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Phoneme Reference Chart
1 2 3 4 Pre & Primary Essentials Resources Classroom Displays English Phonic & Word Knowledge 1 Page

Phoneme Reference Chart

This handy display has been created to help students become familiar with the 44 phonemes in spoken English. A fantastic guide for teachers and students alike. 
 

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Learning goals

  • We are learning to use sounds in spoken words, adding, deleting and subtracting initial, medial and final phonemes (sounds) to build new words (phonological awareness).
  • We are learning to use sounds in spoken words, adding, deleting and subtracting initial, medial and final sounds to build new words.
  • We are learning to use vowel sounds, consonant blends and digraphs when writing and reading one- and two-syllable words.
  • We are learning to use vowel sounds, consonant digraphs and blends when writing and reading single syllable words.
  • We are learning to understand that a letter can represent more than one sound, e.g. cat, swan, ball, fast etc. and that a syllable must contain a vowel sound.
  • We are learning to segment words into separate phonemes (sounds), consonant blends or clusters at the beginnings and ends of words (phonological awareness).
  • We are learning to segment consonant blends or clusters into separate phonemes at the beginnings and ends of one syllable words.
  • We are learning to segment sounds in spoken words and to add, delete and substitute sounds to build new words.
  • We are learning to use most letter-sound matches including vowel diagraphs, less common long vowel patterns, e.g. ight, consonant clusters and silent letters, e.g. knife, thumb, when reading and writing words of one or more syllables.
  • We are learning to use digraphs, long vowels, blends and silent letters to spell one and two syllable words, including some compound words.
  • We are learning how to read and write high frequency words and use morphemic knowledge of letter patterns and morphemes to spell unfamiliar words.
  • We are learning to use most letter-sound matches including vowel diagraphs, less common long vowel patterns, e.g. igh, consonant clusters and silent letters, e.g. knife, thumb, when reading and writing words of one or more syllables.
  • We are learning to understand that a sound can be represented by various letter combinations, e.g. the long ‘a’ sound in stay, weight, able, make.
  • We are learning to understand how to use letter-sound relationships and less common letter patterns to spell words.
  • We are learning to understand how to use letter-sound relationships and less common letter patterns to spell words.
  • We are learning to use knowledge of letter-sound relationships, syllables, blending and segmenting to read and write words with more than one syllable or with complex letter patterns.
  • We are learning to use knowledge of letter-sound relationships, syllables, blending and segmenting to read and write words with more than one syllable or with complex letter patterns.
  • We are learning to use phonological and morphological knowledge to read and write words with multiple syllables, complex letter patterns and known prefixes and suffixes.

Curriculum alignment

AC9E4LY09 9 Understand how to use and apply phonological and morphological knowledge to read and write multisyllabic words with more complex letter combinations, including a variety of vowel sounds and known prefixes and suffixes AC9E1LY10 9 Orally manipulate phonemes in spoken words by addition, deletion and substitution of initial, medial and final phonemes to generate new words (phonological awareness) AC9E3LY09 9 Understand how to apply knowledge of phoneme–grapheme (sound–letter) relationships, syllables, and blending and segmenting to fluently read and write multisyllabic words with more complex letter patterns AC9E3LY11 9 Use phoneme–grapheme (sound–letter) relationships and less common letter patterns to spell words AC9E2LY11 9 Use knowledge of spelling patterns and morphemes to read and write words whose spelling is not completely predictable from their sounds, including high-frequency words AC9E2LY10 9 Use phoneme–grapheme (sound–letter/s) matches, including vowel digraphs, less common long vowel patterns, consonant clusters and silent letters when reading and writing words of one or more syllables, including compound words AC9E1LY12 9 Understand that a letter can represent more than one sound and that a syllable must contain a vowel sound AC9E2LY09 9 Manipulate more complex sounds in spoken words and use knowledge of blending, segmenting, phoneme deletion and phoneme substitution to read and write words AC9E1LY11 9 Use short vowels, common long vowels, consonant blends and digraphs to write words, and blend these to read one- and two-syllable words AC9E1LY09 9 Segment words into separate phonemes (sounds) including consonant blends or clusters at the beginnings and ends of words (phonological awareness) ACELA1485 8.4 Understand how to use letter-sound relationships and less common letter patterns to spell words ACELA1826 8.4 Understand how to apply knowledge of letter-sound relationships, syllables, and blending and segmenting to fluently read and write multisyllabic words with more complex letter patterns ACELA1459 8.4 Understand that a letter can represent more than one sound and that a syllable must contain a vowel sound ACELA1825 8.4 Understand that a sound can be represented by various letter combinations ACELA1824 8.4 Use most letter-sound matches including vowel digraphs, less common long vowel patterns, letter clusters and silent letters when reading and writing words of one or more syllable ACELA1823 8.4 Use knowledge of letter patterns and morphemes to read and write high-frequency words and words whose spelling is not predictable from their sounds ACELA1458 8.4 Use short vowels, common long vowels, consonant digraphs and consonant blends when writing, and blend these to read single syllable words ACELA1471 8.4 Understand how to use knowledge of digraphs, long vowels, blends and silent letters to spell one and two syllable words including some compound words ACELA1457 8.4 Manipulate phonemes in spoken words by addition, deletion and substitution of initial, medial and final phonemes to generate new words ACELA1822 8.4 Segment consonant blends or clusters into separate phonemes at the beginnings and ends of one syllable words ACELA1474 8.4 Orally manipulate more complex sounds in spoken words through knowledge of blending and segmenting sounds, phoneme deletion and substitution in combination with use of letters in reading and writing
EN1-4A old Draws on an increasing range of skills and strategies to fluently read, view and comprehend a range of texts on less familiar topics in different media and technologies EN2-5A old Uses a range of strategies, including knowledge of letter– sound correspondences and common letter patterns, to spell familiar and some unfamiliar words EN1-5A old Uses a variety of strategies, including knowledge of sight words and letter–sound correspondences, to spell familiar words EN1-PHOKW-01 new Uses initial and extended phonics, including vowel digraphs, trigraphs to decode and encode words when reading and creating texts EN2-SPELL-01 new Selects, applies and describes appropriate phonological, orthographic and morphological generalisations and strategies when spelling in a range of contexts EN2-RECOM-01 new Reads and comprehends texts for wide purposes using knowledge of text structures and language, and by monitoring comprehension EN1-SPELL-01 new Applies phonological, orthographic and morphological generalisations and strategies when spelling words in a range of writing contexts EN2-REFLU-01 new Sustains independent reading with accuracy, automaticity, rate and prosody suited to purpose, audience and meaning EN2-VOCAB-01 new Builds knowledge and use of Tier 1, Tier 2 and Tier 3 vocabulary through interacting, wide reading and writing, and by defining and analysing words EN1-REFLU-01 new Sustains reading unseen texts with automaticity and prosody and self-corrects errors
VCELA181 Recognise short vowels, common long vowels and consonant digraphs, and consonant blends VCELA238 Manipulate more complex sounds in spoken words through knowledge of blending and segmenting sounds, phoneme deletion and substitution VCELA204 Manipulate phonemes by addition, deletion and substitution of initial, medial and final phonemes to generate new words VCELA249 Understand how to apply knowledge of letter–sound relationships, and blending and segmenting to read and use more complex words with less common consonant and vowel clusters VCELA263 Understand how to use letter–sound relationships and less common letter combinations to spell words VCELA183 Understand that a letter can represent more than one sound, and that a syllable must contain a vowel sound VCELA227 Use visual memory to write high-frequency words and words where spelling is not predictable from the sounds VCELA203 Identify the separate phonemes in consonant blends or clusters at the beginnings and ends of syllables VCELA226 Understand how to use digraphs, long vowels, blends, silent letters and syllabification to spell simple words including compound words VCELA218 Recognise most letter–sound matches including silent letters, trigraphs, vowel digraphs and common long vowels, and understand that a sound can be represented by various letter combinations VCELA239 Identify all Standard Australian English phonemes, including short and long vowels, separate sounds in clusters

Australian Curriculum covers QLD / SA / WA / NT / TAS / ACT.

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