(Students should be able to…)
• Read from left to write and top to bottom.
• Identify parts of books.
• Notice that words consist of letters.
• Identify sentences and the words in it.
• Identify capital letter at the beginning of a sentence, spaces between words,
and full stop at the end of a sentence.
• Explore rhymes, alliteration, and assonance.
• Discriminate consonants, short vowel, and long vowel sounds in beginning,
middle, and final position. (CVC and CCVC words)
• Blend words into syllables, onset and rime, and phoneme by phoneme.
• Segment words into syllables, onset and rime, and phoneme by phoneme.
• Manipulate sounds (substituting phonemes).
• Name the letters of the alphabet in alphabetic order.
• Identify letters of the alphabet in random order.
• Begin to use the terms consonant and vowels.
• Match upper case to lower case letters.
• Shape letters (describing its shape, working on the right direction).
• Recognize letters and 42 letter-sound matches (3 per week).(See Appendix A)
• Use rhymes and relate this to spelling patterns.
• Practice blending phonemes for reading (VC, CV, CVC, CVCC and CCVC
• Recognize and use diagraphs (e.g.: “th”, “ch”, “sh”).
• Identify Tricky Words (from 1 to 10) (See Appendix B) .
• Match spoken words with written ones.
2 3 4
• Practice segmenting phonemes for spelling (VC, CV, CVC, CVCC and CCVC
• Extend vocabulary from reading. Reinforce vocabulary from selected stories.
• Use vocabulary from appropriate core sets.
• Use new words in meaningful contexts. (Functional routines)
• Sight read Tricky Words.
• Read simple sentences with reasonable fluency.
• Read with increasing speed.
• Notice full stops in reading aloud.
• Make predictions and anticipate what happens next in a story.
• Answer basic questions about stories read aloud.
• Answer open-ended questions about stories such as Why? How? What?
• Relate stories to personal experiences.
• Identify and describe characters and setting.
• Identify and discuss conflict.
• Identify sequence of main events in stories (beginning, middle and end).
• Retell beginning, middle and end with guidance.
• Encourage students to read independently (sentence level).
• Use reading strategies (See Appendix C)
• Follow written simple directions.
(See list of model words for the letters of the 42 Sounds of English)
(The Phonics Handbook. Sue Lloyd. Jolly Phonics. Page4)