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Letters and Sounds: Phase 3

Page Letters and Sounds content Spellzone related content and notes
SSC = Spellzone Starter Course. SMC = Spellzone Main Course

 

Summary

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The purpose of this phase...
"Children entering Phase Three will know around 19 letters and be able to blend phonemes to read VC words and segment VC words to spell. While many children will be able to read and spell CVC words, they all should be able to blend and segment CVC words orally…"

"The purpose of this phase is to teach another 25 graphemes (listed below), most of them comprising two letters (e.g. oa), so the children can represent each of about 42 phonemes…"

"Children also continue to practise CVC blending and segmentation in this phase and will apply their knowledge of blending and segmenting to reading and spelling simple two-syllable words and captions…"

"It must always be remembered that phonics is the step up to word recognition. Automatic reading of all words – decodable and tricky – is the ultimate goal…"

Letters:
Set 6: j, v, w, x*
Set 7: y, z, zz, qu*

Graphemes and sample words poster

The Spellzone Starter Course includes recorded sounds and teaches all the basic phonic rules and includes the top 100 high frequency words.

 

 

 

 

 

 

 

 

Set 6: SSC Unit 3
Set 7: y, z, zz  in SSC Unit 3 and qu in SMC Unit 3

 

Suggested timetable for Phase Three – discrete teaching

76

Week 1

 

 

 

 

Week  2

 

 

 

 

SSC Unit 8
SSC Unit 7, sections 1 and 2

 

Week 3

  • Practise previously learned GPCs
  • Teach the four consonant digraphs
  • Practise blending for reading
  • Practise segmentation for spelling
  • Teach reading the tricky words we, me, be
  • Practise reading and spelling high-frequency words
  • Practise reading two-syllable words
  • Practise reading captions and sentences
  • Practise writing captions and sentences

 

 

 

 

SSC Unit 8

 

Week 4

  • Practise previously learned GPCs
  • Teach four of the vowel digraphs
  • Practise blending for reading
  • Practise segmentation for spelling
  • Teach reading the tricky word was
  • Teach spelling the tricky words no and go
  • Practise reading and spelling high-frequency words
  • Practise reading two-syllable words
  • Practise reading captions and sentences
  • Practise writing captions and sentences

 

 

 

 

SSC Unit 8

 

Week 5

  • Practise previously learned GPCs
  • Teach four more vowel digraphs
  • Practise blending for reading
  • Practise segmentation for spelling
  • Teach reading the tricky word my
  • Practise reading and spelling high-frequency words
  • Teach spelling two-syllable words
  • Practise reading captions and sentences
  • Practise writing captions and sentences

 

 

 

 

SSC Unit 8

SSC Unit 7

76

Week 6

  • Practise previously learned GPCs
  • Teach four more vowel digraphs
  • Practise letter names
  • Practise blending for reading
  • Practise segmentation for spelling
  • Teach reading the tricky word you
  • Practise reading and spelling high-frequency words
  • Practise spelling two-syllable words
  • Practise reading captions and sentences
  • Practise writing captions and sentences

 

 

 

 

SSC Unit 8

SSC Unit 7

 

Week 7

  • Practise previously learned GPCs
  •  Teach four more vowel digraphs
  • Practise letter names
  • Practise blending for reading
  • Practise segmentation for spelling
  • Teach reading the tricky word they
  • Practise reading and spelling high-frequency words
  • Practise spelling two-syllable words
  • Practise reading captions and sentences
  • Practise writing captions and sentences

 

 

 

 

SSC Unit 8

SSC Unit 7

 

Week 8

  • Practise all GPCs
  • Practise letter names
  •  Practise blending for reading
  • Practise segmentation for spelling
  • Teach reading the tricky word her
  • Practise reading and spelling high-frequency words
  • Practise spelling two-syllable words
  • Practise reading captions and sentences
  • Practise writing captions and sentences

 

 

 

SSC Unit 8

SSC Unit 7

 

Week 9

  • Practise all GPCs
  • Practise letter names
  • Practise blending for reading
  • Practise segmentation for spelling
  • Teach reading the tricky word all
  • Practise reading and spelling high-frequency words
  • Practise spelling two-syllable words
  • Practise reading captions and sentences
  • Practise writing captions and sentences

 

 

 

 

SSC Unit 8

SSC Unit 7

 

Week 10

  • Practise all GPCs
  • Practise letter names
  • Practise blending for reading
  • Practise segmentation for spelling
  • Teach reading the tricky word are
  • Practise reading and spelling words
  • Practise spelling two-syllable high-frequency words
  •  Practise reading captions and sentences
  • Practise writing captions and sentences

 

 

Weeks 11–12

  • More consolidation if necessary, or move on to Phase Four.

 

 

Teaching sets 6 and 7 letters

79

In teaching the remaining sets 6 and 7 letters:

Words using sets 1 –6 GPCs:
(+j) - jam, Jill, jet, jog, Jack, Jen, jet-lag, jacket
(+v) - van, vat, vet, Vic, Ravi, Kevin, visit, velvet
(+w) - will, win, wag, web, wig, wax, cobweb, wicked
(+x) - mix, fix, box, tax, six, taxi, vixen, exit

SSC Unit 3

 

Words using sets 1–7 GPCs:
(+y) - yap, yes, yet, yell, yum-yum
(+z/zz) - zip, Zak, buzz, jazz, zigzag
(+qu) - quiz, quit, quick, quack, liquid

SMC Unit 3

 

Introducing and teaching two-letter and three-letter GPCs

81

Introducing two-letter GPCs
Two-part example session for teaching sh
Resources:

Procedure:
See it and say it

2. Recall that the children have already seen two letters being used in the recently learned q, which always has a u after it, and also ck and the double letters zzto ff, ll, and ss;  at the ends of some words.

3. Write some sh words on the whiteboard and others as foils (download as flash cards: shut, fish, shop, dash, wishes, shell, rushed, hiss, stop, such).

4. Ask six children to come to the whiteboard and one a time to find the word with a sh grapheme and underline the grapheme.

 

 

 

 

SMC Unit 2

Practising grapheme recognition (for reading) and recall (for spelling)

82

Flashcards
Resources:

  • Set of cards with a grapheme on one side and its mnemonic on the other (e.g. sh on one side and a picture of a finger to the mouth on the other)

 

 

Practising blending for reading

85

What's in the box?
Resources:

 

86
87

Countdown
Resources:

  • List of Phase Three words


Sentence substitution

Resources:

Matching words and pictures
Resources:

  • As 'What's in the box?' above.

Buried Treasure
Resources:

  • Set of nonsense word cards: jarm, win, jowd, yes, wug, zip, quit, vil

 


Select Phase Three word lists (from the resources section below) and print flash cards to use in the countdown activity.



For working without a whiteboard, print out the words and sentences as worksheets.


88

Sorting
Resources:

 

 

Practising segmentation for spelling

89

Phase Three two-letter and three-letter graphemes

Follow the same procedure as for sets 6 and 7 words. It is important that the graphemes are units, not separate letters.

Quick write words
Resources:

 

90

Full circle
Resources:
When the graphemes sh, ch, th and ng have been learned

When the graphemes for the new vowel sounds have been learned

 

SMC unit 4, SMC unit 5

 

Teaching and practising high-frequency (common) words

91

There are 100 common words that recur frequently in much of the written material young children read and that they need when they write. Most of these are decodable, by sounding and blending, assuming the grapheme–phoneme correspondences are known, but only 26 of the high-frequency words are decodable by the end of Phase Two and a further 12 are decodable by the end of Phase Three. These are will, with, that, this, then, them, see, for, now, down, look and too. Reading a group of these words each day, by applying grapheme-phoneme knowledge as it is acquired, will help children recognise them quickly. However, in order to read simple captions it is necessary also to know some words that have unusual or untaught GPCs, 'tricky' words, and these need to be learned (see Notes of Guidance for Practitioners and Teachers, page 15, for an explanation).

High frequency words used in SSC Unit 8.

 

 

 

Set the word list as a homework task.

 

Phase Two, 'tricky' words. High frequency words used in SSC Unit 7

91

Learning to read tricky words
he, she, we, me,  be, was, my, you, her, they, all, are

Resources:

  • Caption containing the tricky word to be learned.

 

92

Practising high-frequency words
The 12 decodable and 12 tricky high-frequency words need lots of practice in the manner described below so that children will be able to read them 'automatically' as soon as possible.

Resources:

  • Between five and eight high-frequency words, including
    decodable
    and tricky words, written on individual cards.
    D
    ecodable and tricky words with sound buttons.

Set word lists as a task for extra practice at home.

93

Learning to spell and practising tricky words
Children should be able to read these words before being expected to learn to spell them.
the, to, no, go, I

Procedure:
2. Say a sentence using the word.

 

 

 

 

 

Teaching reading and spelling two-syllable words

94

Reading two-syllable words
Resources:

Introducing spelling two-syllable words
Resources:

SSC Unit 7 and SMC Unit 8

Practising reading and writing captions and sentences

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Reading captions: Matching (with the teacher)
Resources:

  • Caption or sentence for one of the pictures  

Procedure:
8. As children get more practice with the high-frequency words, it should not be necessary to continue sound-talking them.

Reading captions: Matching (independent of the teacher)
Resources:
Captions or sentences for one of the pictures 

Drawing
Resources:

  • Two captions or sentences 






Set SSC Unit 8 (high frequency words) as a homework task

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'I can...' books
Resources:

 

Set word list as a homework task.

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Yes/no questions
Resources:

 

Set word list as a homework task.

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Demonstration writing
Resources:
Pictures of subjects that have VC, CV and CVC names

 

 

Assessment

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By the end of Phase Three children should:

 

 

Bank of suggested words, captions and sentences for use in Phase Three

100

The words in this section are made up from the letters taught for use in blending for reading and segmentation for spelling. These lists are not for working through slavishly but to be selected from as needed for an activity. (Words in italics are from the list of 100 high frequency words.)

Words and sentences using sets – letters

Words using sets 1 –6 GPCs
(+j) - jam, Jill, jet, jog, Jack, Jen, jet-lag, jacket
(+v) - van, vat, vet, Vic, Ravi, Kevin, visit, velvet
(+w) - will, win, wag, web, wig, wax, cobweb, wicked
(+x) - mix, fix, box, tax, six, taxi, vixen, exit

Set SSC Unit 8  or individual Spellzone high frequency word lists as a homework task

 

Words using sets 1–7 GPCs
(+y) - yap, yes, yet, yell, yum-yum
(+z/zz) - zip, Zak, buzz, jazz, zigzag
(+qu) - quiz, quit, quick, quack, liquid

Yes/no questions with words containing sets 1–6 GPCs

Yes/no questions with words containing sets 1–7 GPCs

 

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Sentences using words containing sets – GPCs and he, we and she
Sentences are offered here to give children practice in reading and understanding short texts which are fully decodable.

Words and sentences using Phase Three graphemes

Words using the four consonant digraphs
Each of these words contains the target grapheme but no other Phase Three graphemes. This means that the Phase Three graphemes can be taught in any order.

ch - chop, chin, chug, check, such, chip, chill, much, rich, chicken

sh - ship, shop, shed, shell, fish, shock, cash, bash, hush, rush

th - them, then, that, this, with, moth, thin, thick, path (north), bath (north)

ng - ring, rang, hang, song, wing, rung, king, long, sing, ping-pong

Sentences with set 1–7 letters plus the four consonant digraphs and some tricky words

 

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Words using the Phase Three vowel graphemes
ai - wait, Gail, hail, pain, aim, sail, main, tail, rain, bait

ee - see, feel, weep, feet, jeep, seem, meet, week, deep, keep

igh - high, sigh, light, might, night, right, sight, fight, tight, tonight

oa - coat, load, goat, loaf, road, soap, oak, toad, foal, boatman

oo - too, zoo, boot, hoof, zoom, cool, food, root, moon, rooftop, look, foot, cook, good, book, took, wood, wool, hook, hood

ar - bar, car, bark, card, cart, hard, jar, park, market, farmyard

or - for, fork, cord, cork, sort, born, worn, fort, torn

ur - fur, burn, urn, burp, curl, hurt, surf, turn, turnip, curds

ow - now, down, owl, cow, how, bow, pow!, row, town, towel

oi - oil, boil, coin, coil, join, soil, toil, quoit, poison, tinfoil 

ear - ear, dear, fear, hear, gear, near, tear, year, rear, beard

air - air, fair , hair, lair, pair, cairn

ure - sure, lure, assure, insure, pure, cure, secure, manure, mature

er - hammer, letter, rocker, ladder, supper, dinner, boxer, better, summer, banner

 

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Words with a combination of two Phase Three graphemes
cheep, tooth, chair, sharp, torch, looking, sheet, harsh, waiter, poach, orchard, powder, thing, short, arch, shoal, north, lightning, thorn, church
and
chain, shook, farmer, porch, teeth, singer, faith, shark, shorter, thicker, coach, shear, sheep, march, longer

Captions

Sentences

Sentences for the end of Phase Three
On the farm

In town

In a wigwam

At the river

In the woods

 

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Sentences for 'Sentence substitution'

Yes/no questions suitable for the end of Phase Three

 

Back to Letters and Sounds home.



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