| apply phonic knowledge and skills as the route to decode words | continue to apply phonic knowledge and skills as the route to decode words until automatic decoding has become embedded and reading is fluent | apply his/her growing knowledge of root words, prefixes and suffixes (etymology and morphology) both to read aloud and to understand the meaning of new words he/she meets, to include: dis-, mis-, in-, il-, im-, ir-, -ly; English Appendix 1 | apply his/her growing knowledge of root words, prefixes and suffixes (etymology and morphology) both to read aloud and to understand the meaning of new words he/she meets, to include re-, sub-, inter-, super-, anti-, auto-, -ation, -ous; English Appendix 1 |
| respond speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes, including, where applicable, alternative sounds for graphemes | read accurately by blending the sounds in words that contain the graphemes taught so far, especially recognising alternative sounds for graphemes | read further exception words, noting the unusual correspondences between spelling and sound, and where these occur in the word (linked to spelling English Appendix 1) | read and decode further exception words accurately, noting the unusual correspondences between spelling and sound, and where these occur in the word (linked to spelling English Appendix 1) |
| read accurately by blending sounds in unfamiliar words containing GPCs that have been taught | read accurately words of two or more syllables that contain graphemes taught so far | | |
| read common exception words, noting unusual correspondences between spelling and sound and where these occur in the word | read words containing common suffixes | | |
| read words containing taught GPCs and -s, -es, -ing, -ed, -er and -est endings | read common exception words, noting unusual correspondences between spelling and sound and where these occur in the word | | |
| read other words of more than one syllable that contain taught GPCs | read most words quickly and accurately, without overt sounding and blending, when they have been frequently encountered | | |
| read words with contractions e.g. I'm, I'll, we'll, and understand that the apostrophe represents the omitted letter(s) | read aloud books closely matched to his/her improving phonic knowledge, sounding out unfamiliar words accurately, automatically and without undue hesitation | | |
| read aloud accurately books that are consistent with developing phonic knowledge and that do not require use of other strategies to work out words | re-read books, sounding out unfamiliar words accurately, to build up fluency and confidence in word reading | | |
| re-read phonically decodable books to build up fluency and confidence in word reading | | | |
