Croesyceiliog School

"Reluctant readers were determined not to enjoy another reading booster but couldn’t help get drawn in by this straightforward, yet effective, phonics programme."

Mandy Sharp, SEN Co-ordinator, Croesyceiliog School, Cwmbran, Wales

Phonics Phase 2

What is Phonics Phase 2

Phonics Phase 2 is the second of three linked programmes which together provide a comprehensive framework for the structured teaching of reading using phonics. Pupils completing Phonics Phase 2 will have a very solid grasp of a range of long vowel sounds (in addition to the short vowel sounds, single consonants, initial and final consonant blends of Phonics Phase 1), and greater understanding of simple prefixes and suffixes. They will be quite competent in blending sounds to form a range of regular words like “speechless”, “smartly”, “reporter”, “brightly”, “unloading” and “leadership”.

Sound Boards

Sound Boards consist of a mixture of vowels, consonants and consonant blends laid out in tabular form, written or displayed on a whiteboard. Sound Boards are at the heart of the Everyone Can Read programme. Sound Boards are the programme’s unique feature; they are the main reason for the programme’s effectiveness.

To make it easier for teachers, Sound Boards are supplied on CD enabling them to be input directly to a whiteboard. Sound Boards are also supplied in spiral bound A4 format for use in one to one tuition.

Sound Board word drill

Sound Board word drill is the primary activity within the programme. The teacher guides pupils in the building up of whole words through the blending of individual sounds. The teacher selects the sounds to be read from a Sound Board by using a pointer. The teacher taps on the Sound Board below the letter (or letters) making the sound(s). The pupils say the sounds when the teacher points to them. Later, they blend the sounds to make words. Phonics Phase 2 contains 16 Sound Boards. An example of a complete Sound Board (Sound Board 24) can be seen below.

Sound Board 24

Sound Board 24

Sound Board 24 in action:

An indication of the progression through the 16 Sound Boards of Phonics Phase 2 can be seen below.

Sound Board Phonics Phase 2

Work books

Work books (one for each of Phonics Phases 1, 2 and 3) are issued to each pupil. These work books contain Word Lists and Exercises that are relevant to each of the Sound Boards. After a new sound has been introduced and practised through Sound Board word drill, the relevant Word List is read by pupils either individually, in pairs or in groups. When the teacher is satisfied that the pupils can read most of the words successfully, the Word List is taken home to be read to the parents.

Pupils reading Word List 24:

The Exercises, associated with the particular sound being studied, are issued after Sound Board word drill, relevant spelling practice and reading of the Word List have taken place. Each exercise is undertaken by the pupils individually as a means of re-inforcing earlier teaching.

Pupils working on Exercise 24A:

Extension spelling lists

Extension spelling lists help pupils to learn to read and to spell more complex words by gaining an understanding of the parts that make up the words. Spelling is improved because a reliable framework for word building is provided. Once the root word is known, the pupils’ ability to both read and spell related words is greatly enhanced. For example, if the pupils learn to spell “load”, it is then very easy to learn to spell “loaded” or “overloaded”. An example Phonics Phase 2 extension spelling list can be seen below.

Phonics Phase 2 Extension Spelling List 24

Sound Board 24 Extension Spelling demonstrated:

Re-inforcement activities

Re-inforcement activities such as card games, flash cards, word wheels, “show me the …” cards, fishing game, build-a-word and word chains are described in detail. These can be used by the teacher, as appropriate, to strengthen the particular skill being studied.

Sound Board 24 card game reinforcement activity:

Assessment sheets

Assessment sheets are included to enable the teacher to establish the appropriate starting point for each pupil. Instead of starting at Sound Board 1 for example a pupil may, after assessment, start at Sound Board 8.

Top of the page