How Phonics intervention is organised

There are four units, which each include suggested activities. Find out about the focus of each of the units and how they relate to Letters and Sounds.

The focus of each unit

Each unit is linked to the phases in [Letters and Sounds]. However, you could adapt the principles and the approach to any high-quality systematic phonics programme.

  • Unit 2, linked to Phase 2, focuses on grapheme–phoneme correspondences (GPCs), blending and segmenting, knowledge of the alphabet and letter names.
  • Unit 3, linked to Phase 3, consolidates Phase 2, and focuses on phonemes consisting of two or more letters (digraphs).
  • Unit 4, linked to Phase 4, consolidates Phases 2 and 3 and focuses on reading and spelling words containing adjacent consonants and polysyllabic words such as creep, bring, starlight.
  • Unit 5, linked to Phase 5, consolidates Phases 2, 3 and 4 and focuses on alternative spellings for phonemes such as /ai/ as in day, came, rain and alternative pronunciations for graphemes such as ea – as in eat, bread, great.

Suggested activities

In each unit there are a number of suggested activities. These are intended as examples: you can supply alternatives, selecting and devising activities which are most appropriate to the needs of the pupils.

Phonics intervention does not constitute a full programme, but you can adapt and use the suggested approaches and activities as necessary, based on the systematic phonics programme you use in your school and the identified needs of the pupils.