the THRASS® institute

I understand the distinction between phonemic awareness and phonics.

I can clearly explain phoneme–grapheme correspondence.

I understand how English orthography integrates phonology, morphology and etymology.

I understand the F–6 progression of phoneme and grapheme instruction.

I can analyse student spelling errors using orthographic knowledge.

I understand and can articulate how morphology supports vocabulary development.

I understand and can articulate how fluency connects to orthographic mapping.

I understand and can articulate how THRASS aligns with the Science of Reading.

I explicitly teach phonemic awareness skills.

I explicitly teach phoneme–grapheme correspondences.

I consistently use THRASS metalanguage in my classroom.

I model encoding (spelling) alongside decoding (reading).

I use THRASS resources to support instruction.

I analyse student work through an orthographic lens.

My planning aligns with the THRASS Scope & Sequence.

I explicitly teach morphology and vocabulary.

Students confidently use shared literacy language.

Literacy instruction across our school is consistent.

I feel confident teaching literacy using an orthographic approach.

I feel equipped to support struggling readers.

I feel confident explaining our literacy approach to parents.

I observe measurable growth in students' decoding and encoding skills.

Our school has a clear and shared literacy vision.