Phonics, word recognition, and word study

explores sign, symbol and word recognition.

recognises some letters from own name.

identifies signs, symbols and words.

recognises and names familiar letters such as those in own name and in the immediate environment, and recognises some personal and other familiar words.

links familiar printed signs or names to objects or people. recognises some similarities and/or differences between a pair of pictures/ objects.

recognises, names and sounds some lower-case and upper-case letters and begins to blend phonemes.

recognises a few high-frequency words in familiar contexts and uses one or two letters, often first and last, to identify other words. uses pictorial cues to read some words.

names and sounds all lower- and upper-case letters, recognises short vowel sounds, blends phonemes and recognises some common letter patterns.

reads a range of high-frequency words and CVC words, and reads short, simple sentences. uses cues from pictures and from sentences to read.

recognises some digraphs and blends and reads words containing short and long vowel sounds.

uses their knowledge of sight-words, letter patterns, sounds and cues from surrounding text to read words and uses some  word identification strategies Word identification strategies
Word identification strategies allow children to read unknown words with increasing automaticity. These strategies include: use of the visual or graphic features of a word, use of grapheme-phoneme correspondences, use of knowledge of letter sequences, spelling patterns and associations between words.  with growing confidence.

begins to distinguish between letter  sound Sound
The term ‘sound’ relates to the sound we make when we utter a letter or word, not to the letter in print. A letter may have more than one sound, such as the letter ‘a’ in was, a sound can be represented by more than one letter such as the sound /k/ in cat and walk. The word ship had three sounds /sh/, /i/, /p/, but has four letters ‘s’, ‘h’, ‘i’, ‘p’. Teachers should use the terms ‘sound’ and ‘letter’ accurately to help students clearly distinguish between the two items.  relationships in L1 and L2.

deletes, adds and substitutes letters to create and identify words,

recognises similar sounds from different letter combinations and reads a range of words with digraphs, letter patterns and some with consonant and vowel digraphs.

uses their knowledge of syllables, prior knowledge and cues from the context to read words and uses a growing range of  word identification strategies Word identification strategies
Word identification strategies allow children to read unknown words with increasing automaticity. These strategies include: use of the visual or graphic features of a word, use of grapheme-phoneme correspondences, use of knowledge of letter sequences, spelling patterns and associations between words.  with confidence.

identifies similarities in letter-  sound Sound
The term ‘sound’ relates to the sound we make when we utter a letter or word, not to the letter in print. A letter may have more than one sound, such as the letter ‘a’ in was, a sound can be represented by more than one letter such as the sound /k/ in cat and walk. The word ship had three sounds /sh/, /i/, /p/, but has four letters ‘s’, ‘h’, ‘i’, ‘p’. Teachers should use the terms ‘sound’ and ‘letter’ accurately to help students clearly distinguish between the two items.  relationships in L1 and L2.

reads increasingly demanding digraphs, letter patterns and consonant and vowel digraphs and uses phonological skills flexibly.

uses a range of  word identification strategies Word identification strategies
Word identification strategies allow children to read unknown words with increasing automaticity. These strategies include: use of the visual or graphic features of a word, use of grapheme-phoneme correspondences, use of knowledge of letter sequences, spelling patterns and associations between words.  flexibly and confidently to identify words.

identifies some differences in letter  sound Sound
The term ‘sound’ relates to the sound we make when we utter a letter or word, not to the letter in print. A letter may have more than one sound, such as the letter ‘a’ in was, a sound can be represented by more than one letter such as the sound /k/ in cat and walk. The word ship had three sounds /sh/, /i/, /p/, but has four letters ‘s’, ‘h’, ‘i’, ‘p’. Teachers should use the terms ‘sound’ and ‘letter’ accurately to help students clearly distinguish between the two items.  relationships in L1 and L2.

uses their knowledge of letter sequences, digraphs,  root words Root words
A root word is a form of a word after all affixes and grammatical inflections have been removed e.g. door, run, sad, build, hair. Many other words can be created using root words: inflected words: root + grammatical inflection e.g. doors, running, derived words: root + affix e.g. sadness, builder, compound words e.g. hairdresser.  , syllables, silent letters, prefixes and suffixes to identify a wider range of words.

identifies relationships in L1 and L2.

identifies and discusses vocabulary that is similar in English, Irish, and other languages.

analyses and discusses the origins of words from a range of subject areas.

assesses a wide range of  word identification strategies Word identification strategies
Word identification strategies allow children to read unknown words with increasing automaticity. These strategies include: use of the visual or graphic features of a word, use of grapheme-phoneme correspondences, use of knowledge of letter sequences, spelling patterns and associations between words.  used while reading texts.

uses existing knowledge of language to decipher texts in other languages.