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Part 2 – Finding gaps in phonic knowledge and skills

Suggestions are made for identifying where the gaps are in a child’s phonic knowledge.

  • Letter-Sound Knowledge - Steps 1 - 3

    Print the first sheet and ask the child to say the sounds for the letters, recording any that are not known. Some letters represent more than one sound, which the child should also know. The second and third sheets provide guidance for these alternative sounds.

  • Letter-Sound Knowledge - Steps 1 - 3 - print letters

    Print the first sheet and ask the child to say the sounds for the letters, recording any that are not known. Some letters represent more than one sound, which the child should also know. The second and third sheets provide guidance for these alternative sounds.

  • Letter-Sound Knowledge - Steps 4 - 5

    Print the first sheet and ask the child to say the sounds for the letters, recording any that are not known. Some letters represent more than one sound, which the child should also know. The second and third sheets provide guidance for these alternative sounds.

  • Letter-Sound Knowledge - Steps 4 - 5 - print letters

    Print the first sheet and ask the child to say the sounds for the letters, recording any that are not known. Some letters represent more than one sound, which the child should also know. The second and third sheets provide guidance for these alternative sounds.

  • Tricky Words - Steps 3 - 6

    Print this sheet and ask the children to read the tricky words, recording any that are not known. Use dictation to find out how well they can spell them.

  • Tricky Words - Steps 3 - 6 - print letters

    Print this sheet and ask the children to read the tricky words, recording any that are not known. Use dictation to find out how well they can spell them.

  • Suitable words for testing the skill of blending

    These words are not frequently read by young children, so they are suitable for testing how well a child can blend unknown words. The words start with letter sounds the children learnt initially and progress to the more unusual letter sounds in Step 5.

  • Letter-Sound Knowledge - Steps 1 - 3

    Print the first sheet and ask the child to say the sounds for the letters, recording any that are not known. Some letters represent more than one sound, which the child should also know. The second and third sheets provide guidance for these alternative sounds.

  • Letter-Sound Knowledge - Steps 1 - 3 - print letters

    Print the first sheet and ask the child to say the sounds for the letters, recording any that are not known. Some letters represent more than one sound, which the child should also know. The second and third sheets provide guidance for these alternative sounds.

  • Letter-Sound Knowledge - Steps 4 - 5

    Print the first sheet and ask the child to say the sounds for the letters, recording any that are not known. Some letters represent more than one sound, which the child should also know. The second and third sheets provide guidance for these alternative sounds.

  • Letter-Sound Knowledge - Steps 4 - 5 - print letters

    Print the first sheet and ask the child to say the sounds for the letters, recording any that are not known. Some letters represent more than one sound, which the child should also know. The second and third sheets provide guidance for these alternative sounds.

  • Tricky Words - Steps 3 - 6

    Print this sheet and ask the children to read the tricky words, recording any that are not known. Use dictation to find out how well they can spell them.

  • Tricky Words - Steps 3 - 6 - print letters

    Print this sheet and ask the children to read the tricky words, recording any that are not known. Use dictation to find out how well they can spell them.

  • Suitable words for testing the skill of blending

    These words are not frequently read by young children, so they are suitable for testing how well a child can blend unknown words. The words start with letter sounds the children learnt initially and progress to the more unusual letter sounds in Step 5.