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little able table cattle bottlemiddle paddle muddle ticklepuddle kettle trickle hacklessparkles tackle pickles nigglesThere are several graphemes which represent a sound which is close to two sounds “ul” (schwa effect). These include the graphemes ‘le’, ‘il’, ‘al’ and ‘el’. The ‘le’ variation was introduced in unit 2 during the ‘simple code’ stage and is revised here. Sound out and blend these words. Hold your pencil correctly and draw a picture representing as many ‘-le’ words from above as you can and label:

Fold this page up to the bottom of the first ‘-le’ box to hide the words but to reveal the ‘-le’. Use the back of the folded-up part to practise spelling and writing. Say the words slowly and put a dash for each sound in the words. Put the grapheme ‘le’ on one dash. Edit (check) each word by sounding out and blending whilst finger-tracking under the graphemes.

Copyright 2007 Debbie Hepplewhite Unit 7 - Sheet 1 of 34

pupil pencil evil Aprilanvil basil weevil civilnostrils stencils utensilsvigil fossil lentils tonsilsThere are several graphemes which represent a sound which is close to two sounds “ul” (schwa effect). These include the graphemes ‘le’, ‘il’, ‘al’ and ‘el’. Sound out and blend these words. Hold your pencil correctly and draw a picture representing as many ‘-il’ words from above as you can and label:

Fold this page up to the bottom of the first ‘-il’ box to hide the words but to reveal the ‘-il’. Use the back of the folded-up part to practise spelling and writing. Say the words slowly and put a dash for each sound in the words. Put the grapheme ‘il’ on one dash. Edit (check) each word by sounding out and blending whilst finger-tracking under the graphemes.


animal final signal equal several horizontal virtualgeneral decimal verticalhospital capital manualThere are several graphemes which represent a sound which is close to two sounds “ul” (schwa effect). These include the graphemes ‘le’, ‘il’, ‘al’ and ‘el’. Sound out and blend these words. Hold your pencil correctly and draw a picture representing as many ‘-al’ words from above as you can and label:

Fold this page up to the bottom of the first ‘-al’ box to hide the words but to reveal the ‘-al’. Use the back of the folded-up part to practise spelling and writing. Say the words slowly and put a dash for each sound in the words. Put the grapheme ‘al’ on one dash. Edit (check) each word by sounding out and blending whilst finger-tracking under the graphemes.


label camel panel towelparcel tunnel kennels travel travelling traveller jewel jewellery flannelThere are several graphemes which represent a sound which is close to two sounds “ul” (schwa effect). These include the graphemes ‘le’, ‘il’, ‘al’ and ‘el’. Sound out and blend these words. Note that the final letter ‘l’ of the root word is usually doubled in England (see ‘travelling’) but not in the United States; for example, ‘jewelry’ and ‘traveling’. Hold your pencil correctly and draw a picture representing as many ‘-el’ words from above as you can and label:

Fold this page up to the bottom of the first ‘-el’ box to hide the words but to reveal the ‘-el’. Use the back of the folded-up part to practise spelling and writing. Say the words slowly and put a dash for each sound in the words. Put the grapheme ‘el’ on one dash. Edit (check) each word by sounding out and blending whilst finger-tracking under the graphemes.


“ul” -le - - -il al el

single circle title example fable possible gentle apple cycle jungle

April pupil pencil evil nostril basil utensil stencil anvil weevil

animal final signal equal several horizontal vertical general decimal virtual

label camel panel kennel parcel towel tunnel travel jewel flannel

There are several graphemes which represent a sound which is close to two sounds “ul” (/u/ = schwa effect - the sound which occurs in unstressed syllables in English). These include the graphemes ‘le’, ‘il’, ‘al’ and ‘el’. 1) Blend these words. 2) Say simple sentences with these words used correctly according to their meaning. 3) Hold the pencil correctly and write a few simple sentences (preferably on lines) using a selection of these words. 4) Check (edit) the words by blending them.


“ul” -le - - -il al el

Write down further words in the correct columns as you think of them or find them in your wider reading.


saw jaw paws claws draw thawflaw lawn hawk dawning prawns straw strawberries tawny owl coleslaw hawthorn drawers “squawk” There are many graphemes which represent the /or/ phoneme (or /aw/ phoneme). In unit 3, grapheme ‘or’ was introduced as code for /or/. Revise this. Now formally introduce the ‘aw’ grapheme above and, if preferred, use the notation /aw/ to symbolize the sound in the words above rather than /or/. In some regions and countries, the ‘r’ is pronounced in words like ‘storm’ (an ‘r-controlled’ vowel) and so the /or/ symbol may not be considered accurate for indicating the sound in the words above. Teachers need to make these decisions about the way words are pronounced in their region and how they notate the phoneme. Sound out and blend the words above. Hold your pencil correctly and draw a picture representing as many ‘aw’ words from above as you can and label:

Fold this page up to the bottom of the first ‘aw’ box to hide the words but to reveal the ‘aw’. Use the back of the folded-up part to practise spelling and writing. Say the words slowly and put a dash for each sound in the words. Put the grapheme ‘aw’ on one dash. Edit (check) each word by sounding out and blending whilst finger-tracking under the graphemes.


sauce saucer haul haunt pause author applause launch haunches automatic astronaut August autumnSanta Claus automobile audienceThere are many graphemes which represent the /or/ sound. Sound out and blend these words with the ‘au’ grapheme. Note the ‘mn’ grapheme in ‘autumn’ which is pronounced /m/. Another word with this unusual grapheme is ‘hymn’ (taught in unit 12). Hold your pencil correctly and draw a picture representing as many ‘au’ words from above as you can and label:

Fold this page up to the bottom of the first ‘au’ box to hide the words but to reveal the ‘au’. Use the back of the folded-up part to practise spelling and writing. Say the words slowly and put a dash for each sound in the words. Put the grapheme ‘au’ on one dash. Edit (check) each word by sounding out and blending whilst finger-tracking under the graphemes.


walk talk chalk stalk all call ball hall fall stall talking walking tallest smallest falling calling called stalledThere are many graphemes which represent the /or/ sound. Sound out and blend these words with the ‘al’ grapheme. Take note of these words where the ‘al’ letters represent two sounds /or/+/l/. Say, trace, copy and learn these words.

also almost always altogether Hold your pencil correctly and draw a picture representing as many ‘al’ words from above as you can and label:

Fold this page up to the bottom of the first ‘al’ box to hide the words but to reveal the ‘al’. Use the back of the folded-up part to practise spelling and writing. Say the words slowly and put a dash for each sound in the words. Put the grapheme ‘al’ on one dash. Edit (check) each word by sounding out and blending whilst finger-tracking under the graphemes.


/or/ or aw au al for fork port fort horns torch storm thorns morning sport

saw jaw paws lawn dawn hawk draw drawers claws awful

sauce saucer haul haunt pause author applaud launch automatic August

all call ball walk talk chalk stalk talking tallest smaller

There are many graphemes which represent the /or/ (or /aw/) sound. The learner may already have discovered some of these in his/her wider reading. More spelling variations will be taught later, but meanwhile the teacher can point out any different spellings during enrichment reading. 1) Blend these words. 2) Say simple sentences with these words used correctly according to their meaning. 3) Hold the pencil correctly and write a few simple sentences (preferably on lines) using a selection of these words. 4) Check (edit) the words by blending them.


/or/ or aw au al



oar soar roar boar board hoard coarse aboard hoarse overboard keyboard roaring floorboards whiteboard There are many graphemes which represent the /or/ (or /aw/) sound. Sound out and blend these words with the ‘oar’ grapheme. Hold your pencil correctly and draw a picture representing some ‘oar’ words from above and label:

Fold this page up to the bottom of the first ‘oar’ box to hide the words but to reveal the ‘oar’. Use the back of the folded-up part to practise spelling and writing. Say the words slowly and put a dash for each sound in the words. Put the grapheme ‘oar’ on one dash. Edit (check) each word by sounding out and blending whilst finger-tracking under the graphemes.


/or/ door floor flooring indoors outdoors

/oo+r/ poor moor spoors poorly mooring

There are many graphemes which represent the /or/ sound. Some people pronounce the words in the right column closer to long /oo/ + /r/. Sound out and blend these words with the ‘oor’ grapheme. Hold your pencil correctly and draw a picture representing some ‘oor’ words from above and label:

Fold this page up to the bottom of the first ‘oor’ box to hide the words but to reveal the ‘oor’. Use the back of the folded-up part to practise spelling and writing. Say the words slowly and put a dash for each sound in the words. Put the grapheme ‘oor’ on one dash. Edit (check) each word by sounding out and blending whilst finger-tracking under the graphemes.


ore more core sore tore bored chores shore snore before exploreadore galore ignore score pinaforesycamore therefore furthermore restore omnivore herbivore carnivoreThere are many graphemes which represent the /or/ (or /aw/) sound. Sound out and blend these words with the ‘ore’ grapheme. Hold your pencil correctly and draw a picture representing some ‘ore’ words from above and label:

Fold this page up to the bottom of the first ‘ore’ box to hide the words but to reveal the ‘ore’. Use the back of the folded-up part to practise spelling and writing. Say the words slowly and put a dash for each sound in the words. Put the grapheme ‘ore’ on one dash. Edit (check) each word by sounding out and blending whilst finger-tracking under the graphemes.


your four pour court fourth mourn mourning downpourresources of course yours truly There are many graphemes which represent the /or/ (or /aw/) sound. Sound out and blend these words with the ‘our’ grapheme. Hold your pencil correctly and draw a picture representing some ‘our’ words from above and label:

Fold this page up to the bottom of the first ‘our’ box to hide the words but to reveal the ‘our’. Use the back of the folded-up part to practise spelling and writing. Say the words slowly and put a dash for each sound in the words. Put the grapheme ‘our’ on one dash. Edit (check) each word by sounding out and blending whilst finger-tracking under the graphemes.


/or/ oar oor ore our oar soar roar boar board hoard aboard hoarse overboard floorboards

door poor moor floor spoor poorly flooring indoors outdoors mooring

more core bored snore score shore adore galore ignore before

your four pour court fourth mourn downpour resources of course yours truly

There are many graphemes which represent the /or/ (or /aw/) sound. The learner may already have discovered some of these in his/her wider reading. 1) Blend these words. 2) Say simple sentences with these words used correctly according to their meaning. 3) Hold the pencil correctly and write a few simple sentences (preferably on lines) using a selection of these words. 4) Check (edit) the words by blending them.


/or/ oar oor ore our



itch itches hatch hatchingbatch pitch latch ditches ditched clutch mismatchsnatched watch stretcherRevise the ‘ch’ grapheme when it represents the /ch/ sound. The grapheme ‘tch’ is another way to represent the /ch/ sound. 1) Generally, the grapheme ‘ch’ follows long vowel sounds (bleach, pooch, reaches) but there are some common words with short vowels which end in ‘ch’ and need to be especially noted; ‘rich’, ‘which’, ‘such’, ‘much’. Note also the word ‘touch’ which is pronounced with a short vowel sound as the grapheme ‘ou’ represents the /u/ sound in this word. The grapheme ‘ch’ also follows consonants such as ‘mulch’, ‘wrench’, ‘pinch’. 2) The grapheme ‘tch’ indicates a preceding short vowel sound as in ‘witch’, ‘fetch’, ‘thatch’, ‘notch’. Words are never written with the ‘tch’ grapheme at the beginning. The letter ‘a’ in ‘watch’ is pronounced /o/ (taught in unit 8). Hold your pencil correctly and draw a picture representing as many ‘tch’ words from above as you can and label:

Fold this page up to the bottom of the first ‘-tch’ box to hide the words but to reveal the ‘-tch’. Use the back of the folded-up part to practise spelling and writing. Say the words slowly and put a dash for each sound in the words. Put the grapheme ‘tch’ on one dash. Edit (check) each word by sounding out and blending whilst finger-tracking under the graphemes.


chin munch chair chat poach churchreach chase beach

match fetch catch witch switch hutchstitches kitchen

The graphemes ‘ch’ and ‘tch’ both represent the /ch/ sound. Revise the ‘ch’ grapheme. 1) Generally, the grapheme ‘ch’ follows long vowel sounds (bleach, pooch, reaches) but there are some common words with short vowels which end in ‘ch’ and need to be especially noted; ‘rich’, ‘which’, ‘such’, ‘much’. The grapheme ‘ch’ also follows consonants such as ‘mulch’, ‘wrench’, ‘pinch’. 2) The grapheme ‘tch’ indicates a preceding short vowel sound as in ‘witch’, ‘fetch’, ‘thatch’, ‘notch’. Words are never written with the ‘tch’ grapheme at the beginning. Remember these common words which do not follow the general pattern for the ‘ch’ grapheme. Say, trace, copy and learn these words.

rich which such much Hold your pencil correctly and draw a picture representing as many ‘-tch’ words from above as you can and label:

Fold this page up to the bottom of the first ‘ch-tch’ box to hide the words but to reveal the ‘ch-tch’. Use the back of the folded-up part to practise spelling and writing. Say the words slowly and put a dash for each sound in the words. Put the grapheme ‘tch’ on one dash. Edit (check) each word by sounding out and blending whilst finger-tracking under the graphemes.


/ch/ ch -tch cherry cherries reach cherish churlish champion purchase crunched winch

Dutch notch clutch sketches etchings last-ditch crutches ketchup thatch

There are two main graphemes which represent the /ch/ phoneme. The grapheme ‘ch’ can be in any position in a word. The grapheme ‘tch’ can be in a medial or final position in a word - never at the beginning. 1) Blend these words. 2) Say simple sentences with these words used correctly according to their meaning. 3) Hold the pencil correctly and write a few simple sentences (preferably on lines) using a selection of these words. 4) Check (edit) the words by blending them.


/ch/ ch -tch



fudge cadge ridge sledgepledged smudged drudgerycartridges porridge midges begrudge knowledge edgesThe grapheme ‘dge’ is another way of representing the /j/ sound. It indicates a preceding short vowel sound as in ‘sledge’, ‘fudge’, ‘midges’, ‘cadge’. Words are never written with the ‘dge’ grapheme at the beginning. The letter ‘e’ in ‘dge’ can also be re-used for other letter/s-sound correspondences as in ‘drudgery’ and ‘cartridges’. Hold your pencil correctly and draw a picture representing as many ‘dge’ words from above as you can and label:

Fold this page up to the bottom of the first ‘-dge’ box to hide the words but to reveal the ‘-dge’. Use the back of the folded-up part to practise spelling and writing. Say the words slowly and put a dash for each sound in the words. Put the grapheme ‘dge’ on one dash. Note when the letter ‘e’ is re-used for the following sound. Edit (check) each word by sounding out and blending whilst finger-tracking under the graphemes.


large baggage age page damagetwinge cabbages

edge hedge badge judge dodge fridge smudges lodger

The graphemes ‘ge’ and ‘dge’ both represent the /j/ sound. Revise the ‘ge’ grapheme (unit 5). 1) Generally, the grapheme ‘ge’ follows long vowel sounds (large), consonant letters (twinge) and letter ‘a’ in two-syllable words like ‘baggage’ where the end of the word when spoken sounds more like short vowel ‘ige’ (baggage is pronounced “bagg-ige”; cabbage is pronounced “cabb-ige”). 2) The grapheme ‘dge’ indicates a preceding short vowel sound as in ‘hedge’, ‘fudge’, ‘fridge’, ‘bridge’. Words are never written with the ‘dge’ grapheme at the beginning. The letter ‘e’ in ‘ge’ and ‘dge’ can be used to indicate ‘soft g’ but it can also be re-used for other letter/s-sound correspondences:

pages packages lodger badger Draw pictures of ‘-ge’ words and label:

Draw pictures of ‘-dge’ words and label:

Fold this page up to the bottom of the first ‘ge-dge’ box to hide the words but to reveal the ‘ge-dge’. Use the back of the folded-up part to practise spelling and writing. Say the words slowly and put a dash for each sound in the words. Put the grapheme ‘ge’ or ‘dge’ on one dash as appropriate. Edit (check) each word by sounding out and blending whilst finger-tracking under the graphemes.


/j/ j ge gi gy -ge -dge just jest, jester jovial jealous ajar January jacket jackdaw joint junior

germinate giraffe gymnasium gentleman giant gyroscope urgent fragile biology merger

plunge sponge range strange garage village forge ahead orange fringe wage

ledge nudge wedges dredge sludge grudge dislodge partridge footbridge misjudge

There are four main graphemes which represent the /j/ sound: ‘j’, ‘g’, ‘ge’ and ‘dge’. 1) Blend these words. 2) Say simple sentences with these words used correctly according to their meaning. 3) Hold the pencil correctly and write a few simple sentences (preferably on lines) using a selection of these words. 4) Check (edit) the words by blending them.


/j/ j ge gi gy -ge -dge



“ks” “gz”box foxes vixensixty explain extra excuse expect expand exercise excite excitementextinct expert export express extraordinary

exam example exert exerted exotic exit exact exactly exist existence exhaust exhausting exhausted exhibit (exhibition)

There is a slight variation of pronunciation for the letter ‘x’. Remember that this is an unusual grapheme in that it is a single letter representing two identifiable phonemes (sounds). Point out to the learner that when reading words with the letter ‘x’, simply tweak the pronunciation as necessary. For spelling purposes, the learner needs to become familiar with the written words as some words may NOT be spelt with an ‘x’ despite identifying the sounds “ks” and “gz” such as ‘books’ and ‘eggs’. Do not pronounce the ‘a’ in ‘extraordinary’ but remember it can help with spelling (extra - ordinary)! Pronounce the ‘ti’ as /sh/ in ‘exhibition’ (taught in unit 8) and note that the ‘x’ is pronounced “ks” and not “gz”. Do not pronounce the ‘h’ in the words above.

Hold your pencil correctly and draw a picture representing some ‘x’ words from above and label:

Fold this page up to the bottom of the first ‘x’ box to hide the words but to reveal the ‘x’. Use the back of the folded-up part to practise spelling and writing. Say the words slowly and put a dash for each sound in the words but remember that when you hear ‘ks’ and ‘gz’, they will be counted as one sound only in these particular words. Put the grapheme ‘x’ on one dash. Edit (check) each word by sounding out and blending whilst finger-tracking under the graphemes. Learners will need to look closely at these spellings for tricky parts like the ‘h’ letters.


knee kneel knelt knot know knowledge knuckle knit knight knife knock There are several unusual digraphs which traditionally have been referred to as if the words had ‘silent letters’ - for example, the ‘k’ in ‘knit’. Increasingly, however, the concept of the ‘silent letter’ is being replaced by the understanding that the digraph (two letters together) simply represents one sound (phoneme); that is, the ‘kn’ in ‘knit’ represents the /n/ sound. Sound out and blend these words and regard the ‘kn’ grapheme as representing the /n/ sound. See ‘kn’ and say /n/. Pronounce the ‘ow’ in ‘knowledge’ as /o/. Hold your pencil correctly and draw a picture representing as many ‘kn’ words from above as you can and label:

Fold this page up to the bottom of the first ‘kn’ box to hide the words but to reveal the ‘kn’. Use the back of the folded-up part to practise spelling and writing. Say the words slowly and put a dash for each sound in the words. Put the grapheme ‘kn’ on one dash. Edit (check) each word by sounding out and blending whilst finger-tracking under the graphemes.


wrap wren wreck wristwring wrinkle wriggle wrong wrestle wrappingwrite writing written There are several unusual digraphs which traditionally have been referred to as if the words had ‘silent letters’ - for example, the ‘w’ in ‘wrap’. Increasingly, however, the concept of the ‘silent letter’ is being replaced by the understanding that the digraph (two letters together) simply represents one sound (phoneme); that is, the ‘wr’ in ‘wrap’ represents the /r/ sound. Sound out and blend these words and regard the ‘wr’ grapheme as representing the /r/ sound. See ‘wr’ and say /r/. Pronounce the ‘st’ in ‘wrestle’ as /s/ (taught in unit 8). Note these words similar to ‘wrestle’ where the ‘t’ is not pronounced as the grapheme ‘st’ represents /s/:

castle whistle rustle nestle

Hold your pencil correctly and draw a picture representing as many ‘wr’ words from above as you can and label:

Fold this page up to the bottom of the first ‘wr’ box to hide the words but to reveal the ‘wr’. Use the back of the folded-up part to practise spelling and writing. Say the words slowly and put a dash for each sound in the words. Put the grapheme ‘wr’ on one dash. Edit (check) each word by sounding out and blending whilst finger-tracking under the graphemes.


lamb limb numb bombdumb thumb succumb climb climbing tomb wombplumber comb honeycombThere are several unusual digraphs which traditionally have been referred to as if the words had ‘silent letters’ - for example, the ‘b’ in ‘lamb’. Increasingly, however, the concept of the ‘silent letter’ is being replaced by the understanding that the digraph (two letters together) simply represents one sound (phoneme); that is, the ‘mb’ in ‘lamb’ represents the /m/ sound. Sound out and blend these words and regard the ‘mb’ grapheme as representing the /m/ sound. See ‘mb’ and say /m/. Pronounce the ‘o’ in ‘tomb’ and ‘womb’ as /oo/ (taught in unit 10).

Hold your pencil correctly and draw a picture representing as many ‘mb’ words from above as you can and label:

Fold this page up to the bottom of the first ‘mb’ box to hide the words but to reveal the ‘mb’. Use the back of the folded-up part to practise spelling and writing. Say the words slowly and put a dash for each sound in the words. Put the grapheme ‘mb’ on one dash. Edit (check) each word by sounding out and blending whilst finger-tracking under the graphemes.


scent scissors scythe scene scenic scenery science scientist Note in the words above that, in effect, a ‘soft c’ follows the letter ‘s’. This means that the letters ‘e’, ‘i’ and ‘y’ alert the reader to pronounce the preceding letter ‘c’ as /s/. In contrast, in words where ‘sc’ is followed by an ‘a’, ‘o’ or ‘u’, both the ‘s’ and ‘c’ are pronounced separately (scatter, scope, scullery). Sound out and blend these words and pronounce the ‘sc’ as /s/. Hold your pencil correctly and draw a picture representing the ‘sc’ words from above and label:

Fold this page up to the bottom of the first ‘sc’ box to hide the words but to reveal the ‘sc’. Use the back of the folded-up part to practise spelling and writing. Say the words slowly and put a dash for each sound in the words. Put the grapheme ‘sc’ on one dash. Edit (check) each word by sounding out and blending whilst finger-tracking under the graphemes.


guess guest guy guardguardian guilty guitarguide guidance disguiseThere are several unusual digraphs which traditionally have been referred to as if the words had ‘silent letters’ - for example, the ‘u’ in ‘guard’. Increasingly, however, the concept of the ‘silent letter’ is being replaced by the understanding that the digraph (two letters together) simply represents one sound (phoneme); that is, the ‘gu’ in ‘guard’ represents the /g/ sound. In some words the additional ‘u’ also acts as a barrier between the letter ‘g’ and the the vowel letters ‘e’, ‘i’ and ‘y’ therefore making it clear that the ‘g’ is to be pronounced in its ‘hard’ sound /g/ and not its ‘soft’ sound /j/. Sound out and blend these words and regard the ‘gu’ grapheme as representing the /g/ sound. See ‘gu’ and say /g/. Hold your pencil correctly and draw a picture representing as many ‘gu’ words from above as you can and label:

Fold this page up to the bottom of the first ‘gu’ box to hide the words but to reveal the ‘gu’. Use the back of the folded-up part to practise spelling and writing. Say the words slowly and put a dash for each sound in the words. Put the grapheme ‘gu’ on one dash. Edit (check) each word by sounding out and blending whilst finger-tracking under the graphemes.


buy buyer buoy buoyant build builder building There are several unusual digraphs which traditionally have been referred to as if the words had ‘silent letters’ - for example, the ‘u’ in ‘build’. Increasingly, however, the concept of the ‘silent letter’ is being replaced by the understanding that the digraph (two letters together) simply represents one sound (phoneme); that is, the ‘bu’ in ‘build’ represents the /b/ sound. Sound out and blend these words and regard the ‘bu’ grapheme as representing the /b/ sound. See ‘bu’ and say /b/. Hold your pencil correctly and draw a picture representing the ‘bu’ words from above and label:

Fold this page up to the bottom of the first ‘bu’ box to hide the words but to reveal the ‘bu’. Use the back of the folded-up part to practise spelling and writing. Say the words slowly and put a dash for each sound in the words. Put the grapheme ‘bu’ on one dash. Edit (check) each word by sounding out and blending whilst finger-tracking under the graphemes.


school chorus chemist chrysalis character chaos chrome chronic chemical cholera chasm The grapheme ‘ch’ represents three sounds; for example, in ‘chant’ it represents the /ch/ sound, in ‘school’ it represents the /k/ sound and in ‘chef’ it represents the /sh/ sound. In the word examples above, see ‘ch’ and say /k/. Hold your pencil correctly and draw a picture representing some ‘ch’ words from above and label:

Fold this page up to the bottom of the first ‘ch’ box to hide the words but to reveal the ‘ch’. Use the back of the folded-up part to practise spelling and writing. Say the words slowly and put a dash for each sound in the words. Put the grapheme ‘ch’ on one dash. Edit (check) each word by sounding out and blending whilst finger-tracking under the graphemes.


rhino rhinoceros rhubarb rhythm rhymes rhumbarhombus rhetoric rhebokrhinestone rheumatism rhapsody rhododendron There are several unusual digraphs which traditionally have been referred to as if the words had ‘silent letters’ - for example, the ‘h’ in ‘rhubarb’. Increasingly, however, the concept of the ‘silent letter’ is being replaced by the understanding that the digraph (two letters together) simply represents one sound (phoneme); that is, the ‘rh’ in ‘rhubarb’ represents the /r/ sound. Sound out and blend these words and regard the ‘rh’ grapheme as representing the /r/ sound. See ‘rh’ and say /r/. Pronounce the ‘eu’ in ‘rheumatism’ as /oo/. Hold your pencil correctly and draw a picture representing as many ‘rh’ words from above as you can and label:

Fold this page up to the bottom of the first ‘rh’ box to hide the words but to reveal the ‘rh’. Use the back of the folded-up part to practise spelling and writing. Say the words slowly and put a dash for each sound in the words. Put the grapheme ‘rh’ on one dash. Edit (check) each word by sounding out and blending whilst finger-tracking under the graphemes.


lines pro forma for words 6 - 12-le (little) - sounds book - unit 7-il (pupil) - sounds book - unit 7-al (signal) - sounds book - unit 7-el (label) - sounds book - unit 7le, il, al, el - sounds book - unit 7aw (paw) - sounds book - unit 7au (sauce) - sounds book - unit 7al (talk) - sounds book - unit 7or, aw, au, al - sounds book - unit 7oar - sounds book - unit 7oor - sounds book - unit 7ore - sounds book - unit 7our (your) - sounds book - unit 7oar, oor, ore, our - sounds book - unit 7tch (itch) - sounds book - unit 7ch - tch sounds book - unit 7ch (cherry), tch (notch) - sounds book - unit 7dge - sounds book - unit 7ge - dge sounds book - unit 7j,g,ge,dge - sounds book - unit 7x-x - sounds book - unit 7kn (knot) - sounds book - unit 7wr (wrap) - sounds book - unit 7mb (lamb) - sounds book - unit 7sc (scent) - sounds book - unit 7gu (guard) - sounds book - unit 7bu (build) - sounds book - unit 7ch (chorus) - sounds book - unit 7rh (rhino) - sounds book - unit 7

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