Step
1
- Teach letter sounds from
Groups 1 – 3
- Blend regular words that
use the letter sounds e.g. in, hot, bus etc.
- Teach letter sounds from
Groups 1 – 3 and how to write them
- Develop the ability to
hear the sounds in words – holding up a finger
for each sound
Step
2
Blend regular words that:-
- start with a consonant
blend e.g. stop, clap, drip etc.
- have two letters making
the same sound e.g. hill, rabbit, duck etc.
- are long e.g. sunset,
handbag, milkman etc.
- Make words with magnetic
plastic letters – the children identify the
sounds and choose the
letters
- Dictate simple words –
the children write on whiteboards or paper
- Develop the ability to
hear the sounds in consonant blends
Step
3
- Teach letter sounds from
Groups 4 – 7
- Teach blending of
regular words with digraphs e.g. rain, tree, pie,
boat, fork etc.
- Develop the
understanding that the digraphs <oo> and <th> have 2
sounds e.g. foot/moon,
this/thin
- Teach letter sounds from
groups 4 – 7 and how to write them
- Demonstrate the joining
of digraphs (if school has a policy of early
joined writing)
- Dictate regular words
that contain the new letter sounds e.g. train, jet,
boil, queen etc.
Step
4
- Teach tricky words 1 –
10 by blending them and learning the correct
pronunciation e.g. the,
he, was, to etc.
- Practise the tricky
words until they can be read automatically
- Introduce capital
letters and their sounds
- Introduce letter names
- Teach spelling of tricky
words 1 – 10
- Check accuracy of
spelling by dictating tricky words – children to write
words or make them with
plastic letters
Step
5
- Introduce Red Level
Readers. Only the children who know the first 10
tricky words, and can blend
regular words that use the 42 letter
sounds, should be expected
to read these books by themselves
- Understand the
importance of initially using decodable books
- Dictate sentences that
have tricky words 1 – 10 and regular words that
use the letter sounds that
have been taught so far e.g. I sleep in a big
bed.
- Encourage independent
writing
Step
6
- Teach the sounds of the
letter <y> when it is being a vowel e.g. my,
funny, system
- Teach tricky words 11 –
20
- Now the Yellow Level
Jolly Readers can follow on from the Red Level
Readers
- Teach the spelling of
tricky words 11 – 20
- Dictate sentences that
use the tricky words, as well as regular words
containing letter sounds
that have already been taught
- Continue encouraging
independent writing
Step
7
- Teach the alternative
magic ‘e’ long vowels and blend regular words
that contain these vowels
e.g. ape, these, fine, home, tube
- Teach tricky words 21 –
40
- Now the Green Level
Readers can follow on from the Yellow
Level Readers
- Teach the alternative
magic ‘e’ long vowels and dictate regular words
and/or sentences that
contain these vowels e.g. lane, theme, ride,
hope, cube
- Teach the spelling of
tricky words 21 – 40
- Continue with
independent writing
Further
Phonics
- alternatives /ea/,
/igh/, /ow/ (snow), /ew/, /ir/, /ur/, /au/, /aw/, /al/, /oy/, /ow/ (cow) Now
Blue Level Readers can be introduced.
- nk is a blend but easier
if children learn it as if it is a digraph; - wh is another way of writing /w/
(with some dialects it has its own sound)
- ph has a /f/ sound; -
ue, ew, and u-e can also be pronounced as an /oo/ sound
Letter-Sound Groups 1 –
3:- s, a, t, i, p, n, c, k, e, h, r, m, d, g, o, u, l, f, b
Letter-Sound Groups 4 – 7:- ai, j, oa, ie, ee, or, z, w, ng, v, oo, y,
x, ch, sh, th, qu, ou, oi, ue, er, ar
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