Letters and Sounds: Appendix 3

Progress check for each phase.
Phase 2
By the end of Phase Two children should:

• be able to orally blend and segment CVC words;
• be able 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 five tricky words the, to, I, no, go.
  

Phase 3
By the end of Phase Three children should:

• give the sound when shown all or most Phase Two and Phase Three graphemes;
•  find all or most Phase Two and Phase Three graphemes, from a display, when given the sound;
• be able to blend and read CVC words (i.e. single-syllable words consisting of Phase Two and Phase Three graphemes);
• be able to segment and make a phonemically plausible attempt at spelling CVC words (i.e. single-syllable words consisting of Phase Two and Phase Three graphemes);
• be able to read the tricky words: he, she, we, me, be, was, you, my, her, they, all, are;
• be able to spell the tricky words the, to, I, no, go

Monitor activity and progress of each student in Spellzone:

• View the results of each test and the answers given to identify errors.
• Download progress reports.
• Set the Spelling Ability Test as a task to establish an up-to-date Spellzone Score and Course Pathway.

Phase 4
By the end of Phase Four children should:

• give the sound when shown any Phase Two and Phase Three grapheme;
• find any Phase Two and Phase Three grapheme, from a display, when given the 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, there, out, like, little, what;
• be able to spell the tricky words he, she, we, me, be, was, my, you, her, they, all, are;

Phase 5 (throughout Year )
By the end of Phase Five children should:

• apply phonic knowledge and skill as the prime approach to reading and spelling unfamiliar words that are not completely decodable;
• read and spell phonically decodable two-syllable and three-syllable words;
• read automatically all the words in the list of 100 high-frequency words;
• accurately spell most of the words in the list of 100 high-frequency words.