• What are the eight (8) steps of phonics?

• What would you do for students struggling to blend two phonemes?

• When writing a grapheme (that hasn't been explicitly taught), should you still worry about letter formation or reversals?

• Graphemes are first introduced as lowercase. When and how do you introduce capital letters?

• When students have mastered target phonemes, should you still revise these or go straight on to reading camera words and blending?

• Does the word paper use the split digraph for long vowel /ay/?

• What grapheme represents the schwa in circle?

• What is the best way to use an School Learning Support Officers (SLSOs) in a phonics lesson? Should it be support in class or withdrawal?

• How long should you stay on one decodable text?

• If older students still have gaps or weaknesses in phonological awareness, is it important to keep revisiting? What could be the impact on their progress if we don't?

• If students are fluently reading a decodable text (with GPCs and camera words already taught) would this mean they have achieved their end of kindergarten outcome. Traditionally it would be a PM level 8, so should we look at these?

• After teaching Unit 1 and 2 (Kindergarten) a student still has limited knowledge of GPCs. Do we continue to expose to new GPCs while revisiting the ones they haven't mastered?

• Are reading fluency programs (e.g. Rocket Reading) a part of a phonics lesson? Can you suggest any resources?

• When your backline of students has mastered the 8 steps within a phonics unit, but the rest of the class hasn't, can you release them for independent practice?

• We are using a lot of paper making booklets to reinforce graphemes taught in phonics. Has anyone else had this problem?

• Students often get stuck blending and segmenting medial vowels, in particular short vowel /a/ and /e/. How do you recommend teaching these?

• We teach synthetic phonics, but our school has PM readers. We don't want to throw them away, so how can we still use them?

• What is the best way to structure home reading?

• What do I do with kids that aren't "getting it"?

• In the Basic Code (Kinder/Prep) some lessons rely on students reading 3, 5, 7 or 9 words with 80% accuracy before moving on. Should this be the same for all 8 steps of phonics?