Decodable words and sentences - Phonics progression - Version 2 - Oct 2023

Oct 14, 2026

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Resource of decodable words and sentences aligned to the Literacy Hub phonics progression phases, designed for teaching letter-sound correspondences, reading and spelling, and subsequent sentence-level application. Word lists provide example items per phase rather than exhaustive coverage, and students can progress from mastering word-level decoding to reading and spelling sentences. Guidance includes randomising order within phases to reduce memorisation and using the materials for multiple classroom and home practices, including dictation, independent work, monitoring, and check-in conferences. Includes schwa sound notes from Phase 2, with formal introduction at Phase 16, plus links and references.

LanguageEnglish

CategoryPaper Templates

FormatPDF

Pages30

Reading Time11 min

AccessFree to download

Phase 1: s, a, t, p, i, n

Decodable words

Decodable sentences

Phase 2: m, e, h, r, d, o

Decodable words

Decodable sentences

Phase 3: f, c, b, g, l, u

Decodable words

Decodable sentences

Schwa sound guidance

Useful links and further reading

Version 2, Oct 2023 Decodable words and sentences This document provides decodable words and sentences aligned to the phases of the Literacy Hub phonics progression. The words and sentences can be introduced for reading and spelling as each letter–sound correspondence is taught. The word lists show example words for each phase, rather than every possible word. After students have mastered word-level reading and spelling for each phase, introduce the sentences as the nextstep in application. Generally, students in Foundation would be expected to read consonant-vowel-consonant (CVC) words; however, the early-phase word lists include some more complex words, such as CVCC words. These may be useful for older students who are still working with particular letter–sound correspondences, but are beyond CVC words. When using this resource, randomise the order of words and sentences within a phase to avoid students memorising lists. These decodable words and sentences can be used in many ways, including: • resource creation, e.g. word cards, sentence strips and phonics games • teacher-guided practice for reading and spelling • independent practice for reading and spelling • dictation for spelling • take-home practice tasks • monitoring student reading and spelling skills during check-in conferences. Schwa sound The schwa sound appears in words from Phase 2 onwards; however, this sound is not formally introduced until Phase 16. It is valuable for students to informally practise the schwa early in their reading and spelling journey, as it is a common sound in Australian English. Exposure to this sound encourages students to be set for variability, which is the ability to modify pronunciation to match how words are said in the real world. Useful links and further reading Literacy Hub phonics progression Literacy Hub professional learning on choosing and using decodable texts Edwards, A., Steacy, L., Siegelman, N., Rigobon, V. M., Kearns, D. M., Rueckl, J., & Compton, D.(2020, November 3) . Unpacking the Unique Relationship Between Set for Variability and Word Reading Development: Examining Word-and Child-Level Predictors of Performance. [https://doi.org/10.31234/osf.io/hzs5p](https://doi.org/10.31234/osf.io/hzs5p) Visit the [Literacy Hub website](Literacy Hub website at www.literacyhub.edu.au to)[ at www.literacyhub.edu.au to](Literacy Hub website at www.literacyhub.edu.au to)[ ](Literacy Hub website at www.literacyhub.edu.au to)[access more free](access more free), evidence-based literacy resources for teachers. 1 © 2023 Commonwealth of Australia, unless otherwise indicated. Creative Commons Attribution 4.0, unless otherwise indicated. [https://tinyurl.com/2x34becn](https://tinyurl.com/2x34becn) Decodable words and sentences | Phonemes and spelling rules | Irregular words | Decodable words | Decodable sentences | | --- | --- | --- | --- | | Phase 1
s, a, t, p, i, n | is a I
the | two letters
an, as, at, in, is, it
three letters
ant, nan, nap, nip, nit, pan, pat, pin, pip, pit, sat, sip, sit, tan, tap, tin, tip
four or more letters
ants, naps, nips, pant, pats, pips, pits, sits, snap, snip, span, spat, spin, spit, taps, tips | The ant is tan.
The ant is Pip. Pat is in the sap. Tip it in the pit. Pat is at the tap. Pip is an ant.
The ant sat in a pit. An ant is in the pan. I sat in the pit.
The pin is in the pan. A pip is in the pit. Pat the ant is in the tin. An ant sat in the pan. The ant is in the pit. An ant is in the tin. | © 2023 Commonwealth of Australia, unless otherwise indicated. Creative Commons Attribution 4.0, unless otherwise indicated. [https://tinyurl.com/2x34becn](https://tinyurl.com/2x34becn) Decodable words and sentences 2 | Phonemes and spelling rules | Irregular words | Decodable words | Decodable sentences | | --- | --- | --- | --- | | Phase 2
m, e, h, r, d, o | my
has todo | two letters
am, on
three letters
an

FAQs

What is the purpose of the decodable words and sentences resource?

To provide decodable words and sentences aligned to the Literacy Hub phonics progression phases for teaching reading and spelling as letter-sound correspondences are introduced.

How should the word and sentence lists be used within each phase?

Use the lists as example words and sentences for that phase, and randomise the order within a phase to reduce students memorising the sequence.

When does the schwa sound start appearing, and why is early exposure recommended?

The schwa sound appears from Phase 2 onwards, but it is not formally introduced until Phase 16; early informal practice supports pronunciation variability in real-world word usage.

Oct 14, 2026

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