N.B. Inability to do all of the above does not prevent moving on to phase 2
- Explore and experiment with sounds and words
- Distinguish between speech sounds
- Recognise words that rhyme (some)
- Provide a string of rhyming words (some)
- Blend and segment orally (most children)
- Give the sound when shown any phase 2 letter, securing 1st the starter letters s, a, t, p, i, o, n
- Find any phase 2 letter, from a display, when given a sound
- Be able to orally blend and segment CVC words
- Be abe to blend and segment in order to read and spell (using magnetic letters), VC words such as: if, am, on, up and silly names such as ip, ug and ock
- Be able to read the 5 tricky words, the, to, I, no, go
- Give the sound when shown all or most phase 2 and phase 3 graphemes
- Find all or most phase 2 and phase 3 graphemes, from a display, when given the sound
- Be able to blend and read CVC words (i.e. single syllable words consisting of phase 2 and 3 graphemes)
- Be able to segment and make a phonemically plausible attempt at spelling CVC words (i.e. single syllable words consisting of phase 2 and 3 graphemes)
- Be able to read the tricky words he, she, we, me, be, was, my, you, her, they, all, are
- Be able to spell the tricky words the, to, I, no, go
- Write each letter correctly when following a model
- Give the sound when shown any phase 2 and 3 grapheme
- Find any phase 2 and 3 grapheme, from a display, when given a sound
- Be able to blend and read words containing adjacent consonants
- Be able to segment and spell words containing adjacent consonants
- Be able to read the tricky words some, one, said, come, do, so, were, when, have , their, out, like, little, what
- Be able to spell the tricky words she, we, me, be, was, my, you, her, they, all, are
- Write each letter, usually correctly
- Give the sound when shown any grapheme that has been taught
- For any given sound, write the common graphemes
- Apply phonic knowledge and skills as the prime approach to reading and spelling unfamiliar words that are not completely decodable
- Read and spell phonically decodable 2 syllable and 3 syllable words
- Read automatically all the words in the list of 100 HF words
- Accurately spell most of the words in the list of 100 HF words
- Form each letter correctly
||Phase 6 - Reading
- Longer and less familiar texts.
- Learn rarer GPCs (p23 thin book).
- Greater familiarity with graphemes of two or more letters.
- Spelling work focused on structure of words supports decoding.
- Increased numbers of words which can be read automatically.
- Use context to support decisions about where to place stress in a polysyllabic word.
- Greater emphasis on developing a range of comprehension strategies.
|Phase 6 - Spelling
- Continue to segment words into phonemes but developing accuracy through making informed choices of graphemes where there are alternatives.
- Using spelling conventions and guidelines to support this (see p187 fat book).
- Learn conventions for adding common suffixes e.g. –ed, -ing (p189).
- Develop strategies for independent spelling and proof reading.