Your child is starting Kindergarten, and you want to give them the best possible reading foundation. You hear about the Science of Reading everywhere, but what does it actually look like in practice? A clear scope and sequence provides the blueprint your child needs to become a confident reader.

This structured approach breaks reading into manageable steps that build on one another throughout the year. You get to see precisely what your child will learn and when they will learn it. 

In this blog, we will walk you through what a Science of Reading scope and sequence means for Kindergarten. You will discover how it aligns with the Australian Curriculum and what happens in each term. We will also share practical ways to track your child's progress at home and in the classroom.

Key Takeaways

• A Science of Reading scope and sequence provides a clear, term-by-term roadmap from sound awareness to independent reading.

• Systematic phonics instruction, paired with decodable texts, helps children decode words accurately and confidently.

• Daily practice in phonemic awareness, CVC words, and high-frequency words builds automaticity and fluency in reading.

• Structured progression from simple to complex patterns supports spelling, writing, vocabulary, and comprehension simultaneously.

• Parents can reinforce learning at home and extend classroom practice through small-group support, such as the FunFox Readers Club.

What Is a 'Scope and Sequence' in the Science of Reading?

A scope and sequence is your child’s roadmap for learning to read in their Foundation year. The scope outlines the reading skills your child will learn, while the sequence shows the order in which these skills are introduced. This structured approach makes sure that every foundational skill is mastered before moving to more complex concepts, helping to prevent gaps in literacy development.

The Science of Reading draws on decades of brain research. Studies show that children aged 4–6 benefit most when letters are taught visually and paired with their sounds. This research guides teachers in planning systematic, explicit, and cumulative lessons.

Here’s what a typical Kindergarten scope includes:

• Phonemic awareness: blending and segmenting sounds.

• Letter–sound relationships: all 26 letters.

• Decoding skills: reading simple words using known sounds.

• High-frequency words: common words children encounter often.

• Early reading fluency: practice with decodable books.

The sequence arranges these skills in a logical order:

• Single letter sounds are taught before consonant blends.

• CVC (consonant–vowel–consonant) words come before digraphs.

• Each new skill builds directly on prior knowledge.

Why This Differs from Older Approaches

Older Balanced Literacy programs often mix skills without a clear order, relying on guessing or picture clues. The Science of Reading takes a different approach:

• Phonics is taught systematically from day one.

• Children receive explicit instruction in how sounds connect to letters.

• Decoding is emphasized over memorization.

The Australian National Inquiry into the Teaching of Literacy confirms that systematic phonics instruction is essential for early reading success. A substantial scope and sequence also includes regular review, helping children strengthen memory and build automaticity with foundational skills.

With this structure, you know what comes next in your child’s reading journey. This alignment allows you to support learning at home, creating a partnership that maximizes reading outcomes.

Term-by-Term Science of Reading Scope and Sequence for Kindergarten

Australian schools organize the school year into four terms. Each term focuses on specific literacy skills that prepare your child for the next level. Let’s walk through what happens in each term and how you can support this learning.

Term 1: Foundational Phonemic Awareness and Initial Phonics

Term 1 is where your child’s reading journey truly begins. The focus is on developing the ability to hear, recognize, and work with sounds in spoken words. Before letters even appear on the page, children build their ear for language through playful, structured activities that make sound awareness natural and enjoyable.

Teachers begin with broad phonological awareness. Children learn to recognize patterns in language, such as rhyming words and syllables. They might clap the beats in their names, match rhyming pairs like cat and hat, or listen for the first sound in dog. These early exercises help them tune in to how words are built from sounds.

Once this broad awareness takes root, teaching moves toward phonemic awareness, where children work with individual sounds. They learn to:

• Blend sounds to form words, such as hearing m, a, t, and saying mat.

• Segment words into separate sounds, such as breaking sun into s, u, n.

Here’s what Term 1 emphasizes:

• Daily Phonemic Awareness Practice: Children begin by hearing and manipulating individual sounds through daily activities. This lays the foundation for blending, segmenting, and linking sounds to letters.

• Introducing Letter Sounds: Teachers introduce about 10–12 key letter-sound correspondences during the term, often starting with sounds like /m/, /a/, /s/, /t/, /p/, /i/, /n/, /c/, /h/, /r/, /d/, and /g/. Typically, two to three new sounds are taught each week. This brisk pace ensures children quickly gain the tools they need to begin reading.

• Beginning to Decode: Once children know several sounds, they begin to blend them to read simple words. These CVC (consonant–vowel–consonant) words might include mat, pin, pat, or dig. Children only read words built from sounds they already know, which keeps learning achievable and confidence high.

• Handwriting Introduction: As each new sound is taught, children learn to write the matching lowercase letter. Teachers model correct formation from the start, emphasizing clear, consistent practice. This connection between hearing, seeing, saying, and writing strengthens memory and reinforces the link between sound and symbol.

By the end of Term 1, most children can blend and segment simple words aloud, recognize around a dozen letter sounds, and read basic CVC words. 

Also Read: Reading Comprehension Games and Activities for Students

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Term 2: CVC Mastery, Consolidation, and Early Fluency

In Term 2, your child builds on the strong foundation from Term 1. The focus shifts from early sound awareness to mastery. This is the stage where children begin to see themselves as readers.

Teachers now introduce the remaining single consonants and all five short vowels. By the end of this phase, your child will know all 26 introductory letter–sound correspondences. With this complete set, they can decode any short-vowel CVC (consonant–vowel–consonant) word such as top, fan, or hug.

Practice intensifies during this term. Children blend and segment dozens of words each week, steadily improving their speed and accuracy. Through repetition, games, and short writing tasks, decoding becomes more natural and fluent.

Alongside phonics instruction, children begin learning high-frequency words that appear often in text but don’t always follow regular spelling patterns. Teachers use the Heart Word method, guiding students to notice the parts that fit phonics rules and remember only the irregular sections. This approach encourages understanding rather than rote memorization.

Here’s what Term 2 emphasizes:

• Completing the Alphabet: Your child learns the remaining consonants and all short vowels, gaining complete mastery of the alphabetic code. They can now read and spell any regular CVC word using these sounds.

• Daily CVC Practice: Through blending, segmenting, and writing activities, your child practices dozens of CVC words. These exercises strengthen automatic recall and help move from slow decoding to smooth, confident reading.

• Heart Words for Irregular Patterns: High-frequency words such as the, of, to, you, and is are introduced systematically. The Heart Word method helps children understand each word’s logic, promoting meaningful recall.

• Reading Decodable Texts: Once children have mastered a set of sounds, they read short, meaningful decodable books. These stories include only familiar words and sound patterns, helping your child read independently and with growing ease.

• Developing Early Fluency: Through repeated reading of familiar words and short sentences, your child begins to read with smoother phrasing and a more rhythmic pace.

Also Read: Phonics vs Phonemic Awareness: Key Differences Explained

Term 3: Building Decoding and Spelling Confidence

In Term 3, your child applies their phonics foundation to more complex word patterns. This term focuses on building confidence with new sounds, longer words, and accurate spelling, while keeping reading enjoyable and purposeful.

• Consonant Digraphs: Children learn that two letters can represent one sound, as in sh, ch, th, and wh. They read words like ship, chop, that, and when, using the same structured routines that made earlier learning successful. This step opens the door to hundreds of new words.

• Blends and Longer Words: Teachers introduce words with four sounds (CCVC and CVCC), such as clip, stop, lamp, and tent. Blending and segmenting these patterns takes focused practice, helping children move smoothly through each sound.

• Spelling and Writing Development: Encoding mirrors decoding. Children spell by listening for sounds and writing the matching letters, then apply this skill in simple, dictated sentences. As handwriting becomes more fluent, attention shifts from letter formation to accurate spelling and sentence structure.

• Vocabulary and Comprehension: As decoding becomes easier, children spend more time discussing stories and understanding their meanings. Teachers build oral vocabulary through daily read-alouds and conversations that connect reading to real experiences.

Key developments in Term 3:

• Mastery of common digraphs expands reading ability.

• Longer words with blends become accessible.

• Spelling skills mirror reading skills.

• Sentence writing begins through dictation.

• Comprehension discussions deepen understanding.

By the close of Term 3, your child reads and spells words with digraphs and blends accurately. Their reading sounds more natural and expressive, showing true confidence as a growing reader and writer.

Also Read: Common English Spelling Patterns: Examples, Rules, and Tips

Term 4: Consolidation and Reading for Meaning

In Term 4, your child brings together all the phonics knowledge and skills gained throughout the year. The focus is on strengthening fluency, comprehension, and independence, ensuring they are fully prepared for Year 1.

• Review and Reinforcement: Children revisit all single sounds, digraphs, and blends through engaging practice. The goal is instant sound recognition, enabling effortless decoding. With automaticity in place, attention shifts from sounding out words to understanding their meanings.

• Developing Fluency: Fluency combines accuracy, speed, and expression. Children reread familiar decodable texts to build smoothness and confidence. Teachers model natural phrasing during read-alouds, helping students read with tone and rhythm that sound like spoken language.

• Deepening Comprehension: As reading becomes more fluent, comprehension takes center stage. Children answer questions about characters and events, retell stories, and make predictions. They also begin connecting ideas from books to their own experiences, a key step toward more profound understanding.

• Independent Writing: Writing tasks expand from words to short sentences and stories. Children use their phonics knowledge to spell accurately and write simple narratives about pictures or experiences. Teacher guidance helps them plan ideas, check spelling, and add meaningful details.

• Preparing for Year 1: Teachers assess each child’s readiness for the next stage, reinforcing skills that need more practice and extending those who are ready to move ahead. This balanced approach ensures a confident transition into Year 1 literacy expectations.

What happens in Term 4:

• Automatic recognition of all taught sounds and patterns.

• Increased reading rate with maintained accuracy.

• Expression and natural phrasing in reading aloud.

• Strong comprehension of age-appropriate texts.

• Independent spelling and writing of simple texts.

Your child finishes Kindergarten with solid decoding skills. They read simple books independently. They understand what they read and can talk about it. They write simple sentences with mostly accurate spelling.

The scope and sequence have taken your child from knowing no letter sounds to being an emerging reader. Each term was built systematically on the last. Your child now has the foundation they need for continued reading success.

How Does This Sequence Reflect the Science of Reading Principles?

This scope and sequence is built around the core principles of the Science of Reading. It translates research into daily classroom practice, showing parents and teachers how each instructional element contributes to strong, confident readers. Every term develops essential skills in a structured and connected way.

• Phonemic Awareness and Phonics: Children begin by hearing and working with individual sounds before linking them to letters. Instruction follows a clear, cumulative path so each new pattern builds on what has already been mastered.

• Fluency: Regular reading of decodable texts helps children read accurately, smoothly, and at an increasing speed. Repeated practice turns decoding into automatic recognition, freeing attention for understanding and expression.

• Vocabulary: New words are taught directly and reinforced through conversation and story reading. This approach broadens language knowledge, helping children understand and discuss what they read.

• Comprehension: As decoding becomes effortless, instruction shifts toward meaning-making. Teachers guide children to think about stories, recall key details, and make simple connections. This balance of skill and understanding keeps reading purposeful.

• Cumulative and Explicit Teaching: Every concept is taught directly and reviewed frequently. Children move forward only after mastering earlier content, which prevents gaps and supports steady growth. Review and application are woven into daily lessons to secure long-term retention.

• Aligned Decodable Texts: Books are carefully matched to the sounds and words children have learned. This ensures early success, reinforcing confidence and accuracy. Each new text builds on the last, maintaining progress without frustration.

• Progress Monitoring: Teachers assess progress regularly to see how well each child applies new skills. Results guide instruction so every learner receives the right balance of support and challenge. This responsive approach helps all children advance at an appropriate pace.

Through this structured, evidence-based sequence, children develop the habits and understanding that make reading meaningful.

How Do Teachers and Parents Check Progress in Science of Reading?

Ongoing assessment is essential for building confident, capable readers. Teachers use evidence-based tools to track growth, while parents can reinforce the same skills at home. Together, you create a continuous support system that celebrates progress and identifies areas needing more practice.

Phonemic Awareness Assessment

Teachers regularly check how well children can blend and segment sounds. These short, informal assessments show whether students can hear and manipulate sounds accurately. The results guide small-group lessons and review activities.

• At home, parents can play simple listening games. Say two or three sounds (m–a–t) and have your child blend them into a word, or break a word apart and see if they can identify each sound. Keep it playful and brief to maintain focus.

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Decoding Skills Checks

Teachers assess children’s ability to read words with specific sound patterns, CVC words, digraphs, and blends. This shows which letter–sound correspondences are secure and which need extra practice.

• Parents can observe decoding while reading decodable books. Listen for smooth blending and note any tricky sounds. Encourage rereading short texts to build accuracy and confidence.

Fluency Monitoring 

As reading becomes more automatic, teachers monitor rate and expression. They use short, familiar passages to measure how many words children read correctly per minute and how naturally they phrase sentences.

• At home, reread the same short book several times over a few days. Each reading should sound smoother and more expressive. Celebrate this visible progress to boost motivation.

Simple Check-in Tools

Teachers use running records, letter–sound checks, and word recognition lists to capture a complete picture of development. These tools track both accuracy and strategy use, giving insight into how children problem-solve while reading.

• Parents can create simple logs at home:

• Track the sounds and words your child knows automatically.

• Record milestones like “first full story read alone”

Responsive Instruction

Assessment results guide next steps. If a child struggles with specific patterns, teachers adjust lessons or offer small-group support. When children move ahead quickly, they receive more advanced practice to maintain engagement.

• Parents can support this by regularly checking in with teachers. Ask which sounds or words are the current focus, and practice those at home through games or shared reading.

Consistent communication between home and school makes the greatest impact. When teachers share progress data and parents reinforce skills through short, joyful practice, children experience reading as both achievable and rewarding.

Conclusion

A well-designed Science of Reading scope and sequence gives every child a clear path from early sound awareness to fluent, confident reading. It ensures that each new skill builds on what came before, creating steady progress and lasting understanding. For parents, it provides clarity; you know what your child is learning, how they’re growing, and how to support them every step of the way.

To strengthen these essential skills beyond the classroom, the FunFox Readers Club offers an engaging, research-aligned environment where children practice the core principles of the Science of Reading with expert guidance.

The FunFox Readers Club helps your child:

• Master phonics and decoding through structured, cumulative lessons.

• Read with fluency using carefully matched decodable texts.

• Expand vocabulary and comprehension through interactive reading experiences.

• Build spelling and writing confidence alongside reading growth.

• Receive personalized attention in small-group sessions with trained teachers.

Each class combines systematic instruction with playful, confidence-building activities that make reading both rewarding and fun. Children learn at their own pace while gaining the skills they need for long-term literacy success.

Give your child the advantage of evidence-based reading support. Join the FunFox Readers Club today and watch your child discover the joy of reading, one sound, one word, and one story at a time.

FAQ’s 

1. What is the scope and sequence of phonemic awareness in kindergarten?

Phonemic awareness begins with recognizing and playing with sounds in spoken words. It progresses to blending, segmenting, and manipulating sounds daily, forming a foundation for decoding and reading simple words.

2. What is the sequence of reading?

Reading progresses from listening and identifying sounds, to learning letter–sound relationships, decoding words, reading short texts, and finally building fluency, comprehension, and independent writing through systematic practice.

3. What are the five basic reading skills?

The five core reading skills are phonemic awareness, phonics, decoding, fluency, and comprehension. Each skill develops gradually, supporting the ability to read, understand, and respond to text effectively.

4. How to create a scope and sequence?

A scope and sequence outlines what skills will be taught and in what order. Identify key skills, arrange them logically from simple to complex, and plan progression across terms or weeks.

5. What is the scope of early childhood education?

Early childhood education covers foundational literacy, numeracy, social skills, motor development, and cognitive growth. It guides structured learning experiences that prepare children for school and lifelong learning.