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Phase One paves the way for the systematic teaching of phonic work, by developing speaking, listening and language skills through adult-led activities and high-quality play. Phase One activities are designed to underpin and run alongside activities in other phases. 

The purpose of this phase is to teach at least 19 letters, and move children on from oral blending and segmentation to blending and segmenting with letters. By the end of the phase many children should be able to read and spell some VC and CVC words. They will also learn to read some high-frequency ‘tricky’ words: is, the, no, go, I, into, his, has, as, put, of

Another 12 graphemes are taught. Children also continue to practise CVC blending and segmentation and will apply their knowledge of blending and segmenting to reading and spelling simple two-syllable words and captions. They will also learn to read some high-frequency ‘tricky’ words: said, her, he, my, for, be, you 

The purpose of this phase is to teach another 15 graphemes, most of them comprising two letters (e.g. oa), so the children can represent each of about 42 phonemes by a grapheme.  Tricky words: she, all, me, we they

The purpose of this phase is to consolidate children’s knowledge of graphemes in reading and spelling words containing adjacent consonants and polysyllabic words.  Tricky words: are, there,so, were, like, have, do, come, some

The purpose of this phase is to teach common word endings including suffixes. of graphemes in reading and spelling words containing adjacent consonants and polysyllabic words. Tricky words: one, out, about, love, today, say

The purpose of this phase is for children to broaden their knowledge of graphemes and phonemes for use in reading and spelling.  Tricky words: here, your, ask, people, oh, Mr, Mrs, Ms, their, water

The purpose of this phase is for children to broaden their knowledge of graphemes and phonemes for use in reading and spelling. Tricky words: eye, again, any, many, friend, hour, work, through, pretty, shoe, two

The purpose of this phase is for children to broaden their knowledge of graphemes and phonemes for use in reading and spelling. Tricky words: once, beautiful, different, thought, busy

The purpose of this phase is for children to broaden their knowledge of graphemes and phonemes for use in reading and spelling. Tricky words: laugh, improve, move, call

Children should know most of the common grapheme– phoneme correspondences (GPCs). They should be able to read hundreds of words by; reading the words atomatically; decoding them quickly and silently; decoding them aloud. 

Children will acquire more word-specific knowledge. They still need to segment words into phonemes to spell them, but they also learn that good spelling involves not only doing this and representing all the phonemes plausibly but also, where necessary, choosing the right grapheme from several possibilities.

Children should be taught to think in terms of base words and suffixes whenever appropriate. Suffixes are easily learned and many base words will already be familiar from Phases Two to Five.

Children should be taught to think in terms of base words and suffixes whenever appropriate. Suffixes are easily learned and many base words will already be familiar from Phases Two to Five.

Teach/revise more word specific positional spellings and spelling rules. Add prefix: un (unhappy(. Add prefix: dis (disown).

Add suffixes and general spelling rules where changes maybe required to the base word.