Phonics Spelling Dictionary sound page sound page sound page sound page
/s/ 1 /o/ 27 /i-ee/ 51 unvoiced /th/ 77 /a/ 3 /u/ 29 /or/ 53 voiced /th/ 79 /t/ 5 /l/ 31 /z/ 55 /kw/ 81 /i/ 7 /ul/ 33 /ng/ 57 /ou/ 83 /p/ 9 /f/ 35 /ngk/ 59 /oi/ 85 /n/ 11 /b/ 37 /v/ 61 /yoo/ 87 13 39 63 89 /k/ /j/ short /oo/ /er/ 15 41 65 91 /e/ /y/ long /oo/ schwa /er/ /h/ 17 /ai/ 43 /ks/ 67 /ar/ 93 /r/ 19 /w/ 45 /gz/ 69 /air/ 95 /m/ 21 /oa/ 47 /ch/ 71 /eer/ 97 /d/ 23 /igh/ 49 /chu/ 73 /zh/ 99 25 51 75 Phonics International /g/ /ee/ /sh/ by Debbie Hepplewhite
/d/ d -dd -ed The Alphabetic Code dig puddle rained sounds PI simple PI complex graphemes ( spelling alternatives ) & picture code code which are code for the sounds /g/ g -gg gu gh -gue prompts units 1-5 units 6-12 girl juggle guitar ghost catalogue
/s/ s -ce -se ce ci cy /o/ o wa qua alt snake palace house cents city bicycle octopus watch qualify salt
-ss sc -st- ps /u/ u o -ou -ough glass scissors castle pseudonym umbrella son touch thoroughfare
/a/ a /l/ l -ll apple ladder shell schwa /t/ t -tt -ed -le -il -al -el tent letter skipped /ul/ kettle pencil hospital camel
/i/ i -y /f/ f -ff ph -gh insect cymbals feathers cliff photograph laugh
/p/ p -pp /b/ b -bb bu
pan puppet bat rabbit building
/n/ n -nn kn gn -ne /j/ j -ge ge gi gy -dge
net bonnet knot gnome engine jug cabbage gerbil giraffe gymnast fridge
/k/ k c -ck ch qu que /y/ y kit cat duck chameleon bouquet plaque yawn
/e/ e -ea -ai a /ai/ ai a -ae a-e egg head said again any many aid table sundae cakes /h/ h wh -ay -ey eigh -ea -aigh hat who tray prey eight break straight /r/ r -rr wr rh /w/ w wh -u rat arrow write rhinoceros web wheel penguin /m/ m -mm -me -mb -mn /igh/ -igh -ie i -y i-e ei map hammer welcome thumb column night tie behind shy bike eider duck
/oa/ oa o -oe o-e /sh/ sh ch -ti -ci -ssi oak yo-yo oboe rope sheep chef station magician admission unvoiced voiced ow -ough -eau th th bow dough plateau /th/ thistle /th/ there
/ee/ ee e e-e -ey -ie -ine /kw/ qu eel emu concrete key chief sardines queen
ea /i-ee/ -y -ey -ie /ou/ ou ow -ough eat sunny monkey movie ouch owl plough
/or/ or ore oar -oor -our war /oi/ oi oy fork snore oars door four wardrobe ointment toy
aw au -al augh ough quar /yoo/ -ue u u-e ew eu dawn sauce chalk caught thought quarter statue unicorn tube new pneumatic drill
/z/ z -zz -s -se -ze /er/ er ir ur ear wor zebra jazz fries cheese breeze mermaid birthday nurse earth world
schwa ‘uh’ /ng/ -ng -n /ngk/ -nk -nc -er -our -re -ar -or
gong jungle ink uncle /er/ mixer humour theatre collar sailor
/v/ v -ve /ar/ ar a alm -alf -alves
violin dove artist father palm half calves short -oo -oul -u /air/ air -are -ear -ere /oo/ book should push hair hare bear where long oo u-e -ew -ui -ou -o /eer/ eer ear -ere -ier /oo/ moon flute crew fruit soup move deer ears adhere cashier
by -ue /zh/ -si -s -z g -ge Debbie blue television treasure azure courgette collage Hepplewhite The complexities of the English Alphabetic Code: /ks/ -x -ks -cks -kes /gz/ -x 1. one sound (phoneme) can be represented by one, two, three or four letters e.g. /a/ a, /f/ ph, /igh/ igh, /ai/ eigh fox books ducks cakes exam 2. one sound can be represented by multiple spelling alternatives (graphemes) e.g. /oa/: o, oa, ow, oe, o-e, eau, ough /ch/ ch -tch /chu/ -ture 3. one grapheme can represent multiple sounds chairs patch picture e.g. ‘ough’: /oa/ though, /or/ thought, long /oo/ through, /ou/ plough, schwa /er/ thorough /s/
s -sss -ce snake glass palace 1 2 5
-se ce ci cy house cents city bicycle 6
sc -st- ps scissors castle pseudonym 7 8 12
1 s -ss -ce -se -st-
ce ci cy sc
2 Many words which start with letter ‘a’ are pronounced with a sound which is closer to the schwa “uh” sound like ‘about’. /a/
a apple 1
3 a
4 /t/
t -tt -ed tent letter She skipped. 1 3 4
5 t -tt -ed other
6 /i/
i -y insect cymbals 1 9
7 i -y other women
8 /p/
p -pp pan puppet 1 3
9 p -pp
10 /n/
n -nn kn net bonnet knot 1 3 7
gn -ne gnome engine 8 12 no
11 n -nn kn gn
-ne
12 /k/
c k -ck cat kit duck 1
ch qu que chameleon bouquet plaque 7 11
13 c k -ck ch qu
que
14 /e/
e -ea -ai egg head said again 1 3 2
15 e -ea other friend said says again against any many
16 /h/
h wh hat who ? 1 10
17 h wh who whom whose whole
18 /r/
r -rr wr rat arrow write 1 3 7
rh rhinoceros
19 r -rr wr rh
20 /m/
m -mm -mb map hammer thumb 2 3 7
-mn -me column welcome 12
21 m -mm -mb -me
-mn
22 /d/
d -dd -ed dig puddle rained 2 3 4
23 d -dd -ed
24 /g/
g -gg gu girl juggle guitar 2 3 7
gh -gue ghost catalogue 8 12
25 g -gg gu -gue
gh
26 /o/
o wa qua octopus watch qualify 2 8
alt salt 12
27 o wa qua alt
what
28 /u/
u o -ou umbrella son touch 2 8
-ough thoroughfare 11
29 u o -ou
-ough
30 /l/
l -ll ladder shell 2
31 l -ll
32 /ul/
-le -il -al kettle pencil hospital 2 7
-el camel
33 -le -il -al -el
34 /f/
f -ff ph feathers cliff photograph 2 8
-gh laugh
35 f -ff ph -gh
36 /b/
b -bb bu bat rabbit buildings 2 3 7
37 b -bb bu
38 /j/
j -ge -dge jug cabbage fridge 2 5 7
ge gi gy gerbil giraffe gymnast 6
39 j ge gy -ge -dge
gi
40 /y/
y yawn 2
41 y
42 /ai/
ai -ay a first aid tray table 2
-ae a-e -ey sundae cakes prey 6 9
eigh -ea ______-aigh eight break straight
43 ai ay a a-e -ey
eigh
-ea
reins reign
44 /w/
w wh -u web wheel penguin 2 3
45 w wh -u
46 /oa/
oa ow o oak bow piano 2 6
-oe o-e -ough oboe rope dough 10
-eau plateau 12
47 oa ow o o-e -oe
-eau
-ough
48 /igh/
-ie -igh i tie night behind 2
-y i-e ei fly bike eider duck 6 9
49 -igh -ie i i-e -y I
ei
eye
50 /ee/
ee ea e eel eat emu 3 2
e-e -y -ey concrete sunny* key monkey* 6 4 9
-ie -ine */i-ee/ chief movie* sardines sunny monkey movie 12 may be pronounced between /i/ and /ee/
51 ee ea e -y -ey
e-e -ie -i
people
52 In various accents, some of these graphemes may be pronounced closer to an /aw/ sound. /or/
or aw au fork dawn sauce 3 7
-al oar -oor chalk oars door
ore -our war snore four wardrobe 8
augh ough quar caught thought quarter 11
53 or aw au ore -our
-oor
-al (w, qu) -ar -augh ough oar
water
54
/z/
z -zz -s zebra jazz fries 3
-se -ze cheese breeze
55 z -zz -s -se -ze
56 /ng/
-ng -n gong jungle 4 12
57 -ng -n
58 /ngk/
-nk -nc ink uncle 4 12
59 -nk -nc other
60 /v/
v -ve violin dove 4
61 v -ve
-vv
62 short /oo/
-oo -oul -u book should push 4 2
63 -oo -u other push wolf wolves pull put cushion
would could should
64 long /oo/
oo -ue u-e moon blue flute 4 5 6
-ew -ui -ou crew fruit soup 10
-o -ough -u move through superb 11
65 oo -ue u-e -ui -o to do who whom whose
-ew -ou
-u
through 66 For spelling, think about singular words, plural words and verb endings when you identify /ks/ in the spoken word. /ks/
-x -ks -kes fox books Max bakes cakes. 4
-cks -cs -ques ducks We love picnics. plaques 11
67 -x -ks -kes -cks -cs
-ques
68 For spelling, think about singular words, plural words and verb endings when you identify /gz/ in the spoken word. /gz/
-x -gs -ggs exam pegs eggs 7 2 . -gues catalogues 12
69 -x -gs -ggs -gues
70 /ch/
ch -tch chairs patch 4 7
71 ch -ch -tch
72 /chu/
-ture picture 12
73 -ture
74 /sh/
sh ch -ti sheep chef station 4 8
-ci -ssi magician admission
75 sh ch -ti -ci -ssi
76 unvoiced /th/
th thistles 4
77 th
78 voiced /th/
th over there 4
79 th
80
/kw/
qu queen 5
81 qu
82 /ou/
ou ow -ough ouch ! owl plough 5 11
83 ou ow -ough
our house every hour
84 /oi/
oi oy ointment toy 5
85 oi oy
86 /yoo/
-ue u u-e statue unicorn tube 5 2 6
ew eu new shoes pneumatic drill 10
87 -ue u u-e ew eu
88
/er/
er ir ur mermaid birthday nurse 5 6
ear wor earth world
89 er ir ur ear wor
90 Many people pronounce the highlighted graphemes close to an “uh” sound. The schwa is an unstressed syllable and is very common in spoken language. schwa /er/
-er -our -re mixer humour theatre 5 6
-or -ar sailor collar
91 -er -our -re -or -ar
other
92 /ar/
ar a alm artist father palm 5 12
-alf -alves half calves
93 ar a alm -alf
-alves
are
94 /air/
air -are -ear hair hare bear 6
-ere where ?
95 air -are -ear -ere
other
their things heir aeroplane heirloom
96 /eer/
eer ear -ere deer ears adhere 6
-ier cashier
97 eer -ear -ere -ier
98 /zh/
-si -s -z television treasure azure 8
-g -ge courgette collage
99 -si -s -g -ge
-z
100 1
Suggestions for use
Do you know about the fascinating historic development of the complex English alphabetic code for the writing and reading system?
Spelling in the English language: Even proficient adult spellers approach the spelling of words mainly through a phonics route (linking sounds and graphemes) - based on their lifetime’s experience of reading and writing - noting syllable chunks, general spelling patterns and unique spellings. We teach beginners to spell with words consisting of simple spellings at first, identifying the sounds all-through-the-spoken-words (a skill called oral segmenting), followed by learning, and thinking, ‘which’ graphemes (letters or letter groups) to select to spell the words. This is a lifelong skill. To spell well, we need to be able to identify the sounds from beginning to end of the words and think in terms of “W hich spelling alternatives do I need for this word?” We become increasingly knowledgeable about ‘spelling alternatives’ leading to the building up of, and recalling, ‘spelling word banks’ which consist of words with the same sounds and spellings (e.g. words with the grapheme ‘ir’ as code for the /er/ sound: girl, bird, dirt, stir, fir tree, shirt, skirt, birth, squirt, thirsty...). We also need to learn various ‘unique spellings’ for individual words (e.g. yacht) and various small groups of words with the same, unusual, spelling patterns (e.g. would, could, should – in these words, ‘oul’ is code for the short /oo/ sound).
The Phonics Spelling Dictionary raises spelling awareness and can be used in a number of ways to support the teaching and learning of spelling:
1) Words can be added in more than one section (by the beginning sound and grapheme, and/or where a medial or final grapheme is of interest: for example, ‘castle’ could be filed under ‘c’ as code for the /k/ sound, under ‘st’ as code for the /s/ sound and under ‘le’ as code for the /ul/ sound). Over time, note and learn which words are spelt with which alphabetic code (e.g. castle, whistle, trestle, nestle, glisten, listen, bustle... are all spelt with ‘st’ as code for the /s/ sound). Find ways to link these words together to recall them (e.g. write a spelling story, poem or play to include all the words in a particular spelling word bank, then act out the story, or the list of words, and work in pairs to recall as many of the words as possible, then repeat the words the next day to help embed the word list). 2) You can add any ‘discovered’ sound/grapheme correspondences (alphabetic code not listed) to the ‘sound’ picture pages and word pages. 3) Include words in your dictionary arising from incidental spelling across the curriculum and from systematic spelling lessons (for groups and whole classes) to note specific spelling alternatives and patterns, spelling word banks and unique spellings.
The spelling routine is a ‘sound to print’ process: Say the word to be spelt very slowly. Break down a longer word into syllable chunks first, then identify the sounds all through each syllable to spell the word. Say the sound (aloud or silently) as you write each grapheme. Finally, check the spelling by saying the sounds of the selected graphemes from left to right of the written word. If in doubt, check with a supporting adult, or check in a conventional dictionary for confirmation of the spelling – or use the spell-checker for computer-based writing.
* Use the Phonics Spelling Dictionary as a ‘work in progress’ booklet for each individual to build up a personal spelling dictionary. Adults can support and check, and contribute useful words, as required. Active participation in building up the spelling dictionary will increase learning. *Share a spelling dictionary between pairs or small groups as appropriate. Adults can support, or direct, as required during spelling lessons and throughout the wider curriculum. USE THE GRID LINES AS WRITING LINES AND WRITE CAREFULLY AT ALL TIMES. The English language has a very complex alphabetic code. To support reading and spelling, the alphabetic code FREE To hear the sounds and see can be taught both systematically and incidentally. Display a main Alphabetic Code Chart in every classroom. or print the alphabetic code, visit www.phonicsinternational.com Copyright Phonics International 2012