Phase 2: cvc words

Start your phonics journey by learning the first 19 letter/sounds: 

s /s/, a /a/, t /t/, p /p/, i /i/, n /n/, m /m/, d /d/, g /g/, o /o/, c /k/, k /k/, ck /k/, e /e/, u /u/, r /r/, h /h/, b /b/, f /f/, ff /f/, l /l/ ll /l/, ss /s/

Apply this knowledge to read and write cvc words with the introduction of:

• Letter Recognition
• Blending for reading
• Reading captions
• Reading tricky words (irregular spellings)
• Letter names and capitals
• Segmenting for spelling
• Consonant digraphs
• Two-syllable words
  

The buttons link to the primer font books. For sassoon font versions click here.

Teach Letter recognition and recall for the letter-sound /s/

Practise Children write the letter s on whiteboards or paper

Apply Voice Sounds: Show students how they can make sounds with their voices. 

Revisit Letter recognition and recall for /s/, /a/

Teach Letter recognition and recall for the letter-sound /a/

Practise Children write the letter a on whiteboards or paper

Apply Rhyme Matching: Play silly soup, rhyming bingo or odd-one-out

1. Write the caption ‘a pin in a tin’ on the whiteboard.

2. Ask the children to sound-talk the first word, raising a finger for each phoneme then say the word 

(e.g. p-i-n - pin)

4. Repeat 3 for the remaining words.

5. Ask the children to say the whole caption.

Revisit Letter recognition and recall for  /s/, /a/, /t/, /p/, /i/

Teach Letter recognition and recall for the letter-sound /n/

Practise Blending for reading - an, in, nip, pan, pin, tin, tan, tan, nap

Apply Read the caption ‘tap a tin’

1. Point to the letter a and tell the children that it is an a (say its name) and stands for the sound /a/ (say its pure sound).

2. Point to another letter that they already know the sound of (e.g. t) telling the children its name. Ask them what sound it stands for.

3. Continue with all known letter sounds.

Revisit Letter recognition and recall for  /s/, /a/, /t/, /p/, /i/, /n/, /m/, /d/

Teach Letter recognition and recall for the letter-sound /g/

Practise Blending for reading - tag, gag, gig, gap, nag, sag, gas, pig, dig      

Tricky word  th-e

Apply Read the caption ‘pig in the pit’’

Revisit Letter recognition and recall for  /s/, /a/, /t/, /p/, /i/, /n/, /m/, /d/, /g/

Teach Letter recognition and recall for the letter-sound /o/

Practise Blending for reading - got, on, not, pot, top, dog, pop, Mog

Apply Read the caption ‘Mog got the mop’’

Revisit Letter recognition and recall for  /a/, /t/, /p/, /i/, /n/, /m/, /d/, /g/, /o/, c

Teach Letter recognition and recall for the letter-sound /k/

Practise Blending for reading - kid, kit, Kim, Ken           Tricky word - I

Apply Read the caption ‘I am a kid’’

Revisit Letter recognition and recall for /p/, /i/, /n/, /m/, /d/, /g/, /o/, c, /k/, ck

Teach Letter recognition and recall for the letter-sound /e/

Practise Blending for reading - get, pet, ten, net, pen, peg, met, men, n-e-ck 

Apply Read the caption ‘ten men get a pet’

Revisit Letter recognition and recall for /n/, /m/, /d/, /g/, /o/, c, /k/, ck, /e/, /u/

Teach Letter recognition and recall for the letter-sound /u/

Practise Blending for reading - rim, rip, ram, rat, rag, rug, rot  

Tricky word i-n-t-o

Apply Read the caption ‘a rat on a rug’

Revisit Letter recognition and recall for /d/, /g/, /o/, c, /k/, ck, /e/, /u/, /r/, /h/

Teach Letter recognition and recall for the letter-sound /b/

Practise Blending for reading - but, big, back, bad, bag, bed, bug, bun, bus     

Tricky word a-s

Apply Read the caption ‘bug in the bed’

Revisit Letter recognition and recall for /g/, /o/, c, /k/, ck, /e/, /u/, /r/, /h/, /b/, /f/

Teach Letter recognition and recall for the digraph ff

Practise Blending for reading -p-u-ff, h-u-ff, c-u-ff, o-ff  

Apply Read the caption ‘huff and puff in the fog’

Revisit Letter recognition and recall for c, /k/, ck, /e/, /u/, /r/, /h/, /b/, /f/, ff, /l/

Teach Letter recognition and recall for the digraph ll

Practise Blending for reading - b-e-ll, f-i-ll, d-o-ll, t-e-ll, s-e-ll     

Apply Read the caption ‘Len put the doll on his lap’

Carry out  summative assessments at the end of each phase. Assesses GPCs, blending for reading and tricky words. This spreadsheet allows you to quickly sort the children who are at risk of falling behind, including the lowest attaining 20%. These children should be given daily keep-up lessons.