F-2 Phonics Lesson Structure

We begin by explicitly modelling pencil grip, letter formation and finger spacing. Letters match the code being taught including corresponding capitals.

Students are explicitly taught high-frequency words (common words that appear often in reading and writing).

These words are taught by:

• Identifying the sounds in the word
• Linking sounds to spellings
• Noticing any unusual or tricky parts

Students then revise previously taught sounds and spellings. This helps move learning into long-term memory.

Students may:

• Read words they have already learned
• Spell words using known sounds
• Practise quick oral sound activities

This regular revision builds confidence and fluency.

The teacher explicitly teaches a new sound, spelling pattern or word structure.

Students learn:

• What the new sound is
• How to read it in words
• How to spell it in words

Teachers model thinking aloud so children can clearly see how skilled readers and writers work.

Each day, students apply their phonics learning by reading a decodable text.
Decodable books are carefully written so that students can read almost every word using the sounds and spellings they have been taught. This allows students to practise real reading in a way that builds success and confidence.

During this time, students:

• Apply blending skills to read connected text
• Build reading fluency and expression
• Practise reading independently
• Experience success as real readers

This daily reading practice is essential for turning phonics knowledge into fluent reading.

We finish by revisiting what was learned and celebrating effort and success.