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 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.
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 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.