The Oxford Wordlist aligned to Letters and Sounds

Featuring exciting stories, this series is a great way to engage reluctant readers and develop true independence. Visit oup.com.au/projectx

Project X Alien Adventures

Little Blending Books Perfect for practising sounding and blending, these books are ideal for students to use in pairs in the classroom, or as take-home practice. Take a closer look at oup.com.au/lbb

Fully decodable, non-fiction titles about real-life heroes, this inspiring series improves reading fluency, whilst promoting positive discussion about wellbeing, empathy and understanding. Read more at oup.com.au/heroacademynf

A series of fiction books designed to motivate young readers and turn them into reading superheroes. Find out how at oup.com.au/heroacademy Hero Academy Non-fiction of, back, big, him, his, had, if, but, off no, go, back bad bag bat bed big bit bus but doll fell fun go had has him hit his hot if let lot lots miss no of off tell

2 Phase 3, Set 6 j, v, w, x will n/a box fox well will win egg eggs rabbit rabbits

Phase 3, Set 7 y, z, zz, qu n/a he, she he she yes

-es suffix letter names OK TV

Phase 3 ch, sh, th, ng, nk that, this, then, them, with we, me, be, push chicken chips much fish shop shops wish than that them then thing things this with king long pink thank think be me we

A unique approach to develop phonic and comprehension skills, Oxford Reading for Comprehension Decodables is a fully decodable Australian guided reading series for Years F–2. Learn more at oup.com.au/orfcd Hero Academy

Oxford Reading for Comprehension Decodables

The Oxford Wordlist research informs Oxford University Press’ local Primary publishing and is an integral feature in our new reading program Oxford Reading for Comprehension Decodables. Introduce and practise Oxford Wordlist words to support successful reading of a wide range of our series, including Project X Hero Academy Project X Hero Academy Non-fiction, Little Blending Books and Project X Alien Adventures

Use the Oxford Wordlist aligned to Letters and Sounds alongside your Oxford reading resources

3 Phase 3 ai (trail), ee (feet), igh (light), oa (groans) see was rain wait been need queen see sheep teeth week light might night right -ing suffix going having was oo (look), oo (zooms), ar (park), or (popcorn), ur (turn) look, for, too my, you book books good look looking took wood cool food pool room soon too zoo car cars dark farm garden park shark for morning or my you ow (cow), oi (join), ear (near), air (fair), ure (pure), er (higher) down, now they, her, all, are, ball, tall, call, fall cow down how now town dear hear year years hair dinner ever never soccer together all are ball her they

-er suffix

4 Phase 4 adjacent consonant words (CVCC) went, it’s, just, help said, so, have, were, out best felt hand help jump just land left lost lunch next went other adjacent consonant words end forest it’s its kangaroo monster number second sister under weekend possessive apostrophe dad’s -ed suffix as a separate syllable (ended) have out said so were adjacent consonant words (CCVC, CCV) from like, some, come, there, again black clown frog from green sleep still stop stuff train trees other adjacent consonant words dragon started three tree until again come like some there adjacent consonant words (CCVCC, CCCVC, CCCVCC) children little, one, do, when, what, love suffixes with changed base words (running, getting) getting running shopping swimming -le ending bubbles jungle do little love one what when

*L&S = Letters and Sounds Letters and Sounds outlines a clear progression of GPCs (grapheme–phoneme correspondences) and introduction of high-frequency words.

**In the final column, italics denote Oxford Wordlist words that are covered as tricky words in the corresponding Letters and Sounds phase. Tricky words are a subset of the high-frequency words listed in Letters and Sounds and contain less common or rare GPCs.

Oxford Wordlist aligned to Letters and Sounds

The Research

In 2007 Oxford University Press conducted an extensive and rigorous study to find the words most frequently written by Australian early years students in their self-initiated writing. Since 2007, free access to the Oxford Wordlist has enabled educators to use it in a variety of ways to support literacy development.

In 2017 Oxford University Press conducted the same research and produced a revised list. Exploring these high-frequency words offers educators a valuable tool for the classroom when teaching word reading and comprehension.

Visit oxfordwordlist.com to build your own customised wordlist.

The Oxford Wordlist aligned to Letters and Sounds

The latest Oxford Wordlist has been aligned to the Letters and Sounds progression, supporting the teaching and learning of important highfrequency words.

This aligned list can be used in the classroom to introduce the Oxford Wordlist words at the point where they become decodable. It is a helpful tool to introduce high-frequency words to students as they master the phonic knowledge necessary to decode them.