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

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

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

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

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

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

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

Consolidation and assessment of Phase 2

Teach to key gaps in learning following assessment of Phase 2

Targeted Support for those who need it based on assessments

Spring 1

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

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

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

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

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

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

out

End of Phase 3 assessment

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.

Teach to key gaps in learning following assessment of Phase 3

Summer 1

S+ consonant and final blends

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

just

spr, str, scr

Mrs Mr

it’s

Consonant + l

bl, cl, fl, gl, pl, sl

people their

Consonant + r

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

thr, shr

called

from

Final blends

-nch, -nd, -nk, -nt

-lp,-lf, -lt, -lk

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

looked

went, help

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.

ay a-e eigh ey ei

32.

ea e-e ie ey y

33.

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						PHONIC SCREENING TEST
	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)
	36	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						PHONIC SCREENING TEST
	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)
	36	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.