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The Phonics Curriculum - Phase 5 The purpose of this phase is for children to broaden their knowledge of graphemes and phonemesfor use in reading and spelling. They will learn new graphemes and alternative pronunciations for these and graphemes they already know, where relevant. Some of the alternatives will have already been encountered in the high frequency words they have already been taught. Children become quicker at recognising graphemes of more than one letter in words and blending the phonemes they represent. When spelling words they will learn to choose the appropriate graphemes to represent phonemes (so that words sound right and look right e.g. tiem sounds like time but does not look right and begin to build word-specific knowledge of the spellings of words. Words must sound right and look right payd or paid? mayd, maid or made? New phonemes and new graphemes for familiar phonemes:We sometimes call pairs or groups of letters ‘friendly’ letters. It is really important that these are recognised in their pair when reading so that the children say the whole phoneme and not the individual sounds. In this phase children are introduced to split vowel digraphs e.g. i-e where the friendly letters are each side of the consonant making the vowel change from a short to a long sound e.g. pin to pine or by putting an ‘n’ in between the ‘ie’ in pie, we get pine. However, it is important that the children still see the ‘i and e’ as belonging together. Phoneme Sample words Phoneme Sample words Phoneme Sample words Phoneme Sample words ay day oy boy wh when a-e make ou out ir girl ph photo e-e these ie tie ue blue ew new i-e like ea eat aw saw oe toe o-e home au Paul u-e rule New graphemes/phonemes – ure (zh) as in treasure ion (sh) as in vision Alternative pronunciations for graphemes i fin, find ow cow, blow y yes, by, very o hot, cold ie tie, field ch chin, school, chef c cat, ceiling ea eat, bread ou out, shoulder, could, you g got, giant er farmer, her u but, put a hat, what Word Building In Phase 5, children will practise simple CVC words as well as the adjacent consonants learned in Phase Four (CCVC words etc) while securing their segmenting and blending skills for reading and spelling polysyllabic words. When putting these words into phoneme frames the two or three letters that represent the one sound (phoneme) are placed in the same box as taught in Phase Three. The sound buttons are written as a line under the two/three letters as shown below. The adjacent consonants have their own phoneme frame or sound button. Phoneme Frames for Writing t ie g ir l Sound Buttons for Reading b l ue m ea t p ou n d Example Words ay ou ie ea oy ir ue ue day out pie sea boy girl clue cue play about lie seat toy sir blue due may cloud die bead jpy bird glue hue say scout tried read oyster shirt true venue stray found cried meat roy skirt sue value clay proud tried treat destroy birth prue pursue spray sprout spied heap floyd third rue queue tray sound fried least enjoy first flue statue crayon loudest replied steamy royal thirteen issue rescue delay mountain denied repeat annoying thirsty tissue argue aw wh ph ew ew oe au ey saw when who Philip blew stew toe Paul money paw what whose Philippa chew few hoe haul honey raw which whole phonics grew new doe daub donkey claw where whom sphinx drew dew foe launch cockney jaw why whoever Christopher screw pew woe haunted jockey lawn whistle dolphin crew knew Joe Saul turkey yawn whenever prophet brew mildew goes August chimney law wheel phantom flew nephew tomatoes jaunty valley shawl whisper elephant threw renew potatoes author trolley drawer white alphabet Andrew Matthew heroes automatic monkey a-e e-e i-e o-e u-e came these like bone June huge made Pete time pole flute cube make Eve pine home prune tube take Steve ripe alone rude use game even shine those rule computer race theme slide stone same gene prize woke snake scene nice note amaze complete invite explode escape extreme inside envelope Alien Words As well as real words, the children make up, say and read alien or pseudo words to help them develop and apply these important skills e.g. briel, cruem, sipe, dawc, foump. You can make up your own by combining any of the phonemes/graphemes above together. Tricky High Frequency Words As our language is not phonically regular, the children need to know that there are some words that we just have to learn to look at and read from sight memory. Many of the phonically regular high frequency words have been taught in the previous phases. Those associated with Phase Five are:- don’t, day, here, old, house, made, saw, I’m, about, came, very, by, your, make, time. Additional Phase Five these tricky words include:- oh, their, people, Mr, Mrs, would, should, could. Children also begin to learn about the past tense ‘ed’ ending which has a variety of pronunciations. High Frequency words include:- looked, called, asked We also encourage the children to learn how to spell and write the tricky words as well as other high frequency words that they are meeting in their reading. This is why we encourage you to complete the ‘New Words’ section in their Reading Records. Assessment – Progress Check It must always be remembered that phonics is the step up to word recognition. Automatic reading of all words decodable and tricky is the ultimate goal. Please remember when sounding out an unfamiliar word it is important that your child says the whole word and then checks that this prediction is meaningful. It is often helpful to re-read the sentence to check that it makes sense. Children must be able to understand the meaning of the text they have just read.
