Phonics Progression Charts - Primary School Lessons
Phonics Progression ChartsThese charts have been reproduced by kind permission of the publisher fromTeaching the Brain – The New Science of Education, by Dr Duncan Milne,2014, Junior Learning, which is a publishing house that creates educationalresources.This book is a sequel to Teaching the Brain to Read, which you can find as ane-book in both English in ‘Resources’ and in French on the web site ofDyslexia International.Duncan is a member of Dyslexia International’s Scientific Advisory Panel andspoke at the World Dyslexia Forum, UNESCO, Paris, in 2010.He was educated at the Centre for Cognitive Neuroscience, University ofAuckland, New Zealand. As well as his doctorate he holds an MBA fromHarvard and has started his company.Duncan’s areas of interest include reading acquisition, theoretical models ofreading, cross-linguistic studies of reading and dyslexia.http://juniorlearning.com/1
PHONICS PROGRESSIONPHASE 1This phase consists of all the activities for a child before formal teaching ofreading. They include: Conversation with parents and carers for vocabulary developmentBeing read toNaming objects and actionsChanting nursery rhymesSimple word games in nursery and pre-primaryPre-reading and pre-spelling activities which often include :o Learning of (part of) the alphabeto Phonological awareness activitieso Learning to spell one’s own first name2
PHONICS PROGRESSIONPHASE 2WeekLettersWord building ck-e-sat tap patsit pit tip pip sippan pin tin tan napman mat mapsad dippig dig gas gappot top dog popcot cap cat codkid kitpack sack kick pick sickpet ten net pen peg menneckrun mug cup sun mudrat rag ran rug rot rip rimto the (reading)hot hut hop hit hat humhugbad bag bed bug bus batfan fat fit fun fog puff hufflap leg lit bell fill doll selltellless hiss mess boss fusskissno go I into e Junior Learning3High FrequencyWordsa as atis itin anamdad did andgot on notcangetmum up put (north)had his him hasbig back butof if offlet
PHONICS PROGRESSIONPHASE 3WeekLettersWord building examples1jvw-xTrickyyz-zzquch-/-chjam jab jug jog job jetvan vet vatwin wig wag web waxmix fix box tax sixto the no go I into (reading)yes yet yap yellzip zigzagbuzz jazzquit quiz quick quackchop chin chip chill checksuch rich muchship shop shed shell fishcash rushthin thick y-oi-oo- (long)-oo- reTrickyRevisering rang hang song wing kinglong singhe she be (reading)wait hail pain aim sail maintail rain baitfeel weep feet jeep meetweek deep keephigh sigh light might nightright sight fight tightcoat load goat loaf road soapoak toadwas (reading) no go (spelling)oil boil coin coil join soilzoo boot hoof zoom coolfood root moonfoot cook good book tookwood wool hookowl cow how townmy (reading)bar car bark card cart hardjar parkair chair fair hair lair pairear dear fear hear gear neartear year rearyou (reading)germ perm termfur burn burp curl hurt surfturnfork cork sort born worn forttorn shortsure pure cureher they (reading)all are (reading) Junior Learning4High Frequency Wordswillthat this them thenwithseetoolookdown nowfor
PHONICS PROGRESSIONPHASE 4WeekLettersWord building examplesHigh Frequency Words1-stnest best chest cost lost gusttoastband land hand pond fondwind windmilllamp damp camp limp chimpjump humptent dent hunt joint paint burntbank thank sink link think bunkchunksaid so (reading) he she weme be (spelling)gift lift shift tuft theft softsoftestask task tusk husk desktoptilt belt felt melt melting sheltergulp helpdesk helpergolf shelf (-lf) milk (-lk) kept (-pt)next (-xt)have you like come (reading)was you (spelling)trip tree train trash trail trendtrust truckdrank drift droop drop driftwoodgrab green grip groan gruntgrant graspcream creep crash crisp crampcrust creptbrand bring brush brown brassfrog fresh frost frown freshnesswere there little one (reading)they all are (spelling)bleed blend blink blan blastflag flair float floatingglad glass glintplan plum plumpclamp clown clearslept slantdo when out what (reading) myher (spelling)spot spin spoil spoon sportspeech spendstop step steep start star stairstand stamptwin twist twistingsmell smart smearprinter (pr) scoop (sc)skunk (sk) sniff hers5wenthelpchildrenfrom
6-inchscrshrstrthr-bench drench trench punchcrunch lunchboxscrunch scrapshrinkstrap string streetthrust thrush thrill Junior Learning6It’s
PHONICS PROGRESSIONPHASE 3whph-ew-oe-auTricky4a-ee-ei-eo-eu-e/zh/-s -geTrickyWord building examplesplay may say stray clayspray trayout cloud scout foundproud sproutpie lie tie die cried triedspied friedsea seat meat treat heapleast repeatoh their (reading) saidso (spelling)boy toy joy oyster destroyenjoy royalgirl sir bird shirt skirt birththird firstblue clue glue true issuetissue venuepaw raw claw jaw lawnyawn lawpeople Mr. Mrs. (reading)have like (spelling)when which wheelwhisperphonics dolphin elephantalphabetnew few stew blew chewgrew drew screwtoe hoe doe foe woegoes tomatoeshaul launch hauntedAugust authorlooked called (reading)some come (spelling)take game race snakethese even theme genescene completelike pine ripe shine slideprize nicebone pole home alonethose stone wokeJune flute prune rude ruletreasure vision televisionpleasure leisure visualmeasure usual casualbeigeasked (reading) werethere (spelling)7High frequency wordsdayabout housesawcame made maketime
5678-30Alternative pronunciations of graphemes:c g ch ybyTrickyput (south)water where who againthought through (reading)little (spelling)Alternative pronunciations of graphemes:a i o uTrickywork mouse manylaughed because (reading)one do out (spelling)Alternative pronunciations of graphemes:ea ie er ow ouTrickydifferent any eyes friendsonce please (reading)when what (spelling)Alternative spelling of phonemes:/c/ /ch/ /f/ /j/ /m/ /n/ /ng/ /r/ /s/ /sh/ /v//w/ /e/ /i/ /o/ /u/ /ai/ /ee/ /igh/ /oa/ /oo//ar/ /or/ /ur/ /ow/ /oi/ /ear/ /air/ /ure//er/Trickyoh their people Mr. Mrs.looked calledasked (spelling) Junior Learning8oldveryyourhere
PHONICS PROGRESSION PHASE 1 This phase consists of all the activities for a child before formal teaching of reading. They include: Conversation with parents and carers for vocabulary development Being read to Naming objects and actions Chanting nursery rhymes Simple word games in nursery and pre-primary
Phonics instruction is designed for beginners in the primary grades and for children having difficulty learning to read. In teaching phonics explicitly and systematically, several different instructional approaches have been used. These include synthetic phonics, analytic phonics, embedded phonics, analogy phonics, onset-rime phonics,
Enlisted Career Progression Charts 10-1-1. General This chapter contains career progression charts for each enlisted career management field (CMF) and approved for enlisted classification. 10-1-2. Specifications for Enlisted Career Progression Charts This chapter contains career progression charts for each enlisted specialty. The chapter is
Blend Phonics for First Grade, its accompanying reader, Blend Phonics Lessons and Stories, and Blend Phonics Timed Fluency Drills. The section below “On Teaching Phonics” was largely taken from Florence Akin’s 1913 all time phonics classic, Word Mastery: Phonics for the Fi
What Is Phonics? 2 What Is the Purpose for Teaching Phonics? 3 How Are Phonemic Awareness and Phonics Connected? 4 SECTION 2: OVERVIEW Key Learning Goals 5 Building Blocks for Teaching Children to Read 6 Alphabetic Principle Graphic Organizer 7 SECTION 3: PRESENTATION What Are Two Elements of Phonics? 8 What Is Phonics Instruction? 10
3) Auxiliary charts - change charts 4) Constant pressure charts (C.P. Charts) 5) Cross section charts, 6) Vertical time section, 7) Vertical cross section 8) Te-phi-gram 9) Radar echo charts Other charts Coverage of these charts depends upon the area for which the forecast is to
b W H A T The CORE Phonics Survey and the CORE Spanish Phonics Survey assess the phonics and phonics-related skills that have a high rate of application in beginning reading. Each survey presents a number of lists of letters and words for the student to identify or decode. Pseudowords, or made-up words, are included
to-use phonics folder and a phonics exercise book with lines. Keep all the paper-based core resources that belong to the learner in his or her phonics folder which can then be used routinely for personal ‘revisit and review’. Use the phonics exercise book as a working notebook for any addition
to AGMA 9 standard, improved the quality and performance of the QE range. Today, the QE Vibrator not only meets industry expectations, but will out-perform competitive models when correctly selected and operated in line with the information given in this brochure. When a QE Vibrator is directly attached to a trough it is referred to as a “Brute Force” design. It is very simple to calculate .
