As of term 3 week 5, students should already know letter sounds from phase 3 and 5. There are games on the website as well. Do note that the a sound is incorrect.

• Children can now identify and match both uppercase and lowercase letters.

• They know basic letter sounds (phonemes) for all 26 letters, including:

  • Initial consonants (e.g., s, t, p, n, c, k)

  • Short vowel sounds (a, e, i, o, u)

2. Blending and Segmenting

• They can blend two or more sounds to say a word (e.g., c-a-t → cat).

• They can segment heard words into individual sounds.

• Using tools like the Elkonin box, students have practiced finger-spelling to isolate and write words.

3. Reading Patterns & Rules

Students are familiar with these phonics rules and patterns:

• CVC words (Consonant-Vowel-Consonant): cat, map, pig

• Magic 'e' (silent e/VCe) rule: cake, bike, rose, tube

• Double consonant “Floss Rule”: glass, buzz, spill

• Initial consonant blends: e.g.

  • s-blends: smell, stop, skip

  • l-blends: flip, clap, plug

  • r-blends: frog, trap, grip

  • w-blends: swim, twist

• Vowel digraphs:

  • oo (long and short): moon, book

  • ea, ee, oa, ow: goat, feet, slow, throw

4. Consonant Digraphs & Soft Sounds

• Recognition and pronunciation of:

  • /sh/, /ch/, /th/, /wh/, /ng/ sounds: ship, chin, them, when, sing

  • Soft ‘c’ and ‘g’ sounds: city, gem

  • Word endings: -ck, -dge, -tch

• Practice spelling – review weekly spelling lists and patterns.

• Read aloud daily – encourage children to read books with predictive patterns and phonics-based readers.

• Phonics games – e.g., matching sounds, word building with letter cards.

• Reinforce sight words – use flashcards and frequent reading to solidify high-frequency vocabulary.