Phonics

Phonics- Long Term Planning

Letters and Sounds

Reception to Y2

RECEPTION

Term

Week

Key Teaching

Notes

Link to texts containing taught graphemes

Tricky words

Reading

HFWs

Reading 

Key assessments

Autumn 1

1

Phase 1 key aspects- Rhyming,

Alliteration

Oral blending/segmenting

Continue Phase 1 teaching throughout Reception see LaunchPad approach

 

NOTE: Structure used for the reading of tricky words and HFWs is the week after learning to read the word teach spelling the word.   

Baseline assessment

2

3

s, a, t, p

Integrate sequential auditory memory and visual discrimination skill development from LaunchPad

Guided Reading Books

Cat and Dog

Sid`s Pit,

It is a Din

 

Home Reading Books

Cat and Dog

Sid did it,

Sid`s Nits,

In a Pit,

Tim`s Din

I the is as

a, at

 

4

i, n, m d

 

Guided

Reading Books

Cat and Dog

Sid`s Pit,

It is a Din

Home

Reading Books

Cat and Dog

Sid did it,

Sid`s Nits,

In a Pit,

Tim`s Din

 

no go, so to

and, it, in, dad

 

5

g, o, c, k

 

Guided Reading Books

Kit and Dog,

Kits Kip,

Kat and Dan,

Dig Sid Dig!

Home Reading Books

Cat and Dog,

Pop! Pop! Pop!

into he she we

and, on, can, got, not

 

6

ck, e, u, r

 

Guided

Reading Books

Cat and Dog

Sid`s Pet Rat,

In the Pit,

Tut, Tut, Pup!

Home

Reading Books

Cat and Dog

Get a Pet,

Is it a Rock,

 

me be his

mum, up, get, put

 

Autumn 2

7

h, b, f/ff, l/ll, ss

Explain ff, ll and ss at the end of words

Guided

Reading Books

Cat and Dog

The Bop,

Big, Fat, Rat!

 

Home

Reading Books

Cat and Dog

A Big Mess,

Huff Puff,

A Bad Lad,

Doll is Ill

was my you like, of

big, back, but, if, off his, him, had, has, pull, full 

End of Phase 2 assessment

8

Consolidation and assessment of Phase 2

9

Teach to key gaps in learning following assessment of Phase 2

Targeted Support for those who need it based on assessments

10

11

12

Spring 1

13

j, v, w, x

 

Guided

Reading Books

Cat and Dog

Go to bed,

Sid is Sick,

Stan and Vick

Home

Reading Books

Cat and Dog

Let`s Rock,

Jack gets a Pet,

I can fix it!

The Van,

A Big Win,

Max’s Box

has are her all

will

 

 

14

y, z/zz, qu,

 

Guided

Reading Books

Cat and Dog

Is it quick?

The Hunt,

Quick Quiz,

Slip Slap Slop!

A Picnic

Home

Reading Books

Cat and Dog

Sid and Zak,

Quick! Quick! Quick!

Zap!

The Fox and the Ducks

they have said

 

 

 

15

ch, sh, th, ng

Start to teach the alphabet song and letter names

Guided

Reading Books

Cat and Dog

Mixing Muffins,

Munching Lunch,

No Lunch!

Sid and Nan Invent

Home

Reading Books

Cat and Dog

The Thing,

Chick gets Lost,

Sand Champ,

Sharon and Flash,

In a Rush.

so do some come

that, then, them, this, with, push

 

 

16

ai, ee, igh, oa oo/oo,

 

Guided

Reading Books

Cat and Dog

Pandas,

The Queens Plan!

On the Go

Home

Reading Books

Cat and Dog

Go Fish,

This Floats and That Sinks,

Meet Zinzan,

Go Boat Go!

Rock Pooling,

On the Moon

 

little one heard

see

 

 

17

ar, or, ur ow, oi,

 

Guided

Reading Books

Cat and Dog

Up to the Stars,

On the Farm,

Sid-cam

Home

Reading Books

Cat and Dog

Turnips and Beetroots,

Moo! Cluck! Grow!

In the Dark,

Stop that Popcorn!

were there  

for, too, look, are

 

 

18

ear, air ure, er

 

Guided

Reading Books

Cat and Dog

Hair,

Winter,

A letter from Dorset

Home

Reading Books

Cat and Dog

Summer Storm,

Eek! A Bug,

Is it a Monster?

what when

now, down

 

Spring 2

19

 

 

 

out

 

End of Phase 3 assessment

 

20

Consolidation and assessment of Phase 3

Focus on Visual discrimination of digraphs? Which are similar?

Ensuring children are taught to recognise differences e.g oa and oo.

 

21

Teach to key gaps in learning following assessment of Phase 3

 

22

 

23

 

24

Summer 1

25

S+ consonant and final blends 

sc, sk, sm, sn, sp, st, sw

I

 

oh 

just

 

 

26

spr, str, scr

 

Mrs Mr

it’s

 

 

27

Consonant + l

bl, cl, fl, gl, pl, sl

 

people their

 

 

 

28

Consonant + r

br, cr, dr, fr, gr, pr, tr

thr, shr

 

 

called

from

 

 

29

Final blends

-nch, -nd, -nk, -nt

-lp,-lf, -lt, -lk

-mp, -ft, -xt, -ct, -pt

 

 

 

looked

went, help

 

 

30

Polysyllabic words

Importance of children knowing the vowels supports syllable recognition 

 

ask asked

children

First 20 words of PST/all to support judgement of ELG in Reading

Summer 2

Consolidation and assessment of Phase 4

 

End of Phase 4 assessment

Teach to key gaps in learning following assessment of Phase 4

 

 

 

 

Phase 4 –. Children need to be able to read words containing consonant clusters and also polysyllabic words. Pupils who are struggling with this phase may need extra support with developing their sequential auditory memory and reading words with more than one syllable.

This phase is important and Reception teachers should continue with this phase to the end of the year and also develop fluency of reading and application into writing.

 

Phase 3 Sound

Phase 5 sound

 

 

 

 

31.

ai

ay a-e eigh ey ei

 

 

 

 

 

32.

ee

ea e-e ie ey y

 

 

 

 

 

33.

oa

ow o-e o oe

(long o)

 

 

 

 

Transition

Reception teachers to share all assessment information with Y1 teacher, this includes the score from the PST. Have the children achieved the ELG for Reading and Writing? Which children have not? Target support for these pupils in Y1.  

 

Reading ELG: Children read and understand simple sentences. They use phonic knowledge to decode regular words and read them aloud accurately. They also read some common irregular words. They demonstrate understanding when talking with others about what they have read.

 

Writing ELG: Children use their phonic knowledge to write words in ways which match their spoken sounds. They also write some irregular common words. They write simple sentences which can be read by themselves and others. Some words are spelt correctly and others are phonetically plausible.

Year 1

Phonics- Long Term Planning

Letters and Sounds

Reception to Y2

YEAR 1

Term

Week

Key Teaching

Notes

Link to reading (texts containing taught graphemes)

Tricky words

Reading

HFWs

Reading 

Assessment

Autumn 1

1

Transition to Y1

Teach Phase 4 for 4 weeks and continue throughout Y1)

Also recap Phase 2 and Phase 3 graphemes where there are gaps in learning in revisit and review 

 

PST baseline TRUST WIDE

 

2

 

3

 

4

 

Grapheme in brackets is the corresponding Phase 3 grapheme previously taught

Ensure Phase 4 teaching integrated throughout Y1- consonant clusters and polysyllabic words

Integrate the teaching of reading not real words in preparation for the test throughout the year

Check dates of trust wide Phonic Screening Test dates to be submitted MER

 

NC not covered within L&S and this plan (listed at the end of the Y1 LTP)  

 

 

5

New graphemes

ay- play (ai-train)

ea- beach (ee- street)

 

 

 

water

day

 

 

6

ie- pie (igh-night)

oe- toe (oa-goat)

 

 

where who

I’m

 

Autumn 2

7

oy- boy (oi- coin)

ou- about (ow- cow)

 

 

house mouse

about

 

 

8

aw- saw (or- horn)

au- launch (or- horn)

ir- bird (ur- burn)

 

 

thought through

 

 

 

9

ue- blue (oo- zoo)

ue- argue - yoo

ew- chew (oo- too)

ew- stew – yoo

 

 

any many

 

 

 

 

10

wh- wheel

ph- dolphin

ey- donkey

 

 

work

 

 

 

11

Use formative assessment from lessons to target extra teaching to the graphemes that the children are finding difficult.

PST termly review 

 

12

Spring 1

13

Split-digraphs

a_e- cake (ai, ay)

e_e- even (ee, ea)  

i_e- like (igh, ie) 

 

 

laughed

came

make

made

time

 

14

o_e- bone (oa, oe)

u-e- rude, cube (ue, ew) 

New phoneme /zh/

 

 

because

 

 

15

Consolidation and assessment of Phase 5- new graphemes

 

 

16

Teach to key gaps in learning following assessment of Phase 5

 

Are the children secure in the new graphemes? TEST READY POINT (usually only 1 or 2 words with alternative pronunciations on the test)

If not continue with teaching prior to this point and target gaps

 

17 Alternative Pronunciations

a-acorn

e- he, she, recent

i-mind, find, wild

o- gold, cold, told

u- unit, unicorn, music

 

 

eyes

don’t

old

 

 

18

ow- grow, snow, bowl

ie- chief, brief, field

ea- head, bread, deaf

ou- soup/would/mould

 

 

friend

our

around

 

head

 

 

Spring 2

19

c- cell, acid, icy

y- try/very/gym

g- gym, magic, gentle

 

 

 

once

very

by

 

 

20

ch- school

ey- they, prey

 

 

please

 

 

 

21

Consolidation and assessment of Phase 5- alternative pronunciations

Assessment of Phase 5 alternative pronunciations

 

22 Alternative Spellings

/ai/

ay- day

a_e - pale

a- acorn

eigh- eight

ey– grey

ei– vein

ea- great

 

today

says 

great

 

23

/ee/

ea- bead

e_e- these

ie- field

y- ruby

ey- key

eo– people

e- began

 

 

here

began

each

eat

every everyone

he

key

tea

 

 

24

/igh/

ie– tie

i_e– pile

i– find

y- sky

 

 

 

your

by

 

 

Summer

1

25

/oa/

oe- toe

o_e- pole

o- no

ow- snow

 

 

 

love

our

window

 

 

26

/oo/ long

ue– blue

u_e- mule

ew- new

ui- suit

ou– soup

 

/oo/ short

u- put

oul- could 

 

 

 

push

pull

full

who

pulled

put

would

could

should

 

 

27

/yoo/

ue- rescue

u_e- cube

ew- news

eu- feud

 

/sh/

ch- chef

t(ion)*- station

ss*- emission/ pressure

s*- precision/sure

c* – suspicion/precious/commercial

 

 

 

 

 

28

/c/

k- kit

ck- pack 

ch– school

qu– quoit

 

/n/

kn- know

gn*– gnome

ne*- gone

 

/o/

a-wasp

 

 

school

 

know

gone

 

want

wanted

school

 

 

29

/j/

g - giant

dge – nudge

 

/m/

mb* - numb

 

/ch/

tch– stitch ditch hutch

 

/ve/

ve* – have

 

 

 

giant

 

live

I’ve

 

 

 

30

/i/

y – rhythm

pyramid

mystery

 

/s/

c - city

sc*– scent

se*- horse

 

/u/

o – done glove

 

 

 

other

something another mother

coming

 

Summer 2

31

Test Preparation and Phonic Screening Week (statutory)

Approx check date

PHONIC SCREENING TEST

 

32

 

33

/r/

wr – wren

 

/ar/

ar-path (South not North)

 

/air/

are- share 

ear- bear

 

 

 

can’t

after

fast

last

plants 

 

 

34

/ear/

ere- here

eer– beer

ea- really

 

 

 

here

where

there

there’s

really

we’re 

 

 

35

/or/oar/

au- Paul

aw- raw

al- talk

our– tour

ough– ought

oor– door

ore- more

 

 

 

your

saw

water

thought

more

door

animals

small

before

horse 

 

 

36

 

Consolidation and assessment of Phase 5- alternative spellings (end of Phase 5)

TRANSITION TO YEAR 2

Who needs to re-sit the PST next year?  What support will they need next year?

Phonics- Long Term Planning

Letters and Sounds

Reception to Y2

YEAR 1

Term

Week

Key Teaching

Notes

Link to reading (texts containing taught graphemes)

Tricky words

Reading

HFWs

Reading 

Assessment

Autumn 1

1

Transition to Y1

Teach Phase 4 for 4 weeks and continue throughout Y1)

Also recap Phase 2 and Phase 3 graphemes where there are gaps in learning in revisit and review 

 

PST baseline TRUST WIDE

 

2

 

3

 

4

 

Grapheme in brackets is the corresponding Phase 3 grapheme previously taught

Ensure Phase 4 teaching integrated throughout Y1- consonant clusters and polysyllabic words

 

5

New graphemes

ay- play (ai-train)

ea- beach (ee- street)

 

 

 

water

day

 

 

6

ie- pie (igh-night)

oe- toe (oa-goat)

 

 

where who

I’m

 

Autumn 2

7

oy- boy (oi- coin)

ou- about (ow- cow)

 

 

house mouse

about

 

 

8

aw- saw (or- horn)

au- launch (or- horn)

ir- bird (ur- burn)

 

 

thought through

 

 

 

9

ue- blue (oo- zoo)

ue- argue - yoo

ew- chew (oo- too)

ew- stew – yoo

 

 

any many

 

 

 

 

10

wh- wheel

ph- dolphin

ey- donkey

 

 

work

 

 

 

11

Use formative assessment from lessons to target extra teaching to the graphemes that the children are finding difficult.

PST termly review 

 

12

Spring 1

13

Split-digraphs

a_e- cake (ai, ay)

e_e- even (ee, ea)  

i_e- like (igh, ie) 

 

 

laughed

came

make

made

time

 

14

o_e- bone (oa, oe)

u-e- rude, cube (ue, ew) 

New phoneme /zh/

 

 

because

 

 

15

Consolidation and assessment of Phase 5- new graphemes

 

 

16

Teach to key gaps in learning following assessment of Phase 5

 

Are the children secure in the new graphemes? TEST READY POINT (usually only 1 or 2 words with alternative pronunciations on the test)

If not continue with teaching prior to this point and target gaps

 

17 Alternative Pronunciations

a-acorn

e- he, she, recent

i-mind, find, wild

o- gold, cold, told

u- unit, unicorn, music

 

 

eyes

don’t

old

 

 

18

ow- grow, snow, bowl

ie- chief, brief, field

ea- head, bread, deaf

ou- soup/would/mould

 

 

friend

our

around

 

head

 

 

Spring 2

19

c- cell, acid, icy

y- try/very/gym

g- gym, magic, gentle

 

 

 

once

very

by

 

 

20

ch- school

ey- they, prey

 

 

please

 

 

 

21

Consolidation and assessment of Phase 5- alternative pronunciations

Assessment of Phase 5 alternative pronunciations

 

22 Alternative Spellings

/ai/

ay- day

a_e - pale

a- acorn

eigh- eight

ey– grey

ei– vein

ea- great

 

today

says 

great

 

23

/ee/

ea- bead

e_e- these

ie- field

y- ruby

ey- key

eo– people

e- began

 

 

here

began

each

eat

every everyone

he

key

tea

 

 

24

/igh/

ie– tie

i_e– pile

i– find

y- sky

 

 

 

your

by

 

 

Summer

1

25

/oa/

oe- toe

o_e- pole

o- no

ow- snow

 

 

 

love

our

window

 

 

26

/oo/ long

ue– blue

u_e- mule

ew- new

ui- suit

ou– soup

 

/oo/ short

u- put

oul- could 

 

 

 

push

pull

full

who

pulled

put

would

could

should

 

 

27

/yoo/

ue- rescue

u_e- cube

ew- news

eu- feud

 

/sh/

ch- chef

t(ion)*- station

ss*- emission/ pressure

s*- precision/sure

c* – suspicion/precious/commercial

 

 

 

 

 

28

/c/

k- kit

ck- pack 

ch– school

qu– quoit

 

/n/

kn- know

gn*– gnome

ne*- gone

 

/o/

a-wasp

 

 

school

 

know

gone

 

want

wanted

school

 

 

29

/j/

g - giant

dge – nudge

 

/m/

mb* - numb

 

/ch/

tch– stitch ditch hutch

 

/ve/

ve* – have

 

 

 

giant

 

live

I’ve

 

 

 

30

/i/

y – rhythm

pyramid

mystery

 

/s/

c - city

sc*– scent

se*- horse

 

/u/

o – done glove

 

 

 

other

something another mother

coming

 

Summer 2

31

Test Preparation and Phonic Screening Week (statutory)

Approx check date

PHONIC SCREENING TEST

 

32

 

33

/r/

wr – wren

 

/ar/

ar-path (South not North)

 

/air/

are- share 

ear- bear

 

 

 

can’t

after

fast

last

plants 

 

 

34

/ear/

ere- here

eer– beer

ea- really

 

 

 

here

where

there

there’s

really

we’re 

 

 

35

/or/oar/

au- Paul

aw- raw

al- talk

our– tour

ough– ought

oor– door

ore- more

 

 

 

your

saw

water

thought

more

door

animals

small

before

horse 

 

 

36

 

Consolidation and assessment of Phase 5- alternative spellings (end of Phase 5)

TRANSITION TO YEAR 2

Who needs to re-sit the PST next year?  What support will they need next year?

Below you will find a week by week overview of what our children will be learning in Phonics and the resources they will be using.