Please note: this table scrolls horizontally.
|Level||Phonological skills||Phonics knowledge||Decoding and encoding strategy||Reading and Spelling||Comprehension and writing||High frequency words|
|All levels 1 – 7|
Progressively develop these skills:
|Linking spelling pattern to pronunciation. Ability to manipulate phonemes.|
Wordchain apps, making ‘big’ words with letter tiles.
Word building activities,
The phonological awareness assessment on the Agility of Sound website measures these skills.
|Slow progression. Assumes most older children have some basic phonics knowledge, that phonological and decoding skills are the primary barriers.|
Wordchain and letter tiles develop phonics knowledge in context of real words
The spelling assessments on the Agility with Sound website measures phonics knowledge.
|Teaching the repeating structures of words, and how to blend and spell efficiently.|
Fluency sheets, sliders.
teach how to analyse words with slow button.
Challenge sheets: how to analyse multi-syllable word and identify known parts.
The decoding assessment on the Agility with Sound website measures skill in this area.
|All books strictly decodable, limited high frequency words, no surprises.|
Junior collection contains books on themes appropriate for Yrs 4 - 6
Senior collection contains books on themes appropriate for Yrs 7 - 10
Composite collection contains all books, some suitable for all ages, some targeted at younger or older students
Dictation at levels 1 – 7 Students learn to hold sentence in memory, to use ‘spelling voice’, with focus on new phonics. High frequency words from books included. Punctuation features progressively added.
|Modelled comprehension: all books scripted in manual for comprehension strategies.|
Books used as springboard for writing from level 3.
Most books contain new vocabulary, with explicit cues to infer meaning
|Phonological awareness manual gives strategies for teaching ‘irregular’ high frequency words.
Stories in manuals, semi-fictional or entirely fictional, explain features such as silent letters, qu, the o in money etc.
|Level 1||Substituting one sound in cvc words.|
Adding s suffix
Double final consonant (mess, will, cuff)
|5 short vowels, single consonants in most common pronunciation.|
ve in have, live, give
Double final consonant: will, toss, cuff
|Onset -rime blending. (b+ut, c+at)|
Adding s suffix as c+at = cat +s =cats
|Read and Draw: read a simple cvc sentence, draw, 4 per page. 16 files|
Mini books on USB: 10 books of 4 pages, read and draw
4 books cvc
5 books cvc +s
14 cvc + double final consonant.
Basic dictation with cvc words, most common high frequency words. Capital letter, full stop.
|Visualising. All books replicated on USB, student to illustrate captioned spaces.||I, a, the, said, he, she, what, so, no, to, go, and, my
nice, like, or, for, look, come, some, see, went, was, you, too, are, one, want, good.
|Level 2||Adding simple suffix to cvc words. Substituting one element|
|th, sh, ch, wh |
Suffixes ing, ed, er, y
6 introduce th, sh, ch, wh
4 introduce ing, ed, er
13 add in y making ee (funny)
Dictation adds question mark, exclamation mark
|Visualising and summarising.|
Some books presented as standard text and then as a play.
|they, came, done, your, our, down, who, there, your, where, here, why, goes, does, food, their, out, about.|
|Level 3||Adding simple suffix to cvc words and words with vowel-digraph rime.|
|ck, ay, -all words Suffixes le, ly, et, en, led y as in my||Blending initial consonant or known digraph with vck|
Extend onset-rime-suffix blending skill
7 add in ay, ck, le only
8 add in -all, and ly, et en suffixes
Dictation: adds quotation marks
|Writing introduced. Student writes short piece to complete story, create a list of points and other writing activities.||cook, now, sea|
|Level 4||Adding initial blends, ability to add/ delete phonemes in blends||Initial blends, ng, ar||Adding initial blends to onset-rime-suffix blending strategy||20 books|
4 introduce initial blends 5 add in ng
11 add in ar
Dictation: all basic punctuation.
|Extending skills from level 3, with greater emphasis on writing.|
|Level 5||Identifying n,m in final blends. Triple initial blends. Blends with digraphs (shrill, munch) Adding, deleting and substituting phonemes in blends. Extending skill in substituting suffixes and vowels.|
Triple initial blends
|cc + vcc + suffix blending strategy.|
Double suffixes blending strategy (ingly, ered)
All include final blends
Final 8 add in double suffixes
Dictation: all basic punctuation.
|Increasing focus on writing structure and genres.|
Introduction, sequence of 2, 3 or 4 paragraphs, conclusion.
Genres include summarising, compare and contrast, problem/ solution.
Vocabulary development includes interesting words to use in each writing task.
|No new irregular high frequency words|
|Level 6||Substituting up to three elements in words|
|a_e, e_e, i_e o-e|
double vs single consonants (tinny vs tiny, hopping vs hoping) ee, ea, or
|Context determines pronunciation of vowel.||15 books|
2 with a_e
5 add i_e, o_e 1 adds ee, ea 7 add or
|Writing: genres now include inferencing outcomes, developing an argument.||No new irregular high frequency words|
|Level 7||As above|
|(In sequence) ai, oa, oo (as in look and moon) ou (as in loud) ur, ir ear (as in earth), u_e|
r- controlled vowels (air, are, ore etc), ew, aw, au, oi, ue
Basic prefixes: ex, in/im, pre, con, pro
|Blending strategy: Prefix + onset + rime + suffix||17 books, one or two new digraphs added successively||Continuing writing skills developed at levels 5 and 6||No new irregular high frequency words|
|Level 8||1. Complex suffixes (tion, ous etc) Additional prefixes|
2. Less common vowel and consonant graphemes e.g. multiple spellings of ‘or’ ‘ee’ etc.
ti, ci,etc making ‘sh’
|Identify prefixes, suffixes, blends, rimes, double consonants indicating short vowel, ce/ci etc patterns in multi-syllable words. Two or more prefixes/ suffixes in series. How to blend these units efficiently.||pelling chart summarises all patterns learnt thus far.|