaving foam or a Colour
Sensory Bag (optional)
• different coloured pens or highlighters

(1 minute) ‘Break the code and say the sound.’ Hold up the grapheme side of the already taught Level 3 Mnemonic
Flashcards, one at a time, and encourage the children to say the sound
that each grapheme can make. Work through these rapidly.

Further support? Prompt the children by making the action for the sound
or showing them the mnemonic side of the card.

(1 minute) ‘Time to use your speedy spy skills. I will say a sound and Choose one of the previously learnt Level 3 Mnemonic Flashcards
you will write down the grapheme that makes that sound as quickly and, without letting the children see, say the phoneme/sound that that
as you can.’ grapheme represents, e.g. /v/. The children write the ‘v’ grapheme on
their whiteboard. Repeat for other sounds, working at a quick pace.

Further support? Children can find the grapheme on the sound mat in
their log books instead of writing the grapheme.

‘Now, write down this tricky word that we’ve already learnt: to.’ Read out the tricky word, which has already been taught, for spelling.
Allow time for the children to write it down.

(1 minute) ‘To access this week’s codebreaking, you need to show that
you completed last week’s training by reading some words. Hunt for
the words and read each one. Remember that you can sound out the
word to help you.’
Choose a few of the Decodable Revision Word Cards for Week 2 and
spread them out (or hide them) around the room. Focus on any sounds
that the children need more practise with. The children are to hunt for the
words and read each one as they find it, before moving on. If they have
magnifying glasses, they can use them to help with their hunt.

(1 minute) ‘We are going to read some tricky words that we already
know. These can’t be sounded out so we learn them. We’ll look for the
tricky part and then read them together.’
Show the children a mix of the taught Level 3 Codebreakers Tricky Word
Flashcards and some Level 2 Codebreakers Tricky Word Flashcards.
Hold up a card, identify the tricky part and say the word with the children.
Repeat for the other words, going through the cards at a quick pace.
Prioritise any word cards that the children find difficult.

‘Now, it’s your turn.’ Hold up the word cards for the children to say by themselves. Keep it
quick and pacey. If the children haven’t read all of the words in the time,
leave them to come back to at another time.

Praise the children for their efforts and achievements.

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 Teach (6 minutes)
(1 minute) ‘Now, we are going to learn the code to spell the tricky
word ‘go’.’
‘What does the word ‘go’ mean? Can you say it in a sentence?’
‘How many syllables are there in ‘go’? Let’s tap them out on
our watches.’
(2 minutes) ‘Which letters or graphemes can you see that are making
the sounds you expect?’
‘Which part of the word is tricky and doesn’t follow our normal
phonics code? Why is this part tricky? Do you get stuck on a certain
bit of the word?’
‘Write the word in your log book and colour code the tricky bit.’
‘Are there any other words that also have this spelling pattern? Can
we learn this unusual ‘chunk’ of code?’
‘The word ‘no’ follows this spelling pattern.’
(3 minutes) ‘Now, we are going to write the word five times. Say the
individual letter names (not sounds) as you are writing them.’
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Show the ‘go’ card from the Level 2 Tricky Word Flashcards.
Children to explain their understanding of the word ‘go’ and use it in a
spoken sentence.
Tap out the syllables in ‘go’. Encourage the children to do the same. ‘Go’
has 1 syllable, so tap once.
Encourage the children to look at the word and point out the letters that
are making the sounds they would expect, e.g. ‘g’.
Ask the children to identify which letters or graphemes aren’t as expected.
In this case, the ‘o’ making an /oa/ sound.
Children may give different answers and it is important that they identify
what is difficult to them.
Children to write the word in their log book, using a different colour to
write the tricky part, e.g. go.
Take suggestions from the children.
Write the word ‘no’ on the whiteboard and show the similarity with ‘go’.
Ask the children to write the word in their log book and colour code or
underline the similar part.
Children to write the word five times using interesting writing tools, such
as UV pens, chalk pens, a tablet and stylus, highlighters or gel pens.
Further support? Encourage them to refer to their written version of the
tricky word with the tricky part written in a different colour.
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 Practise (5 minutes)

‘We are going to practise our tricky words by playing ‘Top Secret Spell’.’ Set the timer for this part of the session. Keep to time, rather than getting
through all of the words from today’s session.

‘Work with your Codebreaker teammates to spell the top secret word. Say today’s tricky word (spelling). Children go around the circle, each
I’ll say a word, then we will go around the circle to spell the word and giving the next letter from the word. Repeat for the other tricky words that
crack the code.’ have been learnt, as time allows. Start with a different child each time.

Further support? Children could write the word down first and refer to it
to help them feel more confident when spelling it aloud.

For children who would benefit from more multisensory games, you
could swap this game for one of the games listed here.

Apply (5 minutes)

‘Crack today’s code by writing this secret message in your log Dictate the sentence for the children to write. Repeat the sentence
book: Can a wet fox go on a jet?’ lots of times and encourage them to count the number of words in the
sentence (8). Refer them to their colour-coded tricky word if necessary.

‘Let’s use today’s message to crack the secret code together.’ Ask the children to give their spellings of the words in the sentence.
Act as a scribe to write the sentence on the whiteboard or some paper.
Make sure this shared sentence is accurate so that the children are able
to successfully crack the code.

‘Today, you need the 3rd, 4th and 11th letters. Write the letters in the Children to write the letters ‘n’ ‘a’ and ‘g’ in the circles at the bottom of
circles in your log book to get today’s code word.’ the page in their log books to find the secret code word (nag).

‘Well done, you’ve worked hard today! Colour the battery in your log Celebrate the children’s efforts. Encourage them to think about how
book to show how confident you are in your learning.’ much progress they’ve made today.

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 Level 3 Codebreakers Week 2 Session 1
Learning Objectives:
To spell tricky word ‘go’

Assessment of today’s session:

Name

To spell the tricky word ‘go’

accurately.

To spell the tricky word ‘go’ accurately

in a sentence.

To spell words featuring last week’s

GPCs accurately.

Observations from the session:

Use this space to record any additional observations, progress and achievements as well as areas to work on further or gaps in the children’s knowledge.

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