Oakhill Primary and Hanbury’s Farm Primary School

Typical Overview of Teaching Phonics & Spelling

Early Years Foundation Stage – Letters and Sounds

Year / Autumn / Spring / Summer
Nursery
Phase 1 to 2 / Daily small group differentiated Phase 1 activities lead by a member of staff. Focus on environmental sounds, rhythm and rhyme, alliteration, body percussion instrumental sounds and voice sounds.
This phase is embedded throughout the year. / Continuation of phase 1 with a specific focus on oral blending and segmenting while other aspects are still addressed.
Introduction of Phase 2 sounds following letters and sounds. Phonics is taught in s practical multisensory way as appropriate to cohort. / Continue in introducing Phase 2 sounds and applying them in reading and spelling. Challenging HA children on to read simple Phase 2 captions and write at least initial sounds in words.
Reception
Phase 1 to 4 / Phase 1 skills are taught and revisited as necessary.
Daily teaching of Phase 2 phonemes. The graphemes are taught alongside the phoneme and children practise forming the grapheme in a number of ways including sat at a table. Focus on reading and spelling CVC words along with guided reading and writing.
Teach reading and spelling of high frequency and tricky words. / Consolidation of Phase 2
Introduction of Phase 3 - ai ee igh oa oo ar or ur ow oi ear air ure er supplementary teaching through use of phonics bug. Focus on reading and spelling CVC words along with guided reading and writing.
Teach reading and spelling of high frequency and tricky words. /

Consolidation of Phase 2 as appropriate and Phase 3.

Introduction Phase 4 Working on: Segmenting adjacent consonants in words and apply this in spelling.

Working on: Blending adjacent consonants in words and applying this skill when reading unfamiliar texts.
More able children may move onto Phase 5 during this term.
Teach reading and spelling of high frequency and tricky words.

Key Stage 1 – Letters and Sounds

Year / Autumn / Spring / Summer
Year 1
Phase 4 to 5 /

Consolidation of Phase 2 to 4 up to : ai ee igh oa oo ar or ur ow oi ear air ure er

Focus on phase 5 teaching new graphemes for reading, reading and spelling words with adjacent consonants, words with newly learned graphemes and polysyllabic words.
Teach reading and spelling of high frequency and tricky words. / Consolidation of graphemes for reading and continuation of Phase 5. Practise recognition and recall of graphemes and different
pronunciations of graphemes as they are learned
Working on: Reading phonically decodable two-syllable and three-syllable words.
Working on: Spelling complex words using phonically plausible attempts.
Teach reading and spelling of high frequency and tricky words. / Consolidation and application of up to Phase 5
Move towards introduction of phase 6 as appropriate for cohort.
Autumn / Spring / Summer
Year 2
Phase 6 and Year 2 National Curriculum /

-  Phase 6 - Working on: Recognising phonic irregularities and becoming more secure with less common grapheme-phoneme correspondences Working on: Applying phonic skills and knowledge to recognise and spell an increasing number of complex words.

-  The ‘j sound spelt as ge and dge at the end of words, and sometimes spelt as g elsewhere in words before e, i and y
-  The s sound spelt c before e, i and y
-  The n sound spelt kn and (less often) gn at the beginning of words
-  The ‘r’ sound spelt wr at the beginning of words / -  The l sound spelt –le at the end of words
-  The ‘l’ sound spelt –el at the end of words
-  The ‘l’ sound spelt –al at the end of words
-  Words ending –il
-  The ‘igh’ sound spelt –y at the end of words
-  Adding –es to nouns and verbs ending in –y
-  Adding –ed, –ing, –er and –est to a root word ending in –y with a consonant before it.
-  Adding the endings –ing, –ed, –er, –est and –y to words ending in –e with a consonant before it
-  Adding –ing, –ed, –er, –est and –y to words of one syllable ending in a single consonant letter after a single vowel letter
-  The ‘or’ sound spelt a before l and ll
-  The ‘u’ sound spelt o
-  The ‘ee’ sound spelt –ey
-  The ‘o’ sound spelt a after w and qu
-  a is the most common spelling for the ‘o’ (‘hot’) sound after w and qu.
-  want, watch, wander, quantity, squash
/ -  The ‘er’ sound spelt or after w
-  There are not many of these words.
-  The ‘or’ sound spelt ar after w
-  There are not many of these words.
-  The ‘z’ sound spelt s - television,
-  Contractions
-  In contractions, the apostrophe shows where a letter or letters would be if the words were written in full
-  The possessive apostrophe (singular nouns)
-  Words ending in –tion
Homophones and near-homophones / It is important to know the difference in meaning between homophones. / there/their/they’re, here/hear, quite/quiet, see/sea, bare/bear, one/won, sun/son, to/too/two, be/bee, blue/blew, night/knight
Common exception words
Some words are exceptions in some accents but not in others – e.g. past, last, fast, path and bath are not exceptions in accents where the a in these words is pronounced /æ/, as in cat.
Great, break and steak are the only common words where the /eɪ/ sound is spelt ea. / door, floor, poor, because, find, kind, mind, behind, child, children*, wild, climb, most, only, both, old, cold, gold, hold, told, every, everybody, even, great, break, steak, pretty, beautiful, after, fast, last, past, father, class, grass, pass, plant, path, bath, hour, move, prove, improve, sure, sugar, eye, could, should, would, who, whole, any, many, clothes, busy, people, water, again, half, money, Mr, Mrs, parents, Christmas – and/or others according to programme used.

Key Stage 2 – National Curriculum

Autumn / Spring / Summer
Year 3
National curriculum / -  Revision of Year 2 paying special attention to the rules for adding suffixes
-  Adding suffixes beginning with vowel letters to words with more than 1 syllable / -  Revision of previous term
-  Adding suffixes beginning with vowel letters with words with more than one syllable.
-  The i sound spely y elsewhere thatn at the end of words.
-  The sound spelt ou
-  More prefixes
-  Suffixes: - ation, -ly
Autumn / Spring / Summer
Year 4
National curriculum / -  Revision of Year 3
-  Words with endings sounding like ‘sure’ and ‘ture’
-  Endings which sound like ‘sion’
-  Suffix ‘ous’ / -  Revision of Previous Term
-  Endings which sound like ‘ion’ and ‘cian’
-  Words with the k sound spelt ‘ch’
-  Words with the ‘sh’ sound spelt ‘ch’
-  Words ending with ‘gue’ sound and the k sound spelt ‘que’
-  Words with the s sound spelt ‘se’
-  Words with the ai sound spelt ‘ei’, ‘eigh’ or ‘ey’
-  Possessive apostrophe with plural words
-  Homophones and near homophones.
-  Move towards Year 5 as appropriate to cohort.
Autumn / Spring / Summer
Year 5
National curriculum / -  Revision of Year 4 / -  Endings which sound like – cious, - tious
-  Endings which sound like – cial. –tial
-  Words ending in –ant, -ance, -ancy, -ent, -ence, - ency
-  Words ending in words ending in –able, -ible, -ably, ibly
-  Adding suffices beginning with vowel letters to words ending in –fur
Autumn / Spring / Summer
Year 6
National curriculum / -  Revision of Year 5
-  Use of a hyphen
-  Words with the ‘i’ sound spelt ‘ei’ after ‘c’ / -  Revision of Autumn Term
-  Words containing the letter string ‘ough’
-  Words with silent letters
-  Homophones and other words that are often confused / -  Revision of Spring Term
-  Homophones and other words that are often confused
Revisit
&
Review / 1)  ABC Song!
2)  Quick recall previously taught of sounds using RWi Speed Sounds or Quick Write using whiteboards
3)  Quick recall of previously taught Tricky Words on Flashcards or Quick Write using whiteboards
Teach / 1)  Introduce new sound – RML cards and Rhyme / Phonics Bug video under ‘sound’ tab
2)  Practice writing the sound x 5 (use ‘writing’ tab and include kinaesthetic methods, whiteboards)
Practice / 1)  Whole class reading of words from ‘Reading’ tab / use phoneme fingers, robot arms, dot & dash actions
2)  Whole class spelling from ‘Spelling’ tab children / use whiteboards, model on board, dot and dash
Apply / 1)  Applying sounds in sentences (‘Follow Up’ tab)
2)  Reading the sentence and identify tricky words and target sounds (children assess own work?)
3)  Phonics Bug Pupil Games (if time allows)

Phonics Bug Session Structure

Phonics & Spelling st ks2

Rapid Phonics

Phonics Resources for EYFS & Key Stage 1
Phonics Bug Interactive Software and Pupil Games
Phonics Bug Guided Reading Books linked to Phase and Stage
Grammar and Spelling Bug
A4 RWi Flash Cards and Sound Posters
Phonics Phase Games in the Library
Phase 1 Resource Basket
EYFS Multisensory Resources that can be adapted to promote initial sounds, blending, segmenting, reading and recall
Metal Mike Cross the River Silly Soup Treasure Box Feely Box Magic Bag Lotto/Bingo Magnetic Boards Play dough Play dough Printing Printing in Paint Water/Chalk Writing Sand/Goop/Foam Writing Big Paper Clipboards Talking Tins Bee Bots CVC Mat Target Throw Foam Water Letters Letter Balls Jumping on Hot spots Ink Stampers Letter Pebbles Picture and word Matching / Cutting Treasure & Trash Metal Detectors Fishing Rods Letter Dice Pot it Notes Dry Wipe Vests
WEB
www.letters-and-sounds.com
www.phonicsplay.co.uk
http://www.kenttrustweb.org.uk/kentict/content/games/index.htm
http://www.educationcity.com/start/
http://www.iboard.co.uk/
APP’s
Eggy words twinkl hairy letters Ladybird Phonics Elmo abc phonics with letter lillies
Monday
to
Wednesday / 1.  ABC song
2.  Quick Recall of Sound Cards / names
3.  Intro sound / sounds covered this week & display next to IWB – 3 sound per week
4.  Quick write target sounds x 3 from memory
5.  Which tricky words are we learning to read/ spell? Maximum 3
6.  Write tricky words 3 x on board from memory.
7.  Phonics Bug lessons (when children are using whiteboards remember to get children to dot and dash graphemes)
8.  Use phonics bug games as a plenary
Thursday / 1.  ABC song
2.  Quick Recall of Sound Cards / names
3.  Intro sound / sounds covered this week & display next to IWB – 3 sound per week
4.  Quick write target sounds x 3 from memory
5.  Which tricky words are we learning to read/ spell? Maximum 3
6.  Write tricky words 3 x on board from memory.
7.  Phonics Bug Language Sessions
8.  Use phonics bug language game as a plenary
Friday / 1.  ABC song
2.  Quick Recall of Sound Cards / names
3.  Intro sound / sounds covered this week & display next to IWB – 3 sound per week
4.  Quick write target sounds x 3 from memory
5.  Which tricky words are we learning to read/ spell? Maximum 3
6.  Write tricky words 3 x on board from memory.
7.  Spelling Test = 3 tricky words and 6 spellings linked to sounds
(IF SCORES FROM TESTS ARE LOW ABOVE SEQUENCE FOR THAT SOUND MUST BE REPEATED.

Key Stage 2 - Y3 & Y4 (Phonics Bug)

Monday
to
Wednesday / 1.  Quick Recall of Sound Cards / names
2.  Intro sound / sounds covered this week & display next to IWB – 3 sound per week
3.  Quick write target sounds x 3 from memory
4.  Which tricky words are we learning to read/ spell? Maximum 3
5.  Write tricky words 3 x on board from memory.
6.  Phonics Bug lessons (when children are using whiteboards remember to get children to dot and dash graphemes)
7.  Use phonics bug games as a plenary
Thursday / 1.  Quick Recall of Sound Cards / names
2.  Intro sound / sounds covered this week & display next to IWB – 3 sound per week
3.  Quick write target sounds x 3 from memory
4.  Which tricky words are we learning to read/ spell? Maximum 3
5.  Write tricky words 3 x on board from memory.
6.  Phonics Bug Language Sessions
7.  Use phonics bug language game as a plenary
Friday / 1.  Quick Recall of Sound Cards / names
2.  Intro sound / sounds covered this week & display next to IWB – 3 sound per week
3.  Quick write target sounds x 3 from memory
4.  Which tricky words are we learning to read/ spell? Maximum 3
5.  Write tricky words 3 x on board from memory.
6.  Spelling Test = 3 tricky words and 6 spellings linked to sounds
(IF SCORES FROM TESTS ARE LOW ABOVE SEQUENCE FOR THAT SOUND MUST BE REPEATED.

Key Stage 2 – Y5 & Y6 (RML Get Spelling)

Monday / 1.  Whole class sounding out poster / names
2.  Identify target sound
3.  Identify Tricky Works / Homophones
4.  Dot and dash the graphemes of approx 10 words
5.  Review identification of graphemes
Tuesday / 1.  Whole class sounding out poster / names
2.  Identify target sound
3.  Identify Tricky Works / Homophones