Phonic and Sight Word Sequence Cracking the print-basis of reading and spelling. Phonics and spelling word attack skills require explicit instruction. Designed by a Speech Pathologist and educator the PLD developmental sequence provides seven stages of graded phonic word lists on which to base explicit word attack instruction. The Phonics Sight Word Sequence is essentially a planning document for scheduling graded spelling lists within a classroom setting.
A Learning Resource for Key Area: Spelling and Decoding
The instructions at the front of the book outlines:
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• How to explicitly instruct spelling; through attention to the sound, phonic and linguistic basis of the graded list words.
• Potential spelling group planning sheets, in which the sound structure and the phonic structure is highlighted.
• Processes and schedules to review skill acquisition at the end of each term and school year.
COPYRIGHT INFORMATION
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2010 PLD Organisation Pty. Ltd. (Publisher) - www.pld-literacy.org Written by Diana Rigg, Illustrated by Deborah Walter Edited by Diana Rigg and Vanessa Van Ballegooyen
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Revised Edition 2015 Phonic and Sight Word Sequence. Cracking the print-basis of reading and spelling. ISBN 978-1-921560-16-3 First Edition ‘Orthographic Hurdle’ 1999 Second Edition 2008 Phonic and Sight Word Sequence. Third Edition 2009 Phonic and Sight Word Sequence. Revised Edition 2010 Phonic and Sight Word Sequence. Cracking the print-basis of reading and spelling. Revised Edition 2011 Phonic and Sight Word Sequence. Cracking the print-basis of reading and spelling. Revised Edition 2012 Phonic and Sight Word Sequence. Cracking the print-basis of reading and spelling. Revised Edition 2013 Phonic and Sight Word Sequence. Cracking the print-basis of reading and spelling. Revised Edition 2014 Phonic and Sight Word Sequence. Cracking the print-basis of reading and spelling.
This resource is copyright under the Copyright Act, 1968 (Cth). All rights reserved. Copyright Guidelines: The purchasing Educational Institution is granted permission to copy or communicate only a reasonable proportion – being no more than 10% or one chapter, at any given time, for educational purposes only. Artistic Works include illustrations, photographs, drawings, pictures and design components within teaching manuals and on flash cards, charts and posters. They should not be adapted or removed and are recognised by the Copyright Act 1968. Digital reproduction of this publication/resource or any proportion of it is strictly prohibited without written consent from PLD Organisation Pty. Ltd.. This blackline master is published and sold with a limited copyright. It may only be reproduced by the original purchaser for use with their class(es). The publisher (PLD Organisation Pty. Ltd.) prohibits the loaning or onselling of this master for the purposes of reproduction. Please visit www.pld-literacy.org for our extended Copyright Guidelines.
Overview Of Contents Note from the Author Overview of Scheduling, Instructing and Reviewing Spelling Lists (3 Steps)
3 4
Step 1 - Scheduling Spelling Lists
5
Phonic Sight Word Sequence Placement Test Analysis Of Test Results A Suggested Process When Investigating Spelling Levels Across A School
5-6 7-8 9
Step 2 - Establish A Weekly Spelling Routine
10
An example of a 5 day spelling program Phonic Sight Word Sequence Spelling Planning Sheets Main Sound-Based Spelling Strategies That Require Attention Tasks which instruct the phonic and sound structure of words. Tasks which instruct the linguistic basis of spelling. A Word Of Caution Phonemic-Phonic (Sound-Symbol) Code Suggestions For Use In The Classroom
10 - 13 14 - 16 17 18 18 19 19 - 21 22
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Foundation Stage (Contents and Targets) 23
Foundation Spelling List Words and Vocab Focus Words Foundation Reading, Spelling And Writing Review With Recommended Resources Foundation Sight Words List
24 - 27 28 29
Stage 1 (Contents and Checklist) 30
Stage 1 Sight Words List Stage 1 Spelling List Words and Vocab Focus Words Stage 1 Reading, Spelling And Writing Review With Recommended Resources
31 32 - 43 35, 37, 41, 43
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Stage 2 (Contents and Checklist) 44
Stage 2 Sight Words List Optional Word Lists: Stage 1 and 2 Phonic Concepts Applied to Complex Words Stage 2 Spelling List Words and Vocab Focus Words Stage 2 Reading, Spelling And Writing Review With Recommended Resources
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45 46 47 - 55 56
Stage 3 (Contents and Checklist) 57
Stage 3 Sight Words List Optional Word Lists: Stage 1 Phonic Concepts Applied to Complex Words Stage 3 Spelling List Words and Vocab Focus Words Stage 3 Reading, Spelling And Writing Review With Recommended Resources
58 59 60 - 67 68
Stage 4 (Contents and Checklist) 69
Stage 4 Spelling List Words and Vocab Focus Words Stage 4 Reading, Spelling And Writing Review With Recommended Resources
70 - 80 81
Stage 5 (Contents and Checklist) 82
Stage 5 Spelling List Words and Vocab Focus Words Stage 5 Reading, Spelling And Writing Review With Recommended Resources
83 - 90 91
Stage 6 (Contents and Checklist) 92
Stage 6 Spelling List Words and Vocab Focus Words Stage 6 Reading, Spelling And Writing Review With Recommended Resources
Supplementary Word Lists
93 - 102 103
104
Commonly Misspelt Words/General Root Words/Latin Root Words/Greek Roots
105 - 109
Appendix 110 2
Examples For Worksheet Tasks Phonemic Spelling Worksheets for Foundation Stage to Stage 3 Syllabic Spelling Worksheets for Stages 3 to 6 Adding Endings - Poster Look, Cover, Say, Write, Check - Poster Phonic and Sight Word Sequence
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111 112 - 124 125 - 128 129 Back Inside Cover Contents
Overview of...
Scheduling, Instructing and Reviewing Spelling Lists
e l p m a S Scheduling Spelling Lists
Step1
• At the beginning of Term 1 administer: - The Phonic Sight Word Sequence Placement Test (located on page 5 and 6) to determine the starting point of the spelling program. - A standardized spelling test which will give students a spelling age. Although the “Phonic Sight Word and Sequence” will provide a process to instruct spelling, the standardized age will also rate development. All students should make a minimum of a 12 month increase in their spelling ability over the period of a school year.
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• On the basis of the test results, students are clustered into a minimum of three phonic-based spelling groups. It is likely that teachers will identify an advanced group, an age appropriate group and a delayed group. A template for whole school planning is included on page 9.
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Step2 Step3 3
Instructing Spelling Lists
When instructing the spelling list words it is essential to focus on the phonic structure in conjunction with the phonemic or sound structure. The planning sheet on page 14 to 16 requires both the phonic and the phonemic awareness spelling strategies being taught to be identified. Remember phonemic awareness instruction or the sound out as you spell strategy is imperative in order for phonics instruction to be effective. Teachers to select a range of synthetic phonics spelling activities which are completed on a five day rotation. To ease classroom organisation, it is possible for all students to complete the same spelling activities but apply their specifically levelled list words. (See PLD’s “Spelling Activities for the Junior Primary” and “Spelling Activities for the Middle and Upper Primary” for more activities and worksheets to use with any spelling list.) Alternatively the activities outlined on page 18 can be used to devise activities designed for rehearsal of spelling skills.
Reviewing Spelling Lists After a term of focusing upon the levelled spelling list words test students at a single word level, a sentence level or at a passage level (using a dictation passage). If students score 80% to 100% then they progress onto subsequent word lists. If a number of errors are made, students need further spelling instruction with these concepts.
Phonic and Sight Word Sequence
PLD Organisation Pty. Ltd.
Overview of Scheduling, Instructing and Reviewing Spelling Lists
Foundation Spelling List Words and Vocab Focus Words Regular VC Words am
at
an
if
in
it
ox
on
up
us
is
Regular CVC Words Word lists based upon the alphabet letters: s, a, t, p, i, n (Group 1 of alphabet sounds only.) sat tip pit nit
sit pat nip
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set his man kin cat ham
pet hid mit had den rat
net hit mat mad sad dip
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rim dam ram
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Word lists based upon the alphabet letters: s, a, t, p, i, n and c, k, e, h, r, m, d and g, o, u, l, f, b (Group 1, 2 and 3 of alphabet sounds.) let fit gun lot bug dug get sun
bet fat run dot hum gum dog bat
mug fed not hot bad hug log hog
fit fun pot cot lad rug lip rag
bag fog mud
jig wet wig
wit wax vat
Word lists based upon all of the alphabet letters
win yes jet 24
sip tan pip
(Group 1 and 2 of alphabet sounds.)
get fad bun tot but got big cup
sin tap pan
Word lists based upon the alphabet letters: s, a, t, p, i, n and c, k, h, e, r, m, d
red hen hat kit hem rid
sap tin pin nap
wiz yet jug
Phonic and Sight Word Sequence
jam yum jog PLD Organisation Pty. Ltd.
vet zig-zag van
Foundation Stage
Foundation Spelling List Words and Vocab Focus Words
Phonic Concept: medial ‘a’ Sounding Out Strategy: phonemic spelling (or single sound spelling)
bad bag bat cat dad dam gap gas ham lab lad mad mat nag nap rat sad sag tag tap van
Phonic Concept: medial ‘e’ Sounding Out Strategy: phonemic spelling (or single sound spelling)
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bed hem let pet wed
beg hen men red yes
bet jet met set yet
den keg net ten rev
fed led peg vet
get leg pen web
Phonic Concept: medial ‘i’ Sounding Out Strategy: phonemic spelling (or single sound spelling)
bib dim hid lid pit wig
cab cap can fan fat dab hat jam nab man map pan pat ran tan sap sat tab vat
bid dip him lip rib win
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big fib hip lit rid wit
bit fig hit nip sip yip
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dig fit kit pin tip
Phonic Concept: medial ‘o’ Sounding Out Strategy: phonemic spelling (or single sound spelling)
cob cop dog dot fog got hog hop hot job jog lot mop nod not pop pot rob rot sob top
Phonic Concept: medial ‘u’ Sounding Out Strategy: phonemic spelling (or single sound spelling)
bud bug bun cub cup cut dug fun gum gun hug hum hut jug mud mug nut rug run sub sun tub tug Remember: Focus on ‘a’/’u’ and ‘i’/’e’ in medial positions. Students acquiring early reading and spelling skills will frequently confuse medial sounds (particularly ‘a’/’u’ and ‘i’/’e’). 26
Phonic and Sight Word Sequence
PLD Organisation Pty. Ltd.
Foundation Stage
Stage 1 Stage 1 Contents • Stage 1 Phonic Concepts • Stage 1 Sight Word List • Stage 1 Spelling List Words and Vocab Focus Words
i) CVC Words With Alphabetic Letter Sounds ii) CVC Words Grouped According To Medial Vowels iii) Onset And Rime Applied To CVC Words iv) CVC Words With Early Stage 1 Digraphs v) Consonant Blends: CCVC Words With Alphabetic Sounds vi) Consonant Blends: CVCC Words With Alphabetic Sounds vii) Late Stage 1 Digraph Phonic Concepts
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See the Appendix for Stage 1 phonemic spelling tasks.
Stage 1 Phonic Concepts Checklist
Alphabet Sounds In Simple CVC Words
Medial Vowels
Initial Consonant Clusters
s
g
a
a
o
e
t
u
i
p
l
i
f
n
Final Consonant Clusters
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gr
-ft
dr
pr
-ld
bl
sc
o
cl
u
Phonic Sounds
sh
ai
ch
all
-nd
th
ing
sk
-nk
wh
or
fl
sm
-st
ck
ar
b
gl
sn
-sk
ee
er
c
w
pl
sp
-nt
oo
oy
h
x
sl
st
-mp
qu
oi
e
j
br
sw
r
z
cr
tw
m
v
fr
d
y
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ay
k
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Phonic and Sight Word Sequence
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Stage 1
Stage 1 Sight Words List Name of student: __________________________________________________
Year: _________
Class Teacher: _____________________________________________________
Date: _________
Sight Word
Reading
at in it on and a I from with this that for is his as was to be he of have are the they you
Spelling
Sight Word up if had but not him did get can an then them than look see been by my no go so we she into or
Reading
Spelling
Sight Word
Reading
Spelling
will day way may her over number long all call each first oil when which make made like time write these come some how now
Sight Word
Reading
Spelling
down out about part has find one said your two do many other what word were there their use more water who people could would
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What are the origins of the sight word lists?
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In 1948 Dolch developed the theory that children who memorise (or recognise) a key group of core words learn to read more easily and with improved comprehension. As an extension of this research, in the 1990’s Fry compiled a list of 1000 commonly used words and arranged the words according to their frequency of occurrence. Fry’s (1999) extensive research uncovered that:
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• The first 25 words on his list word list make up approximately a third of all published works. • The first 100 words on his list word list comprise approximately a half of all published works. • The first 300 words on his list word list make approximately 65% of all published works.
Presentation order of the words. • Words 1 - 100 to be learned within the first year of literacy instruction. • Words 101 - 200 to be learned within the second year of literacy instruction. • Words 201 - 300 to be learned within the third year of literacy instruction.
References Dolch, E. W. (1936). A basic sight vocabulary. The Elementary School Journal, 36(6), 456–460. Fry, E. (1980). The new instant word list. The Reading Teacher, 34(3), pp. 284–289. Fry, E. (1999) 1000 Instant Words, Teacher Created Resources Inc. Laguna Beach Educational Books, USA Stage 1
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Stage 1 Spelling List Words and Vocab Focus Words TARGET 2: CVC Words With Early Stage 1 Digraphs
Phonic Concept: sh Sounding Out Strategy: phonemic spelling (or single sound spelling) e.g. sh-a-m
sh (initial) sham shun sh (final)
shed
ship
chop
ch (final) rich
such
much
shop
chug
chap
chin
chum
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Phonic Concept: initial th Sounding Out Strategy: phonemic spelling (or single sound spelling) e.g. th-a-t
th (initial) that thud
them
th (final) with
moth
this
thus
then
thin
thug
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Phonic Concept: wh Sounding Out Strategy: phonemic spelling (or single sound spelling) e.g. wh-e-n
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when whip which wham whim whiz
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Spelling Rule: O nly used at the beginning of a base word.
shin
Phonic Concept: ch Sounding Out Strategy: phonemic spelling (or single sound spelling) e.g. ch-a-t chip
shut
cash fish rush gash wish hush sash dish bash rash dash mash lash gush
ch (initial) chat
shot
Phonic Concept: ck Sounding Out Strategy: phonemic spelling (or single sound spelling) e.g. t-i-ck
tick sack hack rock sock
duck luck kick pick lack lock sick tack chuck
back muck tock shack suck lick buck tuck deck dock mock neck pack peck rack thick wick chick yuck chock
Spelling Rule: ‘ c’ and ‘k’ go together when they follow a short vowel (a, e, i, o, u) in a single syllable word. Spelling Rule: ‘ k’ is always found on its own when it follows a consonant. desk dusk musk husk pink think bank silk milk junk sank thank risk tusk conk link sunk honk sulk sink yank chink shank bulk disk bunk wink 36
Phonic and Sight Word Sequence
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Stage 1
Stage 2 Stage 2 Contents • Stage 2 Phonic Concepts • Stage 2 Sight Word List • Stage 2 Spelling List Words and Vocab Focus Words
i) Initial Consonant Cluster Words ii) Final Consonant Cluster Words iii) Double Consonants In Final Sounds iv) Long Vowels v) Phonic Concepts vi) Silent Letters vii) Suffixes viii) Homophones
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Stage 2 Phonic Concepts Checklist
CCVCC and Tri-blends
Double Consonants
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ff
spl
Long Vowels
Phonic Concepts
a-e
oa
ll
e-e
oe
spr
ss
i-e
ie
str
zz
o-e
ue
u-e
ea
shr
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Silent Letters
kn
Suffixes
-ly -er -s
ew
-ing -ed
thr
ow
ou
squ
aw
-nch
ind
-ang
ir
-ong
y as ‘i’ and ‘e’
-es
ur
-old
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Phonic and Sight Word Sequence
PLD Organisation Pty. Ltd.
Stage 2
Stage 3 Stage 3 Contents • Stage 3 Phonic Concepts • Stage 3 Sight Word List • Stage 3 Spelling List Words and Vocab Focus Words
Stage 2 Revision i) Phonic Concepts iii) Suffixes v) Homophones
ii) Silent Letters iv) Contractions
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Stage 3 Phonic Concepts Checklist Silent Letters
Phonic Concepts
-ace
ice
air
are
any
be-
-y
dge
ge
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-ing
n’t
-er
‘ll
-est
‘s
-en
‘m
-ould
-ed
‘ve
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alk
©
ear
ey
Suffixes Contractions
-igh
oar
oor
ore
our
ble
dle
or as ‘er’
-ful
‘re
fle
gle
qu-
-fully
‘d
kle
ple
-tch
-ier
tle
zle
ph
-less
-se
-ze
ea as ‘e’
ly
eer
ear
tion
REMEMBER: Spelling mastery is about getting words correct in spelling tests and developing such an affinity with the list words that they transfer across to written class work. Hence spelling words (particularly Stages 3-6) should involve word study and vocabulary work (found on page 18). There is little benefit to students if they can spell words but do not know what they mean and as a consequence never apply them in their written work.
Stage 3
Phonic and Sight Word Sequence
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Stage 4 Stage 4 Contents • Stage 4 Phonic Concepts • Stage 4 Sight Word List • Stage 4 Spelling List Words and Vocab Focus Words
i) Sounds That Change iv) Prefixes
ii) Phonic Concepts v) Suffixes
iii) Silent Letters vi) Homophones
See the Appendix for Stage 4 syllabic spelling tasks.
Stage 4 Phonic Concepts Checklist
e l p m Sa Sounds That Change a as ‘ar’ a as ‘o’ c as ‘s’ ch as ‘k’ g as ‘j’ o as ‘u’ or as ‘er’ s as ‘sh’ u as ‘oo’/‘i’ y as ‘i-e’/‘i’
Silent Letters
PhonicConcepts
age nct ear use au sion ation ain alf ine our ture ie ough ti as ‘sh’ mm ll rr ss tt
l t u w
augh tion ician
ough
sure ei
ous
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Suffixes
com con a micro un
fill/full/til ar er/eer/ier or less ist
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Prefixes
REMEMBER: Spelling mastery is about getting words correct in spelling tests and developing such an affinity with the list words that they transfer across to written class work. Hence spelling words (particularly Stages 3-6) should involve word study and vocabulary work (found on page 18). There is little benefit to students if they can spell words but do not know what they mean and as a consequence never apply them in their written work.
Commonly misspelt words. happened beginning received your/you’re believe wanted jumped four/for/forty know/knew through/threw caught it’s/its getting school swimming
Stage 4
thought where/we’re until something together hear/here children another beautiful all right again around mother both started
that’s were our looked frightened bought friend(s) threw ask(ed) cousin stopped prefer would let’s
dinner always sure allowed interesting money every animals people babies tried an could two/to/too
Phonic and Sight Word Sequence
there/their/they’re surprise off/of pretty different dropped before woman/women clothes heard/herd many February should because
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Stage 5 Stage 5 Contents • Stage 5 Phonic Concepts • Stage 5 Sight Word List • Stage 5 Spelling List Words and Vocab Focus Words
i) Phonic Concepts
ii) Prefixes
iii) Suffixes
iv) Homophones
See the Appendix for Stage 5 syllabic spelling tasks.
Stage 5 Phonic Concepts Checklist Phonic Concepts ac -er/re c as ‘sh’ -ou as ‘u’ -ial silent c ious/cious
Prefixes
Suffixes
ad bi cir ex in, im mis re trans de extra pro
-able/ible/uble a ant ent ess ment ship ian ery, ary, ory ar ling fy ology
Homophones weight-wait aisle-isle sent/sent/scent current/currant foul/fowl guessed/guest key/quay patience/patients queue/cue cheque/check thyme/time vain/vane/vein weather/whether yolk/yoke wring/ring berth/birth
cord/chord dual/duel idol/idle pact/packed prophet/profit tear/tier cereal/serial pane/pain wail/whale allowed/aloud berry/bury course/coarse reign/rain/rein bough/bow boy/buoy
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REMEMBER: Spelling mastery is about getting words correct in spelling tests and developing such an affinity with the list words that they transfer across to written class work. Hence spelling words (particularly Stages 3-6) should involve word study and vocabulary work (found on page 18). There is little benefit to students if they can spell words but do not know what they mean and as a consequence never apply them in their written work.
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happened beginning received your/you’re believe wanted jumped four/for/forty know/knew through/threw caught it’s/its getting school swimming
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Commonly misspelt words.
thought where/we’re until something together hear/here children another beautiful all right again around mother both started
Phonic and Sight Word Sequence
that’s were our looked frightened bought friend(s) threw ask(ed) cousin stopped prefer would let’s
PLD Organisation Pty. Ltd.
dinner always sure allowed interesting money every animals people babies tried an could two/to/too
there/their/they’re surprise off/of pretty different dropped before woman/women clothes heard/herd many February should because
Stage 5
Stage 6 Stage 6 Contents • Stage 6 Phonic Concepts • Stage 6 Spelling List Words and Vocab Focus Words i) Phonic Concepts ii) Prefixes iv) Silent Letters v) Words Often Confused
iii) Suffixes vi) Homophones
See the Appendix for Stage 6 syllabic spelling tasks.
Stage 6 Phonic Concepts Checklist
e l p m Sa Phonic Concepts ise, ize, yse
ch as ‘sh’ el quet
Prefixes
Suffixes
amphi predisinterob retrosub vicecontra a-, ab, absantiautobene-
-ous -eous -icle, -acle -cal -ive
Silent Letters g n h p
-ance, -ence -ense -ic
counter-, contra-
hemi-, semihyperhypoen-, emil-, im-, in-, irmalpersuper-, para-
REMEMBER: Spelling mastery is about getting words correct in spelling tests and developing such an affinity with the list words that they transfer across to written class work. Hence spelling words (particularly Stages 3-6) should involve word study and vocabulary work (found on page 18). There is little benefit to students if they can spell words but do not know what they mean and as a consequence never apply them in their written work.
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Phonic and Sight Word Sequence
goal/gaol does/dose/doze accept/except hung/hanged advice (noun)/advise (verb) principal/principle whose/who’s license/license lightning/lightening learn/learned/learnt dependant/dependent through/threw dairy/diary proceed/precede lie/lay practice (noun)/practise (verb) affect/effect immigrant/emigrant lend/borrow all together/altogether between/among teach/taught advise/advice to/too/two allowed-aloud break/brake bought/brought choose/chose/choice cloth/clothe course/coarse our/are practise/practice quiet/quite sites/sights source/sauce a lot/allot
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Homophones
baron-barren beach-beech freeze-frieze horde-hoard vane-vein-vain colonel-kernel maize-maze counsel-council minor-miner gage-gauge site-sight stationery-stationary past-passed formerly-formally carrot-carat root-route-rout check-cheque
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Words Often Confused
Stage 6
Supplementary Word Lists
e l p m a S Contents
• Commonly Misspelt Words • General Root Words • Latin Root Words • Greek Roots
REMEMBER: Spelling mastery is about getting words correct in spelling tests and developing such an affinity with the list words that they transfer across to written class work. Hence spelling words (particularly Stages 3-6) should involve word study and vocabulary work (found on page 18). There is little benefit to students if they can spell words but do not know what they mean and as a consequence never apply them in their written work.
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Phonic and Sight Word Sequence
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Supplementary Word Lists