Jake’s Fishing Line Reading guide

Phonics focus

Lessons 51–52: long a and long i in split-digraph words

Practise a_e and i_e in these words: a_e: Jake, Kate, lake, take, make, game, safe; i_e: life, line, slide, time, fine, five, ride. Blend practice words using the focus spelling and compare short and long vowel examples where appropriate. Use the programme lessons to introduce new sounds; the story is original.

Bold red vowel letters and bold blue consonant letters show the selected focus spellings. Read split digraphs as one spelling across the intervening consonant; do not add a separate final-e sound. Only their paired vowel letters are bold red. Soft c and g focus letters are bold blue. Colours identify letter categories, not pronunciation. Read the guide note for each pattern. Help children with other letters and patterns in the word when needed. A highlighted letter does not mean the whole word is independently decodable.

Adult supported words

An adult reads the title with the child. Preview Jake, Kate, fish, boat, rests, jackets, rod, will, not, has, knot, reel, gives, tug, pulls, tight, let’s, our, says, puts, down, holds, still, helps, loosen, guides, through, small, loop, comes, free, now, checks, before, again, drops, into, sits, beside, watch, floats, wait, this, day. Help with other unfamiliar words as needed; this is supported shared reading.

Before reading

Read three practice words and name the selected spelling. Look at the cover, name the setting and predict what might happen.

During reading

Read each sentence aloud together. Point to the highlighted letters, blend the focus words and reread naturally. Use Talk Together to discuss the character, problem, actions and ending.

Narrative structure

Jake’s fishing line is tangled. Tugging tightens the knot. With Dad’s help and Kate holding the reel, he loosens the knot and enjoys fishing again.

After reading

Invite the child to retell what happened first, what went wrong, what the character tried and how the story ended. Reread the book to build confidence.

Treat a_e and i_e as spellings split by a consonant. The two selected vowel letters are red and bold; the intervening consonant keeps its normal colour and weight. Blend the word with the long vowel, without sounding a separate final e. Guides in the story has a later vowel pattern and is adult supported, not marked as i_e. Dad handles hooks and checks the equipment; everyone wears a fitted life jacket and stays seated in the stable boat.