Oakhill Primary and Hanbury’s Farm Primary School
Typical Overview of Teaching Phonics & Spelling
Early Years Foundation Stage – Letters and Sounds
Year
Nursery
Phase 1
to 2
Autumn
Spring
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.
Consolidation of Phase 2
Introduction of Phase 3 - ai
Phase 1 skills are taught
and revisited as
Reception necessary.
Daily teaching of Phase 2
Phase 1 phonemes. The
to 4
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.
Summer
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.
Consolidation of Phase 2
as appropriate and Phase
ee igh oa oo ar or ur ow
3.
oi ear air ure er
Introduction Phase 4
supplementary teaching
Working on: Segmenting
through use of phonics
adjacent consonants in
bug. Focus on reading and words and apply this in
spelling CVC words along spelling.
with guided reading and
Working on: Blending
writing.
adjacent consonants in
words and applying this
Teach reading and spelling skill when reading
of high frequency and
unfamiliar texts.
tricky words.
More able children may
move onto Phase 5 during
Teach reading and spelling
this term.
of high frequency and
Teach reading and spelling
tricky words.
of high frequency and
tricky words.
Key Stage 1 – Letters and Sounds
Year
Autumn
Consolidation of Phase 2 to
4 up to : ai ee igh oa oo
Year 1 ar or ur ow oi ear air ure
er
Phase 4 Focus on phase 5 teaching
to 5
new graphemes for
reading, reading and
spelling words with
adjacent consonants, words
with newly learned
graphemes and polysyllabic
words.
Spring
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 twosyllable and three-syllable
Summer
Consolidation and
application of up to Phase
5
Move towards introduction
of phase 6 as appropriate
for cohort.
Teach reading and spelling
of high frequency and tricky
words.
words.
Working on: Spelling
complex words using
phonically plausible
attempts.
Teach reading and spelling
of high frequency and tricky
words.
Autumn
Year 2
Phase 6
and Year
2 National
Curriculum
-
-
-
Phase 6 - Working
on: Recognising
phonic irregularities
and becoming more
secure with less
common graphemephoneme
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
Spring
-
-
-
-
-
-
-
-
-
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
Summer
-
-
-
-
-
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
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
It is important to know
there/their/they’re, here/hear,
the difference in
quite/quiet, see/sea, bare/bear,
meaning between
one/won, sun/son, to/too/two,
homophones.
be/bee, blue/blew, night/knight
-
Homophones
and nearhomophones
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
-
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
Autumn
Spring
-
Summer
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
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
Year 5
National
curriculum
Spring
-
-
Revision of Year 4
-
Autumn
Year 6
National
curriculum
Revision of Year 5
Use of a hyphen
Words with the ‘i’
sound spelt ‘ei’ after
‘c’
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
Spring
-
-
Summer
-
-
Revision of Autumn
Term
Words containing
the letter string
‘ough’
Words with silent
letters
Homophones and
other words that are
often confused
Summer
-
Revision of Spring
Term
Homophones and
other words that are
often confused
Phonics Bug Session Structure
Revisit
&
Review
Teach
Practice
Apply
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
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)
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
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 & 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
Thursday
Friday
1.
2.
3.
4.
5.
6.
7.
8.
1.
2.
3.
4.
5.
6.
7.
8.
1.
2.
3.
4.
5.
6.
7.
ABC song
Quick Recall of Sound Cards / names
Intro sound / sounds covered this week & display next to IWB – 3 sound per week
Quick write target sounds x 3 from memory
Which tricky words are we learning to read/ spell? Maximum 3
Write tricky words 3 x on board from memory.
Phonics Bug lessons (when children are using whiteboards remember to get
children to dot and dash graphemes)
Use phonics bug games as a plenary
ABC song
Quick Recall of Sound Cards / names
Intro sound / sounds covered this week & display next to IWB – 3 sound per week
Quick write target sounds x 3 from memory
Which tricky words are we learning to read/ spell? Maximum 3
Write tricky words 3 x on board from memory.
Phonics Bug Language Sessions
Use phonics bug language game as a plenary
ABC song
Quick Recall of Sound Cards / names
Intro sound / sounds covered this week & display next to IWB – 3 sound per week
Quick write target sounds x 3 from memory
Which tricky words are we learning to read/ spell? Maximum 3
Write tricky words 3 x on board from memory.
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)
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
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
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
Monday
to
Wednesday
Thursday
Friday
(IF SCORES FROM TESTS ARE LOW ABOVE SEQUENCE FOR THAT
SOUND MUST BE REPEATED.
Key Stage 2 – Y5 & Y6 (RML Get Spelling)
Monday
Tuesday
Wednesday
Thursday
Friday
1.
2.
3.
4.
5.
1.
2.
3.
4.
5.
1.
2.
3.
4.
5.
1.
2.
3.
4.
5.
1.
2.
Whole class sounding out poster / names
Identify target sound
Identify Tricky Works / Homophones
Dot and dash the graphemes of approx 10 words
Review identification of graphemes
Whole class sounding out poster / names
Identify target sound
Identify Tricky Works / Homophones
Write the Root / suffix
Review identification of graphemes
Whole class sounding out poster / names
Identify target sound
Identify Tricky Works / Homophones
Language – using in context. Identifying correct and incorrect spellings
Review identification of graphemes
Whole class sounding out poster / names
Identify target sound
Identify Tricky Works / Homophones
Four in a row & Dictation
Review identification of graphemes
Spelling Test
Next Step