Appendix Sound and Letter High Frequency Words
Appendix Sound and Letter High Frequency Words
Appendix Sound and Letter High Frequency Words
Tables from: Masterson, J., Stuart, M., Dixon, M. and Lovejoy, S. (2003) Children’s Printed Word
Database: Economic and Social Research Council funded project, R00023406
00281-2007BKT-EN Letters and Sounds: Principles and Practice of High Quality Phonics
193
© Crown copyright 2007 Primary National Strategy
100 high-frequency words in phases
Phase Two
Decodable words Tricky words
a had the
Letters and Sounds: Appendices
an back to
as and I
at get no
if big go
in him into
is his
it not
of got
off up
on mum
can but
dad put (north)
Letters and Sounds: Principles and Practice of High Quality Phonics 00281-2007BKT-EN
194 Primary National Strategy © Crown copyright 2007
Next 200 common words in order of frequency
This list is read down columns (i.e in the list, water is the most frequently used and grow is the least frequently used)
Tables from: Masterson, J., Stuart, M., Dixon, M. and Lovejoy, S. (2003) Children’s Printed Word
Database: Economic and Social Research Coucil funded project, R00023406
00281-2007BKT-EN Letters and Sounds: Principles and Practice of High Quality Phonics
195
© Crown copyright 2007 Primary National Strategy
Appendix 2
Letter formation
Letters and Sounds: Appendices
Letters and Sounds: Principles and Practice of High Quality Phonics 00281-2007BKT-EN
196 Primary National Strategy © Crown copyright 2007
Appendix 3
Assessment
Phase 1
By the end of phase 1 children will have experienced a wealth of listening activities
including songs, stories and rhymes. They will be able to distinguish between speech
sounds and many will be able to blend and segment words orally. Some will also be able
to recognise spoken words that rhyme and will be able to provide a string of rhyming
words, but inability to do this does not prevent moving on to Phase Two as these
speaking and listening activities continue.
■ give the sound when shown any Phase Two letter, securing first the starter letters
s, a, t, p, i, n;
■ find any Phase Two letter, from a display, when given the sound;
■ 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.
■ 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, 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.
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© Crown copyright 2007 Primary National Strategy
Phase Four (4–6 weeks)
By the end of Phase Four children should:
Letters and Sounds: Appendices
■ 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;
■ 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 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;
■ form each letter correctly.
Letters and Sounds: Principles and Practice of High Quality Phonics 00281-2007BKT-EN
198 Primary National Strategy © Crown copyright 2007