How to target decoding practice at point of need





Literacy Hub


(c) Commonwealth of Australia


Literacy specialists Elaine Stanley and Rebecca McEwan explain how to prepare students so they are ready to use decodable words and sentences to practise their phonics skills.

View the transcript. | View the slide outlines.

Resources mentioned in this video

Phonics professional learning: Explicit instruction for phonics – an instructional model [2:11]

Phonological and phonemic awareness lesson activities [3:06]      

Phonics professional learning: Getting started with a phonics progression [3:15]

Decodable words and sentences [8:23]

Who is this video for? 

Foundation to Year 2 teachers; school leaders 

What will you learn? 

You will learn about the knowledge and skills students need before they begin using decodable texts, and how to use decodable words and sentences to target practice at your students’ point of need.


Elaine Stanley and Rebecca McEwan are experienced teachers, school leaders and literacy coaches. They have had extensive experience implementing systematic synthetic phonics in primary school classrooms, and have recently coached disadvantaged school around Australia.  

Related content 

Literacy Hub phonics progression

The Literacy Hub phonics progression includes a sequence of letter–sound correspondences and phonics skills for development across Foundation to Year 2.

Using decodable texts in the classroom

This infographic guides teachers on using decodable texts with students. 

Phonics professional learning: Choosing and using decodable texts

The Literacy Hub provides free, online professional learning to support schools through each step of building a systematic synthetic phonics (SSP) approach for reading and spelling. This third topic in the series unpacks decodable texts.

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