Phonics
|
|
Term 1 |
Term 2 |
Term 3 |
Term 4 |
Term 5 |
Term 6 |
|
EYFS |
Phase 2 s a t p i n m d g o c k ck e u r h b f l
|
Phase 2 f ll ss j v w x y z zz qu ch sh th ng nk • words with –s /s/ added at the end (hats sits) • words ending in s /z/ (his) and with –s /z/ added at the end (bags sings)
|
Phase 3 ai ee igh oa oo oo ar or ur ow oi ear air er • words with double letters • longer words
|
Phase 3 Review Phase 3 • words with double letters, longer words, words with two or more digraphs, words ending in –ing, compound words • words with s /z/ in the middle • words with –s /s/ /z/ at the end • words with –es /z/ at the end |
Phase 4 Short vowels with adjacent consonants • CVCC CCVC CCVCC CCCVC CCCVCC • longer words and compound words • words ending in sufxes: –ing, –ed /t/, –ed /id/ /ed/, –est
|
Phase 4 Phase 3 long vowel graphemes with adjacent consonants • CVCC CCVC CCCVC CCV CCVCC • words ending in sufxes: –ing, –ed /t/, –ed /id/ /ed/, –ed /d/ –er, –est • longer words
|
|
Tricky words: is I the |
Tricky words: put pull full as and has his her go no to into she push he of we me be |
Tricky words: was you they my by all are sure pure |
Tricky words: Review all taught so far |
Tricky words: said so have like some come love do were here little says there when what one out today |
Tricky words: Review all taught so far |
|
|
Year 1 |
Review Phase 3 & 4
Phase 5 /ai/ ay play /ow/ ou cloud /oi/ oy toy /ea/ ea each
|
Phase 5 /ur/ ir bird /igh/ ie pie /oo/ /yoo/ ue blue rescue /yoo/ u unicorn /oa/ o go /igh/ i tiger /ai/ a paper /ee/ e he /ai/ a-e shake /igh/ i-e time /oa/ o-e home /oo/ /yoo/ u-e rude cute /ee/ e-e these /oo/ /yoo/ ew chew new /ee/ ie shield /or/ aw claw
|
Phase 5 /ee/ y funny /e/ ea head /w/ wh wheel /oa/ oe ou toe shoulder /igh/ y fly /oa/ ow snow /j/ g giant /f/ ph phone /l/ le al apple metal /s/ c ice /v/ ve give /u/ o-e o ou some mother young /z/ se cheese /s/ se ce mouse fence /ee/ ey donkey /oo/ ui ou fruit soup
|
Phase 5 /ur/ or word /oo/ u oul awful could /air/ are share /or/ au aur oor al author dinosaur floor walk /ch/ tch ture match adventure /ar/ al a half* father* /or/ a water schwa in longer words: different /o/ a want /air/ ear ere bear there /ur/ ear learn /r/ wr wrist /s/ st sc whistle science /c/ ch school /sh/ ch chef /z/ ze freeze schwa at the end of words: actor |
Phase 5 Phonics screening check review – no new GPCs or tricky words |
Phase 5 /ai/ eigh aigh ey ea eight straight grey break /n/ kn gn knee gnaw /m/ mb thumb /ear/ ere eer here deer /zh/ su si treasure vision /j/ dge bridge /i/ y crystal /j/ ge large /sh/ ti ssi si ci potion mission mansion delicious /or/ augh our oar ore daughter pour oar more
|
|
Tricky words: Review all taught so far.
|
Tricky words: their people oh your Mr Mrs Ms ask* could would should our house mouse water want. |
Tricky words: any many again who whole where two school call different thought through friend work. |
Tricky words: once laugh because eye. |
Tricky words: busy beautiful pretty hour move improve parents shoe. |
||
|
|
Phase 5 review
|
Bridge to spelling What do I need to know to think about spelling? How do I use the Complete the code chart to help me to spell? Why do I double letters at the end of words? Why do I double letters in some longer words ending in -er? Why do some words end in ‘k’ or ‘ck’? Why do some words end in ‘ch’ or ‘tch’? When do I add the suffix -es/-s to words? Why do I double the final letter in some words when I add the suffix -ing? Why do I swap the ‘y’ for an ‘i’ when I add the suffix -ed? Why do I drop the ‘e’ when I add the suffix -ing? |
Little Wandle Spelling Why do some words have the spellings ‘kn’ and ‘gn’ for /n/, and ‘wr’ for /r/? Why do I drop the ‘e’ when I add the suffixes -ed, -ing, -er, -est and -y? Why do some words end ‘ge’ or ‘dge’? Why can /j/ be spelled ‘j’ or ‘g’ in different words?
|
Little Wandle Spelling The ‘W special’ How do ‘w’ and ‘qu’ change the sounds that ‘a’, ‘ar’ and ‘or’ make in some words? Why do I swap the ‘y’ for an ‘i’ when I add the suffix -es? Why do some words have the spelling ‘ey’ for the sound /ee/? Why do some words end -le, -al, -il or -el?
|
Little Wandle Spelling Why does ‘c’ make the sound /s/ in some words? How can I spell the sound /zh/? What happens when I add the suffixes -ment, -ness, -ful -less and -ly to a root word? How can I show missing letters in a word?
|
Little Wandle Spelling Why do some longer words have the spelling ‘ti’ for /sh/? How do I use the possessive apostrophe (singular possession)? When do I swap, drop or double? (-ing, -er, -est, -y, -ed) |
|
Prickly spellings Once two any many |
Prickly spellings Who whole people friend move improve |
Prickly spellings Beautiful laugh busy pretty parents because |
Prickly spellings Eye shoe thought through |
|||
|
Year 3 |
|
|
|
|
|
|
|
Year 4 |
|
|
|
|
|
|
|
Year 5 |
|
|
|
|
|
|
|
Year 6 |
|
|
|
|
|
|