Year 1 Phonics & High Frequency Words

Year 1 – Phonics & High Frequency Words

Year Level: Year 1 & 2

Following an extensive literature review, PLD has upgraded our approach to high frequency words (HFW). In a recent blog, a range of tips were provided to remove the confusion that surrounds sight words. Since that point, we have developed our approach further. Our 2020 approach to HFW tackles three commonly encountered issues:

  1. Teaching HFW in the order of frequency is important, however, the complexity and the composition of the words require a greater level of consideration for an early literacy learner.
  2. Applying a set of HFW to a year level (e.g. The first 100 words in Foundation, the second 100 in Year 1 etc) does not take into account the developmental level that students are operating at, and which HFW match the class’s phonic and phonemic awareness knowledge.
  3. The existing evidence-base consistently argues for HFW to be presented within an SSP program. Although this is repeatedly stated, it is unclear how the amalgamation of phonics and HFW should actually occur.

It is in direct response to issues such as these, that we at PLD embarked on the following process: 

  1. Rather than focusing upon individual HFW lists, we amalgamated the words that occurred within a range of HFW lists commonly used within Australia.
  2. With the expanded HFW list, we organised the words not on the basis of frequency of occurrence, but in terms of their location within PLD’s SSP progression.
  3. The remaining irregular HFW or complex words (with sophisticated or advanced phonic concepts) were clustered according to spelling patterns and frequency of occurrence. 
  4. All words were colour coded to illustrate the relationship between the sound and phonic structure.

For more information on the development of this resource, continue reading rethinking High Frequency Words within PLD’s Structured Synthetic Phonics program. Click on the links below to download the other High Frequency Words within SSP Charts:

Foundation Downloadable Charts

Year 1 Downloadable Charts

Year 2 Downloadable Charts

Year 3+ Downloadable Charts

Download all 7 charts in one PDF

HFW Overview Charts

Screening the Reading and Spelling of HFW’s

Review semester 1 reading and spelling irregular high frequency word knowledge through the presentation of the screen outlined in the Year 1 & 2 Screening & Tracking Manual. This check is optional and could be presented in Week 10 of Term 2.

See our Copyright Terms of Use at https://pld-literacy.org/help-pages/copyright-policy/.

  • Year 1 - Phonics & High Frequency Words
    Year 1 & 2 Teaching Sequence Manual

    The Year 1 & 2 Teaching Sequence Manual outlines what to teach and when to teach it sequence over a full year for Literacy and Oral Language. The manual provides week-by-week guidelines including professional development options and essential PLD evidence-based programs. Keep in mind that it may be appropriate for schools to adapt the timing […]

    The Year 1 & 2 Teaching Sequence Manual outlines what to teach and when to teach it sequence over a full year for Literacy and

  • Year 1 - Phonics & High Frequency Words
    Year 1 & 2 Screening & Tracking Manual

    The Year 1 & 2 Screening & Tracking Manual outlines step-by-step instructions including what and when to screen, the materials required, time allocations and discontinue rules. We recommended that the screens are administered following a solid period of repeated targeted instruction as outlined in the PLD Year 1 & 2 Teaching Sequence Manual. In this way, […]

    The Year 1 & 2 Screening & Tracking Manual outlines step-by-step instructions including what and when to screen, the materials required, time allocations and discontinue

  • Year 1 - Phonics & High Frequency Words
    PLD’s Alignment to the Australian National Curriculum

    How does PLD align to the Australian National Curriculum?

    In the attached download we have outlined where PLD applies to each year level, the content code and descriptor and the related PLD programs.  

  • PLD’s Alignment with the Early Years Learning Framework
    PLD’s Alignment with the Early Years Learning Framework

People who viewed this also viewed...

  • Late Stage 1 – Reading, Spelling and Writing Tasks – Target 4
    Year 1 - Phonics & High Frequency Words

    Repeated practice, phonemic awareness and progress check assessments with A4 Colour Cards and Worksheets.

    Designed by a Speech Pathologist for use in schools and the home, this program for 6 to 7 year olds focuses on early literacy, reading and spelling abilities with such phonic concepts: ay, ar, or, ai, oy, oi, er. The explicit teaching format incorporates multiple word reading and spelling tasks. In order for phonic based reading and spelling materials to be effective children must possess adequate phonemic awareness skills. This resource incorporates a significant phonemic awareness element. While this is ideal for the dyslexic and learning difficulties population (who are typically insensitive to the phonemic structure of words and rely on the visual appearance of words) this approach has proven to effectively accelerate early reading and spelling skills with the more mainstream population. Attention to mouth movements involved in producing the sounds in words heightens children’s attention to the phonemic structure and supports the organization of the letter symbols in spelling and the decoding of the symbols in reading. The combination of the attention to the oral, auditory and visual aspects achieves balanced word attack strategies and significantly accelerates the acquisition of the earliest reading and spelling steps. The aim of this resource is to establish the ability to read and spell regular phonic words. For some students, once this skill is established they then require multiple opportunities to practice this skill (e.g. reading 200 to 300 such words) before these basic words are read automatically (i.e. without sounding out). For students who require more practice and rehearsal, the games based program Stage 1 Single Word Decoding and Spelling Skills is recommended. Features: A full term’s worth of early literacy tasks Single word “sounding out” and spelling tasks Sentence level reading and writing tasks The programs within the range include: CVC Words Reading, Spelling and Writing Tasks Early Stage 1 – Reading, Spelling and Writing Tasks – Target 2 CCVC and CVCC Reading, Spelling and Writing Tasks – Stage 1 – Target 3 Late Stage 1 – Reading, Spelling and Writing Tasks – Target 4

    From $65.00$65.00 incl. GST
  • Phonic and Sight Word Sequence
    Year 1 - Phonics & High Frequency Words

    Outlining the relationship between letters and sounds.

    Designed by a Speech Pathologist for use in schools and the home, this program for 6 to 7 year olds focuses on early literacy, reading and spelling abilities with such phonic concepts: ay, ar, or, ai, oy, oi, er. The explicit teaching format incorporates multiple word reading and spelling tasks. In order for phonic based reading and spelling materials to be effective children must possess adequate phonemic awareness skills. This resource incorporates a significant phonemic awareness element. While this is ideal for the dyslexic and learning difficulties population (who are typically insensitive to the phonemic structure of words and rely on the visual appearance of words) this approach has proven to effectively accelerate early reading and spelling skills with the more mainstream population. Attention to mouth movements involved in producing the sounds in words heightens children’s attention to the phonemic structure and supports the organization of the letter symbols in spelling and the decoding of the symbols in reading. The combination of the attention to the oral, auditory and visual aspects achieves balanced word attack strategies and significantly accelerates the acquisition of the earliest reading and spelling steps. The aim of this resource is to establish the ability to read and spell regular phonic words. For some students, once this skill is established they then require multiple opportunities to practice this skill (e.g. reading 200 to 300 such words) before these basic words are read automatically (i.e. without sounding out). For students who require more practice and rehearsal, the games based program Stage 1 Single Word Decoding and Spelling Skills is recommended. Features: A full term’s worth of early literacy tasks Single word “sounding out” and spelling tasks Sentence level reading and writing tasks The programs within the range include: CVC Words Reading, Spelling and Writing Tasks Early Stage 1 – Reading, Spelling and Writing Tasks – Target 2 CCVC and CVCC Reading, Spelling and Writing Tasks – Stage 1 – Target 3 Late Stage 1 – Reading, Spelling and Writing Tasks – Target 4

    From $65.00$65.00 incl. GST
  • First Spelling Words – Set 1
    Year 1 - Phonics & High Frequency Words

    A program for 5 to 6 year olds that introduces CVC word spelling with phonics into the early years.

    Designed by a Speech Pathologist for use in schools and the home, this program for 6 to 7 year olds focuses on early literacy, reading and spelling abilities with such phonic concepts: ay, ar, or, ai, oy, oi, er. The explicit teaching format incorporates multiple word reading and spelling tasks. In order for phonic based reading and spelling materials to be effective children must possess adequate phonemic awareness skills. This resource incorporates a significant phonemic awareness element. While this is ideal for the dyslexic and learning difficulties population (who are typically insensitive to the phonemic structure of words and rely on the visual appearance of words) this approach has proven to effectively accelerate early reading and spelling skills with the more mainstream population. Attention to mouth movements involved in producing the sounds in words heightens children’s attention to the phonemic structure and supports the organization of the letter symbols in spelling and the decoding of the symbols in reading. The combination of the attention to the oral, auditory and visual aspects achieves balanced word attack strategies and significantly accelerates the acquisition of the earliest reading and spelling steps. The aim of this resource is to establish the ability to read and spell regular phonic words. For some students, once this skill is established they then require multiple opportunities to practice this skill (e.g. reading 200 to 300 such words) before these basic words are read automatically (i.e. without sounding out). For students who require more practice and rehearsal, the games based program Stage 1 Single Word Decoding and Spelling Skills is recommended. Features: A full term’s worth of early literacy tasks Single word “sounding out” and spelling tasks Sentence level reading and writing tasks The programs within the range include: CVC Words Reading, Spelling and Writing Tasks Early Stage 1 – Reading, Spelling and Writing Tasks – Target 2 CCVC and CVCC Reading, Spelling and Writing Tasks – Stage 1 – Target 3 Late Stage 1 – Reading, Spelling and Writing Tasks – Target 4

    From $65.00$65.00 incl. GST
  • Sale!
    Essential Foundation Literacy Starter Pack
    Year 1 - Phonics & High Frequency Words

    Foundation Year flip books and A4 resources for every Literacy program.

    By the end of the Foundation school year, children should be able to read and spell CVC and CCVC words and words with a range

    $538.48$627.76