1. Phonic Phases linked to Letters and Sounds

2. Working within Phase 1.  Explores and experiments with sounds and words  Distinguishes between sounds in the environment and phonemes  Shows awareness of rhyme, rhythm and alliteration.  Seven aspects  Oral segmentation and blending This Phase paves the way for phonic work to begin.

3. Working within Phase 2 The point at which children embark on a programme of phonics teaching  Know that words are constructed of phonemes  Know that phonemes are represented by graphemes  Children learn 19 grapheme-phoneme correspondences.  They will be taught to blend for reading and segment for spelling.  They will begin to read and spell CVC words. Duration: Up to 6 weeks

4. Working within Phase 3  An additional 25 GPCs are taught.  By the end of this phase children will have one grapheme representation of 42 of the phonemes.

5. Working within Phase 3  Can read and spell CVC words using a wide range of letters, short vowels and some consonant digraphs

6.  Can read and spell a wide range of CVC words using all letters, less frequent consonant digraphs and long vowel phonemes sheep, boat

7. Working within Phase 4  Can blend adjacent consonants in words and apply this skill when reading unfamiliar words  Can segment adjacent consonants in words and apply this in spelling  Consolidation of phoneme- grapheme knowledge. No new GPCs are introduced.

8. Phase 5  Can use alternative ways of pronouncing the graphemes.  New graphemes are introduced.  Can read phonically decodable two and three syllable words.  Can spell complex words using phonically plausible attempts.

9. Phase 6  Apply phonic skills and knowledge  Secure less common phoneme grapheme correspondence  Can recognise phonic irregularities