The National Strategies | Primary
Application of synthetic phonic knowledge and skills
Lily sample 6
Detail
Female: Lily
Year group: Year 1
Age: 6 years 6 months
Term: spring 2
Evidence of Phase Four and Five application
Purpose
Children rewrote verses in the nursery rhyme ‘Hickory Dickory Dock’.
Child’s voice
‘I liked changing the rhyme.’
Interpretation
Hickory Dickory Dock Hickory Dickory Dock
A frog jumped off a rock
An elephant knocked down the clock
It hopped in the air
And bumped his head
And landed in the fair
And went to bed
Hickory Dickory Dock.
Hickory Dickory Dock.
Application of synthetic phonic knowledge and skills
As Lily becomes more confident in her writing she is attempting more complex words, such as
‘jumped’ and ‘hopped’, with accuracy. Beyond this, there are phonemically plausible attempts
at the word ‘elephant’, which also contains the correct use of the Phase Five alternative
phoneme ‘ph’, shown as ‘eliphant’. The word ‘knocked’, shown as ‘nocked’, is also phonemically
plausible.
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The National Strategies | Primary
Application of synthetic phonic knowledge and skills
Lily sample 7
Detail
Female: Lily
Year group: Year 1
Age: 6 years 7 months
Term: spring 2
Evidence of Phase Five application
Purpose
Cross-curricular writing in RE.
Child’s voice
‘Jewish people go to synagogue on a Saturday.’
Interpretation
The Jewish people go to synagogue on a Saturday morning. The dad comes home early to
celebrate Shabbat. The mum lights the candles ready for dad to come home. They have a
special meal together on Friday night.
Application of synthetic phonic knowledge and skills
The Phase Five split-vowel digraph ‘o-e’ is correctly applied in the word ‘home’, as is the ‘ear’
alternative, demonstrated in the word ‘early’. The Phase Three phoneme ‘igh’ is illustrated
by the words ‘lights’ and ‘night’. Lily also makes phonemically plausible attempts for more
complex words, for example, ‘special’ shown as ‘speshl’ and ‘together’ shown as ‘toogether’.
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© Crown copyright 2010
The National Strategies | Primary
Application of synthetic phonic knowledge and skills
Lily sample 8
Detail
Female: Lily
Year group: Year 1
Age: 6 years 7 months
Term: spring 2
Evidence of Phase Five and Six application
Purpose
To write a holiday diary for Barnaby Bear.
Child’s voice
‘We wrote about where Barnaby Bear went on holiday.’
Interpretation
Monday It is very cold in Norway. I went ice skating in the snow. I had a hot chocolate to warm
me up.
Tuesday I went skiing because it was still cold and snowy. I saw a cute, brown, tall reindeer.
Wednesday I made a snowman with a carrot nose. I sat next to the fire and warmed up.
Thursday I went snowboarding down a hill. I had to wrap up warm.
Friday I went climbing and then packed my bags and went home by aeroplane.
Application of synthetic phonic knowledge and skills
Lily’s writing contains independent application of Phase Four CVCC ‘went’ and the Phase Five
split-vowel digraphs ‘o-e’ and ‘a-e’, shown in the words ‘home’ and ‘made’. Also, the alternative
Phase Five grapheme ‘y’ is illustrated in the word ‘by’. Phase Six is emerging, with the pasttense word-ending ‘ed’ and the present-tense ‘ing’ evidenced in words such as ‘warmed’,
‘snowboarding’ and ‘climbing’. Lily also makes phonemically plausible attempts at irregular
words, for example, ‘wrap’, shown as ‘rap’, and ‘skiing’, shown as ‘skeeing’.
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The National Strategies | Primary
Application of synthetic phonic knowledge and skills
Lily sample 9
Detail
Female: Lily
Year group: Year 1
Age: 6 years 9 months
Term: summer 2
Evidence of Phase Five and Six application
Purpose
Children write about what they did in one day.
Child’s voice
‘Sparky’s very fat now.’
Interpretation
First of all I got up and had my breakfast. Then I got dressed slowly and brushed my hair. After
that I fed my guinea pigs quickly. Afterwards I brushed my teeth. Then I walked to school with
my sister and my dad. When we were at school we went in the hall and did our assembly. I was
excited and nervous. When we finished we had cakes and biscuits and juice with our mums
and dads. After school we had art club and we made masks and bookmarks. Next I went to
Brownies for the first time. We got into threes and played games. It was great fun. Finally I held
my guinea pig. She is called Sparky.
Application of synthetic phonic knowledge and skills
Lily is still accurately applying her understanding of split-vowel diagraphs ‘a-e’, shown in the
words ‘cakes’ and ‘i-e’ in the word ‘time’. Also, Phase Six word-endings ‘ed’, ‘ly’ and ‘y’ are
illustrated correctly throughout in words such as ‘dressed’, ‘brushed’, ‘walked’, ‘quickly’, ‘slowly’
and ‘Sparky’. There are, however, occasions where the ‘ed’ ending is represented as ‘id’, shown
in the words ‘finished’ and ‘excited’ within the sample. Phonemically plausible attempts are
also made at words such as ‘nervis’ for ‘nervous’ and ‘joos’ for ’juice’.
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