Twenty-four picture-only cards prompt children to name a familiar word, identify and count its phonemes, then choose graphemes to build its spelling. Four modular sets help adults select suitable cards. Use individual cards across sets according to teaching; the letters A to D do not prescribe a sequence.

(You may find our pack ‘Known GPC Cards - Build Your Own Set’ useful.)

Choose familiar words and taught code

Primarily for Reception children applying GPCs taught through their systematic synthetic phonics (SSP) programme, with adaptation for other learners. Check the word-by-word guide on pages 3–6 before offering a card. Establish the intended spoken label: a different reasonable name for a picture is not a spelling error.

For Preschool, use familiar pictures for conversation and playful oral segmenting where appropriate, without a spelling expectation. Oral activities need not be completed as a checklist before phonics begins.

Name, segment, count and build

1. NAME IT  Show one picture. Invite the child to name or otherwise identify it. Agree the intended word orally and say it naturally. Keep the adult guide and complete written answer out of view.

2. SEGMENT IT  Follow the SSP’s familiar routine to hear each phoneme in order. Use clear sounds without an added “uh”. The child can move or direct one counter for each phoneme, or use the programme’s familiar gestures.

3. COUNT IT  Count the phonemes identified. For an independent counting attempt, start on an open surface; offering an already selected numbered frame gives a clue. Then choose a matching frame from Pack 1 or 2 if helpful.

4. BUILD IT  Offer a manageable selection of known GPC tiles, including suitable additional taught choices. Keep multi-letter graphemes intact. Replace each counter with its grapheme tile, or build in a line on the table. Supply repeated tiles where needed.

5. READ BACK  Blend through the spelling and check every position. After the attempt, provide the conventional spelling or model as needed. Hearing the sounds alone does not always identify which spelling to choose; use the SSP’s taught support.

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