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Phase 4b: word endings
Children entering Phase 4b will be able to represent each of 42 phonemes by a grapheme, and be able to blend phonemes to read CCCVCC words and segment CCVCC words for spelling. They will know letter names and be able to read and spell some tricky words. The purpose of this phase is to teach common word endings including suffixes. Some grammatical awareness is also helpful here: just knowing that the regular past tense ending is spelt -ed is not enough – children also need to be aware that the word they are trying to spell is a past tense word. Without this awareness, they may, for example, spell hopped as hopt, played as plaid, grabbed as grabd and started as startid – perfectly accurate phonemically, but not correct. Conversely, once they have understood that the -ed ending can sometimes sound like /t/, they may try to spell soft as soffed, unless they realise that this word is not the past tense of a verb.
The buttons link to the primer font books. For sassoon font versions click here.
Index to Phase 4b PRIMER Worksheets
Index to Phase 4b SASSOON Worksheets
Phase 4b Revisit 1
Revisit: Letter recognition and recall for /ai/, /ee/, /igh/, /oa/, /oi/, /oo/, /oo/, /ow/, /ar/, /air/, /ear/, /ur/, /or/, /ure/
Revisit: Blending for reading cvcc (vowel digraphs) words
Blending: j-oi-n-t, b-oo-s-t, r-oa-s-t, t-oa-s-t, b-ea-s-t, b-ur-n-t
Apply: Read/write the sentence ‘A frog jumped out of the scrub.’
Phase 4b Revisit 2
Revisit: Letter recognition and recall for /ai/, /ee/, /igh/, /oa/, /oi/, /oo/, /oo/, /ow/, /ar/, /air/, /ear/, /ur/, /or/, /ure/
Revisit: Blending for reading cvcc (vowel digraphs) words
Blending: g-r-ee-n, f-l-air, c-l-ear, s-p-ee-ch, t-r-ai-l, t-r-ai-n, c-l-ow-n
Apply: Read/write the sentence ‘Come and see my scrap of string.’
Phase 4b Revisit 3
Revisit: Letter recognition and recall for /j/, /v/, /w/, x, /y/, /z/ zz, qu, /sh/, /ch/,/th/, /ng/
Revisit: Blending for reading cvcc (vowel digraphs) words
Blending: s-t-r-a-p, s-c-r-a-p, s-p-r-i-ng, s-t-r-i-ng, s-t-r-ee-t
Apply: Read/write the sentence 'Shift the chest on the shelf.’
Phase 4b Revisit 4
Revisit: Letter recognition and recall for sh/, /ch/,/th/, /ng/, /ar/, /air/, /ear/, /ur/, /or/, /ure/
Revisit: Blending for reading cvcc (vowel digraphs) wordscvcc (vowel digraphs) words
Blending: g-r-ee-n, f-l-air, c-l-ear, s-p-ee-ch, t-r-ai-l
Apply: Read/write the sentence 'Clear the green smear off the window.'
Lesson 69: Guidance
1. Read the word ‘bright’.
2. Explain that ‘est’ can be added to some words to mean ‘the most’.
3. Read the word ‘aim’.
4. Explain that adding ‘ing’ to words means they are happening ‘right now’.
5. Explain that adding ‘ed’ to words means they happend in the past.
Lesson 69: -ing
Revisit: Letter recognition and recall for /v/, /w/, x, /y/, /z/ zz, qu, /sh/, /ch/,/th/, /ng/
Teach: Adding -est to the end of some words means they are happening now.
Blending: b-l-o-ck-ing, h-u-n-t-ing, p-oi-n-t-ing, s-t-ar-t-ing
Apply: Read/write the sentence ‘A light started flashing on my printer.’
Lesson 70: -est
Revisit: Letter recognition and recall for /ai/, /ee/, /igh/, /oa/, /oi/, /oo/, /oo/, /ow/
Teach: Adding -ing to the end of words means they are the most.
Blending: b-r-igh-t-e-s-t, f-r-e-sh-e-s-t, s-m-ar-t-e-s-t
Apply: Read/write ‘I lost my smartest hat.’
Lesson 71: Guidance
1. Explain that ‘er’ at the end of words often makes a ‘schwa sound’.
2. The ‘schwa sound’ sounds like a weak ‘uh’.
3. Sound-talk and read the words ‘never’ and ‘finger’
Lesson 71: -er
Revisit: Letter recognition and recall for /ar/, /air/, /ear/, /ur/, /or/, /ure/
Teach: Blending for reading words with the /er/ schwa sound
Blending: f-ar-m-er, h-a-mm-er, l-e-tt-er, r-o-ck-er, l-a-dd-er
Apply: Read/write ‘I dropped my hammer when I was on the ladder.’
Lesson 72: Guidance
1. Discuss with the children the alternative pronunciations of short ‘oo’ and long ‘oo’.
2. Complete the ‘oo’ alternative pronunciation activity by sorting the words into the correct columns. 3. Alternative spelling activities are found under the ‘Segmentng’ tab.
Lesson 72: Guidance
1. Explain to the children that -ed at the end of words can sound like ‘d’, ‘t’ or ‘id’.
2. Explain to the children that -ed makes the past tense word (that the events described took place in the past).
3. Say the sentence ‘Today I jump on the bed’. Ask the children to finish the same sentence starting with Yesterday instead of Today.
Lesson 72: -ed /d/
Revisit: Say the sound and point to the picture for /d/
Teach: That the word ending ed can sound like /d/
Blending: b-a-ng-ed, b-oi-l-ed*, ai-m-ed, f-ai-l-ed, t-a-nn-ed
Apply: Read/Write: ‘I aimed for the target but failed to hit it.’
Lesson 73: -ed /t/
Revisit: Say the sound and point to the picture for /t/
Teach: That the word ending ed can sound like /t/
Blending: s-n-i-ff-ed, c-oo-k-ed*, j-u-m-p-ed
Apply: Read/Write: ‘I jumped up and helped my dad.’
Lesson 74: -ed /i-d/
Revisit: Say and write the sounds for /i/ and /d/
Teach: That the word ending ed can sound like /i/ /d/
Blending: w-ai-t-e-d, ch-a-tt-e-d*, l-a-n-d-e-d, n-ee-d-e-d
Apply: Read/Write: ‘I needed a fork to get started on my dinner.’
Lesson 75: Guidance
Revisit: Say the sound of the phoneme being taught e.g. /ch/.
Ask the children to copy you as you repeat the phoneme. e.g. ch... ch... ch... ch...
Teach: Explain that the phoneme /ch/ can also be spelt tch.
Ask the children to copy you as you read the new grapheme tch (repeat 4 times).
Lesson 75: -tch /ch/
Revisit: Say the sound and point to the picture for /ch/ Read: chop, such
Teach: /ch/ can also be written tch
Blending: c-a-tch, d-i-tch, f-e-tch, m-a-tch
Apply: Read/Write: ‘I fetched the ball from the ditch.’
Lesson 76: Guidance
Revisit: Say the sound of the phoneme being taught e.g. /ee/.
Ask the children to copy you as you repeat the phoneme. e.g. ee... ee... ee... ee...
Teach: Explain that the phoneme /ee/ can also be spelt y.
Ask the children to copy you as you read the new grapheme y (repeat 4 times).
Lesson 76: -y /ee/
Revisit: Say the sound and point to the picture for /ee/, blend t-r-ee, g-r-ee-n, s-l-ee-p
Teach: /ee/ can also be written y
Blending: v-e-r-y, h-a-pp-y, f-u-nn-y, c-a-rr-y, h-air-y Tricky word: one
Apply: Read/Write: ‘The baby is very happy.’
Lesson 77: Guidance
Revisit: Point to the phoneme being taught e.g. /ee/ and say the sound.
Ask the children to copy you as you repeat the phoneme. e.g. ee... ee... ee... ee...
Point to the other known spelling of /ee/ y and repeat the grapheme 4 times.
Teach: Explain that the phoneme /ee/ can also be spelt ey.
Ask the children to copy you as you read the new grapheme ey (repeat 4 times).
Lesson 77: -ey /ee/
Revisit: Say the sound and point to the picture for /ee/, blend t-r-ee, g-r-ee-n, s-l-ee-p
Teach: /ee/ can also be written ey
Blending: t-r-o-ll-ey, k-ey, v-a-ll-ey, d-o-n-k-ey, j-o-ck-ey Tricky word: are
Apply: Read/Write: ‘The honey came from the bees in the valley.’
Lesson 78: -ve /v/
Revisit: Say the sound and point to the picture for /v/, blend v-a-n, v-e-l-v-e-t
Teach: /v/ can also be written ve
Blending: h-a-ve, l-i-ve, f-or-g-i-ve, m-a-ss-i-ve
Apply: Read/Write: ‘I have a massive gift to give you.’
Lesson 79: Guidance
Revisit: Point to the phoneme being taught e.g. /l/ and say the sound.
Ask the children to copy you as you repeat the phoneme. e.g. l... l... l... l...
Point to the other known spelling of /l/ ll and repeat the grapheme 4 times.
Teach: Explain that the phoneme /l/ can also be spelt le.
Ask the children to copy you as you read the new grapheme le (repeat 4 times).
Lesson 79: -le /l/
Revisit: Say the sound and point to the picture for /l/ - l-a-p, l-e-t
Teach: /l/ can also be written le
Blending: l-i-tt-le, b-u-bb-le, s-i-n-g-le, p-u-zz-le
Apply: Read/Write: ‘I picked the little apple off the tree.’
Phase 4b Revise
Revisit: All phase 4b spellings
Blending: words using Phase 4b spellings
Apply: Read decodable book and complete worksheet