Weekly Phonics Planning K.Mc
Bewley Primary School Letters and Sounds Phase 6 Planning
Weekly Phonics Planning
Mon
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Practise
Tues
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Wed
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Thurs
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Fri
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Phase 6
Week 1
Past Tense - ed, w special – o after w, a after w
Grapheme – phoneme correspondences – Phase 5. Flashcards and individual
whiteboards.
Teach the concept of simple past tense (yesterday or today) – Read common
verbs and find matching pairs (go - went, come – came, say – said, look – looked,
eat - ate).
Today I am eating an egg – what did I eat yesterday? Yesterday you ate a
sandwich – pass the ball. Today I am jumping on the bed – where did I jump
yesterday? Yesterday you jumped in the water – pass the ball.
Quickwrite – write my sentence in the past tense.
Simple past tense (yesterday or today). Generate past tenses for common
verbs (go/come/say/look/eat). Find matching partners.
Find extracts from Funnybones in the present tense. Retell it as past tense
narrative.
Use the extract from Funnybones and highlight the present tense. Change the
extract to past tense narrative.
Shared Read – past tense narrative ‘Funnybones’.
Grapheme – phoneme correspondences – Phase 5. Simple past tense (yesterday
or today).
ed suffix (common endings to words) for the past tense. Look at verbs in the
past tense. Highlight suffixes? What do we notice? For many past tense
words just add ed.
Pick a word from the bag and read it with the children (rounded, helped,
turned, begged, hissed, wanted, sorted, hummed, waded, washed, hated,
greased, lived, robbed, rocked, roasted). Children work in pairs to segment and
count the phonemes. Choose the five or six box phoneme frame and write the
word. Demonstrate and check spellings.
Penguin Past tense game – phonics play phase 6 – simple game
ed suffix for the past tense – sort past tense words, words with the ed suffix
and other past tense words e.g. came, went etc. Even when the final phoneme
sounds different the spelling pattern is still the same (sounds like t but still
add ed).
Different representations of the same phoneme; the ‘W Special’. Place a word
into a column and underline the grapheme following the w. Explain - What does
it sound like? Which grapheme do we use? Label the column o – a. Check the
rule using the second word. Children to think of other words.
Choose a word from the ‘W Special’ list and write a sentence using that word.
Focus also on Y2 Literacy targets.
The ‘W Special’. What do we do if we hear an o sound after w? Generate
words and discuss.
Work in pairs. Use blank word cards to create a list of ‘W special’ words – o
phoneme/a grapheme. Create a label to explain what the words have in common.
Share and discuss word lists created. Do they follow the spelling rule?
Focus word ‘wasp’ to use in a sentence - Y2 Literacy targets.
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Weekly Phonics Planning K.Mc
Bewley Primary School Letters and Sounds Phase 6 Planning
Weekly Phonics Planning
Mon
Tues
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Wed
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Phase 6
Week 2
‘ing’ suffix, w special – ur/or after w, v spelling rules
The ‘W Special’ – sounds like an o grapheme a. Word suggestions.
Different representations of the same phoneme; the ‘W Special’. Place a word
into a column and underline the grapheme following the w. Explain - What does
it sound like? Which grapheme do we use? Label the column ur – or. Check the
rule using the second word. Children to think of other words. Exception –
were.
Quickwrite – choose a word and focus on Y2 Literacy targets.
The ‘W Special’ ur phoneme/or grapheme.
Work in pairs. Use blank word cards to create a list of ‘W Special’ words – ur
phoneme/or grapheme. Create a label to explain what the words have in
common.
Share and discuss word lists created. Do they follow the spelling rule? Focus
word ‘worm’ to use in a sentence - Y2 Literacy targets.
The ‘W Special’ o phoneme/a grapheme and ur phoneme/or grapheme. Hand
word cards to children and spilt into correct groups.
Words do not end in the letter v unless they are abbreviations e.g. rev. If a
word ends in a v sound, e must be added after the v in the spelling (give, have,
live, love, above).
Word Bingo.
Quickwrite – give, have, live, love, above.
Assess spelling – give, have, live, love, above.
Adding the suffix ing to verbs. If the base word ends in an e (drop it), short
vowel (double the consonant) or just add ing.
Tumbling Tumbleweeds – phonics play phase 6 interactive games
Quick write.
Adding the suffix ing to verbs. Lucky dip - choose a verb. Add the suffix ing.
Focus on rules taught yesterday.
Add Race pg. 173.
Read and share words in each column. Use one of the words with the suffix ing
in a sentence – focus on Y2 Literacy Targets. Take group work back to
Classrooms.
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Weekly Phonics Planning K.Mc
Bewley Primary School Letters and Sounds Phase 6 Planning
Weekly Phonics Planning
Mon
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Review
Phase 6
Week 3
er and est suffix
Adding the suffix ing to verbs.
’est’ suffix added to adjectives where it is necessary to drop the ‘e’
tame(est), rude(est), fine(est)
Add race – page 173/4
’est’ suffix added to adjectives where it is necessary to drop the ‘e’
’est’ suffix added to adjectives where it is necessary turn the y into an i
funny(est) messy(est)
Quick write:
silliest happiest muddiest sunniest, loveliest, prettiest
Write the word ‘slimy’ on the board. Show children a picture of an ‘slug’ and ask
them to write ‘the slug is the slimiest thing in the garden.’
est’ suffix added to adjectives where it is necessary turn the y into an i
If a base word ends in a single consonant letter preceded by a single
vowel letter and the suffix begins with a vowel, double the consonant
letter.
Red – reddest, dark - darkest
Word sort page 172 using the above 3 rules.
Double consonant ‘est’ words
Teach
-er: added to verbs to denote the person doing the action runner, reader,
writer.
Practise
Explore adding ‘er’ to verbs and discuss what happened to the base word
Walk(er) sing(er), jog(er) skip (er). Ask the children if they remember this
rule from yesterday – identify that the same rule applies.
Apply
Review
Teach
Practise
Apply
Adding ‘er’ to a verb
‘er’ added to adjectives to give the comparative form, as in bigger, slower;
Add race page 173/4
Ask children to compare the words – identify that often the adjectives end in
a single consonant letter preceded by a single vowel letter and the suffix ‘er’
starts with a vowel and so the consonant will need to be doubled.
- Sad (er), flat (er), dim (er),
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Weekly Phonics Planning K.Mc
Bewley Primary School Letters and Sounds Phase 6 Planning
Weekly Phonics Planning
Phase 6
Week 4
base words spelling strategy including adding other suffixes
Mon
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Practise
Tues
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Practise
Wed
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Review
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Practise
Adding ‘er’ to an adjective
Only three kinds of base words may need their last letters to be changed
1. an -e that is part of a split digraph (e.g. hope, safe, use);
If a base word ends in an e which is part of a split digraph, drop the e if the suffix
begins with a vowel (e.g. hope – hoping; like – liked: the e before the d is
part of the suffix, not part of the base word). Keep the e if the suffix begins with a
consonant (e.g. hope – hopeful; safe – safely).
Quick write with split digraph words and use the ‘ing’,’ed’,’er’, ‘est’,
(suffix’s beginning with a consonant will be covered later)
Penguin Past tense game – phonics play phase 6 – tricky game
Base words where the final e is part of a split digraph.
Only three kinds of base words may need their last letters to be changed
2. a -y preceded by a consonant (e.g. happy, baby, carry);
If a base word ends in y preceded by a consonant, change the y to i before
all suffixes except those beginning with i (e.g. happy – happiness, happier;
baby – babies; carry – carried). Keep the y if the suffix begins with i, not
permissible in English (e.g. baby – babyish; carry – carrying), as ii is not
permissible in English except in taxiing and skiing.
Show the children 3 sets of 2 versions of the same sentence with the er and ing
suffixes in. Children to decide which of the sentences has the correct spellings.
Eg: I am happier now that I can swim. I am happyer now that I can swim.
Base words where a -y preceded by a consonant
Only three kinds of base words may need their last letters to be changed
3. a single consonant letter preceded by a single vowel letter (e.g. hop, red, run).
If a base word ends in a single consonant letter preceded by a single vowel letter
and the suffix begins with a vowel, double the consonant letter. Another way of
stating this guideline is that there need to be two consonant letters between a
‘short’ vowel (vowel sounds learned in Phase Two – see also the note on page
187) and a suffix beginning with a vowel (e.g. hop – hopped, hopping; red
– redder, reddest; run – running, runner).
Several pictures and root verbs/adjectives.
Eg: A picture of a bunny and the verb ‘hop’ next to it. Children to compose a sentence
whereby they can choose the suffix but they must ensure that the tense is the same
all the way through.
The bunny is hopping. The bunny hopped across the garden
Apply
Thurs
Review
Teach
Base words where a single consonant letter preceded by a single vowel letter
Practise
Correct tense? Have several sentences for children to sort into those that have the
correct tense throughout and those that do not. Children to correct the ones that do
not. Sentences to include words used this week.
Apply
Fri
Review
Teach
Past and present tense
Practise
Apply
Create new words by adding suffixes to root words. Does it change the meaning?
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Weekly Phonics Planning K.Mc
Bewley Primary School Letters and Sounds Phase 6 Planning
Weekly Phonics Planning
Mon
Review
Teach
Practise
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Tues
Review
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Practise
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Wed
Review
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Practise
Thurs
Fri
Apply
Review
Teach
Practise
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Review
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Practise
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Phase 6
Week 5
mnemonics spelling strategy
Past and present tense
Mnemonic for the word ‘said’, ‘what’
‘sally ann is dancing’, w (hat) show picture of a hat alongside the word
Give the children a piece of narrative text to mark themselves that contains
incorrectly spelled words from last week – eg, ‘jumpt, ‘walken’ as well as the
words ‘said and what’. Children to circle the incorrect words and write them
properly in a list below.
Dictate a sentence containing a word containing a suffix as well as the words
‘said’ and ‘what’
Said, what
Mnemonic for the word ‘because’, ‘when’
Big elephants can always understand small elephants w(hen) show a picture of
a hen alongside the word.
Give children a non-narrative text to mark containing the word because and
when.
Dictate a non-narrative sentence(s) containing the words because and when.
Because and when
Mnemonic for the word ‘people’, ‘other’
People eat omelettes people like eggs. Only tigers hunt evil rabbits
Cloze procedure, give children several sentences using the words from Monday
to Wednesday. Omit the words from above, children need to decide which of
the words above would fit into the sentence.
Because and when
Mnemonic for the word ‘come’, ‘eight’
Come one muddy elephants. Every Indian goes hunting tonight.
Make a zig zag booklet for the mnemonics covered so far.
Eight an come
Mnemonic for the word ‘laugh’, ‘want’
Laughing ants under green hats. Wet animals need towels.
Spelling beat using the words learned this week in teams.
Finish zig zag booklet
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Weekly Phonics Planning K.Mc
Bewley Primary School Letters and Sounds Phase 6 Planning
Weekly Phonics Planning
Mon
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Tues
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Wed
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Thurs
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Fri
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Phase 6
Week 6
ful suffix, ly suffix
Flashcards – words from last week.
ful: added to nouns, as in careful, painful, playful, restful, mouthful;
identify that no change is made to the base word.
Give children a base word and ask them to write a sentence containing it. Then
add the ful suffix, would that sentence make sense if we inserted the new
word? Change the sentence so that the new word could fit – does it change
the meaning?
Ful suffix
ly: added to adjectives to form adverbs, as in sadly, happily, brightly, lately;
Word Sort- use the chart to decide which rule will apply depending on the base
word. Refer to rules in red from week 4.
ly suffix
‘ly’ can be added to an adjective that ends in ‘ful’ to create another adjective.
Refer to words created on Monday and add the suffix ly, and identify the
change in meaning.
Give children base words, ‘ful’ and ‘ly’. In groups they need to put the families
of words together – eg help, helpful, helpfully.
In a group compose a sentence for each of the variations so that the sentence
makes sense.
ful/ly
Starting sentences with a ‘ful/ly’ word. Display to the children a sentence that
contains a ‘ful’ word, eg ‘Sam was careful when she cleaned the car. How could
we change that? Show the children HOW to change the adjective to an adverb
– Carefully, Sam cleaned the car.
Give children a ‘ful’ word, ask them to write it into a sentence and then change
it by adding ‘ly’ and rearranging the sentence so that it starts with the adverb.
ful/ly
Give children a piece of text whereby some of the sentences begin with a
‘ful/ly’ word. Ask children to identify them and then discuss the effect of
them on the reader. Do you think the writer did that on purpose?
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Weekly Phonics Planning K.Mc
Bewley Primary School Letters and Sounds Phase 6 Planning
Weekly Phonics Planning
Mon
Review
Teach
Phase 6
ment and ness suffix
Week 7
ful/ly
ness: added to adjectives to form nouns, as in darkness, happiness, sadness
explain to the children that these words describe a ‘state’ but can also be used
as an ‘object but that both are nouns.
Practise Give a list of adjectives and ask the children to use the rules from week 4 to
create the noun.
Tues
Apply
Review
Teach
Adding ‘ness’ to an adjective to form the noun.
Begin a sentence with a ‘ness’ noun. Show the children a picture of a dark cave.
Beneath write the sentence. ‘it was dark in the cave.’ Children to identify the
adjective (dark) and turn it into a noun (ness). As a group decide how the
sentence could be written with the word ‘Darkness’ at the start. (darkness
filled the cave)
Practise Give children a sentence containing an adjective that can be turned into a ‘ness’
noun. Children are to write the sentence beginning with the new noun.
Wed
Apply
Discuss with a partner the 2 sentences. Which is the most EFFECTIVE
sentence? Why?
Review
Teach
ness
ment: added to verbs to form nouns, as in pay/ment, advertise/ment,
develop/ment;
Look at the above words. Add the ‘ment’ suffix and ask the children to
identify how it changes the meaning of the verb. Identify that the base word
does not change. Tell them that it is now a noun – a thing.
Practise Ask the children what the word ‘amuse’ means – identify that it is to keep you
entertained. What new word would be created if we add ‘ment’ on the end?
Give children a list of verbs that can have ‘ment’ added to them. Write the
Apply
words into a sentence.
‘ment’ suffix
Thurs Review
Fri
Teach
Practise Word sort – ness or ment?
Apply
ness/ment
Review
Teach
Practise Cloze procedure with ness and ment words.
Apply
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Weekly Phonics Planning K.Mc
Bewley Primary School Letters and Sounds Phase 6 Planning
Weekly Phonics Planning
Mon
Review
Teach
Phase 6
en suffix, /or/ spelling rule
Week 8
ness/ment
en: added to adjectives and less commonly nouns to create a verb. Identify
that we are saying ‘en’ not ‘ing’ and discuss how the wrong suffix used can
change the entire meaning of the word.
Practise Show children a list of adjectives/nouns –eg flat, white, less, straight,
Word sort using the 4 rules from week 4.
Tues
Apply
Review
Teach
en suffix
An /or/ sound before an /l/ sound is frequently spelled with the letter /a/
(e.g. all,
ball, call, always).
Practise Spelling beat in groups with words that have an /or/ sound before an /l/ sound.
Calling, tall, fall, stall,
Apply
Wed Review
Teach
Practise
Apply
Thurs Review
Write sentences with the above words.
/or/ sound before an /l/ sound.
Add race for all suffix’s learned so far.
‘en’
Teach
Practise display a root word with all the possible changes including incorrect ones.
Apply
Fri
Children have to identify which of the new words are plausible. Eg
help – helpful, helping, helped, helpness, helpen, helper, helpy, helply
Display a root word, 1 minute challenge, how many ways can you change the
word by adding suffix’s learned so far (need to be plausible words)
Enjoy – enjoying, enjoyed, enjoyment,
Review
Teach
Practise Give children a pre-prepared text to mark. Narrative or non-narrative.
Children to identify the words that have the incorrect suffix on the end of
them an change them so that they are correct. Double space the text so that
children can edit easily.
Apply
8
Weekly Phonics Planning K.Mc
Bewley Primary School Letters and Sounds Phase 6 Planning
Weekly Phonics Planning
Mon
Review
Teach
Practise
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Tues
Review
Teach
Practise
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Wed
Review
Teach
Practise
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Thurs Review
Teach
Practise
Fri
Phase 6
Elision’s spelling rule
Week 9
Past/present tense
Elisions, sometimes known as contractions, such as I’m, let’s and can’t are usually easy
to spell, but children need to know where to put the apostrophe. They should be taught
that it marks the place where letters are omitted.
Display a verb table such as:
I am
I’m
You are
You’re
She is
She’s
He is
He’s
You are (plural)
You’re
We are
We’re
They are
They’re
Ask the children to complete the ellipsis version opposite (completed in blue)
Play pairs – in pairs turn over two cards and match the contraction to the original
version.
The rule for elisions
Elisions whereby the second word is ‘not’.
Display ‘would not’. Put both words together to make wouldnot and explain that the o is
removed and replaced with an apostrophe, not would’nt.
Give children cards with ‘ aren't don't isn't wasn't can't weren't wouldn't doesn't
hasn't haven't couldn't , and other children with the full version on. Children have to
find their matching partner.
Display 2 sentences: I am not going to the shop. I are not going to the shop. Which
one is grammatically correct? Rewrite it using the ellipsis rule. Write a sentence
whereby ‘aren’t would be the correct word (identify that it is the plural and would only
be used when using ‘we are or they are or you are’
The ellipsis rule for ‘not’
Elisions whereby the second word is ‘will’. I'll you'll he'll she'll they'll
Match root words with contracted version
The ellipsis rule for ‘will’
Elisions whereby the second word is ‘have’. I've he's you've we've they've
Bingo match – cards picked up have the full phrase – I have. Boards to the elliptic
version. Use ‘have, will, not, are’
Apply
Review All words that may be contracted
Teach
Practise Read a narrative piece of text and highlight where the elliptic apostrophe has been
used. Identify that usually it is used in direct speech rather than the authors voice –
why might that be? Discuss that when we are writing, the elliptic form is less used.
Apply
9
Weekly Phonics Planning K.Mc
Bewley Primary School Letters and Sounds Phase 6 Planning
Weekly Phonics Planning
Phase 6
Week 10
Adding suffix y to nouns, their/there, they/them
Where to use an apostrophe when creating a contraction.
Mon
Review
y: added to nouns to form adjectives, as in funny, smoky, sandy. Identify the
Teach
Tues
Wed
the y makes an /ee/ sound.
Practise Give children a collection of nouns and their adjective partner, children to
match them up and formulate the general rules about adding ‘y to the end of
the words, eg if the noun ends in e you have to drop the e.
Show the children a labelled picture of a setting. Labels to be nouns that can
Apply
be turned into adjectives eg, smoke, dark, sparkle,
Changing nouns into adjectives by adding a y. give a couple of root words –
Review
what is the adjective?
There is related in meaning and spelling to here and where; all are concerned
Teach
with place.
Practise Dictate sentences to the children containing the elliptic form and the word
there, eg ‘
‘I’ll sit over there’
Word bingo using a selection of the high frequency words + the word ‘there’.
Apply
Review
Teach
There
Their is related in meaning (plural person) and spelling to they and them.
Compare the three words and identify that all three begin with ‘the’, link this
to an aid memoir for spelling ‘their’, you write the first and then add the ir.
Practise Clozed procedure – choose from ‘their, they, them’ – which is the most
appropriate? Can you think of a sentence that contains at least two of the
words? Can you include a contraction?
Apply
Their, they, them, ellipsis
Thurs Review
Teach
Practise Give children a picture of a scene containing the setting and characters.
Children to have time to write the beginning of a story that includes some
speech.
(teacher to mark work and give feedback tomorrow)
Fri
Apply
Review
Teach
feedback
Practise Continue story, adhering to feedback given.
Apply
10
Weekly Phonics Planning K.Mc
Bewley Primary School Letters and Sounds Phase 6 Planning
Weekly Phonics Planning
Mon
Review
Teach
Phase 6
Plurals - ‘s’ and ‘es’ suffix
Week 11
Previous suffixes covered, est, er, y, ment, ful, ly, etc
Generally, -s is simply added to the base word. The suffix -es is used after
words
ending in s(s), ch, sh and z(z), and when y is replaced by i.
Give children examples of these rules – cats, hospitals, bushes, catches, babies
Practise Word sort
Tues
Pond life plurals – phonics play phase 6
Apply
s and es
Review
Teach
Practise Planetary Plurals – phonics play phase 6
Apply
Wed
Review
Teach
Give children sentences that are written in the singular form, children to
transform them into the plural eg; It is a cat (They are cats)
There is a watch on the table (There are watches on the table)
‘es’, ‘s’
Words such as knife, leaf and loaf become knives, leaves and loaves and again
the change in spelling is obvious from the change in the pronunciation of the
words.
Practise Generate words that fit this rule and produce a display to put up in class to
help everyone with these words.
Apply
‘ves’ after an f
Thurs Review
Teach
Practise Add race
Fri
Apply
ves, es, s
Review
Teach
Practise Planetary plurals, pondlife plurals
Read through a non-narrative text and highlight the plurals. Which variation is
Apply
the most common?
11
Weekly Phonics Planning K.Mc
Bewley Primary School Letters and Sounds Phase 6 Planning
Weekly Phonics Planning
Mon
Tues
Review
Teach
Phase 6
analogy spelling strategy
Week 12
Plural suffixes
Teach the children what the word ‘analogy’ means – that a word is ‘like’ another
– not in meaning but in the spelling pattern. Demonstrate with ‘cat’, ‘hat’, that’.
Explain that if we know one word with a sound pattern we can use to derive the
correct spelling for a less well known word.
Practise Ask the children if they know how to spell the word - ‘could’, (explain that
they have to be absolutely sure) Once ‘could’ is written on the board
correctly, ask them to listen carefully to the word ‘would’, what’s different?
(just the w), so, how would you spell ‘would’ if you know how to spell ‘could’? On
white boards, children to record as a list, could, would, should,
Write a sentence for each of the words ‘should, could, would’ ensuring that
Apply
they are spelled correctly’
Should, would, could
Review
As above with the ‘ake’ rime - orally construct a string of words you should be
able to spell if only you know how to spall ‘make’ (take, stake, fake, lake, shake,
cake, bake etc)
Practise In groups make a display for the class explaining the analogy rule.
Teach
Wed
Apply
Review
Teach
‘ake’
‘umble’ - what words can you think of end in ‘umble’ – stumble, crumble, fumble,
tumble,
Practise Write a sentence for each word that you can think of, ensure you use the
‘umble’ rime.
Apply
Thurs Review
Teach
Practise
Apply
Fri
Review
Teach
Practise
Apply
‘umble’
‘ight’ – generate words that have the ight sound (not, i_e etc)
Make tongue twisters using the rhyming strings for this week.
Continue tongue twisters for display in class.
12
Weekly Phonics Planning K.Mc
Bewley Primary School Letters and Sounds Phase 6 Planning
Weekly Phonics Planning
Phase 6
Week 13
Compound words, finding and learning the difficult parts of words
Tongue twisters
Mon
Review
Compound words – teach the children that a compound word is made up of two
Teach
words that make sense in their own right.
Practise Give children a selection of words, both compound and multisyllabic words,
children to sort the ones that are compound words.
Apply
Tues
Review
Teach
Practise
Apply
Wed Review
Teach
Practise
Apply
Thurs Review
Teach
Practise
Apply
Fri
Review
Teach
Practise
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Can you create new compound words using the originals as a base eg, ‘snowman –
snowlady, football – handball etc.
Compound words
Compound Word Splat
Clap and count page 176
Compound words
Strategy to identify tricky bits in words.
Page 178 in phase 6 of Letters and Sounds
As above
As above
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Weekly Phonics Planning K.Mc
Bewley Primary School Letters and Sounds Phase 6 Planning
Weekly Phonics Planning
Mon
Phase 6
Week 14
Review
Teach
Compound words
Apply
Adult to read out some multisyllabic words and children to write them on white
boards – eg, hospital, perfectly, employment, etc
Multisyllabic words
Strategies for spelling multisyllabic words. To learn my word I can listen to
how many syllables there are so I can break it into smaller bits to remember
(e.g. Sep-tem-ber,
ba-by)
Practise Children to choose a multisyllabic word from the pile and tap out the syllables.
Tues
Review
Teach
CHOOSING which of the different strategies as covered earlier in the phase
to help with spelling words
Practise Display the 4 strategies (mnemonics, syllables, analogy, base words). Show a
selection of words both compound and multisyllabic. Children to sort them as
according to which of the strategies would help them – are there more than
one strategy that could be used? Explain tat different people use different
methods – for some a visual aid is more helpful whereas others prefer a
pattern.
Apply
Wed
4 strategies
Review
Teach
Practise Children to identify a word that they themselves often struggle to spell
correctly. Create a poster that uses one of the 4 strategies for that word –
could be a mnemonic or an analogy etc. Display the different word posters in
class.
Apply
Thurs Review
Continue from yesterday.
Teach
Practise
Fri
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Review
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Practise Spelling beat – multisyllabic words, which strategy did you use?
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Weekly Phonics Planning K.Mc
Bewley Primary School Letters and Sounds Phase 6 Planning
Weekly Phonics Planning
Phase 6
Week 15
Common prefixes and the effect of them on meaning
Compound words/multisyllabic words and the strategies used for spelling them.
Mon
Review
‘a prefix is joined at the beginning of a word. Neither the prefix nor the base
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word changes in spelling.
Un – un signals that a reversal has happened – ‘unplug, ‘undo’. Something has
happened first and then it has been reversed. Or it can mean ‘not’.
Practise Give the children a list of words in a table, one side without the prefix and the
other side with the prefix. They need to write a definition of each word,
taking account of the change in meaning due to the application of the prefix.
Tues
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‘un’
Review
‘mis’ – mean wrong
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Practise Show the children the word ‘understand’ and discuss it’s meaning. Ask them
what the word says when we add the prefix ‘mis’. Has it changed the meaning?
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Wed
Give the children 2 ‘mis’ words – misspelt and misplace – write a sentence that
uses these words correctly.
‘mis’ prefix
Review
‘dis’ means ‘not, ‘disagree, disrepair,
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Practise Show the word ‘similar’. Discuss its meaning and orally construct sentences you
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Thurs Review
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would find it in. Ask the children to apply the ‘dis’ prefix – discuss with a
partner what that does to the meaning.
Give the children the word appear in the sentence ‘ I wish the sun would
appear. – add the prefix and create a new sentence using the new word. Has it
change the meaning of the word?
‘dis’
‘micro’ means small – can you think of any words that have ‘micro’ at the start
of them?
Practise Can you create a new word using the ‘micro’ prefix (microteddy – a very small
teddy)
Make a class ‘silly’ dictionary with micro words.
Fri
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Review
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Practise
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15