When children reach Phase 4 of the Letters and Sounds programme, they encounter a critical stage in their phonics journey — the introduction of tricky words. Unlike decodable words that follow regular phonetic patterns, tricky words in Phase 4 are high-frequency words that cannot be sounded out using the phonemes taught up to that point. Mastering these words is essential for building reading fluency and confidence in early literacy development.
What Are Tricky Words in Phase 4?
Tricky words are words that do not conform to the standard grapheme-phoneme correspondences children have learned so far. In Phase 4, these words often include common function words like "said," "have," "like," "some," "come," "were," "there," "do," "when," "out," and "what." These words appear frequently in everyday texts, making them vital for smooth reading. Because they can't be decoded using blending strategies alone, children must learn to recognise them by sight.
Why Are Tricky Words Important?
Without the ability to quickly recognise tricky words, young readers may stumble over common words, disrupting comprehension and flow. Research shows that automatic recognition of high-frequency words supports overall reading development. In Phase 4, children are expected to begin reading simple sentences and short texts, and encountering these words repeatedly helps build both vocabulary and confidence. Teachers often use flashcards, games, and repeated exposure in context to reinforce these words.
Common Tricky Words in Phase 4
Below is a list of typical tricky words introduced during Phase 4:
- said
- have
- like
- some
- come
- were
- there
- do
- when
- out
- what
- one
- so
- no
- go
Strategies for Teaching Tricky Words
Effective instruction involves more than rote memorisation. Teachers and parents can use multisensory approaches — such as writing the words in sand, using magnetic letters, or playing matching games — to engage different learning styles. Repetition within meaningful contexts, like reading simple stories or writing sentences, also strengthens retention. It's crucial that children understand the meaning of each word, not just its appearance.
Supporting Learning at Home
Parents play a key role in reinforcing tricky words. Simple daily activities — reading together, pointing out tricky words in books, or playing quick recognition games — can make a significant difference. Consistency and positive reinforcement help children internalise these words without pressure. Avoid overcorrecting; instead, gently prompt with cues like, “Remember, this word doesn’t follow the usual sound rules — it’s a tricky one!”
Common Challenges and How to Address Them
Some children may confuse similar-looking tricky words (e.g., “was” and “saw”) or struggle with irregular spellings. Patience and varied practice are key. Using visual aids, such as word walls or personal dictionaries, can help. If a child consistently misreads a word, it may indicate a need for additional support or a review of earlier phonics concepts.
Assessment and Progress Monitoring
Regular, informal assessments — like timed reading of tricky word lists or quick quizzes during reading — help teachers track progress. Celebrating small successes builds motivation. If a child masters most Phase 4 tricky words, they are well-prepared for Phase 5, where more complex phonics patterns and longer texts are introduced.
Final Thoughts
Mastering tricky words in Phase 4 is a milestone that sets the foundation for fluent reading. With consistent practice, engaging activities, and supportive guidance, children can overcome the challenge of these irregular words and develop into confident, capable readers. The goal is not just recognition, but automaticity — so that reading becomes a joyful, effortless experience.
