rogue
intrigue
fatigue
vogue
catalogue
intrigued
ague
fatigued
plague
prologue
epilogue
plagued vaguely vagueness
vague colleagues synagogue
league monologue dialogue
travelogue
The grapheme ‘gue’ is a less common spelling variation of the /g/ phoneme. It has French origins.
Sound out and blend all the words above. Discuss the meanings of the words and say them in simple sentences.
Note the unusual grapheme ‘ngue’ which represents the /ng/ phoneme. Write under these words:
tongue
tongue - tied
meringue
harangue
haranguer
harangued
Fold this page up to the bottom of the first ‘gue’ box to hide the words but to reveal the ‘gue’. Use the back of the folded-up part to practise
spelling and writing. Say the words slowly and put a dash for each sound in the words. Break the words down into syllables first where
necessary. Put the grapheme ‘gue’ or ‘ngue’, as appropriate, on one dash. Edit each word whilst finger-tracking under the graphemes.
Copyright 2007 Debbie Hepplewhite
Unit 12 - Sheet 1 of 17
/g/
g
garden gate
garage
dragon
overgrown
groceries
gigantic
galaxy
garlic
glossy
golfer
-gg
digging
bigger
rugged
baggage
logged in
staggering
giggles
struggling
shrugged
bedraggled
gu
lifeguard
guitarist
guinea fowl
guarantee
guilder
disguised
guilty
guesswork
guesthouse
Guernsey
-gue
brogues
leagues
vaguely
plagued
fatigue
in vogue
monologue
dialogue
catalogue
colleague
What other sounds can letter ‘g’ represent either on its own or combined with other letters?
1) Blend these words. 2) Say simple sentences with these words used correctly according to their meaning.
3) Write a few simple sentences (preferably on lines) using a selection of these words. 4) Check (edit) the words by blending them.
Copyright 2007 Debbie Hepplewhite
Unit 12 - Sheet 2 of 17
/g/
g
-gg
gu
-gue
Write down further words in the correct columns as you think of them or find them in your wider reading.
Copyright 2007 Debbie Hepplewhite
Unit 12 - Sheet 3 of 17
/g/
g
-gg
gu
Write a few simple sentences using a selection of words with the spelling variations above for /g/.
Copyright 2007 Debbie Hepplewhite
-gue
Check (edit) the words by blending them.
Unit 12 - Sheet 4 of 17
shine twine alpine canine
feline define defined saline
refine refinery turbine mine
combine combined declined
The letter pattern ‘ine’ in the words above can be decoded asa straightforward split digraph ‘i-e’ with letter ‘n’ therefore pronounced
/igh/+/n/. This letter pattern ‘ine’, however, should alert the reader to the possibility of alternative pronunciations such as “een” in ‘ravine’
and “in” in ‘jasmine’. The reader needs to be flexible and aware of the possible pronunciations when reading unfamiliar words with the
‘ine’ letter pattern.
Sound out and blend all the words above. Discuss the meanings of the words and say them in simple sentences.
Draw a picture representing some ‘ine’ words from above and label:
Fold this page up to the bottom of the first ‘ine’ box to hide the words but to reveal the ‘ine’. Use the back of the folded-up part to practise
spelling and writing. Say the words slowly and put a dash for each sound in the words. Break the words down into syllables first where
necessary. Put the letter pattern ‘ine’ on two dashes ( sh i ne ). Edit each word whilst finger-tracking under the graphemes.
Copyright 2007 Debbie Hepplewhite
Unit 12 - Sheet 5 of 17
engine
genuine
medicine
examine
famine
masculine
genuinely
feminine
determine
jasmine
crinoline
intestine
The letter pattern ‘ine’ is pronounced in the words above as “in” which is two phonemes: /i/+/n/. The grapheme ‘ne’ is simply representing
the /n/ phoneme.
Sound out and blend all the words above. Discuss the meanings of the words and say them in simple sentences.
Draw a picture representing some ‘ine’ words from above and label:
Fold this page up to the bottom of the first ‘ine’ box to hide the words but to reveal the ‘ine’. Use the back of the folded-up part to practise
spelling and writing. Say the words slowly and put a dash for each sound in the words. Break the words down into syllables first where
necessary. Put the letter pattern ‘ine’ on two dashes as it is two separate sounds ( j a s m i ne ). Edit each word whilst finger-tracking under
the graphemes.
Copyright 2007 Debbie Hepplewhite
Unit 12 - Sheet 6 of 17
magazine gasoline
sardines submarine
machine machinery
limousine vaccine
trampoline pristine
nectarine tambourine
routine
ravine
marine
cuisine
latrine
iodine
The letter pattern ‘ine’ has French origins and it is pronounced in the words above as “een” which is two phonemes: /ee/+/n/.
Sound out and blend all the words above. Discuss the meanings of the words and say them in simple sentences.
Draw a picture representing some ‘ine’ words from above and label:
Fold this page up to the bottom of the first ‘ine’ box to hide the words but to reveal the ‘ine’. Use the back of the folded-up part to practise
spelling and writing. Say the words slowly and put a dash for each sound in the words. Break the words down into syllables first where
necessary. Put the letter pattern ‘ine’ on two dashes as it is two separate sounds ( r a v i ne ). Edit each word whilst finger-tracking under
the graphemes.
Copyright 2007 Debbie Hepplewhite
Unit 12 - Sheet 7 of 17
-ine
letter pattern:
/igh/ + /n/
whine
entwined
skyline
pineapple
moonshine
confined
guidelines
turbine
ninety
inclined
/i/ + /n/
imagine
medicine
determined
illumine
discipline
genuine
destined
masculine
feminine
engine
/ee/ + /n/
trampoline
margarine
aquamarine
tambourine
chlorine
figurine
magazines
mezzanine
sardines
routinely
There are slight pronunciation differences for the ‘ine’ letter pattern.
1) Blend these words. 2) Say simple sentences with these words used correctly according to their meaning.
3) Hold the pencil correctly and write a few simple sentences (preferably on lines) using a selection of these words.
Copyright 2007 Debbie Hepplewhite
4) Check (edit) the words by blending them.
Unit 12 - Sheet 8 of 17
letter pattern:
/igh/ + /n/
-ine
/i/ + /n/
/ee/ + /n/
Write down further words in the correct columns as you think of them or find them in your wider reading.
Copyright 2007 Debbie Hepplewhite
Unit 12 - Sheet 9 of 17
autumn
autumnal
column
columnist
solemn
solemnly
condemn
condemnation
hymn hymns mnemonic
The grapheme ‘mn’ is a very rare spelling variation of the /m/ phoneme but words with this spelling variation are used commonly.
In ‘autumnal’ and ‘condemnation’, the letter ‘n’ is pronounced as /n/. In ‘columnist’, people choose whether to pronounce the letter ‘n’.
In contrast, the grapheme ‘mn’ represents the /n/ phoneme in the word ‘mnemonic’.
Sound out and blend all the words above. Discuss the meanings of the words and say them in simple sentences.
Draw a picture representing some ‘mn’ words from above and label:
Fold this page up to the bottom of the first ‘mn’ box to hide the words but to reveal the ‘mn’. Use the back of the folded-up part to practise
spelling and writing. Say the words slowly and put a dash for each sound in the words. Break the words down into syllables first where
necessary. Put the grapheme ‘mn’ on one dash. The ‘n’ in ‘autumnal’ and ‘condemnation’ is code for a distinct sound and requires its own
dash. Edit each word whilst finger-tracking under the graphemes.
Copyright 2007 Debbie Hepplewhite
Unit 12 - Sheet 10 of 17
psalm psyche pseudonym
psychiatry
psychiatrist
psychology
psychologist
psoriasis
psychic
psychedelic
The grapheme ‘ps’ is a very rare spelling variation of the /s/ phoneme. It has Greek origins. This level of vocabulary and code information
may be considered to be more suitable for older learners.
Sound out and blend all the words above. Discuss the meanings of the words and say them in simple sentences.
Revise that in these words, the ‘al’ grapheme is code for the /ar/ phoneme:
psalm calm balm palm almond
Draw a picture representing some ‘ps’ words from above and label:
Fold this page up to the bottom of the first ‘ps’ box to hide the words but to reveal the ‘ps’. Use the back of the folded-up part to practise
spelling and writing. Say the words slowly and put a dash for each sound in the words. Break the words down into syllables first where
necessary. Put the grapheme ‘ps’ on one dash. Edit each word whilst finger-tracking under the graphemes.
Copyright 2007 Debbie Hepplewhite
Unit 12 - Sheet 11 of 17
alms almshouse psalm psalms
palms
balm
balmy
palm
embalm embalmed embalming
calm calmly becalmed calming
almond
almonds
qualms
alf
alv
calf half halfway behalf
calves halves
The grapheme ‘al’ is a very rare spelling variation of the /ar/ phoneme. Some words with this spelling variation, however, are used
commonly. The letter ‘m’ or ‘f’ (or ‘v’ for the plural version) following the grapheme ‘al’ alerts the reader to say /ar/. The reader simply
needs to become familiar with the very few words where the ‘al’ is pronounced /ar/.
Sound out and blend all the words above. Discuss the meanings of the words and say them in simple sentences.
Draw a picture representing some ‘al’ words from above and label:
Fold this page up to the bottom of the first ‘alm’ box to hide the words but to reveal the ‘alm’. Use the back of the folded-up part to
practise spelling and writing. Say the words slowly and put a dash for each sound in the words. Break the words down into syllables first
where necessary. Put the grapheme ‘al’ on one dash. Edit each word whilst finger-tracking under the graphemes.
Copyright 2007 Debbie Hepplewhite
Unit 12 - Sheet 12 of 17
halt malt salt
exalt
exaltation
falter falteringly
alter
alternating
basalt
cobalt
altruism altruistic
salty saltiness
halter
waltz
halting paltry
unalterable
saltpeter
altar
Malta Maltese
The letter pattern ‘alt’ alerts the reader that the letter ‘a’ might be pronounced as an /o/.
Sound out and blend all the words above. Discuss the meanings of the words and say them in simple sentences.
Draw a picture representing some ‘alt’ words from above and label:
Fold this page up to the bottom of the first ‘alt’ box to hide the words but to reveal the ‘alt’. Use the back of the folded-up part to practise
spelling and writing. Say the words slowly and put a dash for each sound in the words. Break the words down into syllables first where
necessary. Put the grapheme ‘a’ on one dash. Edit each word whilst finger-tracking under the graphemes.
Copyright 2007 Debbie Hepplewhite
Unit 12 - Sheet 13 of 17
picture
capture
pastures
culture
stature
literature
vulture
sculpture
posture
adventure
future
nature
fixtures
gesture
venture
temperature
fracture
furniture
structure
features
mixture
creatures
dentures
nurture
puncture
departure
signature
lecture
The letter pattern ‘ture’ in the words above can be pronounced close to a /ch/ phoneme followed by a schwa: “chu”.
Sound out and blend all the words above. Discuss the meanings of the words and say them in simple sentences.
Note that ‘mature’ and ‘immature’ are pronounced differently from the words above and closer to simple code:
mature
immature
Practise writing the letter pattern:
ture
ture
ture
ture
ture
Fold this page up to the bottom of the first ‘-ture’ box to hide the words but to reveal the ‘-ture’. Use the back of the folded-up part to
practise spelling and writing. Say the words slowly and put a dash for each sound in the words. Break the words down into syllables first
where necessary. Put the letter pattern ‘ture’ on one dash as a word chunk close to /ch/. Edit each word whilst finger-tracking under the
graphemes.
Copyright 2007 Debbie Hepplewhite
Unit 12 - Sheet 14 of 17
/y+oo/
beauty
beautify
beautiful
beautician
beautifully
/o/
bureaucracy
/oa/
beau
bureau
chateau
plateau
tableau
trousseau
bureaucrat
portmanteau
(schwa)
The grapheme ‘eau’ can represent two main sounds: /yoo/ as in ‘beauty’ and /oa/ as in ‘beau’.
The grapheme ‘eau’ is pronounced /o/ in the word ‘bureaucracy’.
Sound out and blend all the words above. Discuss the meanings of the words and say them in simple sentences.
Practise writing the ‘eau’ grapheme:
eau
eau
eau
eau
eau
Fold this page up to the bottom of the first ‘eau’ box to hide the words but to reveal the ‘eau’. Use the back of the folded-up part to practise
spelling and writing. Say the words slowly and put a dash for each sound in the words. Break the words down into syllables first where
necessary. Put the grapheme ‘eau’ on one dash. Edit each word whilst finger-tracking under the graphemes.
Copyright 2007 Debbie Hepplewhite
Unit 12 - Sheet 15 of 17
centre
metre
litre
fibre
ogre theatre
mediocre acre
goitre timbre sceptre ochre
lucre sabre meagre calibre
There may be some variation of spelling of the words above. In these words, the ‘re’ is pronounced as a schwa /u/. Some of these words
may be spelt with ‘er’ in place of the ‘re’ according, for example, to the accepted regional spelling variations. The teacher needs to point out
this variance and decide which spelling is usually accepted in the region for the learner to adopt. Draw up a chart to make the differences
clear.
Sound out and blend all the words above. Discuss the meanings of the words and say them in simple sentences.
Note the words ‘cadre’ and genre’ where the ‘re’ is pronounced as /r/+/u/.
cadre
genre
Draw pictures and/or write simple sentences of the least well known words above and label to help learn the meaning. Alternatively, write
down here those words from above which are generally spelt with ‘er’ in your region:
Fold this page up to the bottom of the first ‘-re’ box to hide the words but to reveal the ‘-re’. Use the back of the folded-up part to practise
spelling and writing. Say the words slowly and put a dash for each sound in the words. Break the words down into syllables first where
necessary. Put the grapheme ‘re’ (or ‘er’ if there are regional variations) on one dash. Edit each word whilst finger-tracking under the
graphemes.
Copyright 2007 Debbie Hepplewhite
Unit 12 - Sheet 16 of 17
Copyright 2007 Debbie Hepplewhite
Unit 12 - Sheet 17 of 17