qu - Phonics International · quiz quins quest quiet . ... teach the grapheme ‘qu’ as if it was one sound unit ... Copyright 2007 Debbie Hepplewhite Unit 5 - Sheet 4 of 19. own

quit queen quack quick quiz quins quest quiet squid squeal squirrel In English writing, the letter ‘q’ is always followed by the letter ‘u’. In the first instance, teach the grapheme ‘qu’ as if it was one sound unit of /kw/ when really it is two sounds of /k/+/w/. Treating ‘qu’ as /kw/ is helpful for both early reading and spelling purposes. Ask the learner to say all the sounds all-through-the-words in all the lines. Can he/she ‘hear’ and say the target words? In ‘quiet’ the letter ‘i’ and letter ‘e’ need to be sounded out separately and the ‘i’ sounded out in its long version as /igh/. The learner holds the pencil with ‘froggy legs and log under’ and writes the letters ‘qu’ as he/she says /kw/ as if it was one sound.

qu qu

Draw pictures from the word examples above and label:

Fold this page up to the bottom of the first ‘qu’ box to hide the words but to reveal the ‘qu’. Use the back of the folded-up part to practise spelling and writing. At first beginners may only manage the shortest words. Say the words slowly and put a dash for each sound in the words. Put the grapheme ‘qu’ on one dash. Edit (check) the word whilst finger-tracking under the graphemes.

Copyright 2007 Debbie Hepplewhite Unit 5 - Sheet 1 of 19

out our ouch shout pouch mouth south cloud proud sound found hound mound ground mountain fountain Model how to say the sound /ou/ as in ‘mouth’. Ask the learner to say all the sounds all-through-the-words in all the lines. Can he/she ‘hear’ and say the target words? Tweak the pronunciation of the ‘ai’ in ‘mountain’ and ‘fountain’ to be closer to /u/ (schwa effect). The learner holds the pencil with ‘froggy legs and log under’ and writes the grapheme ‘ou’ as he/she says the phoneme /ou/.

ou The words ‘our’ and ‘hour’ are pronounced the same but have different meanings. We return to our house. What hour of the day is it? The words ‘your’ and ‘four’ have the same grapheme ‘our’ but they are pronounced as /or/. The ‘ou’ in ‘you’ is pronounced /oo/ as in ‘moon’. When is your birthday? Will you be four or five?

our hour your four you

Draw pictures from the /ou/ word examples above and label:

Fold this page up to the bottom of the first ‘ou’ box to hide the words but to reveal the ‘ou’. Use the back of the folded-up part to practise spelling and writing. At first beginners may only manage the shortest words. Say the words slowly and put a dash for each sound in the words. Put the grapheme ‘ou’ on one dash. Edit (check) each word whilst finger-tracking under the graphemes.


owl bow cow now howrow howl down town gown drown brown crown towel trowel frowning The grapheme ‘ow’ has two main sounds as in ‘owl’ and ‘snow’. For this version model the sound /ou/ as in ‘mouth’. Ask the learner to say all the sounds all-through-the-words in all the lines. Can he/she ‘hear’ and say the target words? Tweak the pronunciation of the ‘e’ in ‘towel’ and ‘trowel’ to be closer to /u/ (schwa effect). The learner holds the pencil with ‘froggy legs and log under’ and writes the grapheme ‘ow’ as he/she says the phoneme /ou/.

ow Trace the letters whilst saying the words.

how now brown cow

Draw pictures from the ‘ow’ word examples above and label: Fold this page up to the bottom of the first ‘ow’ box to hide the words but to reveal the ‘ow’. Use the back of the folded-up part to practise spelling and writing. At first beginners may only manage the shortest words. Say the words slowly and put a dash for each sound in the words. Put the grapheme ‘ow’ on one dash. Edit (check) each word by sounding out and blending whilst finger-tracking under the graphemes.


out shout foulmouth crouch sound ground

owl now fowl down brown growl howling

Ask the learner to say all the sounds all-through-the-words in all the lines. Can he/she then ‘hear’ the target words independently? Note the homophones ‘foul’ and ‘fowl’. Remind the learner that words can sound the same but have different meanings. The different spelling can indicate the meaning. The learner holds the pencil with ‘froggy legs and log under’ and writes the graphemes ‘ou’, or ‘ow’, as he/she says the phoneme /ou/.

ou ow Draw a picture from the ‘ou’ words above and label:

Draw a picture from the ‘ow’ words above and label:

Fold this page up to the bottom of the first ‘ou-ow’ box to hide the words but to reveal the ‘ou-ow’. Use the back of the folded-up part to practise spelling and writing words in the lists above. Start with saying the two sound words above very slowly. The learner identifies the sounds all-through-the-spoken-word and draws a dash for each sound identified and then writes down the corresponding letter shapes. Write ‘ou’ or ‘ow’ on one dash. Edit the words whilst finger-tracking underneath. At first beginners may only manage the shortest words.


own row bowslow grow crowshown flown (away)

owl row bow brow frown growl howling

Remind the learner that the grapheme ‘ow’ can be pronounced /oa/ or /ou/. Ask the learner to say all the sounds all-through-the-words in all the lines. Can he/she then ‘hear’ the target words independently? Note the homophones ‘row’ and ‘row’, ‘bow’ and ‘bow’. Remind the learner that words can have the same spellings but have different meanings. As the spelling is the same in these homophone examples, the reader would need to know the context for pronouncing the words correctly according to their meanings. The learner holds the pencil with ‘froggy legs and log under’ and writes the letters ‘ow’, as he/she says the sound /oa/ for the first row and /ou/ for the second row.

ow ow Draw a picture from the /oa/ phoneme word examples above and label:

Draw a picture from the /ou/ phoneme word examples above and label:

Fold this page up to the bottom of the first ‘ow-ow’ box to hide the words but to reveal the ‘ow-ow’. Use the back of the folded-up part to practise spelling and writing words in the lists above. Start with saying the two sound words above very slowly. The learner identifies the sounds all-through-the-spoken-word and draws a dash for each sound identified and then writes down the corresponding letter shapes. Write ‘ow’ on one dash. Edit the words whilst finger-tracking underneath. At first beginners may only manage the shortest words.


oil coin foil join coil soil boils joint point ‘oink’ spoil ‘boing’noise of a spring bouncing avoid android ointment joined pointed The sound /oi/ is represented by two graphemes ‘oi’ and ‘oy’. Ask the learner to say all the sounds all-through-the-words in all the lines. Can he/she ‘hear’ and say the target words? Note that ‘ed’ in ‘joined’ is pronounced /d/ and the ‘e’ in ‘pointed’ is pronounced closer to /u/ ‘pointud’ (schwa effect). The learner holds the pencil with ‘froggy legs and log under’ and writes the grapheme ‘oi’ as he/she says the phoneme /oi/.

oi oi

Draw pictures from the ‘oi’ word examples above and label:

Fold this page up to the bottom of the first ‘oi’ box to hide the words but to reveal the ‘oi’. Use the back of the folded-up part to practise spelling and writing. At first beginners may only manage the shortest words. Say the words slowly and put a dash for each sound in the words. Put the grapheme ‘oi’ on one dash. Edit (check) each word whilst finger-tracking beneath the graphemes.


boy toy coy joy enjoy‘ship ahoy’ decoy destroy ploy royal oyster employerloyalty royalty annoyedThe sound /oi/ is represented by two graphemes ‘oi’ and ‘oy’. Ask the learner to say all the sounds all-through-the-words in all the lines. Can he/she ‘hear’ and say the target words? The ‘ed’ in ‘annoyed’ is pronounced /d/. Note the schwa /u/ effect in ‘royal’, ‘oyster’, ‘employer’, ‘loyalty’, ‘royalty’ and ‘annoyed’. In ‘decoy’ the ‘e’ is pronounced /ee/. In ‘destroy’ the ‘e’ is pronounced closer to /i/ ‘distroy’. The learner holds the pencil with ‘froggy legs and log under’ and writes the grapheme ‘oy’ as he/she says the phoneme /oi/.

oy oy

Draw pictures from the ‘oy’ word examples above and label:

Fold this page up to the bottom of the first ‘oy’ box to hide the words but to reveal the ‘oy’. Use the back of the folded-up part to practise spelling and writing. At first beginners may only manage the shortest words. Say the words slowly and put a dash for each sound in the words. Put the grapheme ‘oy’ on one dash. Edit (check) each word whilst finger-tracking under the graphemes.


oil coin foil soil boil join spoil avoid android

boy toy joy enjoy annoy destroy royal

Model how to say the sound /oi/ as in ‘coin’. Ask the learner to say all the sounds all-through-the-words in all the lines. Can he/she then ‘hear’ the target words independently? Note that, generally, the grapheme ‘oi’ is used when /oi/ is the first or middle sound whilst the grapheme ‘oy’ is used when /oi/ is the end sound of the root word. Tweak the pronunciations of ‘destroy’ to ‘distroy’ and ‘royal’ to ‘royul’. The learner holds the pencil with ‘froggy legs and log under’ and writes the graphemes ‘oi’ or ‘oy’ for the phoneme /oi/.

oi oy Draw a picture from the ‘oi’ words above and label:

Draw a picture from the ‘oy’ words above and label:

Fold this page up to the bottom of the first ‘oi-oy’ box to hide the words but to reveal the ‘oi-oy’. Use the back of the folded-up part to practise spelling and writing words in the lists above. Start with saying the two sound words above very slowly. The learner identifies the sounds all-through-the-spoken-word and draws a dash for each sound identified and then writes down the corresponding letter shapes. Write ‘oi’ or ‘oy’ on one dash. Edit the words whilst finger-tracking underneath. At first beginners may only manage the shortest words.


cue hues duel muesli rescueargue due overdue avenuevalue venue undue pursuedstatue rescued Tuesday queueThe grapheme ‘ue’ in the word examples above really represents two sounds /y/+/oo/. In these words, however, it is helpful to treat ‘ue’ as if it was one sound denoted as /ue/ (or /yoo/) for both reading and spelling purposes. Ask the learner to say all the sounds all-through-the-words in all the lines. Can he/she ‘hear’ and say the target words? Pronounce the ‘o’ in ‘overdue’ as /oa/ and tweak the pronunciation of ‘er’ to /u/ (schwa effect). The grapheme ‘que’ in ‘queue’ represents the /k/ sound (taught in unit 11) so ‘queue’ sounds the same as ‘cue’. The learner holds the pencil with ‘froggy legs and log under’, writes the grapheme ‘ue’ and says /ue/ (yoo) and /oo/ - see /oo/ words below.

ue These are regular common words where the ‘ue’ grapheme represents the /oo/ sound. Draw these to the attention of the learner.

blue glue true clue Sue

Draw pictures from the ‘ue’ word examples above and label:

Fold this page up to the bottom of the first ‘ue’ box to hide the words but to reveal the ‘ue’. Use the back of the folded-up part to practise spelling and writing. At first beginners may only manage the shortest words. Say the words slowly and put a dash for each sound in the words. Remember to treat the /ue/ (/y/+/oo/) sounds as if they are one unit therefore put the grapheme ‘ue’ on one dash. Edit (check) each word whilst finger-tracking under the graphemes.


cue hue fuel argue rescue Tuesday statue

blue glue trueclue Sue issuetissue accrue

Remind the learner that the grapheme ‘ue’ can be pronounced /ue/ (yoo) or /oo/. The reader needs to be flexible when saying the sounds in an unknown word. Try /ue/ (yoo) first and if that does not make sense of the word, try /oo/. Ask the learner to say all the sounds all-through-the-words in all the lines. Can he/she then ‘hear’ the target words independently? Most people would pronounce the ‘ss’ in ‘issue’ and ‘tissue’ as a /sh/ sound. The learner holds the pencil with ‘froggy legs and log under’, writes the grapheme ‘ue’, and says the sounds /ue/ (yoo) and then /oo/.

ue ue Draw a picture from the /ue/ (yoo) phoneme word examples above and label:

Draw a picture from the /oo/ phoneme word examples above and label:

Fold this page up to the bottom of the first ‘ue-ue’ box to hide the words but to reveal the ‘ue-ue’. Use the back of the folded-up part to practise spelling and writing words in the lists above. Start with saying the simpler words above very slowly. The learner identifies the sounds all-through-the-spoken-word and draws a dash for each sound identified and then writes down the corresponding letter shapes. Write ‘ue’ on one dash for both groups of words. Edit the words whilst finger tracking beneath. At first beginners may only manage the shortest words.


her kerb herbsverb herd termperky perfect hermit permit stern thermal serve swerve

sister mixer perfect performhopper slipper jumper joker thermometer temper perhaps

The ‘er’ grapheme can represent a distinct sound as in ‘term’ or it can represent a less-distinct sound closer to /u/ (schwa effect) as in ‘sister’. When reading, it is easy to sound out the ‘er’ grapheme in any word as the stronger /er/ sound and then tweak the pronunciation to /u/ where necessary. Spelling is not so easy and the speller needs to have some knowledge of the words to be spelt. Ask the learner to say all the sounds all-through-the-words in all the lines. Can he/she ‘hear’ and say the target words? The learner holds the pencil with ‘froggy legs and log under’ and writes the grapheme ‘er’ as he/she says /er/.

er The words below are slightly tricky but very useful for early reading and writing. Draw attention to the tricky parts.

other mother brother father sister Remember these words where the letter ‘o’ represents the /u/ sound and the end consonant sound is represented by digraphs:

love dove above shove some come done

Fold this page up to the bottom of the first ‘er’ box to hide the words but to reveal the ‘er’. Use the back of the folded-up part to practise spelling and writing. At first beginners may only manage the shortest words. Say the words slowly and put a dash for each sound in the words. Put the grapheme ‘er’ on one dash. Edit (check) each word by sounding out and blending whilst finger-tracking under the graphemes.


arm car far jar afar cart art park farm dark part bark harm mark tart yard hard lark harp charm chart shark sharp start stark alarm garden market argue sparklingModel how to say the sound /ar/ as in ‘arm’. Ask the learner to say all the sounds all-through-the-words in all the lines. Can he/she ‘hear’ and say the target words? Tweak pronunciation where necessary. The learner holds the pencil with ‘froggy legs and log under’ and writes the grapheme ‘ar’ as he/she says /ar/.

ar The ‘a’ in ‘father’ is pronounced as /ar/. In some accents, words like ‘path’, ‘grass’ and ‘bath’ are pronounced with the /ar/ sound - “parth”.

father rather lather are

Draw pictures from the /ar/ word examples above and label: Fold this page up to the bottom of the first ‘ar’ box to hide the words but to reveal the ‘ar’. Use the back of the folded-up part to practise spelling and writing. At first beginners may only manage the shortest words. Say the words slowly and put a dash for each sound in the words. Put the grapheme ‘ar’ on one dash. Edit (check) each word by sounding out and blending whilst finger-tracking under the graphemes.


give have live serve shelvecarve starve twelve sleevesswerve evolve revolve movevalve active motive grooveIn English, the grapheme ‘ve’ represents the sound /v/ when this is the last sound of the root word. Note that the ‘o’ in ‘move’ represents the /oo/ sound. Ask the learner to say all the sounds all-through-the-words in all the lines. Can he/she ‘hear’ and say the target words? The learner holds the pencil with ‘froggy legs and log under’ and writes the grapheme ‘ve’ as he/she says /v/.

ve Revise these words where the letter ‘o’ represents the /u/ sound.

love dove glove above shoveDraw pictures from the ‘ve’ word examples above and label:

Fold this page up to the bottom of the first ‘-ve’ box to hide the words but to reveal the ‘-ve’. 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. Put the grapheme ‘ve’ and other digraphs each on one dash. Edit (check) each word whilst finger-tracking under the graphemes.


fence mince dance penceforce voice choice fleecesprince chance trance palacepounce bounces advanced In these words, the grapheme ‘ce’ respresents the sound /s/. This is often referred to as ‘soft c’ (letter name - ‘see’). In plural words such as ‘fleeces’ the ‘e’ is pronounced as an /u/ (schwa effect). Ask the learner to say all the sounds all-through-the-words in all the lines. Can he/she ‘hear’ and say the target words? The learner holds the pencil with ‘froggy legs and log under’ and writes the grapheme ‘ce’ as he/she says /s/.

ce These are very unusual words and it is helpful to learn them together. They are pronounced ‘wons’ and ‘won’. Tell the learner to imagine a ‘w’ at the beginning of the words when reading them. Trace over and copy.

once one


Fold this page up to the bottom of the first ‘-ce’ box to hide the words but to reveal the ‘-ce’. 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. Put the grapheme ‘ce’ and other digraphs each on one dash. Edit (check) each word by sounding out and blending whilst finger-tracking under the graphemes.


sunset soft soil slippers

fuss passglass assdressing

fence prince palaces

The learner now knows three ways of representing the sound /s/. Spellings never begin with double ‘ss’. Pronounce the ‘e’ as /u/ (schwa effect) in plural words like ‘palaces’. Ask the learner to say all the sounds all-through-the-words in all the lines. Can he/she ‘hear’ and say the target words? The learner holds the pencil with ‘froggy legs and log under’ and practises writing the graphemes ‘s’, ‘ss’ and ‘ce’ whilst saying /s/.

s ss ce Draw a picture from words in the left column above and label:

Draw a picture from words in the middle column above and label:

Draw a picture from words in the right column above and label:

Fold this page up to the bottom of the first ‘s-ss-ce’ box to hide the words but to reveal the ‘s-ss-ce’. 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. Edit each word whilst finger-tracking under the graphemes. Write ‘ss’ and ‘ce’ on one dash as appropriate.


forge hinge large bargetwinge damage garagespackages baggage savagemanage rummaged cabbageIn these words, the grapheme ‘ge’ respresents the sound /j/. This is often referred to as ‘soft g’ (letter name - ‘jee’). No word ending with the sound /j/ is ever spelt with the letter ‘j’. In plural words such as ‘packages’ the ‘e’ is pronounced as an /u/ (schwa effect). Tweak the pronunciation of ‘-age’ according to regional accent. Ask the learner to say all the sounds all-through-the-words in all the lines. Can he/she ‘hear’ and say the target words? The learner holds the pencil with ‘froggy legs and log under’ and writes the grapheme ‘ge’ as he/she says /j/.

ge ge


Fold this page up to the bottom of the first ‘-ge’ box to hide the words but to reveal the ‘-ge’. 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. Put the grapheme ‘ge’ and other digraphs each on one dash. Edit (check) each word by sounding out and blending whilst finger-tracking under the graphemes.


jet jut jog jam jump just jolly jester jaguar

hinge large damage savagegarage manage

Words which end with the sound /j/ never end with the letter ‘j’. Words which begin with the sound /j/ can start with the letter ‘j’ or letter ‘g’ followed by letter ‘e’, ‘i’ or ‘y’. This will be taught later (in unit 6). Pronounce the letter ‘u’ in ‘jaguar’ in its long version /ue/ (yoo). Ask the learner to say all the sounds all-through-the-words in all the lines. Can he/she then ‘hear’ the target words independently? The learner holds the pencil with ‘froggy legs and log under’ and writes the grapheme ‘j’, or grapheme ‘ge’, as he/she says the phoneme /j/.

j ge Draw a picture from the ‘j’ words above and label:

Draw a picture from the ‘-ge’ words above and label:

Fold this page up to the bottom of the first ‘j-ge’ box to hide the words but to reveal the ‘j-ge’. Use the back of the folded-up part to practise spelling and writing words in the lists above. Start with saying the three sound words above very slowly. The learner identifies the sounds all-through-the-spoken-word and draws a dash for each sound identified and then writes down the corresponding letter shapes. Write ‘ge’ on one dash. Edit the words whilst finger-tracking underneath. At first beginners may only manage the shortest words.


sense tense horse morse gorse house mouse lousegrouse expense intenseimmense nurses pursesIn these words, the grapheme ‘se’ respresents the sound /s/. In plural words such as ‘nurses’ the ‘e’ is pronounced as an /u/ (schwa effect). Pronounce the ‘ur’ in ‘nurses’ and ‘purses’ as the ‘er’ in ‘herbs’. Ask the learner to say all the sounds all-through-the-words in all the lines. Can he/she ‘hear’ and say the target words? The learner holds the pencil with ‘froggy legs and log under’ and writes the grapheme ‘se’ as he/she says the phoneme /s/.

se Teach that the plural of ‘mouse’ is ‘mice’ and the plural of ‘louse’ is ‘lice’. Revise the spelling pattern of ‘your’ and ‘four’ and note that you can see this same pattern in ‘of course’ (‘our’ taught in unit 7). Trace over whilst saying the words.

mouse mice your four

louse lice of course


Fold this page up to the bottom of the first ‘-se’ box to hide the words but to reveal the ‘-se’. 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. Put the grapheme ‘se’ and other digraphs each on one dash. Edit (check) each word whilst finger-tracking under the graphemes.


yes yet yellow yesterday

my by shy cry try dry

sunny rainy happily

The left column provides word examples of the letter ‘y’ representing a consonant phoneme. The other two columns provide word examples where the letter ‘y’ represents vowel phonemes. The ‘y’ in the words in the right column is pronounced as a sound between an /i/ and an /ee/. The letter ‘y’ is pronounced as the long sound /igh/ in the middle column. The interchangeable relationship between the letters and sounds of ‘i’ and ‘y’ in The Alphabetic Code should be noted. In unit 9, letter ‘y’ is also taught as code for /i/. Ask the learner to say all the sounds all-through-the-words in all the lines. Can he/she ‘hear’ and say the target words? The learner holds the pencil with ‘froggy legs and log under’ and practises writing the letter ‘y’ whilst remembering that it represents the sounds as in the key words of ‘yes, my mummy’.

y Remember that when the letter ‘y’ appears at the end of a word, it is not going to represent its consonant sound. When reading the end of a word, try the /igh/ or the /i-ee/ sounds. Draw a picture from words in the left column above and label:

Draw a picture from words in the middle column above and label:

Draw a picture from words in the right column above and label:

Fold this page up to the bottom of the first ‘y-y-y’ box to hide the words but to reveal the ‘y-y-y’. Use the back of the folded-up part to practise spelling and writing. At first beginners may only manage the shortest words. Say the words slowly and put a dash for each sound in the words. Edit (check) each word by sounding out and blending whilst finger-tracking under the graphemes.


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qu - Phonics International · quiz quins quest quiet . ... teach the grapheme ‘qu’ as if it was one sound unit ... Copyright 2007 Debbie Hepplewhite Unit 5 - Sheet 4 of 19. own