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 |
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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 |
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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 |
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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 |
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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 | ||||||||||||
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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 |
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| 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 |
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| 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 |
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| 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 |
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| 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 |
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| 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 |
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Spring 2 | 19 |
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| 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 | |||||||||||
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Summer 1 | 25 | S+ consonant and final blends sc, sk, sm, sn, sp, st, sw | I |
| oh | just |
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| 26 | spr, str, scr |
| Mrs Mr | it’s |
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| 27 | Consonant + l bl, cl, fl, gl, pl, sl |
| people their |
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| 28 | Consonant + r br, cr, dr, fr, gr, pr, tr thr, shr
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| called | from |
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| 29 | Final blends -nch, -nd, -nk, -nt -lp,-lf, -lt, -lk -mp, -ft, -xt, -ct, -pt
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| looked | went, help |
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| 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
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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 |
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31. | ai | ay a-e eigh ey ei |
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| 32. | ee | ea e-e ie ey y |
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| 33. | oa | ow o-e o oe (long o) |
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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)
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| 5 New graphemes | ay- play (ai-train) ea- beach (ee- street)
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| water | day |
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| 6 | ie- pie (igh-night) oe- toe (oa-goat)
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| where who | I’m |
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Autumn 2 | 7 | oy- boy (oi- coin) ou- about (ow- cow) |
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| house mouse | about |
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| 8 | aw- saw (or- horn) au- launch (or- horn) ir- bird (ur- burn) |
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| thought through |
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| 9 | ue- blue (oo- zoo) ue- argue - yoo ew- chew (oo- too) ew- stew – yoo |
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| any many
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| 10 | wh- wheel ph- dolphin ey- donkey |
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| work |
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| 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) |
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| laughed | came make made time | |
| 14 | o_e- bone (oa, oe) u-e- rude, cube (ue, ew) New phoneme /zh/ |
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| because |
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| 15 | Consolidation and assessment of Phase 5- new graphemes |
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| 16 | Teach to key gaps in learning following assessment of Phase 5 |
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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
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| eyes | don’t old |
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| 18 | ow- grow, snow, bowl ie- chief, brief, field ea- head, bread, deaf ou- soup/would/mould |
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| friend | our around
head
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Spring 2 | 19 | c- cell, acid, icy y- try/very/gym g- gym, magic, gentle
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| once | very by |
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| 20 | ch- school ey- they, prey |
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| please |
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| 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 |
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| here | began each eat every everyone he key tea
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| 24 | /igh/ ie– tie i_e– pile i– find y- sky
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| your by |
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Summer 1 | 25 | /oa/ oe- toe o_e- pole o- no ow- snow
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| love our | window |
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| 26 | /oo/ long ue– blue u_e- mule ew- new ui- suit ou– soup
/oo/ short u- put oul- could
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| push pull full | who pulled put would could should |
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| 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 |
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28 | /c/ k- kit ck- pack ch– school qu– quoit
/n/ kn- know gn*– gnome ne*- gone
/o/ a-wasp |
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| school
| know gone
want wanted school |
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| 29 | /j/ g - giant dge – nudge
/m/ mb* - numb
/ch/ tch– stitch ditch hutch
/ve/ ve* – have |
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| giant
live I’ve
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| 30 | /i/ y – rhythm pyramid mystery
/s/ c - city sc*– scent se*- horse
/u/ o – done glove |
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| other something another mother coming |
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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 |
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| can’t after fast last plants |
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| 34 | /ear/ ere- here eer– beer ea- really |
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| here where there there’s really we’re |
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| 35 | /or/oar/ au- Paul aw- raw al- talk our– tour ough– ought oor– door ore- more |
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| your saw water thought more door animals small before horse |
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| 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)
|
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| water | day |
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| 6 | ie- pie (igh-night) oe- toe (oa-goat)
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| 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) |
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| thought through |
|
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| 9 | ue- blue (oo- zoo) ue- argue - yoo ew- chew (oo- too) ew- stew – yoo |
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| any many
|
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| 10 | wh- wheel ph- dolphin ey- donkey |
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| work |
|
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| 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/ |
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| because |
| |
| 15 | Consolidation and assessment of Phase 5- new graphemes |
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| 16 | Teach to key gaps in learning following assessment of Phase 5 |
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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
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| 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
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Spring 2 | 19 | c- cell, acid, icy y- try/very/gym g- gym, magic, gentle
|
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| once | very by |
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| 20 | ch- school ey- they, prey |
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| please |
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| 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 |
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| here | began each eat every everyone he key tea
| |
| 24 | /igh/ ie– tie i_e– pile i– find y- sky
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| your by |
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Summer 1 | 25 | /oa/ oe- toe o_e- pole o- no ow- snow
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| love our | window |
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| 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 |
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|
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28 | /c/ k- kit ck- pack ch– school qu– quoit
/n/ kn- know gn*– gnome ne*- gone
/o/ a-wasp |
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| 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
|
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| 30 | /i/ y – rhythm pyramid mystery
/s/ c - city sc*– scent se*- horse
/u/ o – done glove |
|
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| other something another mother coming |
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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 |
|
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| here where there there’s really we’re |
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| 35 | /or/oar/ au- Paul aw- raw al- talk our– tour ough– ought oor– door ore- more |
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| your saw water thought more door animals small before horse |
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| 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.