Phonics

Teaching Programme for Phonics

At Devonshire we follow the National Curriculum for reading.  We have a clear sequence of teaching for phonics beginning in Nursery and continuing through to the end of Year 2.  As children begin to learn how to read we use a variety of phonic based books from Pearson, Oxford University Press and Rigby star.  The children will learn new phonemes and then practise blending these using exciting, bright and vibrant phonic books.

The sequence of sounds taught is detailed below.

Nursery – Throughout the year, children learn to hear the sounds around them and articulate what they can hear.  It is important that children are able to distinguish between different sounds in their environment so that they are able to then hear sounds in words. They begin to hear single sounds through teacher sound talk.  Children begin to learn initial sounds:    s  a  t   p   i   n   n   m  d   g   o 

Reception Autumn:  s a t p,  i n m d,   g o c k,   ck e u r,   h b f, ff l, ll ss,    j, v, w, x ,   y, z, zz, qu

Tricky words: To read  the to I go no

Reception Spring:  ch chip, sh shop,  th thin/then, ng ring, ai rain, ee feet, igh night, oa boat

Tricky words: To read  he, she, we, me, be, was, my, you, her, they, all, are; 

Spell:the to I go no

Reception Summer: oo boot/look, ar farm, or for, ur hurt , ow cow,  oi coin

Tricky words : Read: some, one, said, come, do, so, were, when, have, there, out, like, little, what;

Spell : he, she, we, me, be, was, my, you, her, they, all, are; 

Children should be about to read the following 75 high frequency words by the end of reception:

High frequency words: a, an, as, at, if, in, is, it, of, off, on, can, dad, had, back, and, get, big, him, his, not, got, up, mum, but, put, the, to, I, know, go, into, will, that, this, then, them, with, see, for, now, down, look, too, he,  she, me, be, was, my, you , her, they, all, are, went, it’s from, children, just, help, said, have, like, so, do, some, come, were, there, little, one, when, out, what 

Year 1

Year 1 Autumn: ai  rain, wait, train, paid, afraid, (recap oi  oil, join, coin, point, soil,) ay day, play, say, way, stay, oy, boy, toy, enjoy, annoy, ee, see, tree, green, meet, week, ea,  sea, dream, meat, each, read (present tense) ea head, bread, meant, instead, read (past tense)  (recap on oa boat, coat, road, coach, goal ) oe  toe, goes  a-e made, came, same, take, safe, e-e these, theme, complete , i-e five, ride, like, time, side, o-e home, those, woke, hope, hole, u-e June, rule, rude, use, tube, tune, ar, car, start, park, arm, garden

Tricky words: Read oh their people Mr* Mrs* looked called asked would should could

Spell: some, one, said, come, do, so, were, when, have, there, out, like, little, what;

Year 1 Spring: Division of words into syllables,  ir, girl, bird, shirt, first, third , ur, turn, hurt, church, burst, Thursday oo food, pool, moon, zoo, soon (recap on oo as in book, took, foot, wood, good) ou out, about, mouth, around, sound, ow now, how, brown, down, town

ow own, blow, snow, grow, show, ue blue, clue, true, rescue, Tuesday  ew  new, few, grew, flew, drew, threw  ie lie, tie, pie, cried, tried, dried  (recap igh high, night, light, bright, right ) or for, short, born, horse, morning  air  hair  y very, happy, funny, party, family  

tch catch, fetch er better, under, summer, winter, her,

Words: Read all 100 High Frequency words.

Spell: oh their people Mr* Mrs* looked called asked would should could

Year 1 Summer: ear  hear , , ure, pure,  er  hammer, ie chief, field, thief  ore more, score, before, wore, shore  aw saw, draw, yawn, crawl au author, August, dinosaur, astronaut ea head   wr  write  wrote   ph dolphin, alphabet, phonics, elephant  wh when, where, which, wheel, while  K Kent, sketch, kit, skin, frisky (when before an e, y, i,) compound words football, playground, farmyard, bedroom, blackberry   v live, have, give,  English words very rarely end in a v so have an e on the end. Prefix un unhappy, undo, unload, unfair, unlock, suffix  Adding s and es to words (plural of nouns and the third person singular of verbs) cats, dogs,  Adding the endings –ing, –ed and –er to verbs where no change is needed to the root word hunting, hunted, hunter, Adding –er and –est to adjectives where no change is needed to the root word quicker, quickest.

Sound families:

oa – o  oa  ow  oe

ee – ea  e-e  ie-  y  ey  eo

ai – ay  a-e  eigh  ey  ei

igh – y  ie

oo – ew  ue  u-e  ou

Read words with contractions, e.g. I’m, I’ll, we’ll, and under-stand that the apostrophe represents the omitted letter(s)

Spell: All 100 high frequency words.

Year 2

Year 2 Autumn:  It is very important to revisit and review all sounds taught in Year 1 throughout Year 2 Autumn.

The /j/ sound spelt as ge and dge at the end of words, and sometimes spelt as g elsewhere in words before e, i and y (badge, edge, bridge, dodge, fudge)

Silent letters – mb

air ere there,  ear  pear,  are  care

ch   school,  chemist

The /s/ sound spelt c before e, i and y  (race, ice, cell, city, fancy)

The /n/ sound spelt kn and (less often) gn at the beginning of words (knock, know, knee, gnat, gnaw), The wr sound spelt wr at the beginning of words  (write, written, wrap, wrote)

The /l/ or /le/ sound spelt –le at the end of words (table, apple, bottle, little)

The /al/ sound spelt –al at the end of words (metal, pedal, capital, hospital)  au  aw  our saw,  Paul, four

The /l/ or el/ sound spelt –el at the end of words (camel, tunnel, squirrel)

Words ending –il (pencil, fossil, nostril)

The /igh/ sound spelt –y at the end of words (cry, fly, dry)

Year 2 Spring:

The al sound spelt a before l and ll (all tall fall)

The /u/ sound spelt o (other, mother, brother)

The /o/ sound spelt a after w and qu (quantity, squash, want, watch)

The /ur/ sound spelt or after w  (word, work, worm, world)

The /or/ sound spelt ar after w (war, warm, towards)

The /zh/ sound spelt s (treasure, television, pleasure, visual)

sh  tion  ssion  sure   cion  cious  cial 

Words ending in –tion (station, vacation)

Adding –ed, –ing, –er and –est to a root word ending in –y with a consonant before it.

Adding the endings –ing, –ed, –er, –est and –y to words ending in –e with a consonant before it (hiking, hiked, hiker, nicer, nicest, shiny )

Adding –ing, –ed, –er, –est and –y to words of one syllable ending in a   single consonant letter after a single vowel letter (doubling up)

Year 2 Summer:

Adding –es to nouns and verbs ending in –y (flies, tries, babies)

The suffixes –ment, –ness, –ful , –less and ‘-ly’

Contractions (I’m, you’re, we’re) SPELL

The possessive apostrophe (singular nouns) Megan’s, the girl’s

Homophones and near-homophones (there/their/they’re, here/hear, quite/quiet, see/sea, bare/bear, one/won, sun/son, to/too/two, be/bee, blue/blew, night/knight )

Homographs (read, close, wind etc…)  Could move on to homonyms also.

Common exception words (door, floor, poor, because, find, kind, mind, behind, child, children*, wild, climb, most, only, both, old, cold, gold, hold, told, every, everybody, even, great, break, steak, pretty, beautiful, after, fast, last, past, father, class, grass, pass, plant, path, bath, hour, move, prove, improve, sure, sugar, eye, could, should, would, who, whole, any, many, clothes, busy, people, water, again, half, money, Mr, Mrs, parents, Christmas) Children should be able to read  the next 200 words by the end of year 2 (spell many)

Although prefixes are not a requirement in year 2 POS it is sensible to revisit un as this is a requirement for year 1. Children can move on to dis if ready.

For parents