Phonics England

These programmes teach high-frequency words alongside Grapheme-to-Phoneme Correspondences (GPCs) as part of a phonics progression. This can prevent children from accessing the words they encounter most frequently throughout the day. They can and should be taught separately. These words matter throughout the day, and the patterns are important.
 

Children need to see which letters are graphemes and understand their sound value for these commonly used words. This reflects the importance of forming accurate connections between phonemes and graphemes in order to store words in memory (Ehri, 2014; Treiman, 1993; Moats, 2005). When these connections are established, children come to recognise words by sight as a result of mapping, not memorisation.

The Spelling Routine supports this when the word is discussed and used in a sentence. We also ask children to draw something that reminds them of the meaning, strengthening the link between form and meaning, which is critical for word learning (Ehri, 2005; Perfetti, 1992).

Emma Hartnell-Baker, leading the Phonics Reform movement, starting with Phonics Reform England, is offering all of these words, mapped and for free so that parents can support their children at home, and so that they understand the concept of word mapping. 
 

Parents can use the order shown on the site, which reflects the order provided by their child’s teacher, and then print the words that are relevant to their child, numbering them accordingly.