Phase 5c

The purpose of this phase is for children to broaden their knowledge of graphemes and phonemes for use in reading and spelling. Children will learn the following spellings for these letter/sounds:

el, al, il /l/, mn, mb /m/, se, ce /s/, se, ze /z/, ti, ci, ssi /sh/, t(ure) /ch/, n(k) /ng/, ge /zh/, -dge, -ge /j/, wr /r/, gn, kn /n/, oul /oo/

Some of the alternative spellings will already have been encountered in the high-frequency words that have been taught. Children become quicker at recognising graphemes of more than one letter in words and at blending the phonemes they represent. When spelling words they will learn to choose the appropriate graphemes to represent phonemes and begin to build word-specific knowledge of the spellings of words.

Revisit:  /s/ s, c;  /j/ j, g

Say the sound and point to the picture for/l/ l, le, el - invite the children to read: lap, let, kettle, bottle, puddle, level, model

Teach: /l/ can also be written al

Tricky word: o-n-ce

Blending: a-n-i-m-al,  g-e-n-er-al,  l-o-c-al

Apply: Read/Write: My sick dog went to the animal hospital.

Revisit:  /l/ l, le, el, al, il

Say the sound and point to the picture for /m/ - invite the children to read: man, mat

Teach: /m/ can also be written mb

Blending: c-l-i-mb,  c-o-mb,  l-a-mb,  l-i-mb, au-t-u-mn, c-o-l-u-mn

Apply: Read/Write: The plumber found a comb in the pipe.

Revisit: /l/ l, le, el, al, il; /m/ m, mb, mn

Say the sound and point to the picture for /s/ s, c - invite the children to read: sock, snake, icy, acid

Teach: /s/ can also be written se

Blending: h-or-se,  h-ou-se,  m-ou-se,  s-e-n-se

Apply: Read/Write: I found a mouse in our house.

Revisit:   /s/ s, c, se, ce

Say the sound and point to the picture for /z/ z, zz - invite the children to read: zip, zebra, buzz, jazz

Teach: /z/ can also be written se

Blending: ch-ee-se,  ch-oo-se,  n-oi-se,  t-ea-se

Apply: Read/Write: Please don’t tease the mouse with cheese.

Revisit:  /oi/oi, oy; /ch/ ch, tch, t(ure)

Say the sound and point to the picture for /sh/ sh, ch - invite the children to read: ship, shell, chef, brochure

Teach: /sh/ can also be written ti

Blending: f-i-c-ti-o-n,  n-a-ti-o-n,  s-t-a-ti-o-n

Apply: Read/Write: I went to the train station.

Revisit: /oo/ oo, ue, ew, u-e, ou; /yoo/  ue, ew, u-e, u     

Say the sound and point to the picture for /sh/ sh, ch, ti, ci - invite the children to read: ship, chef, fiction, nation, station, facial, official

Teach: /sh/ can also be written ssi

Blending: m-i-ssi-o-n,  p-a-ssi-o-n, s-e-ssi-o-n

Apply: Read/Write: I went on a mission to find passion fruit.

Revisit: /ch/ ch, tch, t(ure); /sh/ sh, ch, ti, ci, ssi 

Say the sound and point to the picture for /ng/ - invite the children to read: ring, song, wing, king

Teach: /ng/ can also be written n(k)

Blending: b-a-nk,  b-l-i-nk,  ch-u-n-k,  j-u-n-k,

Apply: Read/Write: The king had a pink sink.

Revisit:  /ng/  ng, n(k); /zh/ su, si, ge  

Say the sound and point to the picture for /j/ j, g - invite the children to read: jam, jacket, gem, magic

Teach: /j/ can also be written dge

Blending: b-r-i-dge,  e-dge,  h-e-dge,  j-u-dge

Apply: Read/Write: I stood on the edge of the ridge.

Revisit:  /j/ j, g, dge, ge

Say the sound and point to the picture for /r/ - invite the children to read: rat, rabbit

Teach: /r/ can also be written wr

Tricky word: d-i-ff-er-e-n-t

Blending: wr-a-p,  wr-e-ck,  wr-i-s-t,  wr-o-ng

Apply: Read/Write: Dad gave me the wrong wrap in my lunch.

Revisit:  /sh/ sh, ch, ti, ci, ssi; /r/ r, wr

Say the sound and point to the picture for /n/ n, kn - invite the children to read: nip, nest, knee, knight, knock, knot

Teach: /n/ can also be written gn

Tricky word:  th-ough-t

Blending: d-e-s-i-gn,  gn-o-me,  gn-aw,  s-i-gn 

Apply: Read/Write: The gnome designed a sign.