Year 2 English · AC9E2LY09

Manipulate more complex sounds in spoken words and use knowledge of blending, segmenting, phoneme deletion and phoneme substitution to read and write words

Words can be analysed as sequences of phonemes. Readers and writers blend sounds, segment words and create new words by deleting or substituting one sound

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Learning goalsSay it simply

1. Outcome Overview & Core Concepts

Words can be analysed as sequences of phonemes. Readers and writers blend sounds, segment words and create new words by deleting or substituting one sound.

Learning target: manipulate more complex sounds in spoken words and use knowledge of blending, segmenting, phoneme deletion and phoneme substitution to read and write words

Big idea: Blend, segment, delete and substitute phonemes

Learning routine: Say word → Stretch sounds → Manipulate phoneme → Blend → Check word

Key conceptTeach from the board

2. Subject-Specific Content & Key Examples

Change one phoneme

stopstop → top

Deleting /s/ from stop leaves top; the remaining phonemes blend in order.

Substitute a sound

shipchange /sh/ to /ch/chipcheck meaning

Say the new word and confirm that only the intended sound changed.

Sort and notice

Move counters for each sound, then remove or replace one counter.

Guided practice

  1. Sort and notice — Move counters for each sound, then remove or replace one counter.
  2. Build or improve — Build word chains by changing one phoneme at a time.
  3. Explain your choice — Use the words phoneme, segment, substitute to explain what you changed and why.
Clean visual examplesOne-page board

Clean one-page examples

AC9E2LY09 - Manipulate more complex sounds in spoken words and use knowledge of blending, segmenting, phoneme deletion and phoneme substitution to read and write words
Example 1

ship change /sh/ to /ch/ chip check meaning

Example 2

Change one phoneme s t o p stop → top Deleting /s/ from stop leaves top; the remaining phonemes blend in order.

Example 3

Substitute a sound ship change /sh/ to /ch/ chip check meaning Say the new word and confirm that only the intended sound changed.

Example 4

Sort and notice Move counters for each sound, then remove or replace one counter.

Curriculum examplesCurriculum examples

Curriculum Coverage & Elaborations

The content description is the required target. The elaborations below are taught as examples and contexts, not as disconnected checklist wording.

  • E1: blending and segmenting sounds in words; for example, “b-r-o-th-er” or “c-l-ou-d-y”
  • E2: deleting and substituting sounds (phonemes) in spoken words to form new words; for example, delete the initial “scr” in “scratch” and substitute new initial sounds (phonemes) to form words such as “catch”, “batch” and “hatch”; substituting a medial sound (phoneme) to form a new word; for example, “stack” becomes “stick”
Questions and answersWith answers

Revision Notes

  • Remember: Blend, segment, delete and substitute phonemes
  • Use the routine: Say word → Stretch sounds → Manipulate phoneme → Blend → Check word
  • Before answering: point to the clue in the spoken words, written sentence, image, page layout or text purpose.
  • Self-check: change the example slightly and see whether the same reasoning still works.
Practice and reviewReady for practice

3. Common Student Misconceptions

  • Counting letters instead of sounds: Say the word slowly; one phoneme may use more than one letter.
  • Changing multiple sounds: Hold the other phonemes steady and change only the target.
  • Answer without evidence: Point to the word, sentence, image, sound pattern or text feature that supports the answer.

Practice Thought & Formative Assessment

Use a fresh, code-aligned example. The student should show the exact word, sound, sentence, image feature, audience clue or text evidence that supports the answer.

Quick checks

  • What is a phoneme?
  • Segment frog.
  • Delete /s/ from stop.
  • Change /m/ in map to /t/.

Mastery evidence

  • Blend phonemes
  • Segment complex words
  • Delete phonemes
  • Substitute phonemes
Curriculum alignmentStart here

1. Outcome Overview & Core Concepts

Words can be analysed as sequences of phonemes. Readers and writers blend sounds, segment words and create new words by deleting or substituting one sound.

Learning target: manipulate more complex sounds in spoken words and use knowledge of blending, segmenting, phoneme deletion and phoneme substitution to read and write words

Big idea: Blend, segment, delete and substitute phonemes

Learning routine: Say word → Stretch sounds → Manipulate phoneme → Blend → Check word

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