Initial blends 'squ'.

  • Grade: Grade 2
    Activity type: n.a.

Initial blends 'squ'.

Grade 2
Learning to Read
Reading – Initial blends squ
Activity Type
Activity ID


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  • 1 – Grade 1
    • RF.1 – Reading: Foundational Skills
      • Literacy

        • RF.1.2 – Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

          • RF.1.2.a – Distinguish long from short vowel sounds in spoken single-syllable words.

          • RF.1.2.b – Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.

          • RF.1.2.c – Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.

          • RF.1.2.d – Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).

      • Literacy

        • RF.1.3 – Know and apply grade-level phonics and word analysis skills in decoding words.

          • RF.1.3.b – Decode regularly spelled one-syllable words.

          • RF.1.3.c – Know final -e and common vowel team conventions for representing long vowel sounds.

          • RF.1.3.d – Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.

          • RF.1.3.e – Decode two-syllable words following basic patterns by breaking the words into syllables.

          • RF.1.3.f – Read words with inflectional endings.

          • RF.1.3.g – Recognize and read grade-appropriate irregularly spelled words.

  • Year 2
    • Language
      • Text structure and organisation

        • ACELA1464 – Understand how texts are made cohesive through resources, for example word associations, synonyms, and antonyms

      • Expressing and developing ideas

        • ACELA1471 – Understand how to use digraphs, long vowels, blends and silent letters to spell words, and use morphemes and syllabification to break up simple words and use visual memory to write irregular words

      • Sound and letter knowledge

        • ACELA1474 – Recognise most sound-letter matches including silent letters, vowel/consonant digraphs and many less common sound-letter combinations

  • Y1 – Year 1
    • Y1.R – Reading
      • They draw on knowledge and skills that include:

        • Y1.R.3 – Using their developing phonemic awareness to aurally identify and distinguish individual phonemes within words, for example, to blend phonemes (for example, by saying m/a/n/ is man) and to segment phonemes (for example, by saying seat is s/ea/t/)

  • Y3 – Year 3
    • Y3.R – Reading
      • They draw on knowledge and skills that include:

  • Y2 – Year 2
    • Y2.R – Reading
      • They draw on knowledge and skills that include:

        • Y2.R.2 – Decoding unfamiliar words by:

          • Y2.R.2.a – Using their knowledge of grapheme-phoneme relationships to identify both consonant sounds (for example, s, t, p, sh, th, ch, ng) and vowel sounds (for example, e, a, o, ai, ow, igh, ou, ee)

          • Y2.R.2.b – Recognising common chunks of words and making analogies to words that look similar

  • KS1.Y2 – KS1 Year 2
    • Year 2 programme of study
      • KS1.Y2.R.WR – Reading - word reading

        • Pupils should be taught to:

          • KS1.Y2.R.WR.2 – Read accurately by blending the sounds in words that contain the graphemes taught so far, especially recognising alternative sounds for graphemes

          • KS1.Y2.R.WR.3 – Read accurately words of two or more syllables that contain the same graphemes as above

          • KS1.Y2.R.WR.6 – Read most words quickly and accurately, without overt sounding and blending, when they have been frequently encountered