Stage Sessions Contents Sound Letters

/æ/ A

/b/ B
1 ABCD
/ k/ C

/d/ D
EFG
2 /e/ E
Review:Aa-Gg
/f/ F

/g/ G

3 HIJK / h/ H

/ɪ/ I

/dʒ/ J

/ k/ K
LMN
4 / ǀ/ L
Review:Hh-Nn
/m/ M

/n/ N

5 Review Aa-Nn

/ɒ/ O

/p/ P
6 OPQR
/kw/ Q
Stage4
/ r/ R
ST
/s/ S
Review: Oo-Tt
7
/ t/ T

UVWX / ʌ/ U

/v/ V
8
/ w/ W

/ ks/ X
YZ
/ j/ Y
Review: Uu-Zz
9
/z/ Z
 10 General Review Aa-Zz

11 ad,am, an, at

12 ed, en, et

13 Review a& e CVC words

14 id, ig, it

15 og, op, ot

16 Review i& o CVC words

17 ug, un, ut

18 General Review

1 short vowel a /æ/

2 short vowel e /e/

3 short vowel i /i/

4 short vowel o /ɔ/

5 short vowel u /ʌ/

6 Review a, e, I, o, u

7 a_e(silent e） /ei/
Stage 5
8 i_e & e_e /ai/&/i:/

9 o_e /əu/

10 u_e /ju:/
/əu/&/ɔ/, /ei/&/æ/
Review a_e & a/i_e&i/e_e&e
11 /ai/&/i/, /əu/&/ɔ/, /ju:/ & /ʌ/
o_e&o/u_e&u
12 ch & sh /tʃ/ &/ʃ/

13 wh & ph/gh /w/ &/f/

14 Review ch, sh, wh & ph/gh

1 th(soft) & th(hard) /ð/ & /θ/

2 bl, pl & cl /bl/, /pl/ & /kl/

3 gl, fl & sl /gl/, /fl/ & /sl/

4 Review

5 ai /ay /ei/

6 ea /ee /i: /

Stage 6
 7 ie / igh / y /ai/
Stage 6
8 oa /ow /əu/

9 ue /ew /ju:/

10 Review

11 br, pr, cr, gr & fr /br/,/ pr/, /kr/, /gr/ & /fr/

12 dr & tr /dr/ & /tr/

13 tw& qu /tw/ & /kw/

14 Review

1 ar & or /ɑ:/ & /ɔ:/

2 au /aw /ɔ:/

3 sw, sm & sn /sw/, /sm/ & /sn/

Stage 7
4 st, sp & sc / sk /st/, / sp/ & /sk/

5 spr str scr & squ /skr/, /spr/, /str/ & /skw/

6 General Review

1 er / ir / ur /ɜ:/

2 short 'oo' & long 'oo' /u/ & /u:/

3 ou / ow /aʊ/

4 oi / oy /ɔɪ/

Stage 8 5 soft c & soft g /s/ & /dʒ/

6 ng & nk /η/ & /ηk/

/z/, /s/ & /iz/
7 Pronunciation of final s

8 Pronunciation of ed /d/, /t/ & /id/

9 General Review

1 or / ear /ɜ:/

2 a/e/i/o/u /ə/

3 air / ear / are /eə/

4 ear / eer / ere /ɪə/

5 oor / ure / our /ʊə/

Stage 9
6 nd, nt,st, sk & sp /nd/, /nt/, /st/, /sk/ & /sp/
Stage 9

7 ld, lp, lt, mp & pt /ld/, /lp/, /lt/, /mp/ & /pt/

8 tion & sion /ʃən/ & /ʒən/

9 silent letters rh, gh & h

10 General Review

1 ire / yre / iar /aɪə/

2 our / ower /aʊə/

3 a, o & u /ɔ/, /ʌ/ & /u/

4 ea /e/, /i:/ & /ei/

Stage 10
5 ture & sure /tʃə/ & /ʒə/

6 silent letters kn, wr, mb & st

7 using 'a' & 'an'

8 General Review
 Stage 4-Stage 10 Phonics
Some Words Story

ant, apple, alligator

bear, ball, balloon, banana

candy, cat, cake

dog, duck, dinosaur

egg, elephant, elf

fox, four, fish

goat, garden, guitar, gorilla

hippo, hen, hamster

iguana, insects，itchy,
igloo
jam, juice, jellyfish, jump
kite, koala, kangaroo

lion, lemon, ladybug,

lollipop
monkey, milk, meat, moon
noodles, newt, necklace,
nurse

orange, ostrich, octopus

pig, piano,pizza (pie,pink),
panda
quilt, queen, quail (quiet)

rabbit, rain, rainbow

spider, soap, sink, snake

turtle, tiger(toilet), turkey

umbrella, up, underwear

violin, vulture, vest (vese-in
activity book), van
wolf, watermelon, worms,
walk
x-ray, box，ox
yak, yoyo, yard (yellow-
learned in letter e story)
zebra, zoo, zigzag or zero,
zipper
letters Aa-Zz
words Aa-Zz
_ad: dad, mad, sad _ad: Dad is mad. I am sad.
_am: ham, jam,Pam _am: Pam likes ham and jam.
_an: man, ran,van _an: A man ran to the van.
_ed: bed,fat,
_at: bat, red,Ted
rat _ed:
_at: ATed
fatisbat
in is
hisonred bed.
a fat rat.
_en: hen,pen, ten _en: Ten red hens can carry a pen.
_et: jet, pet, wet _et:A wet pet jumps into my jet.

_id: hid, kid, lid
_ig: big, pig, wig
_it:
_og:fit, pit,hog,
dog, sit jog
_op:hop, mop, sop
_ot: got, hot, pot
_id: The kid hid the lid under the bed.
_ig: I have a big pig with a wig.
_it:Two pigsand
_og: A dog sit in a pit.
a hog hitThey do not fit.
a log.
_op:I hop to the mop to sop it up.
_ot: I've got a pot. It is so hot.

_ug: bug,rug, tug _ug: Four bugs tug. Two fall on the rug.
_un: fun, run, sun _un: We run in the sun. It's a lot of fun!
_ut: cut, nut, rut Zac
_ut:the Rat cut the nut. It fell into a rut.
A squirrel
Zac is a rat.
Pen
Zac sattheon Hen the can.
Peg
The is antsa redranhen. to the jam.
rat, fan, pan, ant, jam, nap Peg getsaset to go.
Zac
The had
Big Hit pan.
Peg
Zac gets
had ainto
fan. a green jet.
pen, bed, red, hen, web, jet The
The tin
Mox's man
jetShop
is fast. has a bat.
The
Jill ants
has ran and ran.
Mox
Peg
Zac is aaamitt.
gets
had fox
wet.
nap.
mitt, sit, pin, hit, big, tin, Zac
The has
Mox aabig
hasgets
jet inball.
shop. a web.
pig, wig Gus
Will
Bob the
he Duck
hit
is a hog.
Peg falls the
and falls.ball?
log, hot, dog, shop, hog, Gus
The
Bob runs
ball
helpsinto
Peg falls in
hits the
Mox. the
bed.mud.
mitt.
pot, mop, fox Gus
The tin
They gets
mix manin the
eggs intub.
will not give up.
a pot.
The
Bob tubtin
drops hasthe
man suds.
hits the ball.
eggs.
suds, bug, sub, mud, sun,
Gus
Whatrubs a messand !rubs.
tub, run Jake's tale
Gus
Bob mops sub.
has a and mops.
This
A bugis isJake.
"Good in the
job!" sayssub. Mox.
Jake
It's funmakesin the waves.
tub.
cane, plane, lake, gate, Sky
A
Gus Ride
whale
hugsisthe in thebug.waves.
bake, snake, cave Pete
The
Is Jake is safe?
Robot black and and white.
Mr.mole
He
This rides bike
is a robot.
Yes, the whale camewith Mike and Spike.Mike has a kite.
to play.
kite, bike, hide, white,
"Let's
Whales make big waves. kites," says Spike.
His nose fly away
is a with
cone. these
evening, five, these Jake's tale
They
His
Theylegs play
like are hide
the made andofgame.
same seek.
hose.
rope, nose, cone, hole, Luke's
He fallsbest
"Let's go buddy
down,"
into a hole. is Dune
says Mike.Buggy.
coke, hose, mole They
Yikes! play
They in the
land
Mr. Mole is in the hole. sand
in dunes.
slime.
cute, dune, cube, perfume, They turn right.
"I can help," says Mr. Mole.
tube, mule Dune
"Go upBuggy rides on
this rope," sayshisMr.back wheels.
Mole.
They
"Thanks, drive Mr. over the dune.
Mole!" says the robot.
Luke
Sherry and hasDune a bigBuggygreenflip.
fishing boat.
cheer, chips, cherry, Luke
She and
wishes Dune
to Buggy
get a fatrule
fish.the dunes!
cheese, shop, fish, sheep, The elephant asks the dolphin:
Chuck
Am I bigger has a thanbig beautiful
the whale? cherry tree.
shoes
white, laugh, phone, whale, He wishes
Dolphin to pick
laughs and some cherries.
coughs:
dolphin, wheel, cough,
Do you know where you are?
elephant There are three people
You are standing on his in Cathy’s family.
head!
Cathy’s father likes to read thick books.
father, these, mother, this, Cathy’s mother likes to take a bath.
The
And clown
Cathy gets likes on the plane
to throw the at noon.
ball.
teeth, think, three, thumb He likes to fly above the clouds in the blue sky.
All three of them like to brush their teeth.
blond, plane, black, clock, Now
They it’s 12am
alwaysdown on the
have a lotslide.clock.
of fun together.
planet, cloud, clown, blue Glen
On the slidesother sidethe of our planet.
Suddenly
His friendhe withbreaks
blonde his hair
glasses.
is still sleeping.
gloves, glasses, glue, flag,
So he sits on the floor and fixes them with glue
flower, floor, sleep, slide
Now
It’s a hegreat canday seeinthe May.flowers on the flag.
We can play. What will we play?
We can play with clay.
tail, train, snail, rain, lay,
We can
Lee lay down
the little mouse onsits
thein bay.
a teacup that floats on the sea.
say, day, hay
Weonly
He can paint
eats three on the sail.for a whole week.
peas
bee, sleep, queen, green, We also can find snails and hequails.
He feels so weak, but then sees a nice queen.
tea, peas, meat, beach She gives him beans and meat for free.
 A fly loses its sight at night
It cannot see the right side
light, right, tie, pie, fly, dry, A
It’srow of toads
in fright andare hitsstanding
a kite in a boat,
Using a bowl full
Then it falls down onto theof soap to pie.
blow bubbles,
toad, boat, soap, goat,
See, these bubbles have rainbow colors!
bowl, yellow, rainbow, It’s asome
But nice Tuesday
fly too low evening.
and fall on the road.
window Mr. Fortescue has a barbecue with his new friends.
argue, fuel, Tuesday, news,
Suddenly, he argues with a friend.
newspaper, new, dew
Just because of the bad news in the newspaper.
Here’s a pretty painting with a brown frame,
grape, grandma, frog, Crabs, frogs, grapes and bread are in the painting,
frame, brown, bread, Trevor
Why didthe thebus driverthe
prince, takes a trip and
princess in a their
greenbrothers
train. paint it?
prince, princess, crocodile, He
It’s can see elephants
a birthday gift for theirdrinking waterand
grandma withgrandpa!
their trunks.
crab
triangle, truck, train, tree, He can see boys trapping crabs on the dry beach.
dress, drum, draw, drink Twelve
And he can twins seearegirls
taking
withtwins quizdresses
colorful at twilight.playing the drums too.
twelve twenty twins They do it quickly
What a wonderful trip! and quietly in a big castle.
twinkly, The twin brothers finish twenty questions in twenty minutes.
quiz quietly quickly, quilt, They will get two quilts with twinkly stars from the queen.
The farmer is parking his car on the farm.
He is carrying corn to feed the horse.
car, farm, park, farmer,
Lorna
Welcome the topuppy
August is barking at the horse.
in Australia!
corn, unicorn, horse, fork
August, Australia, draw, Just because of the
Here we have a sausage with corn in thesauce
basket.for lunch.
paw, strawberry, sauce, A snake
Then yousaw canapick
snailstrawberries
snoring in a in snowy day.
the garden.
sausage The
But snake
be swam
careful of across
the thepaw
bear’s riveratand smiled.
night!
swamp swan swallow smile Steven and to Scott are students
He wanted swallow the snailfrom as a Scotland.
snack.
smell smock snoring snack They are studying in a school
Suddenly, a swan smelled theinsmoke
Spainand now. sneezed in the sky.
sneeze
students, stay, study, They speak English very well but not Spanish.
That woke the snail and scared the snake away into the swamp.
Scotland, school, Spain, They made
Fred like toastaysquarewithscrapbook
the students from Spain.
by himself.
stream, street,
speak, sport, stripe,
skiing, skating And they spend for a lot of spare time on sports.
screen, scrapbook, spray, First, he looked some special pictures on the screen.
They
Then,oftenhe stuckgo skiing
a parkand skatinga together.
between street and a stream.
spring, spread,
Next, he put some squirrels with black stripes in the park.
square squirrel Finally,
A nursehe withsprayed
curly hair some paint
went and spread
shopping some
for her glitter birthday,
thirtieth on the book.
dessert clerk, concert AShe bought
mother andherself
her two a fur coat
girls areand heron
sitting friend bought her a skirt .
a stool.
thirtieth
Look, book,birthday, skirt,
foot, cook, The
Theyshop clerk sent
are reading her a purse
a storybook as a abirthday
about farm. present as well.
curly
wooden,nurse purse, fur After
In theshopping
morning,they had dessert
a rooster and went
was looking to a in
for food concert to celebrate.
the grass.
rooster,mouse,
goose, noodles, A clown with a big mouth has a cow and
In the afternoon, a man was cooking noodles in a wooden house. a mouse.
mouth, mountain
stool, moonlight They
In thelive in a mountain
evening, a goose was withwalking
some flowersslowly around.
in the moonlight.
around, sound,
The
A
Theboy brown
called
girls wishcow
Roy often
they really
couldmakesvisitathat
enjoys loudcool
playing sound.
with
farm.his toys.
crown,
coin, town,noise,
spoild, flowers,
soil, The
George frowning
He especially
and Nancymouse
likes arewears
the toys a heavy
best that make
friends. crown.
lots of noise.
frown, howl
point They
He also
They often
likelikes go
to go down
eating
cycling the
oysters mountain
and go and to
topretending
the gym.the town.to be a cowboy.
cowboy, oyster,
race, circus, toy, enjoy,
cycling, fancy,
annoyed celery, Sometimes
They also like he’s a pirate
racing to thelooking for coins in the soil.
next village.
A
Inyoung
The the manboy
spoiled
village named
there oftenwas Link
makeswashis
a circus standing
moma feel
with on aannoyed.
very river
big bank to fish.
stage.
stage,stung,
fling, village, magic,
cling, giant,
sang, He was going to fling his fishing rod into the water,
They went to see a magic show by a magician called Paige.
screaming gym when suddenly he wasand stung
She said abracadabra outby froma bee on hishat,
a fancy ring finger.
bank, drank, sink, clink, He
sheswung
pulled his arm rabbit.
a giant at the bee but missed and slipped into the river.
trunk Even though he drank some water and began to sink, he was strong
enough to cling to a trunk, while screaming for help.
honics
Learning Objectives
1) Be able to recognize and say the names of letters: Aa, Bb, Cc, Dd.
2) Be able to recognize and say the sounds of letters: Aa, Bb, Cc, Dd.
3) Be able to do the actions of the letters and sounds.
4) Be able to distinguish between uppercase and lowercase letters: Aa, Bb, Cc, Dd.
5) Be able to write the letters in the right strokes:Aa, Bb, Cc, Dd.
6) Be able to understand and say the key words: apple, banana, cat, duck.
7)
1) Be able to distinguish
recognize and thesay
beginning
the names sound of /a/, /b/,
of letters: Ee, Ff,/c/,Gg.
/d/ in the key words.
8) Be able to recognize
2) fill in the missing
and sayletters in words.
the sounds of letters: Ee, Ff, Gg.
9) Be able to do
3) singthetheactions
ABC song following
of the letters the
andteacher.
sounds.
4) Be able to distinguish between uppercase and lowercase letters: Ee, Ff, Gg.
5)
1) Be
Be able
able to
to write the letters
recognize and sayinthethenames
right strokes:Ee, Ff, Gg.
of letters: Ee, Ff, Gg.
6)
2) Be able to recognize and say the sounds of letters: Ee, Ff,fish,
Be able to understand and say the key words: elephant, Gg.gorrilla.
7) Be
3) Be able
Be able to
able to distinguish
to recognize
do the actions the beginning
of the sound of /e/, /f/, /g/ in the key words. 
1)
8) Be able to fill in the and say
missing theletters
names
letters in
and
words.
sounds.Hh, Ii, Jj, Kk.
of letters:
4)
2) Be
Be able
able to
to distinguish
recognize between
and uppercase
say following
the sounds and lowercase
Hh, Ii, letters:
Jj, Kk. Ee, Ff, Gg.
9)
5) Be
Be able
able to
to sing
trace the
theABC song
letters in the right theofteacher.
letters:
strokes:Ee, Ff, Gg.
3)
10)Be able toletters
Review do theAa-Gg.
actions of the letters and sounds.
6)
4) Be
Be able
able to
to understand and say the
distinguish between key words:
uppercase and elephant,
lowercasefish, gorrilla.
letters: Hh, Ii, Jj, Kk.
7) Be
5) Be able
able to
to writie
distinguish the beginning
the letters in the rightsound of /e/, /f/,
strokes:Hh, /g/Kk.
Ii, Jj, in the key words. 
8)
6) Be
Be able
able to
to sing the ABCand
understand songsayfollowing the teacher.
the key words: horse, igloo, jump, kangaroo.
9) Review letters Aa-Gg,
7) Be able to distinguish the beginning sound of /h/, /i/, /j/, /k/ in the key words.
8) Be able to fill in the missing letters in words. 
9)
1) Be
Be able
able to
to sing the ABC
recognize andsong following
say the namesthe teacher.Ll, Mm, Nn.
of letters:
2) Be able to recognize and say the sounds of letters: Ll, Mm, Nn.
3) Be able to do the actions of the letters and sounds.
4) Be able to distinguish between uppercase and lowercase letters: Ll, Mm, Nn.
5) Be able to write the letters in the right strokes:Ll, Mm, Nn.
1)
6) Be able to recognize
understand andandsay
saythe
thenames of letters:
key words: Ll, Mm,
lollipop, moon,Nn.nurse.
2)
7) Be able to recognize
distinguishand thesay the sounds
beginning soundofofletters: Ll, Mm,
/l/, /m/, /n/ inNn.the key words.
3)
8) Be able to do
fill the
in actions
the missing of
1) Be able to read the letters: Aa-Nn. the letters
letters in and
words.sounds.
4) Be able
9) Be
2) able to
to sound
distinguish
sing theoutABC between
thesong uppercase
Aa-Nn.the and
following
letters: lowercase letters: Ll, Mm, Nn.
teacher.
5)
1) Be able to recognize and say the names of letters:Mm,
10)
3) Be
Be able
Review
able to
to trace
letter
do the letters
Hh-Nn.
the actions ofin the
the right
letters strokes:Ll,
and sounds. Oo, Pp, Nn.Qq, Rr.
6)
2) Be
4) Be able
Be able to
able to understand
to recognize
distinguishand and say
between
say thethe key
uppercasewords:
sounds ofand lollipop,
Oo,moon,
lowercase
letters: Pp, Qq,nurse.
letters:Rr.Aa-Nn.
7) Be
5) Be
3) able
Be able to
able to distinguish
to do
writethethe the
letters
actions beginning
ofinthe sound
theletters of /l/,
right strokes:Aa-Nn.
and sounds. /m/, /n/ in the key words. 
7)
6) Be
4) Be able
Be able to
able to sing
to sequencethe ABC
distinguish the song following
letters:Aa-Nn.
between uppercasethe and
teacher.
lowercase letters: Oo, Pp, Qq, Rr.
8)
6) Review
Be able letter
to Hh-Nn.
understand and say the key words.
5) Be able to write the letters in the right strokes: Oo, Pp, Qq, Rr.
7)
6) Be
Be able
able to
to fill in the missing
understand and sayletters in words.
the key words: octopus, panda, queen, rain.
8) Be
7) Be able
able to
to distinguish
sing the ABCthe song following
beginning the teacher.
sound of /o/, /p/, /q/, /r/ in the key words.
8) Be able to fill in the missing letters in words. 
9) Be able to sing the ABC song following the teacher.
1) Be able to recognize and say the names of letters: Ss, Tt.
2) Be able to recognize and say the sounds of letters: Ss, Tt.
3) Be able to do the actions of the letters and sounds.
4) Be able to distinguish between uppercase and lowercase letters: Ss, Tt.
5)
1) Be
Be able
able to
to write the letters
recognize and sayinthethenames
right strokes: Ss, Uu,
of letters: Tt. Vv, Ww, Xx.
6) Be able to understand and say the key words:
2) Be able to recognize and say the sounds of letters: Uu, snake, tiger.
Vv, Ww, Xx.
7) Be able to distinguish the beginning sound
3) Be able to do the actions of the letters and sounds. of /s/, /t/ in the key words. 
8)
4) Be
Be able
able to
to fill in the missing
distinguish between letters in words.
uppercase and lowercase letters:Uu, Vv, Ww, Xx.
9)
5) Be able to write the letters in the right the
Be able to sing the ABC song following teacher.
strokes: Uu, Vv, Ww, Xx.
10) Review letters: Oo-Tt.
6) Be able to understand and say the key words: umbrella, van, walk, ox.
7) Be able to distinguish the beginning sound of /u/, /v/, /w/, /x/ in the key words.
8) Be able to fill in the missing letters in words.
9) Be able to sing the ABC song following the teacher.
1) Be able to recognize and say the names of letters: Yy, Zz.
2) Be able to recognize and say the sounds of letters: Yy, Zz.
3) Be able to do the actions of the letters and sounds.
4) Be able to distinguish between uppercase and lowercase letters: Yy, Zz.
5) Be able to write the letters in the right strokes: Yy, Zz.
6) Be able to understand and say the key words: yo-yo, zipper.
7) Be able to distinguish the beginning sound of /y/, /z/ in the key words. 
8) Be able to fill in the missing letters in words.
9) Be able to sing the ABC song following the teacher.
10) Review letters: Uu-Zz.
1) Be able to read the letters: Aa-Zz.
2) Be able to sound out the letters: Aa-Zz.
3) Be able to do the actions of the letters and sounds.
4) Be able to distinguish between uppercase and lowercase letters: Aa-Zz.
1)
5) BeBe able
able to
to recognize and sound
write the letters in theout: right-ad, -am, -an, -at.
strokes:Aa-Zz.
2) Be able to distinguish the
6) Be able to sequence the letters:Aa-Zz.sound of /ad/, /am/, /an/, /at/.
3)
1)
6) Be
Be able
able to
to understand
recognize and and sound
sound out:
understand and say the key words. out the
-ed, key
-en, words
-et. that rhyme with -ad, -am, -an, -at.
4)
2)
7) BeBe able
able to
to distinguish
sound outmissing
fill in the more
the soundwords
lettersofthat
/ed/,
in rhyme
words./en/,with
/et/.-ad, -am, -an, -at.
5)
8) Be
3) Be able
able to
to understand
sing the ABCand
understand and
song read
sound aloud
out the
following the
thekeysentences
words that
teacher. (in the stories).
rhyme with -ed, -en, -et.
6) Be able to finish the writing practice of rhyming
4) Be able to sound out more words that rhyme with -ed, -en, -et. words.
7)
5) Be
Be able
able to
to spell the words
understand andaccording
read out:
aloud tothethesentences
sound. (in the stories).
1)
1) BeBe able
able to
to recognize
sount the and
a& esound
out writing CVC words. -id, -ig, -it.
6)
2) Be
Be able
able to
to finish
distinguish the sound practice
of /id/,of rhyming /it/.words.
/ig/,sound.
2)
7) Be
Be able
able to
to spell
spell the
the words
words according
according to
to the
the sound.
2)
3) Be
1) Be able
able to
to understand
recognize and
read the sentencesand sound
sound out:
and out the-op,
-og,
stories. key -ot.
words that rhyme with -id, -ig, -it.
3)
2) Be able to distinguish the sound of /og/, /op/, /ot/. -id, -ig, -it.
Be able to sound out more words that rhyme with
4)
2) BeBe able
able to
to understand
understand and and read
soundaloud out the thekey sentences
words that (in the stories).
rhyme with -og, -op, -ot.
5) Be
3) Be able
able to
to sound
finish theoutwriting
more words practice that ofrhyme
rhyming words.
with -og, -op, -ot.
6)
4) Be
Be able
able to
to spell the words
understand and according
read out:
aloud tothethesentences
sound. (in the stories).
1)
1) Be
Be able
able to
to recognize
sount out and
i&o sound
CVC words. -ug, -un, -ut.
5)
2) Be
Be able
able to
to finish the writing
distinguish the sound practice
of /ug/,of rhyming
/un/, words.
/ut/.
2)
6) Be
Be able
able to
to spell
spell the
the words
words according
according to
to the
the sound.
sound.
3)
3) BeBe able
able to
to understand
read the sentencesand sound andout the key words that rhyme with -ug, -un, -ut.
stories.
4) Be able to sound out more words that rhyme with -ug, -un, -ut.
5) Be able to understand and read aloud the sentences (in the stories).
1)
6) BeBe able
able to
to sount out writing
finish the a, e, I, o,practice
u CVC words.of rhyming words.
2)
7) Be able to spell the words according to
Be able to spell the words according to the
the sound.
sound.
3) Be able to read the sentences
1) Be able to sound out CVC words. and stories.
2) Be able to read the story.
3)
1) BeBe able
able to
to spell
soundthe outCVC
CVCwords.
words.
2) Be able to read the story.
3)
1) BeBe able
able to
to spell
soundthe outCVC
CVCwords.
words.
2) Be able to read the story.
3) Be
1) Be able
able to
to sound
spell the outCVC
CVCwords.
words.
2) Be able to read the story.
3) Be
1) Be able
able to
to sound
spell the outCVC
CVCwords.
words.
2) Be able to read the story.
1) Be able to sound out the spelling patters in Sessions 1 to 5.
3)
2) Be
1) Be able
Be able to
able to spell
to soundthe
sound outCVC
out thewords.
long CVC
vowel words.
'a_e':
3)
'a_e' makes the /ei/ sound. words.
Be able to spell the CVC
2) Be
1) Be able
able to
to sound
match out the long
sound /ei/ to
vowel 'a_e' .
'i_e'&e_e:.
'i3)_e'
Be makes
able tothe
sound/ai/ out the 'e
sound. words .
_e' makes the /i:/ sound.
2)(e.g.
Be /l/+/ake/=/lake/)
able to match the sound /ai/
1) Be able to sound out long vowel 'o_e' : 'o_e' to 'i_e' and match
makesthe thesound /i:/to 'e_e'.
/əu/ sound.
4)
3) Be
Be able
able to
to spell
sound these
out words..
words
2) Be able to match the sound /əu/ to 'o_e' .
3)
1)(e.g.
Be /k/+/ite/=/kite/,
able to sound out/ð/+/i:/=/these/)
words
long .
vowel 'u_e':. 'u _e' makes the /ju:/ sound.
4)
2) Be able
Be
(e.g. able to
to spell
matchthese
/b/+/one/=/bone/) words./ju:/ to 'u_e'.
the sound
read the
3) Be able to sound outstories.
words .
4) Be able to spell
(e.g./c/+/ube/=/cube/) these
1) Be able to sound out the words.spelling patters from session 7-10.
4) Be able to read the stories.
2) Be able to distinguish Long and Short Vowel Sounds.
5)
2)
1) BeBe able
Be able to
able to spell
soundthese
to match words. to the
the consonant
out sounds letters.'ch&sh' :
diagraphs
3) Be able to sound out the words.
'sh' makes the /ʃ/ sound. ‘ch' make the /f/ sound..
1)
4)
2) Be Beable
Be ableto
ablet to sound
tospell
match theout consonant
words.
the sounds to letters.diagraph 'wh' ‘ph/gh' : 'wh' makes the /w/sound. ‘ph/gh' make
the
3) Be/tʃ/ sound.
able to sound out the words.
2)
4) Be
Be able
able to
to match
spell thewords.
the sounds to the letters.
1)
3) Be
Be able
able to
to sound
sound out
out the
words. spelling patters from session 12-13.
1)
2) Be
Be able
able to
to sound
match out
the consonant
sounds digraph'
to the letters. th '(hard and soft):
4) Be able makes
'th(hard)' to understand
the the meaning
/ð/sound. of the words.
3)
5) Be
Be able to
to sound
spell out the words.
1)
4) Be
ablemakes
'th(soft)'
able to
sound
spellthewords.
out initial
/θ/sound.
the words.
consonant clusters: 'bl','pl', 'cl':
'bl'
2) makes the
Be ableto /bl/sound.
to differentiate 'pl' makes the /pl/sound.
the hard /ð/sound from 'cl'
and makessoftthe /kl/sound.
1)
2) BeBe able to sound
able to out initial
differentiate the consonant
sounds, clusters:
/bl/with
from 'gl',
/pl/. 'fl'the
and 'sl':/θ/sound both made by 'th'.
3) Be able
'gl'Bemakes sound out
the /gl/sound. words beginning 'th'.
3)
4) Be able to
to match
ablethe match the
the sounds
sounds to
to the
the initial consonant clusters.
'fl'
4) makes
Be able to /fl/sound.
sound out 'sl' words.
the makes theconsonant
/sl/sound. digraph' th '(hard and soft).
5)
2) Be
Be able
able to
to understand
differentiate the
themeaning
sounds, /cl/ of the fromwords
/gl/ and
and spell the words.
/fl/ from /sl/.
5)
6) Be
Be able
able to
to understand
understand the
and meaning
read the of the
short words
story. and spell the words.
3).
1) Be able to
6) Be able to soundmatch
understand the sounds
out the and to
spelling
read thethe initial
patters
shortfrom consonant
story.session 1-3.clusters.
4) Be
2) Be able
able to
to match
sound out the the
sounds words.to the letters.
5)
3)
1) BeBe able
Be able to
able to understand
to sound
sound out out the thewords.
vowel meaning
digraph of the words
'ai/ay': 'ai/ay'and
make spell
thethe
/ei/words.
sound.
6)
4) Be
Be able
able to
to understand
spell the and
words. read
2) Be able to match the sound /ei/ to 'ai/ay'. the short story.
1)
3) BeBe able
able to
to sound
sound out out vowel
words digraph
. 'ea/ee' :
'ea/ee'
4) Be able makes the /i: / sound.
to understand the meaning of the words.
2)
5) BeBe able
able to
to match the sound /i: / to 'ea/ee'
spell words.
3)
6) Be able to understandwords
Be able to sound out and read. the short story.
4) Be able to understand the meaning of the words.
5) Be able to spell words.
6) Be able to understand and read the short story.
1) Be able to sound out vowel digraph 'ie/igh/y' :
'ie/igh/y' make the /ai / sound.
2)
1) Be
Be ableable to to match
sound out the vowel
sound digraph/ai / to 'ie/igh/y'
'oa/ow' :
3) Be able
'oa/ow' maketo sound
the /əu/ outsound.
words .
4)
2) Be
1) Be
Be ableable
able to to understand
to match
sound out the vowel the meaning
sound /əu / to of
digraph the words.
'oa/ow'
'ue/ew' :
5)
3) Be
Be able
able to
to spell
sound
'ue/ew' make the /ju:/ sound. words.
out words .
6)
4) Be
2) Be able
Be able to
able to understand
to understand
match the sound and read
/ju:/the
the meaning short
of
to 'ue/ew'thestory.
words.
1) Be able
5) Be able to sound
3) to sound
spell words. out
out the
words spelling
. patters from session 5-9.
1)
2) Be
Be able
able to sound out
the initial consonant clusters: 'br','pr', 'cr', 'fr', 'gr:
6)
4)
'br'Be able to
makes to
the
match
understand
understand
/br/sound.
sounds
and
the
'pr'
readto the
meaning
makes
the letters.
short
of
the the story.
words.
/pr/sound.
3)
5) Be
Be able
able to to soundwords. out the words.
'cr'
4) Be makes
able thespell
to /kr/sound.
spell the 'fr' makes the /fr/sound. 'gr' makes the /gr/sound.
6)
1) Be able
2) Be able to soundto understand
differentiateoutwords. and
theread
initial consonant
sounds, the /br/
short story.
clusters:
from ' dr'/kr/
/pr/, andfrom 'tr': /fr/ and /gr/.
'dr'
3)Be makes the /dr/sound. 'tr' makes the /tr/sound.
1)
2) Beable able to
to match
sound the
out sounds
initial to the initial consonant
consonant
sounds /dr/clusters: 'tw' andclusters.
'qu' '.
4) Be
Be
'tw'
able
able
makes
to
to differentiate
sound out
the /tw/sound. the thewords. from /tr/.
3)Be
5) 'qu' able
Be able to match
to understand the sounds to the initial consonant
the meaning of the words and spell the words. clusters.
4) Be makes
able to the /kw/sound.
sound out the words.
6)
2)BeBe able to understand and read
/tw/ the shortthe story.
5) Beable ableto tomatch
understand the sound the meaning to 'tw',
of the soundand
words /kw/ spellto the
'qu' words.
and the sound
3)
1) Be able
6) Be able to soundto sound
understand out the
out the and words.
spelling
read the patters
shortfrom story.session 11-13.
4)
2) Be able
1) Be able to to match
understand
sound out the meaning
the R-controlled
sounds to thevowels of the'ar'
letters words andand 'or':spell the words.
5)
3) Be
Be able
able to
to understand
sound
'ar' makes the /ɑ:/sound. out the and read
words. the short story.
4) Be'or'able
makes to spell
the /ɔ:/ andsound.
write the words.
1)
2) Be able to sound out vowel /ɔ:/to digraphs 'or''au/aw' the: sound
1) Be
Be able
able to
'aw/aw' to match
soundthe
makes
the initial
out sound
/ɔ:/ sound.consonant and
clusters: /ɑ:/and
'sw', 'sm' to 'ar'.
'sn'.
3) Be'sw' able
makes to sound
the out
/sw/sound.the words .
2) Be
4) Be able
able to match
to understand the sound /ɔ:/ to 'au, aw'.
the meaning of the words and spell the words.
3) 'sm' makes the /sm/sound.
5) Be
1) Be able
able
'sn'able
makes
to
to sound
understand
sound out
out
the /sn/sound.
the and
initial words
read
consonant .the short story.'sp', 'st' and 'sc/sk'.
clusters:
4) Be'sp' makes to understand
the /sp/sound. the meaning of the words and spell the words.
2)
5) Be able
1) Be able to to understand
match
sound the sound
out and read
initial /sw/the
consonant to 'sw',
short the
story.
clusters sound /sm/ to
'spr','scr', 'sm'
'str' andand the sound /sn/ to 'sn'.
'squ':
3)'spr'
Be 'st'able
makes to the /st/sound.
sound out the words.
makes
'sc/sk' makes the the /spr/ sound. 'scr' makes the /skr/ sound.
/sk/sound.
4)'str'
Be able
makes to the
understand
/str/ sound. the meaning
'squ' makesof the thewords/skw/and sound.spell the words.
2)
5) Be
Be able
able to
to match
understand the sound
and /st/ the
read to 'st',
short the sound
story. /sp/ to 'sp' and the sound /sk/ to 'sc/sk'.
2)
3) BeBeable
ableto tosound
matchout thethe sound words /spr/ . to 'spr', the sound /skr/ to 'scr', the sound /str/ to 'str' and the
1) Be able
sound /skw/ to tosound'squ'out the spelling patters for session 1-5.
4)
1)
1)
2) Be
Be able
able to
to understand
sound
sound
match out
out
the the meaning
R-controlled
vowel
sounds to thevowels
digraphs ofshort
the'er',
letters. words
'oo''ir'and
and and spell
'ur':
long the words.
'oo':
3)
5) BeBeable
'er', able to
'ir'and tounderstand
sound
'ur' make outthe the
and words.
/ɜ:/read sound.the short story.
3)
4) short
Be
Be able
able'oo'to makes
to sound
understand the
out /u/
the thesound.
words.
meaning of the words
2)
4) Be
long
Be able
'ooto
able to match
makes
spell thethewords.
sound
/u:/ sound. /ɜ:/ to 'er, ir and ur'. and spell the words.
5) Be
3) Be able to understand and read the short story.
2) Beable
ableto tosound out the the
differentiate words /u/.sound from the /u:/ sound both made by 'oo'. (In general, The
4) Be able
letter group to'ook'
understand
is almost the meaning
always of the words
pronounce ad /uk/, andwithspella theshort words.
'u' as in 'put'. The vast majority
1)
5) Be
of Be
1) Englishable to
able words sound
understand
to sound out
containing diphthongs
and
out soft 'oo' read
c and are soft'
the ou/ow'
short
pronounced
g. :
story. with a long /u:/. All words ending with 'oo' are
6) 'ou,
Be
pronounced
Letter ow'
able c to make
decode
with
sometimes athelong/au/
and sound.
encode
/u:/.
makes an /s/ unknown
sound. When words the by applying
sound oftheir knowledge
c is /s/, it’s calledofacommon
soft c.
2)
1)
3) Be
sounds,
Be able
able to
to match
specifically
sound the
the
out sound
'er', 'ir'and
diphthongs
the words. /au/ to
'ur'.
'oi/oy''ou, : ow'.
Letter g sometimes makes /dʒ/ sound. When the sound of g is /dʒ/, it’s called a soft g.
3)
2) Be
4) Be able
'oi/oy' to
to sound
able make thethe
understand
know out the
/ɔi/rules thewords
sound. meaning
for . of the words
pronunciations of soft andc spell
and soft the g:words.
4)
2) Be
5) BeWhen able to understand
ablee,toi, match
understand
or y follows the sound the
and meaning
c, it read /ɔi/the
makes of
tothe thestory
'oi/oy'.
short
sound words/s/. and spell the words.
5)
1)
3)
6) Be
When understand
ablee,toi, sound
decode
or y follows out
and the and
g, finalread
words.
encode
itfor
makes thethe
consonant
unknown short
sound story.
blends
words by'ng' and 'nk'.
applying their knowledge of common
1)
6) Be
Be able
able to
to know
decode the andrulesencode pronunciation
unknown words of/dʒ/.
the
by final
applying -s: thetheir knowledge
4) 'ng'
Be
sounds,
3) The
Be able makes
able to
to the
specifically
match
pronunciation
/η/sound.
understand the
the the
short
sound
of 'ow'
the
meaning
'oo'
final /s/ &to
S'ou'.
in longof
soft
plural
the
'oo'.
c and words
nouns the and
sound spell
/dʒ/
and verbs in the to words.
soft
third g. person of common
depend on the final
sounds,
5)
4) Be 'nk'able
Be able to specifically
makesto the
understand
sound the
/ηk/ sound.
out words and andread the short story.
consonant
2) Be able tosound
match before
the that
sound S.in
/η/
which the letter c makes its soft sound, /s/, and words in which the
6)
letter
1)
◇ Be g makes
able
The ending to decode
its
know soft
the and
sound,
is pronounced rulesencode /dʒ/
for/s/ .to 'ng'
unknown
pronunciation
after
and
a voiceless
the
words sound
of ed: by applying/ηk/ totheir 'nk'.knowledge of common
sound: /f/, /k/, /p/, /t/, /th/-(soft).
3)
5) Be
Be able
sounds,
There able
are to
to sound
specifically
three understand
ways out
the to the
'oi'the words.
and
pronounce 'oy'.
meaning the offinal
the –ed words of and spell
regular the words.
verbs in the
◇ /l/,simple past/ng/,
and past
BeThe
4) ending is pronounced /z/ after athe
voiced sound: /b/, /d/, /g/, /m/, /n/, /r/ or after
6) Be
participle.able
able to
to
The understand
understand
pronunciation the
and meaning
read
of words the of short
ending words
story.
in ED and
dependsspell thethe
on words.
final consonant sound.
a5)vowel
Be ablesound,
to /a/,
understand /e/, /i/,
and /o/,read /u/, the short story.
7) Be
◇ The able to decode
ending is and encode unknown words sound: by applying their knowledge of common
◇
6) Be The
sounds, ending
able to decode
specifically is pronounced
pronounced
theand softencode
c and
/t/
/ɪz /afteror /əz/
unknown
soft
a voiceless
g. a after words a sibilant
by applying
/f/, /k/,
sound: their
/p/,
/s/, /s/,/sh/,
/z/,
knowledge
/ch/,/ch/-chair,
/sh/, /th/-(soft).
of common /zh/-the
sounds,
◇
second The
specifically ending
"g" in is
thegarage, pronounced /d/ after
/dz/-(j) blends 'ng' and 'nk'.
final consonant voiced sound: /b/, /g/, /v/, /z/, /m/, /n/, /l/, /r/, /j/, /th/-
(hard)
2) Be able or after
to sounda vowel outsound,
the words. /a/, /e/, /i/, /o/, /u/,
◇
3) Be The ending
able to is pronounced
understand /ɪd
thespelling
meaning / if the of word
thefor base and
words endsspellin a /t/ or /d/ sound.
1)
1)
2) Be
Be
Be able
able
able to
to
to sound
sound
sound out
out
out the
R-controlled
the words. patters
vowels 'orsession
/ ear' :1-8. the words.
4)
2) Be able to understand and read the letters.
short story.
3) Be
5) 'or able
Be
Be / ear'to
able
able to
match
tomake
understand
decode thethe/ɜ:/sounds
andthe sound.
the
encode
to the
meaning unknown of thewords wordsbyand spell the
applying theirwords.
knowledge of common
3)
2)
4) Be
Be
Be ableable
able to
to sound
to match
understand out
therules
sound words.
andfor read/ɜ:/ to R-controlled
the short story. syllables 'or, ear'.
sounds,
4) specificallythe pronunciation of the final -s.
5) Be
3)
1) Be able
Be able to
able to spell
to sound
decode
sound theout words.
and
out 'the / words
aencode o. / u' : words by applying their knowledge of common
e / i /unknown
4) Be
sounds,
' a /able
e / to
i / understand
specifically
o / u' the
make
1) Be able to sound out R-controlled vowels the
rules
the meaning
for
/ə/ sound. of the'air
pronunciation words
of and
ed'.
/ ear spell
/ are' : the words.
5) Be
2) Be able
'airable
/ ear to understand
to/match
are' make the sound and
the /eə/read the
/ə/sound. short story.
to 'a, e, i, o, u'.
6)
3)
2) Be
Be
Be able
able
able to
to
to decode
sound
match andthe
out
the encode
sound words /eə/unknown
. to 'air, words
ear, by applying their knowledge of common
are'.
1) Be able
sounds, to sound the
specifically out R-controlled
R-controlled syllables vowels 'ear
'or' /and
eer 'ear'.
/ ere' :
4) Be
3) Be able
'earable/ eer to understand
to/sound
ere'make out the the
the words meaning
/ɪə/ sound. . of the words and spell the words.
5)
4)
2) Be
Be able
able to
to understand
understand and read
the meaning /ɪə/the short
of theeer,story.
words and/ our'
spell: the words.
1) Be
Be ableable to to match
sound out the R-controlled
sound to 'ear,
vowels 'oor ere'.
/ ure
5) Be
3) Be able
able to
to understand
sound out
'oor / ure / our' make the /ʊə/ sound. theand read
words .the short story.
6)
2) Be
1)
4) Be able
Be able to
able to decode
to sound
match out
understand andthe
the encode
the
sound final
meaning unknown
consonant
/ʊə/ toof'oorthewords ure /by
blends
/words applying
'nd',
and
our'. 'nt','st',
spell the their
'sk' knowledge
and
words. 'sp'. of common
sounds,
'nd'able
5) Be
3) Be ablespecifically
makes the /nd/
to sound
to understand the R-controlled
outsound.
theand 'nt' .makes
read
words vowels
the short 'air',
thestory. 'ear'
/nt/ sound. and 'are'.
6) Be
4) Be 'st'able
makes
able to the /st/and
to understand
decode sound. encode
the 'sk' unknown
meaning makes of the /sk/
thewordswords sound.
byand 'sp' makes
applying
spell their
the the /sp/ sound.
knowledge
words. of common
2)Be
sounds, able to match
specifically the sounds
R-controlled
5) Be able to understand and read the short story. to the final
vowels consonant
'ear', 'eer' blends.
and 'ere'.
3)
6) Be
Be ableable to to sound
decodeout andthe words.unknown words by applying their knowledge of common
encode
4) Be able to understand
sounds, specifically the R-controlled the meaning of the'oor',
vowels words andand
'ure' spell the words.
'our'.
5) Be able to understand and read the short story.
6) Be able to decode and encode unknown words by applying their knowledge of common
sounds, specifically the final consonant blends 'nd', 'nt','st', 'sk' and 'sp'.
1) Be able to sound out the final consonant blends 'ld', 'lp','lt', 'mp' and 'pt'.
'ld' makes the /ld/ sound. 'lp' makes the /lp/ sound.
'lt' makes the /lt/ sound. 'mp' makes the /mp/ sound. 'pt' makes the /pt/ sound.
1)
2)Be Beable
abletotomatch
sound the out sounds
the letter to blends
the final'tion' and 'sion'.
consonant blends.
1)
3) 'tion'
Be ablemakes
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Resources Address

1A/2A

2A

2A

2A

2A

2B

2B

2B

2B
 2B

3A

3A

3A

3B

3B

3B

3B

3B
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 Consonant Consonant Consonant Silent Short vowels
blends / clusters digraph consonants

b, c, d, f, g, h, j,
k, l, m, n, p, q, r,
Stage 4 s, t, v, w, x, y,
a, e, i, o, and u.
and z

ch & sh;
Stage 5 wh & ph/gh
short a, e, i, o, u

bl, pl & cl;

gl, fl & sl; th(soft) &
Stage 6 br, pr, cr, gr & fr th(hard);

st, sp & sc / sk; sw,

Stage 7 sm & sn;
tw, qu & squ

soft 'c' & soft

Stage 8 'g'
ng & nk;

nd, nt,st, sk & sp; silent letters rh,

Stage 9 ld, lp, lt, mp & pt; gh & h

silent letters a, o & u (

Stage 10 kn, wr, mb & st /ɔ/, /ʌ/ & /u/);
Long vowels R-controlled Diphthong Vowel Schwa Others
vowels digraphs

ad, am, an, at;

ed, en, et;
id, ig, it;
og, op, ot;
ug, un, ut

long a, e, i, o, u

ai /ay; ea /ee;
ie / igh / y;
oa /ow;
ue /ew

ar & or; au /aw(/ɔ:/)

Pronunciation
er / ir / ur; ou / ow; short 'oo' & of s;
oi / oy; long 'oo'; Pronunciation
of ed

or / ear;
air / ear / are;
a / e / i / o / u; tion & sion ;
ear / eer / ere;
oor / ure / our ;

using 'a' & 'an'

ire / yre / iar; ea (/e/, /i:/
our / ower; & /ei/);
ture & sure;
a. Students will develop an understanding of phonics and other strategies to decode and spell unfamiliar words. b. Studen

learn
the 42
letter
sounds

learn
handw
riting
skills
and
letter
formati
on

learn
how to
combin
e
sounds
to
make
words
identify
sounds
in
words
and
segme
nt
them
to spell
learn
tricky
words
–
words
that
cannot
be
decod
ed
using
phonic
s
learn
about
alterna
tive
spellin
g–
differe
nt
spellin
gs that
are
pronou
nced
the
same
way

learn
to write
what
they
can
say.
d spell unfamiliar words. b. Students will transfer the phonics and other strategies learned to decode and spell unfamiliar words in thei
and spell unfamiliar words in their reading and writing.