Make it easy to find the right words when planning...

...activities to reinforce learning outside phonics lessons

...differentiated spelling lists

...cross curricular dictations (a recommendation in the new writing framework)

...PSC preparation 

...spelling investigations

The lists identify common exception words, single syllable words, polysyllabic words and words to use just for reading after each GPC has been introduced at that Phase. They build systematically, so only contain graphemes which have been taught previously. 

Perfect for...

...any practitioners using Letters and Sounds based SSP programmes, especially those which don't provide extensive words lists to use outside phonics lessons.

Why use these words lists:

• They provide features that AI can't yet accurately generate, including identifying words for each new grapheme which are only suitable for reading (not spelling), so you don't inadvertently ask children to write words which aren't spelled as they are said. 
• They follow the order graphemes are introduced in most LaS based programmes for Phases 2-4, so words only contain known graphemes alongside each new one.
• Phase 5b lists provide alternative pronunciations for each grapheme at Phase 5b, so you can see which is most likely and when for reading purposes.
• Phase 5c lists provide alternative graphemes for each phoneme, so you can see which is most likely and when for spelling purposes.
• They are extensive, which makes it easy to differentiate the words you choose to use, as well as identifying words linked to your cross curricular topics. Unlike the original LaS 2007 document, which only provided limited lists of words (some of which contained errors). 
• Common exception words from both the 100 most common and next 200 most common words are clearly indentified for each new grapheme, so you can see which words to give most attention to.
• Polysyllabic words are provided for each new grapheme, so you can ensure children get to practise reading and spelling longer words (the former being something many children lose marks on at the end of the PSC).