phonics planning long-term overview · phonics planning long-term overview phase aspect activity...

Phonics Planning 3rd Edition © LCP 2013 www.LCP.co.uk/phonics-planning Copies may be made within the purchasing institution only.

Not for resale.

Phonics Planning

Long-Term Overview

Phase Aspect Activity Phase 1

Aspect 1 Environmental sounds Main purpose: To develop the children’s listening skills and awareness of sounds in the environment (Tuning into sounds – TIS). Further development of vocabulary and children’s identification and recollection of difference between sounds (Listening and remembering sounds – LRS). To make up simple sentences and talk in greater detail about sounds (Talking about sounds – TAS).

Phase 1 Aspect 2 Instrumental sounds Main purpose: To experience and develop awareness of sounds made with instruments and noise makers (Tuning into sounds – TIS). To listen to and appreciate the difference between sounds made with instruments (Listening and remembering sounds – LRS). To use a wide vocabulary to talk about the sounds instruments make (Talking about sounds – TAS).

Phase 1 Aspect 3 Body percussion Main purpose: To develop awareness of sounds and rhythms (Tuning into sounds – TIS). To distinguish between sounds and to remember patterns of sound (Listening and remembering sounds – LRS). To talk about sounds we make with our bodies and what the sounds mean (Talking about sounds – TAS).

Phase 1 Aspect 4 Rhythm and rhyme Main purpose: To experience and appreciate rhythm and rhyme and to develop awareness of rhythm and rhyme in speech (Tuning into sounds – TIS). To increase awareness of words that rhyme and to develop knowledge about rhyme (Listening and remembering sounds – LRS). To talk about words that rhyme and to produce rhyming words (Talking about sounds – TAS).

Phase 1 Aspect 5 Alliteration Main purpose: To develop understanding of alliteration (Tuning into sounds – TIS). To listen to sounds at the beginning of words and hear the differences between them (Listening and remembering sounds – LRS). To explore how different sounds are articulated, and to extend understanding of alliteration (Talking about sounds – TAS).

Phase 1 Aspect 6 Voice sounds Main purpose: To distinguish between the differences in vocal sounds, including oral blending and segmenting (Tuning into sounds – TIS). To explore speech sounds (Listening and remembering sounds – LRS). To talk about the different sounds that we can make with our voices (Talking about sounds – TAS).

Phase 1 Aspect 7 Oral blending and segmenting To develop oral blending and segmenting of sounds in words (Tuning into sounds – TIS). To listen to phonemes within words and to remember them in the order in which they occur (Listening and remembering sounds – LRS). To talk about the different phonemes that make up a given word (Talking about sounds – TAS).

Phonics Planning 3rd Edition


Not for resale. 2

Phase Aspect Activity Phase 2 Week 1 Learn that we read words in English from left to right. (Appendix 1).

Learn and practise the letter/sounds s a t p (set 1) and practise oral blending and segmenting (p55). Blend and read the high frequency words a, at, as (p64) making sure they understand that words are read from left to right. Identify the name of each new letter learned. (Appendix 3).

Phase 2 Week 2 Learn that we read words in English from left to right. (Appendix 1). Learn and practise letters/sounds i n m d (set 2) and practise letters/sounds learned so far (p51). Identify the name of each new letter learned. (Appendix 3). Practise oral blending and segmenting (p55–6). Blend and read the high frequency words is, it, in, an, I (p64). Teach blending with letters (for reading) (p58). Practise blending for reading (p59).

Phase 2 Week 3 Learn and practise letters/sounds g o c k (set 3) and practise letters/sounds learned so far (p51). Practise oral blending and segmenting (p55–6). Read the high frequency words and, on, not, into, can, no, go (p64). Teach blending with letters (for reading) (p58). Practise blending for reading (p59). Teach segmentation for spelling (p61). Demonstrate reading captions using words with week 1 and 2 letters and and (p66–7). Identify the name of each new letter learned. (Appendix 3). Children read in the correct direction across a word.

Phase 2 Week 4

Learn and practise letters/sounds e u r ck (set 4) and practise letters/sounds learned so far (p51). Learn ck, including the rule, and practise reading words ending in ck. (Appendix 6). Identify the name of each new letter learned. (Appendix 3). Teach children about vowels. Practise oral blending and segmenting (p55–6). Read the high frequency words to, get, got, the, put (p64). Children read in the correct direction across a word. Support children in reading, and demonstrate spelling, captions using week 1 to 3 letters and high frequency words and, the, to (p66–7).

Phase 2 Week 5

Learn and practise letters/sounds h b f (set 5) and practise letters/sounds learned so far (p51). Learn ff, including the rule, and practise reading words ending in ff. (Appendix 6). Children read in the correct direction across a word. Identify the name of each new letter learned. (Appendix 3). Practise oral blending and segmenting (p55–6). Read the high frequency words if, off, big, had, his, him, but, back (p64). Blend for reading (p59). Segment for spelling (p61). Support children in reading and spelling captions using week 1 to 4 letters and high frequency words no, go, to and, the (p66–7).



Not for resale. 3

Phase Aspect Activity Phase 2 Week 6 Learn ll and ss, including the rule, and practise reading words ending in ll and ss. (Appendix 6).

Learn and practise letters/sounds l (set 5) and practise letters/sounds learned so far (p51). Identify the name of each new letter learned. (Appendix 3). Segment for spelling (p61). Blend and read the high frequency words of, dad, mum, up (p64). Blend for reading (p59). Support children in reading and spelling captions using week 1 to 5 letters and high frequency words no, go, to and, the, to (p66–7). Children read in the correct direction across a word. End of Phase 2 Assessment.

Phase 3 Week 1 Learn and practise letters/sounds j v w x (set 6) (p78–79). Practise all letters/sounds learned so far. Practise blending for reading (p85–88). Practise segmentation for spelling (p88–91). Practise reading high frequency words learned so far. Practise reading the tricky high frequency words he, we, me, be (p91).

Phase 3 Week 2 Learn and practise letters/sounds y z (set 7) (p78–79). Practise all letters/sounds learned so far. Learn the alphabet song (Phase 3 Appendix 1) Practise blending for reading (p85–88). Practise segmentation for spelling (p88–91). Practise reading high frequency words learned so far. Read and write sentences using set 1 to 6 letters and the, and, to, I. Teach reading the tricky words will, was (p91–93).

Phase 3 Week 3 Learn zz including the rule and practise reading words ending in zz. (Appendix 6). Learn and practise qu (p81). Practise all previously learned Grapheme-Phoneme Correspondences (GPCs). Point to the letters in the alphabet while singing alphabet song (p80). Practise blending for reading (p85–88). Practise segmentation for spelling (p88–91). Practise reading high frequency words learned so far. Read and write sentences using set 1 to 6 letters and so, no, go. Teach reading the high frequency words are, you (p91–93). Practise reading and writing captions and sentences (p95–98). Teach children how to find a capital letter.



Not for resale. 4

Phase Aspect Activity Phase 3 Week 4 Learn and practise letters/sounds sh th (voiced and unvoiced), ch (p81).

Practise all previously learned GPCs. Point to the letters in the alphabet while singing alphabet song (p80). Practise blending for reading (p85–88). Practise segmentation for spelling (p88–91). Practise reading high frequency words learned so far. Read and write sentences using set 1 to 6 letters and so, no, go, the, and, to, I. Teach reading the high frequency words this, that, then, them, with, they (p91–93). Practise reading and writing captions and sentences (p95–98). Find corresponding capital letter to any letter learned so far.

Phase 3 Week 5 Learn and practise letters/sound ng (p81). Learn the rule about spelling words ending in nk (Appendix 7). Practise all previously learned GPCs. Learn about vowels and consonants. (Appendix 8). Practise blending for reading (p85-88). Practise segmentation for spelling (p88-91). Practise reading high frequency words learned so far. Teach reading the high frequency words see, my (p91–93). Practise reading and writing captions and sentences (p95–98).

Phase 3 Week 6 Learn and practise letters/sounds ai ee oa (p81). Teach children the rules for spelling words containing these digraphs (Appendix 9). Practise all previously learned GPCs. Practise blending for reading (p85-88) including spotting digraphs in texts (Appendix 9). Practise segmentation for spelling (p88–91). Practise reading high frequency words learned so far. Teach reading the high frequency words she, all (p91–93). Practise reading and writing captions and sentences (p95–98).

Phase 3 Week 7 Learn and practise letters/sounds long/short oo ar or (p81). Teach children the rules for spelling words containing these digraphs (Appendix 9). Practise all previously learned GPCs. Practise blending for reading (p85–88). Practise segmentation for spelling (p88–91). Practise reading high frequency words learned so far. Teach reading the high frequency words look, for, too (p91–93). Practise reading and writing captions and sentences (p95–98).



Not for resale. 5

Phase Aspect Activity Phase 3 Week 8 Learn and practise letters/sounds igh ur ow oi (p81).

Teach children the rules for spelling words containing the oi digraph (Appendix 9). Practise all previously learned GPCs. Practise blending for reading (p85–88). Practise segmentation for spelling (p88–91). Practise reading high frequency words learned so far. Teach reading the high frequency words now, down (p91–93). Practise reading and writing captions and sentences (p95–98).

Phase 3 Week 9 Learn about the spelling of words containing the ai ee oa ow oi digraphs where they end with the letter l. Learn and practise letters/sounds ear er air (p81). Practise all previously learned GPCs. Practise blending for reading (p85–88). Practise segmentation for spelling (p88–91). Practise reading high frequency words learned so far. Teach reading the high frequency words her (p91–93). Practise reading and writing captions and sentences (p95–98).

Phase 3 Week 10 Learn and practise letters/sound ure (p81). Learn about the spelling of words containing the digraphs that end with the k sound. Practise all previously learned GPCs. Practise blending for reading (p85–88). Practise segmentation for spelling (p88–91). Practise reading high frequency words learned so far. Teach how to read two-syllable words (p94). Practise reading and writing captions and sentences (p95–98).

Phase 3 Week 11 Practise all previously learned GPCs. Practise blending for reading (p85–88). Practise segmentation for spelling (p88–91). Practise reading high frequency words learned so far. Teach how to read two-syllable words (p94). Practise reading and writing captions and sentences (p95–98).

Phase 3 Week 12 Assess the children in small groups using the Assessment sheet on p202 and guidance on p203-207.



Not for resale. 6

Phase Week Activity Phase 4 Week 1 Practise recognition and recall of Phase 2 and 3 graphemes (p109–110).

Teach and practise reading CVCC words (p111). Teach and practise spelling CVCC words (p112). Teach reading the tricky word said (p118) and decodable words went, from (p119). Teach spelling the tricky words he, she, me, we,be (p119). Practise reading and spelling high frequency words (p118). Practise reading sentences (p122). Practise writing sentences (p124).

Phase 4 Week 2 Practise recognition and recall of Phase 2 and 3 graphemes (p109–110). Teach and practise reading CCVC words (p111). Teach and practise spelling CCVC words (p113). Teach reading the tricky words have, like (p118) and decodable words it’s, just (p119). Teach spelling the tricky words was, you (p119). Practise reading and spelling high frequency words (p118). Practise reading sentences (p122). Practise writing sentences (p124).

Phase 4 Week 3 Practise recognition and recall of Phase 2 and 3 graphemes (p109–110). Teach and practise reading CCVC words (p111). Teach and practise spelling CCVC words (p113). Teach reading the tricky words some, come, there (p119) and decodable word help (p119). Teach spelling the tricky words they, are (p119). Practise reading and spelling high frequency words (p118). Practise reading sentences (p122). Practise writing sentences (p124).

Phase 4 Week 4 Practise recognition and recall of Phase 2 and 3 graphemes (p109–110). Practise reading words containing two adjacent consonants (CCVCC words) (p113–115). Practise spelling words containing two adjacent consonants (p113–115). Teach reading the tricky words when, what (p119) and decodable word children (p119). Teach spelling the tricky words my, her (p119). Practise reading and spelling high frequency words (p118). Practise reading sentences (p122). Practise writing sentences (p124).

Phase 4 Week 5 Practise recognition and recall of Phase 2 and 3 graphemes (p109–110). Practise reading words containing two adjacent consonants (p113–115). Practise spelling words containing two adjacent consonants (p113–115). Teach reading the tricky words were, little, one (p118). Practise reading and spelling high frequency words (p118). Practise reading sentences (p122). Practise writing sentences (p124). Teach children about syllables (Phase 4 Appendix 5).



Not for resale. 7

Phase Week Activity Phase 4 Week 6 Practise recognition and recall of Phase 2 and 3 graphemes (p109–110).

Practise reading words containing two or three adjacent consonants (p113–115). Practise spelling words containing two adjacent consonants (p113–115). Teach reading the tricky words do, out* (p118). Teach spelling the tricky word all (p119). Practise reading and spelling high frequency words (p118). Practise reading sentences (p122). Practise writing sentences (p124). Reading and spelling two-syllable words (p121).

Phase 4 Week 7 Assess the children in small groups using the Assessment sheet on p202 and guidance on p203-207 (these assessment activities will need to be adapted to contain CCVC, CVCC, CCVCC and CCCVC words).

Phase 5 Week 1 Teach new graphemes for reading (p134) ay ou ie. Teach children the rule for spelling words containing ay (Appendix 6). Teach reading the tricky word people (p140) and decodable words house, about (p141). Teach reading and spelling compound words (Appendix 7). Teach spelling the words said, says (p148). Practise reading and spelling high frequency words (p141/p148). Practise reading sentences (p142). Practise writing sentences (p149). Practise reading and spelling words with adjacent consonants and words with newly learned graphemes.

Phase 5 Week 2 Teach new graphemes for reading (p134) ea oy ir ue. Practise recognition and recall of Phase 2, 3 and 4 graphemes as they are learned. Practise reading and spelling words with adjacent consonants and words with newly learned graphemes. Teach reading the tricky words oh, their, by (p140). Teach spelling the words have, like (p148). Practise reading and spelling high frequency words (p141/p148). Practise reading and spelling polysyllabic words (p142 and p149). Practise reading sentences (p142). Practise writing sentences (p149).

Phase 5 Week 3 Teach new graphemes for reading (p134) aw, wh. Teach the rule for spelling words containing ph (Appendix 6). Practise reading and spelling words with adjacent consonants and words with newly learned graphemes. Teach reading the tricky words don’t, who, Mr, Mrs (p140) and decodable words old (p141). Teach spelling the words some, come (p148). Practise reading and spelling high frequency words (p141/p148). Practise reading and spelling polysyllabic words (p142 and p149). Practise reading sentences (p142). Practise writing sentences (p149).

*Out’ is a tricky word in Phase 4 as the ‘ou’ digraph has not been taught yet.



Not for resale. 8

Phase Week Activity Phase 5 Week 4 Teach new graphemes for reading (p134) oe au ew.

Practise recognition and recall of Phase 2, 3 and 4 graphemes. Practise reading and spelling words with adjacent consonants and words with newly learned graphemes. Teach reading the words looked, time, your, called (p141). Teach spelling the words out, made, came (p148). Practise reading and spelling high frequency words (p141/p148). Practise reading and spelling polysyllabic words (p142/p149). Practise reading sentences (p142). Practise writing sentences (p149).

Phase 5 Week 5 Teach new graphemes for reading (p134) a-e e-e i-e o-e (See guidance on teaching split digraphs on p135 and Phase 5 Appendix 8). Practise reading and spelling words with adjacent consonants and words with newly learned graphemes. Teach spelling the words there, here, where (p148). Teach reading the words asked, very (p141). Practise reading and spelling polysyllabic words (p142/p149). Practise reading and spelling high frequency words (p141/p148). Practise writing sentences (p149). Practise reading sentences (p142).

Phase 5 Week 6 Teach new graphemes u-e (See guidance on teaching split digraphs on p135 and Phase 5 Appendix 8 and the rule for using the oo sound in Appendix 6). Alternative pronunciations for i and o (p136). Practise recognition and recall of graphemes and different pronunciations of graphemes as they are learned (p136). Teach spelling the words find, mind, kind, behind (p148). Teach reading the words water, were, because (p141). Practise reading and spelling high frequency words (p141/p148). Practise reading and spelling polysyllabic words (p142/p149). Practise writing sentences (p149). Practise reading sentences (p142).

Phase 5 Week 7 Alternative pronunciations for u ow and ie (p136) and (p153). Practise recognition and recall of graphemes and different pronunciations of graphemes as they are learned (p136). Practise reading and spelling words with adjacent consonants and words with newly learned graphemes. Teach reading the words again, different (p141). Teach spelling the words one, make (p148). Practise reading and spelling high frequency words (p141/p148). Practise reading and spelling polysyllabic words (p142/ p149). Practise writing sentences (p149). Practise reading sentences (p142).



Not for resale. 9

Phase Week Activity Phase 5 Week 8 Alternative pronunciations for ea, a and y (p136).

Teach reading the words thought, any, saw (p141). Practise recognition and recall of graphemes and different pronunciations of graphemes as they are learned (p136). Practise reading and spelling words with adjacent consonants and words with newly learned graphemes. Teach spelling the word do (p148). Practise reading and spelling high frequency words (p141/p148). Practise reading and spelling polysyllabic words (p142/p149). Practise writing sentences (p149). Practise reading sentences (p142).

Phase 5 Week 9 Alternative pronunciations for ou (p136). Alternative spellings for sounds (p144 or Appendix 10 for ch tch rule). Practise recognition and recall of graphemes and different pronunciations of graphemes as they are learned (p136). Teach reading the words through, eyes (p141). Teach spelling the words what, please (p141). Practise reading and spelling high frequency words (p141/p148). Practise reading and spelling polysyllabic words (p142/p149). Teach the rule about words ending in the v sound (Appendix 9).

Phase 5 Week 10 Alternative spellings for s and ar (p144). Practise recognition and recall of graphemes and different pronunciations of graphemes as they are learned (p136). Practise reading and spelling words with adjacent consonants and words with newly learned graphemes. Teach reading the words work, friends, want (p141). Teach spelling the word little (p141). Practise reading and spelling high frequency words (p141/p148). Practise reading and spelling polysyllabic words (p142/p149).

Phase 5 Week 11 Alternative spellings for ear, ur and ai (p144). Teach spelling high frequency words Mr, Mrs (p148). Practise recognition and recall of graphemes and different pronunciations of graphemes as they are learned (p136). Practise reading and spelling words with adjacent consonants and words with newly learned graphemes. Teach reading the words mouse, once, many (p141). Practise reading and spelling high frequency words (p141/p148). Practise reading and spelling polysyllabic words (p142/p149). Practise reading sentences (p142).

Phase 5 Week 12 Alternative spellings for short oo, air and z sounds (p144). Teach spelling the words oh, their (p148). Practise recognition and recall of graphemes and different pronunciations of graphemes as they are learned (p136). Practise reading and spelling words with adjacent consonants and words with newly learned graphemes. Teach reading the words laughed, over (p141). Practise reading and spelling high frequency words (p141/p148). Practise reading and spelling polysyllabic words (p142 /p149). Practise reading sentences (p142).



Not for resale. 10

Phase Week Activity Phase 5 Week 13 Alternative spellings for short or and igh sounds (p144).

Practise recognition and recall of graphemes and different pronunciations of graphemes as they are learned (p136). Practise reading and spelling words with adjacent consonants and words with newly learned graphemes. Teach reading and spelling the words home, going (p141/148). Practise reading and spelling polysyllabic words (p142/p149). Practise reading sentences (p142). Practise writing sentences (p149).

Phase 5 Week 14 Alternative spellings for the ee sound (p144). Practise recognition and recall of graphemes and different pronunciations of graphemes as they are learned (p136). Practise reading and spelling words with adjacent consonants and words with newly learned graphemes. Teach spelling the word people (p141/p148). Practise reading and spelling high frequency words (p141/p148). Practise reading and spelling polysyllabic words (p142 /p149). Practise reading and writing sentences (p142/149).

Phase 5 Week 15 Alternative spellings for oa sounds (p144). Practise recognition and recall of graphemes and different pronunciations of graphemes as they are learned (p136). Practise reading and spelling words with adjacent consonants and words with newly learned graphemes. Teach spelling the words magic, school (p148). Practise reading and spelling high frequency words (p141/p148). Practise reading and spelling polysyllabic words (p142/p149). Practise reading sentences (p142).

Phase 5 Week 16 Alternative spelling for sh sounds (p144). Practise recognition and recall of graphemes and different pronunciations of graphemes as they are learned (p136). Practise reading and spelling words with adjacent consonants and words with newly learned graphemes. Teach spelling the words every, everyone, everybody (p148). Practise reading and spelling high frequency words (p141/p148). Practise reading and spelling polysyllabic words (p142/p149). Practise reading sentences (p142). Practise writing sentences (p149).

Phase 5 Week 17 Alternative spelling for the sh and or sounds (p144). Assess recognition and recall of graphemes and different pronunciations of graphemes as they are learned (p136). Practise reading and spelling words with adjacent consonants and words with newly learned graphemes. Teach spelling the word when, children (p148). Practise reading and spelling high frequency words (p141/148). Practise reading and spelling polysyllabic words (p142/149). Practise reading and writing sentences (p142/149).



Not for resale. 11

Phase Week Activity Phase 5 Week 18 Teach how to add the s/ es suffix as plurals (p171) where the root word doesn’t change (Appendix 12 and 13).

Practise recognition and recall of graphemes and different pronunciations of graphemes as they are learned (p136). Practise reading and spelling words with adjacent consonants and words with newly learned graphemes. Teach spelling the words clothes, parents, know (p148). Practise reading and writing sentences (p142/149).

Phase 5 Week 19 Teach how to add the s/ es suffix as plurals (p171) where the root word doesn’t change (Appendix 12 and 13). Practise recognition and recall of graphemes and different pronunciations of graphemes as they are learned (p136). Practise reading and spelling words with adjacent consonants and words with newly learned graphemes. Teach spelling the words called, didn’t, other (p148). Practise reading and spelling high frequency words (p141/148). Practise reading and writing sentences (p142/ 149).

Phase 5 Week 20 Teach how to add the s/ es suffix to the third person singular (Appendices 12 and 13). Practise recognition and recall of graphemes and different pronunciations of graphemes as they are learned (p136). Practise reading and spelling words with adjacent consonants and words with newly learned graphemes. Teach spelling the words asked, can’t (p148). Practise reading and spelling high frequency words (p141/148). Practise reading and spelling polysyllabic words (p142/149). Practise reading and writing sentences (p142/149).

Phase 5 Week 21 Teach the regular past tense (p170). Teach children how to add the ed suffix where the root word doesn’t change. Practise recognition and recall of graphemes and different pronunciations of graphemes as they are learned (p136). Practise reading and spelling words with adjacent consonants and words with newly learned graphemes. Teach spelling the words new, our, shouted (p148). Practise reading and spelling high frequency words (p141/148). Practise reading and spelling polysyllabic words (p142 /149). Practise reading and writing sentences (p142/149).

Phase 5 Week 22 Teach how to add the ing suffix as plurals (p171) where the root word doesn’t change (see Appendices 12 and 13). Practise reading and spelling words with adjacent consonants and words with newly learned graphemes. Teach spelling the days of the week and the words tomorrow, yesterday (p148). Practise reading and spelling high frequency words (p141/148). Practise reading and spelling polysyllabic words (p142 /149). Practise reading and writing sentences (p142/ 149).

Phase 5 Week 23 Teach how to add the er and est suffixes (p171) where the root word doesn’t change (Appendices 12 and 13). Teach how to add the prefix un (Appendix 14). Practise reading and writing sentences (p142/149). Practise recognition and recall of graphemes and different pronunciations of graphemes as they are learned (p136). Practise reading and spelling words with adjacent consonants and words with newly learned graphemes. Teach spelling the words to two, has (p148). Practise reading and spelling high frequency words (p141/148).

Phase 5 Week 24 Use this week to assess the children. Identify any gaps in their understanding and revisit.



Not for resale. 12

Phase Week Activity Phase 6 Week 1 Revise the past tense.

Teach rules for adding the ed suffix to verbs ending in e (p170). Teach children long and short vowel sounds. Teach spelling polysyllabic words animals, garden, another, everyone, together (p176). Learn and practise spelling the common words keep, last, even, before (p179), introducing the children to the memory strategies used on that page.

Phase 6 Week 2 Teach how to use the suffix ed (p171). Learn and practise spelling of common words jumped, wanted, lived, liked, pulled (p179) and polysyllabic words (p176): dragon, birthday, Christmas, granddad, narrator.

Phase 6 Week 3 Teach how to use the suffix ed (p171). Teach the past tense (p170) (irregular verbs). Learn and practise spelling of common words cried, stopped, thought, saw, found, fell, told, gave (p179).

Phase 6 Week 4 Revise what happens to the meaning of a verb when they add the ing suffix. Teach how to use the suffix ing (p171). Learn and practise spelling of common words told, cold, eye, eyes (p179) and polysyllabic words (p176): fishfinger, springboard, clingfilm, morning.

Phase 6 Week 5 Learn and practise spelling of common words something, looking, coming, thing (p179). Teach spelling guideline 7 (p188). Teach how to add the ing suffix (p171).

Phase 6 Week 6 Learn and practise spelling the polysyllabic words mystery, excited, adventure, finally (p176). Teach how to add the er suffix (p171). Teach how to add the y suffix (p171).

Phase 6 Week 7 Learn and practise the spelling of common words under, river, better, mother never (p179). Teach how to add the er suffix (p171).

Phase 6 Week 8 Learn and practise spelling of common words any, many, anything, anyone, anywhere (p179). Learn and practise spelling of polysyllabic words nightmare, nightdress, founder, autumn (p176). Teach irregular comparative adjectives.

Phase 6 Week 9 Learn and practise spelling of common words door, mouse, after, again (p179), and polysyllabic words dinosaur, suddenly, certainly, immediately (p176). Teach how to add the est suffix (p171).

Phase 6 Week 10 Teach how to add the s/es suffix as plurals (p171). Teach how to add the s/es suffix to the third person singular. Learn and practise spelling of common words would, could, should (p179), and polysyllabic words hairdresser, window, inside, outside, children (p176).

Phase 6 Week 11 Teach spelling guideline 6 (p188). Teach children the homophones there/ their/ they’re (Appendix 15). Teach elisions or contractions using the common words that’s, I’ve, I’ll, let’s, there’s, he’s, we’re, can’t, couldn’t (Spelling Guideline 6, p188).



Not for resale. 13

Phase Week Activity Phase 6 Week 12 Alternative pronunciations for a (p136).

Practise recognition and recall of graphemes and different pronunciations of graphemes as they are learned (p136). Practise reading and spelling words with newly learned graphemes. Learn and practise spelling of numbers zero, one, two, three, four, five, six, seven, eight, nine (p179). Teach spelling guideline 2 (p187). Teach spelling guideline 3 (p187).

Phase 6 Week 13 Alternative spellings for the or and s sounds. Practise recognition and recall of graphemes and different pronunciations of graphemes as they are learned (p136). Practise reading and spelling words with newly learned graphemes. Learn and practise spelling of numbers ten, eleven, twelve, thirteen, fourteen, fifteen, sixteen, seventeen, eighteen, nineteen (p179). Teach spelling guideline 4 (p187).

Phase 6 Week 14 Teach alternative spellings of the n,r and m sounds (p144). Practise recognition and recall of graphemes and different pronunciations of graphemes as they are learned (p136). Practise reading and spelling words with newly learned graphemes. Learn and practise spelling of numbers twenty, thirty, forty, fifty, sixty, seventy, eighty, ninety, hundred (p179).

Phase 6 Week 15 Teach alternative spellings of the igh ee and ai sounds (p144). Practise recognition and recall of graphemes and different pronunciations of graphemes as they are learned (p136). Practise reading and spelling words with newly learned graphemes. Teach children the homophones see/ sea (Appendix 15). Learn and practise spelling of common words water, away, want, over, door (p179).

Phase 6 Week 16 Learn and practise spelling of common words giant, because, through, first (p179). Teach alternative spellings of the j sound (p144). Practise recognition and recall of graphemes and different pronunciations of graphemes as they are learned (p136). Practise reading and spelling words with newly learned graphemes. Teach children the homophones sun/ son and near homophones quite/ quiet (Appendix 15).

Phase 6 Week 17 Learn and practise spelling of common words friends, across, really, these, baby (p179). Teach new phoneme zh as in treasure (p157). Alternative spelling for the sh sound including words ending in tion (p144). Alternative pronunciations for a (p136). Practise recognition and recall of graphemes and different pronunciations of graphemes and spellings of phonemes as they are learned (p136). Practise reading and spelling words with newly learned graphemes. Teach children the homophones cheep/ cheap, know/ no and knew/new (Appendix 15).

Phase 6 Week 18 Learn and practise spelling of common words more, round, around, began (p179). Teach the spellings of unstressed ur or schwa + l. Practise reading and spelling words with newly learned graphemes.

Phase 6 Week 19 Learn and practise spelling of common words small, key, head, fast, only (p179). Teach how to add the ness suffix (p171). Teach children the homophones knight/ night and near homophones one/ won (Appendix 15).



Not for resale. 14

Phase Week Activity Phase 6 Week 20 Learn and practise the spelling of common words why, each, place, gone, use (p179).

Teach how to add the ment suffix (p171). Teach children the homophones to/ too/ two and be/ bee (Appendix 15).

Phase 6 Week 21 Learn and practise spelling of common words each, once, birds, which (p179). Teach how to add the ful suffix (p171). Teach children the homophones bear/ bare (Appendix 15).

Phase 6 Week 22 Learn and practise spelling of common words favourite, window, floppy, plants (p179). Teach children how to add the less suffix. Teach children the homophones blew/ blue (Appendix 15).

Phase 6 Week 23 Learn and practise spelling of common words horse, rabbit, white, parents (p179). Teach how to use a dictionary (p186). Teach children how to proofread (p185).



Not for resale. 15

Phase 1

Phase 1 Aspect 1: Environmental sounds Main purpose: To develop the children’s listening skills and awareness of sounds in the environment. (Tuning into sounds: TIS). Further development of vocabulary and children’s identification and recollection of differences between sounds. (Listening and remembering sounds: LRS). To make up simple sentences and talk in greater detail about sounds. (Talking about sounds: TAS).

Session 1 Session 2 Look, listen and note (Teacher/TA notes).

Mon Listening walk preparation p9 (TIS). Children make big ears to stick on headbands. Children paint the ears and leave them to dry.

Listening walk p9 (TIS). Once the ears have dried, make the headbands and take the children on their listening walk.

Tuning into sounds (TIS). Look, listen and note how well the children: recall sounds they have heard; discriminate between the sounds; describe the sounds they hear. Listening and remembering sounds (LRS). Look, listen and note how well the children: describe what they see; identify the animals and imitate the sounds; add new words to their vocabulary. Talking about sounds (TAS). Look, listen and note how well the children: identify different sounds and place them in a context; identify similar sounds; make up sentences to talk about sounds; join in the activities and take turns to participate.

Tue A listening moment p9 (TIS). Sound stories p10 (LRS). There are lots of free sound effects available online.

Wed Drum outdoors p9 (TIS). Mrs Browning has a box p10 (LRS).

Thu Teddy is lost in the jungle p10 (TIS). Describe and find it p11 (LRS).

Fri Socks and shakers p11 (TAS).

Favourite sounds p11 (TAS).

Neither Enlivening stories (page 12) nor Sound lotto (page 10) have been included because of time constraints; however this can be played at another time in a different phase.



Not for resale. 16

Phase 1 Aspect 2: Instrumental sounds Main purpose: To experience and develop awareness of sounds made with instruments and noise makers. (Tuning into sounds: TIS). To listen to and appreciate the difference between sounds made with instruments. (Listening and remembering sounds: LRS). To use a wide vocabulary to talk about the sounds instruments make. (Talking about sounds: TAS).


Mon New words to old songs p15 (TIS).

Which instrument? p15 (TIS).

Tuning into sounds (TIS). Look, listen and note how well the children: identify and name the instruments being played; listen and respond as the instrument is being played. Listening and remembering sounds (LRS). Look, listen and note how well the children: are able to remember and repeat a rhythm; discriminate and reproduce loud and quiet sounds; are able to start and stop playing at the signal. Talking about sounds (TAS). Look, listen and note how well the children: choose appropriate words to describe the sounds they hear, for example, loud, fierce, rough, squeaky, smooth, bumpy, high, low, wobbly; match sounds to their sources; use sounds imaginatively to represent a story character; express an opinion about what they have heard.

Tue Matching sound makers p16 (LRS). Story sounds p17 (TAS).

Wed Adjust the volume p15 (TIS). Matching sounds p16 (LRS).

Thu Hidden Instruments p17 (TAS). Grandmother’s footsteps p15 (TIS).

Fri Musical show and tell p17 (TAS).

Animal sounds p17 (TAS).



Not for resale. 17

Phase 1 Aspect 3: Body percussion Main purpose: To develop awareness of sounds and rhythms. (Tuning into sounds: TIS). To distinguish between sounds and to remember patterns of sound. (Listening and remembering sounds: LRS). To talk about sounds we make with our bodies and what the sounds mean. (Talking about sounds: TAS).


Mon Action songs p20 (TIS).

Follow the sound p21 (LRS).

Tuning into sounds (TIS). Look, listen and note how well the children: produce contrasts in rhythm, speed and loudness; join in with words and actions to familiar songs; articulate words clearly; keep in time with the beat; copy the sounds and actions; make up patterns of sounds. Listening and remembering sounds (LRS). Look, listen and note how well the children: copy a body percussion sound or pattern of sounds; identify hidden sounds; suggest ideas and create new sounds for the story. Talking about sounds (TAS). Look, listen and note how well the children: use language to make different endings to the story; use a wide vocabulary to talk about the sounds they hear; group sounds according to different criteria, for example, loud, quiet, slow, fast.

Tue Listen to the music p20 (TIS). Noisy Neighbour 1 p21 (LRS).

Wed Noisy Neighbour 2 p22 (TAS). Roly poly p20 (TIS).

Thu Action songs p20 (TIS). Words about sounds p22 (TAS).

Fri Read The Pied Piper and talk about the story.

The Pied Piper p23 (TAS).



Not for resale. 18

Phase 1 Aspect 4: Rhythm and rhyme Main purpose: To experience and appreciate rhythm and rhyme and to develop awareness of rhythm and rhyme in speech. (Tuning into sounds: TIS). To increase awareness of words that rhyme and to develop knowledge about rhyme. (Listening and remembering sounds: LRS). To talk about words that rhyme and to produce rhyming words. (Talking about sounds: TAS). Rhyming pictures available on the resources CD.


Mon Rhyming soup p26 (TIS).

Rhyming pairs p27 (LRS).

Tuning into sounds (TIS). Look, listen and note how well the children: understand the pattern of syllables in the words presented to them; sing or chant the rhyming string along with the adult; recognise that the words rhyme. Listening and remembering sounds (LRS). Look, listen and note how well the children: recognise rhyming words; listen and attend to the rhyming strings. Talking about sounds (TAS). Look, listen and note how well the children: generate their own rhymes; complete sentences using appropriate rhyming words; make a series of words that rhyme.

Tue Rhyming puppets p28 (TAS). Listen to the beat p25 (TIS).

Wed Songs and rhymes p27 (LRS). Odd one out p28 (TAS).

Thu Rhyming bingo (TIS). Follow instructions on p26 but give children one picture each.

Finish the rhyme p27 (LRS).

Fri I know a word p28 (TAS).

Playing with words p26 (TAS).

The activities Rhyming books and Learning songs and rhymes (page 25) are not included in this plan as these are ongoing activities which can be continued throughout Phase 1 and beyond.



Not for resale. 19

Phase 1 Aspect 5: Alliteration Main purpose: To develop understanding of alliteration. (Tuning into sounds: TIS). To listen to sounds at the beginning of words and hear the differences between them. (Listening and remembering sounds: LRS). To explore how different sounds are articulated, and to extend understanding of alliteration. (Talking about sounds: TAS). Pictures with the same initial sound available on the resources CD.


Mon I spy names p31 (TIS).

Tony the Train’s busy day p32 (LRS).

Tuning into sounds (TIS). Look, listen and note how well the children: identify initial sounds of words; reproduce the initial sounds clearly and recognisably; make up their own alliterative phrases. Listening and remembering sounds (LRS). Look, listen and note how well the children: can recall the list of objects beginning with the same sound; can offer their own sets of objects and ideas to end the story; discriminate between the sounds and match to the objects correctly. Talking about sounds (TAS). Look, listen and note how well the children: can articulate speech sounds clearly; select an extended range of words that start with the same sound.

Tue Sounds around p31 (TIS). Making aliens p31 (TIS). Alien picture on resource CD.

Wed Musical corners p33 (LRS). Name play p34 (TAS).

Thu Digging for treasure p32 (TIS). Our sound box/bag p33 (LRS).

Fri Mirror play p34 (TAS). Bertha goes to the zoo p32 (TAS).

Silly soup (page 34) has not been included because of time constraints; however this can be played at another time or set up as an activity in the role-play area.



Not for resale. 20

Phase 1 Aspect 6: Voice sounds Main purpose: To distinguish between the differences in vocal sounds, including oral blending and segmenting. (Tuning into sounds: TIS). To explore speech sounds. (Listening and remembering sounds: LRS). To talk about the different sounds that we can make with our voices. (Talking about sounds: TAS).


Mon Mouth movements and voice sounds p37 (TIS).

Making trumpets p37 (TIS).

Tuning into sounds (TIS). Look, listen and note how well the children: distinguish between the sounds in vocal sounds. Listening and remembering sounds (LRS). Look, listen and note how well the children: sustain their listening throughout a story; listen for a target word or character and respond with an appropriate associated speech sound; remember the sound sequence and produce it when required; recognise their own and each other’s voices, including a recorded voice. Talking about sounds (TAS). Look, listen and note how well the children: use appropriate vocabulary to talk about different voice and speech sounds.

Tue Chain games p38 (LRS). Give me a sound p39 (TAS).

Wed Metal Mike p38 (TIS). Target sounds p38 (LRS).

Thu Whose voice? p38 (LRS) linked to ICT.

Sound Lotto 2 p39 (LRS) linked to ICT.

Fri Sound story time p39 (TAS). Animal noises p40 (TAS).

Watch my sounds (page 39) and Singing songs (page 40) are not included because of time constraints; however these are activities which can be set up in the role-play area.



Not for resale. 21

Phase 1 Aspect 7: Oral blending and segmenting Main purpose: To develop oral blending and segmenting of sounds in words. (Tuning into sounds: TIS). To listen to phonemes within words and to remember them in the order in which they occur. (Listening and remembering sounds: LRS). To talk about the different phonemes that make up words. (Talking about sounds: TAS).

Session 1 Session 2 Look, listen and note (Teacher/TA notes)

Mon Toy talk p42 (TIS).

Segmenting p43 (LRS).

Tuning into sounds (TIS). Look, listen and note how well the children: blend phonemes and recognise the whole word; say the word and identify the object; blend words that begin with the same initial phoneme. Listening and remembering sounds (LRS). Look, listen and note how well the children: segment words into phonemes. Talking about sounds (TAS). Look, listen and note how well the children: identify the number of phonemes that make up a given word.

Tue Cross the river p43 (TIS)

Segmenting p43 (LRS).

Wed Clapping sounds p42 (TIS).

Simon Says Appendix 1(TIS and LRS).

Thu Clapping sounds p42 (TIS). To extend this model show how to count the sounds in words p44 (TAS), then count the number of sounds they clap.

Say the sounds p44 (LRS).

Fri I spy p43 (TIS). Sound police Appendix 2 (TIS).

The Letters and Sounds document states that ‘it is important that the children have plenty of experience of listening to adults modelling oral blending before they are introduced to grapheme-phoneme correspondences’ (p42). The following can be done throughout the week in all sorts of activities, for example: Oral blending p42 (TIS) can be done during the register, getting ready for lunch and home-time. After some practice there is advice on page 44 about developing awareness of phonemes further. The activities from this Aspect are also really useful to continue into Phase 2.



Not for resale. 22

Phase 1 Appendices

Appendix 1: Simon says Play Simon Says but blend or segment the thing they should do. For example, Simon says touch your t – oe – s, toes. Simon says stand on one leg, l-e-g. Appendix 2: Sound police Using classroom objects, sound out and blend words for the children and then say the word. Make sure you blend some correctly and some incorrectly, for example, pick up a pen and say ‘p-e-n, pen’ or pick up a hat and say ‘h-a-t, ham’. The children have to listen carefully and if you blend one incorrectly they shout “Stop!” Then you repeat and get the blending right. This activity is more appropriate when children have had lots of experience of listening to a teacher model blending. To extend this ask the children to correct you by blending for you.



Not for resale. 23

Phase 2

Phase 2 Week 1: (See accompanying CD for week 1 resources) Objectives and criteria for success: Learn that we read words in English from left to right. (Appendix 1). Learn and practise letters/sounds s a t p (set 1) and start to practise oral blending and segmenting (p55). Blend and read the high frequency words a, at, as (p64) making sure they understand that words are read from left to right. Identify the name of each new letter learned. (Appendix 3).

Revisit and review Teach Practise Apply Assessment

Mon NA Teach s using phonics scheme (see p51 for ideas). Tell children the name of the letter but focus on the sound.

Practise oral blending of words by showing objects/pictures. Sort between those that start with the s sound and those which don’t.

Draw s in a variety of sizes and media for example, paint snakes and draw in chalks on the wall.

Give the sound when shown any Phase 2 letter learned so far. Find any letter learnt so far, from a display, when given the sound. Be able to blend and segment in order to read and spell (using magnetic letters) VC words at, a, as, CVC words sat, pat, tap, and silly words ap, sa.

Tue Recall s using flashcards. Play I Spy with s objects.

Teach a using phonics scheme (see p51 for ideas). Teach high frequency words a, at, as (p64). Tell children the name of the letter but focus on the sound.

Practise oral blending of words by showing objects/pictures. Sort between those which start with a and s and distinguish between the two.

Play Musical Statues. (Appendix 2).

Wed Recall s and a using letter fans (p54)*. Say words starting with a or s phoneme and ask children to show the right letter.

Teach t using phonics scheme (see p51 for ideas). Tell children the name of the letter but focus on the sound.

Teach children how to do Sound buttons (p58) at, sat, as, a making it very clear that we read from left to right through a word.

Play Georgie’s Gym (p55). Read high frequency words a, at, as (p64).

Thu Recall s a t by playing letter fan game as yesterday.

Teach p using phonics scheme (see p51 for ideas). Tell children the name of the letter but focus on the sound.

Sound buttons (p58) pat, at, tap, sap, as, a. Show children how we read from left to right through a word.

Play Quick write game (p55) ensuring children are forming letters correctly. Remind children that we write from left to right through a word. Read high frequency words a, at, as (p64).

Fri Recall s a t p using flashcards. Go through the letter names using Name Stories (Phase 2 Appendix 3). Point out the letters on the alphabet frieze or cards (Appendix 4).

Teach segmenting sat, tap, pat using a Phoneme frame (p62). Children can use letters or write the letters themselves. Show children how we write from left to right through a word.

Practise blending the following words: tap, pat, sat. Demonstrate on the board and ask the children to repeat back.

Choose one of the words tap, pat, sat. Show the children your word but don’t say it. Ask them to put their letter cards in the same order on their boards and blend them to read. Read high frequency words a, at, as (p64).

*Tip: Sets of magnetic letters can save time on making resources.



Not for resale. 24

Phase 2 Week 2: (See accompanying CD for week 2 resources) Objectives and criteria for success: Learn that we read words in English from left to right. (Appendix 1). Learn and practise letters/sounds i n m d (set 2) and practise letters/sounds learned so far (p51). Identify the name of each new letter learned. (Appendix 2).

Practise oral blending and segmenting (p55–6). Blend and read the high frequency words is, it, in, an, I (p64). Teach blending with letters (for reading) (p58). Practise blending for reading (p59).


Mon Recall s a t p letter sounds using frieze and pointing stick (p53). Practise oral blending and segmenting (p55–6) of the words sat, pat, tap.

Teach i using phonics scheme (see also p51 for ideas). Tell children the name of the letter but focus on the sound. Play Sound buttons (p58): it, at, is, sat, pat, tap, sap, sit.. Teach high frequency word I (p62).

Play Quick write words (p62): pit, tip, pip, sip. Remind children that we read from left to right through a word and demonstrate.

Play Buried treasure (p60) with the words sip, pat, at, it, sit.

Give the sound when shown any Phase 2 letter learned so far. Find any letter learnt so far, from a display, when given the sound. Find any letter learnt so far, from a display, when given the letter name. Be able to blend and segment in order to read and spell (using magnetic letters) VC words it, in, an, CVC words pit, tip, sit, sip, and silly words nim, ip.

Tue Recall s a t p i using flashcards. Play Name Stories (See Phase 2 Appendix 3).

Teach n using phonics scheme (see also p51 for ideas). Tell children the name of the letter but focus on the sound. Play Sound buttons (p58): an, nap, nip, tan, in.

Blending for reading: Pictures of pan, sat, tin – children match words to objects/pictures (p60).

Play What’s in the box? (p59) Practise reading high frequency words (p64).

Wed Recall s a t p i n with flashcards. Play Quick write letters (p55).

Teach m using phonics scheme (see p51 for ideas). Tell children the name of the letter but focus on the sound. Play Sound buttons (p58): am, mat, Pam, Tim, Sam. Discuss the use of capitals with the names. Write the children’s names on the board to demonstrate.

Blending for reading: Pictures of man, tin, sat, map. Children match correct words to pictures (p60).

Play What’s Missing? (p56) (use the picture cards used so far this week) Practise reading high frequency words (p64).

Thu Recall s a t p i n m Using letter fans (p54). Play Name Stories (Phase 2 Appendix 3).

Teach d using phonics scheme (see also p51 for ideas). Tell children the name of the letter but focus on the sound. Play Sound buttons (p58): pad, mad, dim, dip, dad, did, Sid, Dan.

Blending for reading: Draw a picture of a sad face and write sad, tin. Ask children to choose the correct word to match the picture (p60).

Play Musical Statues. (Appendix 2). Practise reading high frequency words (p64).

Fri Recall i n m d using flashcards. Play Quick write letters (p55).

Practise this week’s words using Phoneme Frame (p62). Remind children that we write from left to right through a word and demonstrate.

Play What’s in the box? (p59) (Use the picture cards used so far this week).

Share a big book (Appendix 5) Practise reading high frequency words (p64).



Not for resale. 25

Phase 2 Week 3: (See accompanying CD for week 3 resources) Objectives and criteria for success: Learn and practise letters/sounds g o c k (set 3) and practise letters/sounds learned so far (p51). Practise oral blending and segmenting (p55–6). Teach blending with letters (for reading) (p58). Practise blending for reading (p59).

Identify the name of each new letter learned (Appendix 2).Read the high frequency words and, on, not, into, can, no, go (p64). Teach segmentation for spelling (p61). Demonstrate reading captions using words with week 1 and 2 letters and (p66–7). Children read in the correct direction across a word.


Mon Recall s a t p i n m d Practise oral blending and segmenting (p55–6) of the words man, Sam, pin, tip.

Teach g using phonics scheme (see p51 for ideas). Tell children the name of the letter but focus on the sound. Play Sound buttons (p58): tag, gag, got, gap, nag. Teach reading and.

Segmentation for spelling. Teach children how to play Full Circle (p63) as follows: pot, tot, not, nit, nip, pip, pig, pog, pot.

Do the Shared Reading activity on p66. Ask children to help the puppet read the caption: Dad and Sam.

Give the sound when shown any Phase 2 letter learned so far. Find any letter learnt so far, from a display, when given the sound. Find any letter learnt so far, from a display, when given the letter name. Be able to blend and segment in order to read and spell (using magnetic letters) VC words it, in, on, CVC words and, on, kick, got, and silly words ug, kag. Be able to read the tricky word I.

Tue Recall s a t p I n m d g using flashcards. Play Name Stories (See Phase 2 Appendix 3).

Teach o using phonics scheme (see p51 for ideas). Tell children the name of the letter but focus on the sound. Segmentation for spelling: Play Sound buttons (p58): tag, kid, cop, Dad. Discuss use of a capital letter for Dad. Teach reading no and go.

Blending for reading: Buried treasure (p60). Which words are real? Mip, dog, nid, dip, cip, cat, gik, can.

Shared Writing (p67). Help the puppet write a caption: No it is not a cat. (Point out capital letters.) Practise reading high frequency words (p64).

Wed Recall s a t p i n m d g o with flashcards. Play Quick write letters (p55).

Teach c using phonics scheme (see also p51 for ideas). Tell children the name of the letter but focus on the sound. Phoneme frame (p62): can, cot, cop, cap, cat. Teach reading can, on, not.

Blending for reading: Pictures of cap, pop, tag, gap, mop, children match words to objects/pictures (p60).

Shared Reading (p66). Help our puppet read a caption: Pot and pan. Practise reading high frequency words (p64).

Thu Recall s a t p i n m d g o c with flashcards. Play Name Stories (See Phase 2 Appendix 3).

Teach k using phonics scheme (see also p51 for ideas). Tell children the name of the letter but focus on the sound. Phoneme frame (p62): kid, kit, pin, and.

Blending for reading: Buried treasure (p60). Which words are real? Gip, kom, sat, pit, tag, gik, pan.

Shared Writing (p67). Help our puppet write a caption: a tin can. Practise reading high frequency words (p64).

Fri Recall g o c k using flashcards. Play Quick write letters (p55).

Teach reading into. Matching animal words and pictures (p60) cat, dog, pig Remind children that we read from left to right through a word and demonstrate.

Segmentation for spelling. Play Full Circle (p63) as follows: pop, pip, sip, sit, sat, cat, cot, cop, pop. Remind children that we write from left to right through a word and demonstrate. Practise reading on, not, and, into.

Share a big book (Appendix 5). Practise reading high frequency words (p64).



Not for resale. 26

Phase 2 Week 4: (See accompanying CD for week 4 resources) Objectives and criteria for success: Learn and practise letters/sounds e u r (set 4) and practise letters/sounds learned so far (p51). Learn ck including the rule and practise reading words ending in ck. (Appendix 6). Practise oral blending and segmenting (p55–6).

Children read in the correct direction across a word. Identify the name of each new letter learned. (Appendix 3). Read the high frequency words to, get, got, the, put (p64). Support children in reading, and demonstrate spelling, captions using week 1 to 3 letters and high frequency words and, the, to (p66–7).


Mon Recall – s a t p i n m d g o c k Practise oral blending and segmenting (p55–6) of the words cot, mop, pig.

Teach high frequency words get, got (p64). Teach e using phonics scheme (see p51 for ideas). Tell children the name of the letter but focus on the sound. Segmentation for spelling: Phoneme frame (p62): pet, den, net, met, men, ten.

Sound buttons (and lines for ck where 2 letters make one sound) (p58) as follows: neck, peck, pack, sack, sick, tick.

Demonstration writing (p67). Write the following caption: The sock is on the mat. Practise reading high frequency words (p64).

Give the sound when shown any Phase 2 letter learned so far. Find any letter learnt so far, from a display, when given the sound. Find any letter learnt so far, from a display, when given the letter name. Be able to blend and segment in order to read and spell (using magnetic letters) VC words up, on, CVC words and, kick, got, and silly words rud, ock. Be able to read the tricky words I, to and the.

Tue Recall s a t p i n m d g o c k e using flashcards. Play Name Stories (Appendix 3).

Teach to read high frequency words put, back (p64). Teach u using phonics scheme (see p51 for ideas). Tell children the name of the letter but focus on the sound. Phoneme frame (p62): put, cut, mug, dug.

Blending for reading: Pictures of pet, ten, sun, dad, children match words to objects/pictures (p60).

Shared Reading (p66). Help our puppet read a caption: I am ten. Practise reading high frequency words (p64).

Wed Recall s a t p i n m d g o c k ck e u with flashcards. Play Quickwrite letters (p55).

Now children have learned a, e, i, o, u teach them that these are the five main vowels.* Write them on the board and ask them to think of something they can draw which starts with each sound. Put together a display of the vowels to use later.

Ask children to look at the picture cards for the following words: ant, orange, umbrella, egg, igloo, rabbit, man, dog, and sort them into those which begin with a vowel and those which don’t.

Explain that all words have vowels. Using the display ask children to write the following words: net, pat, sit, duck, top and underline the vowel in each word.

Thu Recall s a t p i n m g o c k ck e u with flashcards. Play Name Stories (Appendix 3).

Teach r using phonics scheme (see p51 for ideas). Tell children the name of the letter but focus on the sound. Phoneme frame (p62): run, rim, rock, ran, rat.

Blending for reading: Buried Treasure (p60). Which words are real? Nut, nun, seck, pock, tum, sut.

Demonstration writing (p67). Write the following caption: – Rock the rat. (Point out capital R.) Practise high frequency words (p64).

Fri Recall s a t p i n m g o c k ck e u r using flashcards. Practise reading high frequency words (p64).

Teach high frequency words the, to flashcards (p64). Teach ck using phonics scheme (see p51 for ideas). Teach spelling rule.(Appendix 6).

Blending for reading: Sound buttons (and lines for ck where 2 letters make one sound) (p58) as follows: sack, tack, tick, dock, sock. Make it clear that we read from left to right through a word.

Shared Reading (p66). Help our puppet read a caption: The dog is sick. Practise high frequency words (p64).

*Don’t worry about the letter y as this will come up in later phases.



Not for resale. 27

Phase 2 Week 5: (See accompanying CD for week 5 resources) Objectives and criteria for success: Learn and practise letters/sounds h b f (set 5) and practise letters/sounds learned so far (p51). Teach ff, including the rule, and practise reading words ending in ff. (Appendix 6). Children read in the correct direction across a word. Read the high frequency words if, off, big, had, his, him, but, back (p64).

Identify the name of each new letter learned. (Appendix 3).Practise oral blending and segmenting (p55–6). Blend for reading (p59). Segment for spelling (p61). Support children in reading and spelling captions using week 1 to 4 letters and high frequency words no, go, to and, the (p66–7).


Mon Recall s a t p i n m d g o c k ck e u r using flashcards. Ask children to shout out the vowels. Practise oral blending and segmenting of the words cup, dig, sick (p55-6).

Teach tricky words no, go, his, him (p64). Teach h using phonics scheme (see p51 for ideas). Tell children the name of the letter but focus on the sound. Play sound buttons (p58): had, him, has, his, hut, hit, hat, hack.

Oral blending. Play action game with actions/sounds for hat, hot, hop, hit, hum, hug. Perform the action and ask children to sound the words out.

Shared Reading (p66). Help to read the caption: His hat is on a hen.

Give the sound when shown any Phase 2 letter learned so far (should be secure with s a t p i n). Find any letter learnt so far, from a display, when given the sound. Find any letter learnt so far, from a display, when given the letter name. Be able to blend and segment in order to read and spell (using magnetic letters) VC words if, am, on, CVC words and, kick, got, and silly words fid, beff. Be able to read the tricky words I, to, the.

Tue Recall s a t p i n m d g o c k ck e u r h using flashcards. Play Quick /write letters (p55) using the vowels. Read the words had, him, his.

Teach b using phonics scheme (see p51 for ideas). Tell children the name of the letter but focus on the sound. Segmentation for spelling: Full circle (p63): but, bet, Ben, hen, hem, him, dim, dig, big, beg, bet, but.

Blending for reading: Pictures of cub, bag, bat, hat. Children match words to objects/pictures (p60).

Demonstration writing (p67). Write the following caption: The rabbit is on the pot. Practise reading high frequency words (p64).

Wed Recall s a t p i n m d g o c k ck e r h b with flashcards. Ask the children to find a given word from the word bank created last week.

Teach f using phonics scheme (see p51 for ideas). Tell children the name of the letter but focus on the sound. Play sound buttons (p58): if, fit, fun, fig, fed, fin.

Phoneme frame (p62): fin, bed, hat, duck, pig. Practise writing the, and, to flashcards (p64).

Shared Reading (p66). Help our puppet read a caption: I go back to bed. Practise reading high frequency words (p64).

Thu Recall s a t p i n m g o c k ck e u r h b f with flashcards. Play Quick write letters(p55) using the vowels.

Revise f and teach ff ending using phonics scheme. Phoneme frame (p62): puff, off, huff. Teach the spelling rule. (Appendix 6).

Blending for reading: Buried Treasure (p60). Which words are real? Foff, puff, fib, kiff, kick.

Demonstration writing (p67). Write the following caption: I huff and puff. Practise reading high frequency words (p64).

Fri Recall s a t p i n m g o c k ck e u r h b f ff using flashcards. Play Quick write letters (p55).

Show children how to make sentences by rearranging word cards. Use some of the high frequency words so far plus cat, dog, pig from week 3.

Sentence building using flashcards. What sentences can children make orally?

Share a big book (Appendix 5). Practise reading high frequency words (p64).



Not for resale. 28

Phase 2 Week 6: (See accompanying CD for year 6 resources) Objectives and criteria for success: Learn ll and ss, including the rule, and practise reading words ending in ll and ss. (See Phase 2 Appendix 6). Learn and practise letters/sounds l and (set 5) and practise letters/sounds learned so far (p51). Segment for spelling (p61). Blend and read the high frequency words of, dad, mum, up (p64). Identify the name of each new letter learned. (Appendix 3).

Blend for reading (p59). Children read in the correct direction across a word. Continue to support children in reading and spelling captions using week 1 to 5 letters and high frequency words no, go, to and, the, to (p66–7). End of Phase 2 Assessment.


Mon Recall s a t p i n m d g oc k ck e u rh h b f ff. Practise oral blending and segmenting (p55–6) of the words gum, pack, fun

Teach l using phonics scheme (see p51 for ideas). Tell children the name of the letter but focus on the sound. Play Phoneme frame (p62) lit, lock, lob, log. Teach high frequency word of (p64).

Sound buttons (p58) as follows: let, luck, lot, lip, Len. Make it very clear that we read from left to right through a word.

Shared Reading (p66). Help our puppet read a caption: Mum and Dad had a cat.

Give the sound when shown any Phase 2 letter learned so far (should be secure with s a t p i n). Find any letter learnt so far, from a display, when given the sound. Find any letter learnt so far, from a display, when given the letter name. Be able to blend and segment in order to read and spell (using magnetic letters) CVC words lock, bell, less, and silly words gell, soss. Be able to read the tricky words I, to, no, go, the.

Tue Recall s a t p i n m d g o c k ck e u r h b f ff l using flashcards. Play Name Stories (See Phase 4 Appendix 3).

Revise l and teach ll as a word ending using phonics scheme (see p51 for ideas). Teach the spelling rule. (Appendix 6). Play Phoneme frame (p62) with bell, hell, till, fill, mill, full.

Matching words and pictures (p60) with: bell, well, lip, hill, spell, leg.

Demonstration writing (p67). Write the following caption: I go up the hill. Practise reading high frequency words (p64).

Wed Recall s a t p i n m d g o c k ck e u r h b f ff l ll using flashcards. Play Quickwrite letters (p55).

Teach ss as a word ending using phonics scheme (see also p51 for ideas). Teach the spelling rule. (Appendix 6). Play Full Circle (p63) with miss, moss, boss, Bess, Tess, toss, loss, less, mess, miss.

Blending for reading: Sound buttons (and lines for digraphs) (p58) as follows: Miss, kiss, toss, fill, less, Ross, led, lid.

Matching game (Appendix 7). Picture of a bull and the sentences: A bull on a hill. A pig on a hill. The bull is big. Practise reading high frequency words (p64).

Thu Recall all letters from Phase 2 so far. Point out the letters on the alphabet frieze or cards (Phase 2 Appendix 4).

Use the phonics time in the next two days to complete the Assessment sheet on p201 and guidance on p203-7. Assess each child on their ability to meet the following objectives: Give the sound when shown any Phase 2 letter, securing first the starter letters s a t p i n; Find any Phase 2 letter, from a display, when given the sound; Find any Phase 2 letter, from a display, when given the letter name; Be able to orally blend and segment CVC words; Be able to blend and segment in order to read and spell (using magnetic letters) VC words such as if, am, on, up and silly names such as ip, up and ock. Be able to read the five tricky words I, to, no, go, the.

Fri Recall all letters from Phase 2 so far. Point out the letters on the alphabet frieze or cards (Phase 2 Appendix 4).



Not for resale. 29

Phase 2 Appendices

Appendix 1: Direction Teach children that in English we always read from left to right across a word. The children must sound out and blend the letters/sounds in the order they are written. It is helpful to model this by using actions, e.g. running you finger under each letter/sound as you sound it out then running your finger all the way under the word as you blend it. Appendix 2: Musical statues Play Musical Statues. When the music stops show the children a letter flashcard; they have to make the sound and do the action or trace the shape in the air.

Appendix 3: Name stories Teach children the letter name and that this makes the letter sound e.g. G (gee) makes g (as in go). Practise these till they know them off by heart. Appendix 4: Using an alphabet card When introducing a new letter show children where to find the letter in the classroom, for example, on an alphabet display or alphabet card. Show them the little letter and then point out the capital. Show them that this is where to find the capital letter if they ever need it. You may briefly explain when you need one. The children dont need to learn the capital yet but its important to show them what it looks like and where it can be found. Appendix 5: Sharing big books Choose a simple big book and read it to the children. When you come to a high frequency word they have learned or a decodable word from the letters they have learned so far ask them to help read it with you. Appendix 6: The spelling rule for the double consonants ck, ss, ff and ll. These spellings never go at the start of words. They go at the end of a word when there is a short vowel sound (the short sounds that a, e, i, o, u make when they are first taught in Phase 2). The new curriculum guidance suggests a way to teach the short vowel sound is a vowel sound spelt with a single vowel letter. Make sure when they are written in phoneme frames the double consonant goes together in a single box, representing a single sound. Appendix 7: Matching game Show children one picture then three sentences or captions. Ask them to read all three and decide which one matches the picture.



Not for resale. 30

Phase 3

Phase 3 Week 1: (See week 1 resources on CD) Objectives and criteria for success: Learn and practise letters/sounds j v w x (set 6) (p78–79). Practise blending for reading (p85–88). Practise reading high frequency words learned so far.

Practise all letters/sounds learned so far. Practise segmentation for spelling (p88–91). Practise reading the tricky high frequency words he, we, me, be (p91).


Mon Recall all GPCs learned so far using flashcards (p82).

Teach how to read the high frequency words he, we, me, be (p91). Teach j using phonics scheme (see p78 for ideas). Segmenting for spelling: Phoneme frame (p88): jet, jam, jog, Jack.

Play Buried treasure (p87) with the words jip, cat, ack, hot, jam, og.

Matching game (Appendix 5 and resources for Phase 3 week 1 on the CD). Draw a picture of one of the following captions: A dog in a jug. A cat in a jug. A dog in the jam. Now show children the three captions and ask them to find the correct one.

Give the sound when shown any Phase 2 letter, and the Phase 3 letters learned so far. Find any letter learnt so far, from a display, when given the sound. Find any letter learnt so far, from a display, when given the letter name. Write each letter correctly when following a model. Be able to blend and segment in order to read and spell (using magnetic letters) CVC words jet, win, vet, and silly words ix, jat.

Tue Recall all GPCs learned so far. Play Quickwrite letters (p84).

Practise reading the high frequency words he, we, me, be (p91). Teach v using phonics scheme (see p78 for ideas). Segmenting for spelling: Phoneme frame (p88): van, vat, vet, visit.

Blending for reading: Teach how to play Countdown (p86) vet, jam, jet, jog, van.

Demonstration writing (p97) write the question: Can I go to the vet? Explain what the question mark is for.

Wed Recall all GPCs learned so far using flashcards (p82).

Practise reading the high frequency words he, we, me, be (p91). Teach w using phonics scheme (see p78 for ideas). Phoneme frame (p88) will, win, wag, web.

Full circle (p90) using words jet, vet, wet, met, mat, vat, van, pan, pen, pet, jet.

Demonstration writing (p97) write the question: Will he win? Practise writing a question mark and remind children what it’s for.

Thu Recall all GPCs learned so far. Play Quickwrite letters (p84).

Teach x using phonics scheme (see p78 for ideas). Segmenting for spelling: Phoneme frame: mix, fix, fox, box, tax. Teach reading will, was (p91).

Play Buried treasure (p87) with the words fox, jix, box, vap, jam, jeg.

Play Yes/no questions (p97 and week 1 resources): Is the sun wet? Has the pot of jam got a lid? Can Mum jog?

Fri Recall all GPCs learned so far using flashcards (p82).

Using the picture/word resources from Phase 3 week 1 resources, explain to children that x doesn’t usually come at the start of the word.* Show children pictures of socks, a fox and a box. Put the matching words on display and ask children to help you match them.

Ask children to look at the difference between the ends of the words. Show them that the words with cks at the end are where there is more than one. One of those would normally end in ck so you don’t use the letter x. The children will come back to this later in Phase 6.

Show children the picture cards again and ask them to write the words on their whiteboards.

*Don’t worry about words like ‘xylophone’ at this stage as this makes a different sound anyway.



Not for resale. 31

Phase 3 Week 2: (See week 2 resources on CD) Objectives and criteria for success: Learn and practise letters/sounds y z (set 7) (p78–79). Learn the alphabet song. (Appendix 1). Practise segmentation for spelling (p88–91). Read and write sentences using set 1 to 6 letters and the, and, to, I.

Practise all letters/sounds learned so far. Teach reading the tricky words will, was (p91–93). Practise reading high frequency words learned so far. Practise blending for reading (p85–88).


Mon Recall all GPCs learned so far using flashcards (p82).

Teach y using phonics scheme (see p78 for ideas). Segmenting for spelling: Quickwrite words (p89): yap, yet, box, yes, fix. Teach children to write high frequency words the, and, to, I (p93).

Play Buried treasure (p87) with the words yes, yaf, gox, fix, heb, bill.

Blending for reading: Play Yes/no questions (p97 and see resources from Phase 3 week 2): Has a fox got six legs? Can I yell? Can he fix it?

Give the sound when shown any Phase 2 letter, and the Phase 3 letters learned so far. Find any letter learnt so far, from a display, when given the sound or letter name. Be able to blend and segment in order to read and spell (using magnetic letters) VC words ox, CVC words jet, win, tax, vet, and silly words zix, jav. Be able to spell the tricky words the, to, I, no, go.

Tue Recall all GPCs learned so far. Play Quickwrite letters (p84). Read through high frequency words learned so far (p92).

Teach z using phonics scheme (see p78 for ideas). Segmenting for spelling: Phoneme frame (p88): zip, zen, Zac.

Blending for reading: Matching words and pictures (p87 and see resources from Phase 3 week 2): zip, yes, zap, yak, van, wet.

Writing sentences (p98) write the question: Has a cat got a zip? Read will, was (p91).

Wed Recall all GPCs learned so far using flashcards (p82). Play Quickwrite words (p89) using the high frequency words the, and, to, I.

Sing the alphabet song to the children. (Appendix 1) Show them your alphabet frieze/cards as you sing it. Teach reading was (p91).

Learn the first half of the song by heart.

Play Musical Statues Alphabet (Appendix 2).

Thu Recall all GPCs learned so far using flashcards (p82). Play Quickwrite words (p89) using the high frequency words the, and, to, I.

Teach children the rest of the alphabet song. Teach reading will (p91).

Learn the rest of the song by heart.

Play Musical Statues Alphabet (See Phase 3 Appendix 2) Read will, was (p91).

Fri Recall all GPCs learned so far. Play Quickwrite letters (p84). Sing alphabet song and point to the letters (p80).

Show children a display of all the high frequency words learned so far (including Phase 2 words) Show them how to use the display as a word bank.

Demonstration writing (p97) Write the following sentence using the word bank to help you. I go to the zoo. Demonstrate how you are using the word bank.

Writing sentences (p98). Ask the children to write the following sentence using the word bank to help them. I was at the zoo.



Not for resale. 32

Phase 3 Week 3: (See week 3 resources on CD) Objectives and criteria for success: Learn zz including the rule and practise reading words ending in zz. (Appendix 6). Practise all previously learned GPCs. Point to the letters in the alphabet while singing alphabet song (p80). Practise segmentation for spelling (p88–91). Read and write sentences using set 1 to 6 letters and so, no, go.

Practise reading and writing captions and sentences (p95–98). Learn and practise qu (p81). Practise blending for reading (p85–88). Teach children how to find a capital letter. Teach reading the high frequency words are, you (p91–93). Practise reading high frequency words learned so far.


Mon Recall all GPCs learned so far using flashcards (p82). Sing alphabet song and point to letters (p80 & Appendix 1).

Teach children that each little (or lower case) letter has a corresponding capital letter. Briefly explain when these are used. Now show children how to find a capital letter from an alphabet frieze/card.

Play Finding a Capital (Appendix 3) as a class and then in pairs.

Play Quickwrite capitals (Appendix 4) with alphabet cards/ frieze on display for the children. Teach children to write the high frequency words so, no, go (p93).

Give the sound when shown any Phase 2 letter, and the Phase 3 GPCs learned so far. Find any letter (upper or lower case), from a display, when given the sound or letter name. Write each letter correctly when following a model. Be able to blend and segment in order to read and spell (using magnetic letters) VC words ox, CVC words buzz, shin, tang, zip, and silly words bip, jang. Be able to spell the tricky words the, to, I, no, go.

Tue Play Quickwrite capitals (Appendix 4). Read through high frequency words learned so far (p92).

Introduce the concept of digraphs – that two letters make one sound ( so you don’t have to sound out each letter) Recap the digraphs they know so far: ck, ff, ll and ss.

Segmenting for spelling with previously learned digraphs. Remind the children of the spelling rule (See Phase 3 Appendix 6). Phoneme frame (p88): sell, kiss, neck, huff.

Play Countdown (p86) with the words: tell, miss, duck, puff, fill, loss, tick.

Wed Recall all GPCs learned so far using flashcards (p82). Play Musical Statues (Appendix 2) to practise the alphabet.

Teach reading are, you (p91). Teach zz using phonics scheme (or p81). Teach the spelling rule. (See Phase 3 Appendix 6).

Segmenting for spelling: Quickwrite words (p89): buzz, fizz, jazz, fuzz.

Blending for reading: Matching words and pictures (p87) buzz, fizz, zip. Read are, you (p91).

Thu Play Quickwrite words (p89) using the high frequency words no, go, the, and, to, I.

Teach qu using phonics scheme (or p81). Explain that although it may sound like kw or cw, words never start with these spelling patterns.*

Segmenting for spelling: Quick write words (p89): quiz, quit, quick, quack, quid.

Matching game (Appendix 5 and Phase 3 week 3 resources). The bee went buzz. The duck went quack. Read are, you (p91).

Fri Recall all GPCs learned so far using flashcards (p82). Sing alphabet song and point to letters (p80).

Segmentation for spelling: Full Circle (p90) using the words: quack, quick, tick, tin, bin, bun, buzz, fuzz, fun, fan, tan, tack.

Play Buried treasure (p87) with the words quit, quep, fuzz, guck, kess, miss.

Shared reading (p97). Read are, you (p91).

*The exception being some brand names which they may know.



Not for resale. 33

Phase 3 Week 4: (See week 4 resources on CD) Objectives and criteria for success: Learn and practise letters/sounds sh th (voiced and unvoiced) ch (p81). Point to the letters in the alphabet while singing alphabet song (p80). Practise segmentation for spelling (p88–91). Read and write sentences using set 1 to 6 letters and no, so, go, the, and, to, I. Practise reading and writing captions and sentences (p95–98).

Practise all previously learned GPCs. Practise blending for reading (p85–88). Find corresponding capital letter to any letter learned so far. Teach reading the high frequency words this, that, then, them, with, they (p91–93). Practise reading high frequency words learned so far.


Mon Sing the alphabet song and point to the letters (p80). Play Quickwrite capitals (Appendix 4).

Teach sh using phonics scheme (or p81). Phoneme frame (p88): shop, ship, fish.

Play Buried Treasure (p87) with the words ship, shed, wish, hosh, shup.

Demonstration writing (p97). Write the sentence: I am in such a rush to get to the shops.

Give the sound when shown any Phase 2 letter, and the Phase 3 GPCs learned so far. Find any letter (upper or lower case), from a display, when given the sound or letter name. Write each letter correctly when following a model. Be able to blend and segment in order to read and spell (using magnetic letters) VC words ox, CVC words chip, shin, thin, and silly words thip, jash. Be able to spell the tricky words the, to, I, no, go.

Tue Recall all previously learned GPCs (p83). Read through high frequency words learned so far (p92).

Teach ch using phonics scheme (or p81).

Blending for reading: Play Countdown (p86): much, chick, check, chug, such.

Reading captions activity. Drawing (p95 and see resources from Phase 3 week 4): A man is rich if he has lots of cash.

Wed Sing the alphabet song and point to letters (p80). Play Quickwrite capitals (Appendix 4).

Show children the th digraph. Explain that there are two ways to say this, voiced (as in this) and unvoiced (as in thin) Teach reading this, that, then, them (p91).

Show children a list of words. Demonstrate how to sound out the two different ways of making the th sounds. Put them into lists or piles of those words with voiced and unvoiced th sounds.

Matching game (Appendix 5 and week 4 resources). Draw a picture of a one of the following captions: The pig is in the bath. The pig is in the mud. The dog is in the shop. Show the children the captions and ask them to find the one which matches the picture.

Thu Play Quickwrite words (p89) using the high frequency words no, so, go, the, and, to, I.

Teach th using phonics scheme (or p81). Segmenting for spelling: Phoneme frame (p88): then, them, that, this. Teach reading they, with (p91).

Blending for reading: Play Countdown (p86): with, moth, them, than, they.

Writing sentences (p98): A moth can be thin. They are with Mum.

Fri Sing alphabet song and point to the letters (p80). Read this week’s high frequency words (p91).

Blending for reading: Countdown (p86): with, moth, them, than, they, thick, thin.

Segmentation for spelling: Full circle (p90) using the words: chin, thin, thick, chick, sick, sit, sat, chat, chap, chop, chip, chin.

Writing sentences (p98). Model how to make up and write a sentence containing one of the high frequency words the children have learnt beginning with th. Repeat with a new word then ask the children to try and make one up.



Not for resale. 34

Phase 3 Week 5: (See week 5 resources on CD) Objectives and criteria for success: Learn and practise letters/sound ng (p81). Learn the rule about spelling words ending in nk. (Appendix 7). Practise blending for reading (p85-88). Practise reading high frequency words learned so far. Practise reading and writing captions and sentences (p95–98).

Practise all previously learned GPCs. Learn about vowels and consonants. (Appendix 8). Practise segmentation for spelling (p88-91). Teach reading the high frequency words see, my (p91–93). Find corresponding capital letter to any letter learned so far.


Mon Sing the alphabet song and point to the letters (p80).

Teach ng using phonics scheme (or p81). Segmenting for spelling: Phoneme frame (p88): long, sang, ping-pong, ring.

Play Buried treasure (p87) with the words song, feng, ring, thung, long.

Demonstration writing: Write the sentence (p97): Sing a song to me.

Give the sound when shown any Phase 2 letter, and the Phase 3 GPCs learned so far. Find any letter (upper or lower case), from a display, when given the sound or letter name. Write each letter correctly when following a model. Be able to blend and segment in order to read and spell (using magnetic letters) VC words ox, CVC words rain, see, long and silly words zaip, teng, meep. Be able to spell the tricky words the, to, I, no, go. Be able to read the high frequency words learned so far.

Tue Recall all previously learned GPCs (p83). Play Quickwrite capitals (Phase 3 Appendix 4.)

Teach children about the rule when words end in nk. (Appendix 7). Phoneme frame (p88): link, bank, tank, bunk, sink.

Blending for reading: Play Countdown (p86): rink, pink, sunk, honk, chunk.

Blending for reading: Play Yes/no questions (p97): Can I sit in a sink? Can the cat honk?

Wed Recall all previously learned GPCs (p83). Read through high frequency words learned so far (p92).

Go through the rules for spelling words ending in the ng sound and nk at the end of words. Ask the children to explain when you use these spelling patterns. Read the words in the resources for Phase 3 week 5 and match with the pictures: pink, think, sing, sink, long.

Ask the children to draw a line down the middle of their whiteboard and write ng on one side and nk on the other. Say the following words: rank, sing, wink, ding, dunk, and ask the children to write each word in the correct column.

Write the sentence (p97): The pig is in the long sink.

Thu Ask the children to remind one another what they know about vowels. Recap what vowels are. Ask the children to write the vowels as quickly as they can.

Explain that all the other letters are consonants**. They will need to know this as they move through the phonics stages. Go through the alphabet and say whether each letter is a vowel or consonant.

Show children a letter and ask them to shout out ‘vowel’ or ‘consonant’.

Show children pictures of objects from resources for Phase 3 week 5 and ask them to sort them into those which start with a vowel and those which start with a consonant.

Fri Play Quickwrite words (p89) using the high frequency words see, my.

Teach reading see, my (p91). Ask children to write the vowels they know. Ask children to write as many consonants as they can think of. Go through the alphabet together to show how they could have found them all.

Ask the children to draw a line down the middle of their whiteboards. On one side write v for vowel and on the other write c for consonant. Call out some letters and ask them to list those letters on the correct side of their boards.

Ask children to stand on one side of the room if their name starts with a vowel and the other if their name starts with a consonant.

*Technically children don’t come to adjacent consonants until Phase 4. However, as this is specific to the sound ng, I have added it in here. **Don’t worry about the letter y as this will come up in later phases.



Not for resale. 35

Phase 3 Week 6: (See week 6 resources on CD) Objectives and criteria for success: Learn and practise letters/sounds ai, ee, oa (p81). Practise all previously learned GPCs. Practise segmentation for spelling (p88-91). Teach reading the high frequency words she, all (p91–93).

Practise reading and writing captions and sentences (p95–98). Practise blending for reading (p85-88) including spotting digraphs in texts (Appendix10). Practise reading high frequency words learned so far. Teach children the rules for spelling words containing these digraphs (Appendix 9).


Mon Sing alphabet song and point to letters (p80). Play Quickwrite capitals (Appendix 4).

Read she, all (p91). Teach ai using phonics scheme (or p81 & Appendix 9). Segmenting for spelling: Phoneme frame (p88): wait, pain, bait.

Blending for reading: Play Countdown (p86): aim, main, rain, wait.

Matching game (See Phase 3 Appendix 5 and resources for Phase 3 week 6). Draw a picture of one of the following captions: The dog is in the rain. The dog is hot. The dog is long. Ask the children to find the matching caption.

Give the sound when shown any Phase 2 letter, and the Phase 3 GPCs learned so far. Find any letter (upper or lower case), from a display, when given the sound or letter name. Write each letter correctly when following a model. Be able to blend and segment in order to read and spell (using magnetic letters) VC words ox, CVC words rain, see, long and silly words zaip, teng, meep. Be able to spell the tricky words the, to, I, no, go. Be able to read the high frequency words learned so far.


Practise reading was, will, with (p91). Teach ee using phonics scheme (or p81). Segmenting for spelling: Phoneme frame (p88): see, tree, feet, weep.

Play Buried treasure (p87) with the words: feek, meet, weep, seef, geek, leeb.

Reading captions activity. Drawing (p95): My feet feel hot. Read she, all (p91).


Practise reading was, will, with (p91). Teach oa using phonics scheme (or p81 & Appendix 9). Segmenting for spelling: Phoneme frame (p88): loaf, toad, oak, soap, goat.

Reading words (follow reading captions on p95 but play with words). Write the following words one at a time and ask the children to draw a picture to match the word: coat, boat, toad, goal.

Segmentation for spelling: Play Full Circle (p90) using the words: rain, main, moat, boat, beet, feet, feel, fail, rail, rain. Read she, all (p91).

Thu Play Quickwrite words (p89) using the high frequency words she, all.

Teach children how to use capitals in digraphs. For example if a name starts with a digraph such as Charlie or Shakira it’s only the first letter of the digraph that uses a capital letter.

Segmentation for spelling: Phoneme frame (p88) for the following names using capital letters: Chuck, Chad (and any others in class).

Write the sentences (p97): I went to see Chad. She can see Chip the dog.

Fri Recall all previously learned GPCs (p83). Read through high frequency words learned so far (p92).

Play Digraph Spotter (Appendix 10) using the following sentences. I can see rain on the roof. Chip the dog has a long tail.

Ask children to write the following sentences: She can sail in her boat. Jill has sheep, chicks and goats. I put soap on my feet.

Shared reading (p97) looking for words containing digraphs.



Not for resale. 36

Phase 3 Week 7: (See week 7 resources on CD) Objectives and criteria for success: Learn and practise letters/sounds long/short oo, ar, or (p81). Practise all previously learned GPCs. Practise segmentation for spelling (p88–91). Teach reading the high frequency words look, for, too (p91–93).

Teach children the rules for spelling words containing these digraphs (Appendix 9). Practise blending for reading (p85–88). Practise reading high frequency words learned so far. Practise reading and writing captions and sentences (p95–98).


Mon Sing the alphabet song and point to the letters (p80). Play Quickwrite capitals (See Phase 3 Appendix 4).

Teach reading for (p91). Teach long oo using phonics scheme (or p81). ( Appendix 9). Segmenting for spelling: Phoneme frame (p88): too, zoom, cool, boot.

Play Buried treasure (p87) with the words food, lool, moon, root, room, woon.

Demonstration writing: Writing Sentences (p98): The boot is too cool.

Give the sound when shown any Phase 2 letter, and the Phase 3 GPCs learned so far. Find any letter (upper or lower case), from a display, when given the sound or letter name. Write each letter correctly when following a model. Be able to blend and segment in order to read and spell (using magnetic letters) VC word ox, CVC words cart, lord, and silly words boak, parp. Be able to spell the tricky words the, to, I, no, go. Be able to read the high frequency words learned so far.


Teach short oo using phonics scheme (or p81). Segmenting for spelling: Teach children how to read words with the oo spelling pattern and work out which sound it makes.

Blending for reading: Play Countdown (p86) took, foot, wood, hook. Phoneme frame (p88): book, look, cook, good.

Reading captions activity. Drawing (p95): I had a good book.

Wed Read through the alphabet and ask the children to shout when they get to a vowel.

Teach reading look, too (p91). Teach ar using phonics scheme (or p81). Segmenting for spelling: Phoneme frame (p88): bar, park, card, jar.

Blending for reading: Sound buttons (p58): market, car, cart, hard.

Play Yes/No Questions (p97 and see resources for Phase 3 week 7): Can you cook? Can you zoom in a car? Is the park far? Read look, too (p91).

Thu Play Quickwrite words (p89) using the high frequency words look, for, too.

Practice reading look, for, too (p91). Teach or using phonics scheme (or p81 of L&S). Segmenting for spelling: Phoneme frame (p88): for, fork, cord, cork.

Play Buried treasure (p87) with the words lord, bork, sort, for, gorg.

Writing sentences (p98): A torch is good in the dark. Read look, for, too (p91).


Play Digraph Spotter (See Phase 3 Appendix 10) using the following sentences: I got a fork in my tooth. My torch is too dark. She has wood in her foot.

Ask children to write the following sentences: Is it a boot or a sock? It is too far to go to the park.

Shared reading (p97) looking for words containing the new digraphs.



Not for resale. 37

Phase 3 Week 8: (See week 8 resources on CD) Objectives and criteria for success: Learn and practise letters/sounds igh, ur, ow, oi (p81). Practise all previously learned GPCs. Practise segmentation for spelling (p88–91). Teach reading the high frequency words now, down (p91–93).

Teach children the rules for spelling words containing these digraphs (Appendix 9). Practise blending for reading (p85–88). Practise reading high frequency words learned so far. Practise reading and writing captions and sentences (p95–98).


Mon Recall all previously learned GPCs (p83). Read through high frequency words learned so far (p92).

Teach igh using phonics scheme (or p81). Explain that this is a trigraph where three letters make one sound. Demonstrate this in a phoneme frame.

Segmenting for spelling: Phoneme frame (p88): high, sigh, light, night. Blending for reading: Sound buttons (p58): tight, might, right, sight.

Demonstration writing: Writing Sentences (p98): The night is dark not light.

Give the sound when shown any Phase 2 letter, and the Phase 3 GPCs learned so far. Find any letter (upper or lower case), from a display, when given the sound or letter name. Write each letter correctly when following a model. Be able to blend and segment in order to read and spell (using magnetic letters) VC words ox, CVC words coin, town, light, and silly words ois, fow, purb. Be able to spell the tricky words the, to, I, no, go. Be able to read the high frequency words learned so far.

Tue Recall all previously learned GPCs (p83). Read through all high frequency words learned so far (p92).

Teach ur using phonics scheme (or p81). Segmenting for spelling: Phoneme frame (p88): surf, urn, hurt, urn.

Blending for reading: Matching words and pictures (p87 and see Phase 3 week 8 resources): church, burn, fur, curl.

Play Yes/No Questions (p97 and see resources for Phase 3 week 8): Is it hard to surf? Is it my turn? Can a cat curl up? Read now, down (p91).

Wed Show children letters of the alphabet and ask them children to say whether it’s a vowel or consonant.

Teach ow using phonics scheme (or p81). Segmenting for spelling: Phoneme frame (p88): sow, how, down, town.

Blending for reading: Sound buttons (p58): owl, now, down, town.

Reading captions activity Drawing (p95 and see resources for Phase 3 week 8): The owl is high up in the tree. Read now, down (p91).

Thu Play Quickwrite words (p89) using the high frequency words now, down.

Teach oi using phonics scheme (or p81 & Appendix 9). Segmenting for spelling: Phoneme frame (p88): coin, oil, foil, soil.

Blending for reading: Play Countdown (p86): foil, join, toil, boil, coin, oil.

Writing sentences (p98): I can see a cow down on the soil. Read now, down (p91).


Play Digraph Spotter (Appendix 10) using the following sentences: She has fur on her back. Put the coin in the jar.

Ask children to write the following sentences: How can you see at night? He went for a surf but he got sun burn.

Shared reading (p97) looking for words containing the new digraphs.



Not for resale. 38

Phase 3 Week 9: (See week 9 resources on CD) Objectives and criteria for success: Learn about the spelling of words containing the ai, ee, oa, ow, oi digraphs that end with the letter l. Learn and practise letters/sounds ear, er, air (p81). Practise blending for reading (p85–88). Practise reading high frequency words learned so far.

Practise all previously learned GPCs. Practise segmentation for spelling (p88–91). Teach reading the high frequency word her (p91–93). Practise reading and writing captions and sentences (p95–98).


Mon Practise the following digraphs: ai, ee, oa, ow, oi.

Teach children how to spell words with these digraphs followed by the letter l.* Segmenting for spelling: Phoneme frame (p88): foil, owl, soil, howl, coil, wail, foal, pail, tail, reel, peel, goal.

Play Buried treasure (p87) with the words: gowl, boil, howl, coil, feel, yoal, zail, goal, geel, tail.

Demonstration writing: Writing Sentences (p97): Can an eel howl?

Give the sound when shown any Phase 2 letter, and the Phase 3 GPCs learned so far. Find any letter (upper or lower case), from a display, when given the sound or letter name. Write each letter correctly when following a model. Be able to blend and segment in order to read and spell (using magnetic letters) VC words earn, CVC words fern, win, tail, vet, and silly words zear, jaiv. Be able to spell the tricky words the, to, I, no, go. Be able to read the high frequency words learned so far.


Teach ear using phonics scheme (or p81). Remind children that a trigraph is three letters that make one sound. Demonstrate this in a phoneme frame.

Segmenting for spelling: Phoneme frame (p88): ear, dear, fear, hear. Blending for reading: Sound buttons (p58): near, tear, year, beard.

Writing Sentences (p98): I can hear an owl hoot at night.

Wed Ask children to write as many consonants as they can think of in a given time. Check their answers with a partner using the alphabet frieze.

Teach er using phonics scheme (or p81). Teach children to read her (p91). Segmenting for spelling: Phoneme frame (p88): berk, fern, herd, her.

Play Buried treasure (p87) with the words: fern, herd, her, perd, merg.

Play Yes/no questions (p97 and see resources for Phase 3 week 9): Is it hot this year? Can she see a herd of cows?

Thu Play Quickwrite words (p89) using some high frequency words learned so far, including her.

Teach her (p91). Recap the er sound learned in the previous lesson. Show children how the er sounds in the following words: hammer, farmer, boxer. Practise reading and saying this sound at the end of words.

Blending for reading: Play Countdown (p86): lighter, rocker, better, harder, corner.

Writing Sentences (p98): The hammer hit the nail hard.


Teach air using phonics scheme (or p81). Remind children that a trigraph is three letters that make one sound. Demonstrate this in a phoneme frame.

Segmenting for spelling: Phoneme frame: air, hair, fair, pair. Blending for reading: Sound buttons and lines: air, hair, fair, pair.

Reading captions activity. Drawing (p95 and see resources for Phase 3 week 9): She has big hair. Read her p91.

*Children often find these spellings tricky, for example writing taiyul instead of tail, peeyul instead of peel, foiyul instead of foil, owul instead of owl. This will depend on regional accents.



Not for resale. 39

Phase 3 Week 10: (See week 10 resources on CD) Objectives and criteria for success: Learn and practise the letters ure (p81). Learn about the spelling of words that end with the k sound. Practise all previously learned GPCs. Practise segmentation for spelling (p88–91).

Teach how to read two-syllable words (p94). Practise blending for reading (p85–88). Practise reading high frequency words learned so far. Practise reading and writing captions and sentences (p95–98).


Mon Sing the alphabet song and point to letters (p80). Play Quickwrite capitals (Phase 3, Appendix 4).

Teach ure using phonics scheme (or p81). Remind children that a trigraph is three letters that make one sound. Demonstrate this in a phoneme frame. Segmenting for spelling: Phoneme frame: pure, cure, secure, manure.

Blending for reading: Play Countdown (p86): sure, pure, cure, insure, secure, manure.

Read the sentence (see resources from Phase 3 week 10): The farm has manure.

Give the sound when shown any Phase 2 letter, and the Phase 3 GPCs learned so far. Find any letter (upper or lower case), from a display, when given the sound or letter name. Be able to blend and segment in order to read and spell (using magnetic letters) CV words pure, CVC words sure, feel, and silly words fure, jeel. Be able to spell the tricky words the, to, I, no, go. Be able to read the high frequency words learned so far.


Teach children about the rule for using the k sound at the end of a word. (Appendix 11). Read the following words to the children and discuss what the spelling should be and why: park, duck, leek, took, tank,

Segmenting for spelling: Phoneme frame (p88): pork, soak, back, spook, bonk, think.

Writing sentences (p98): I think I see a duck in the park. I went back to see the tank.

Wed Recall all previously learned GPCs (p83). Read through high frequency words learned so far including all (p92).

Practise spelling words ending in the k sound. Sort the pictures from resources for Phase 3 week 10 into those that end in ck and those that end in k: park, duck, tank, bank, book, tick.

Segmenting for spelling: Teach spelling two-syllable words (p94): tanker, parking, bookish, tuck-shop, ticket.

Reading sentences. Stop at a full stop. Point out capitals at the start of the next sentence. Read ‘In the woods’ (p104) together.

Thu Play Quickwrite words (p89) using the high frequency words learned do far in Phase 3.

Teach reading two-syllable words (p94): toothbrush, armchair, rocker, boxer, lighter, bedroom. Sound buttons (p58): waitress, raindrop, weeping, parking, poison.

Play Buried treasure (p87) with the words: hammer, lutter, bitmun, corpork, bedroom, barteep.

Sentence substitution (p86) using sentences on (p104 and see resources from Phase 3 week 10): Mark fed the cat/dog/hid/Gail/moon.


Practise reading (p94): looking, powder, thicker, singer, farmyard.

Segmenting for spelling: Phoneme frame (p88): lightning, orchard, waiter, waiting.

Sentence substitution (p86) using sentences on p104 and resources for Phase 3 week 10: The sheep are in the shed/ bedroom/farmyard/cars/wait.



Not for resale. 40

Phase 3 Week 11: (See week 11 resources on CD) Objectives and criteria for success: Practise all previously learned GPCs. Practise blending for reading (p85–88). Practise segmentation for spelling (p88–91).

Practise reading high frequency words learned so far. Teach how to read two-syllable words (p94). Practise reading and writing captions and sentences (p95–98).


Mon Recall all previously learned GPCs (p83). Read through high frequency words learned so far (p92).

Sorting (p88) between things at school and things at home: bedroom, teacher, rooftop, pen-pot, sister, lunch-box. NB: Some items, for example, rooftop, might belong in both categories!

Segmenting for spelling: Teach spelling two-syllable words (p94): pigpen, bookshop, market.

Ask Yes/no questions (p97/104 and resources from Phase 3 week 11) using Phase 3 GPCs. Will six cows fit in a car? Can coins sing a song? Will all shops sell nails?

Give the sound when shown any Phase 2 letter, and the Phase 3 GPCs learned so far. Find any letter (upper or lower case), from a display, when given the sound or letter name. Be able to blend and segment in order to read and spell (using magnetic letters) VC words owl, CVC words light, wait, tool, tart, and silly words foap, hean. Be able to spell the tricky words the, to, I, no, go. Be able to read the high frequency words learned so far.


Read sentences from p103: On the farm.

Segmenting for spelling: Dictate sentences to the children: The farmer gets up at six. He has to feed the cows and sheep each morning.

Sentence substitution (p86 using sentences on p104 and resources Phase 3 week 11): You can hear a goat/ toad/song/see/coin.


Read sentences from p103: In town.

Segmenting for spelling: Dictate a sentence to the children: Jill has fair hair but Jack has dark hair.

Ask Yes/no questions (p97/104 and resources for Phase 3 week 11) using Phase 3 GPCs. Can a chicken sit on a chair? Can a coach zoom into the air? Can a coat hang on a hook?

Thu Play Quickwrite words (p89) using the high frequency words no, go, the, and, to, I.

Read sentences from p103: In a wigwam.

Segmenting for spelling: Dictate sentences to the children: Jim has seven silver coins. He gets sweets with them.

Sentence substitution (p86 using sentences on p104): They might meet in the town/ market/summer/we/fish.


Segmenting for spelling: Dictate a sentence to the children: I can see a pair of dark boots on the mat. Can you?

Play Buried Treasure (p87) with the words: feel, quib, fork, chull, pear, woin, thin, jung.

Ask Yes/no questions (p97/104 and resources for Phase 3 week 11) using Phase 3 GPCs. Can ducks see fish in rivers? Can you hear bees buzzing now?



Not for resale. 41

Phase 3 Week 12:

Assess the children in small groups using Assessment sheet on p202 and guidance on p203-207. Children should be able to:

Give the sound when shown all or most Phase 2 and Phase 3 letters graphemes; Find all or most Phase 2 and Phase 3 graphemes, from a display, when given the sound; Find all or most Phase 2 and Phase 3 graphemes, from a display, when given the name; Find the capital letter, from a display, which corresponds with any single lower case letter given; Be able to blend and read CVC words (this includes words containing the vowel or consonant digraphs and trigraphs learned so far); Be able to segment and make phonetically plausible attempts at CVC words; Be able to read the tricky words he, she, we, me, be, was, my, you, her, they, all, are; Be able to spell the tricky words the, to, I, no, go; Write each letter properly when following a model.



Not for resale. 42

Phase 3 Appendices

Appendix 1: Alphabet song Something to be noted when teaching children the alphabet is to avoid the usual song where the letters L, M, N, O, P are sung quickly in three beats. Children cannot distinguish each letter and so they will need to be taught an alphabet song which places equal emphasis on all letters.

Appendix 2: Musical statues alphabet Play a musical statues style game where you sing part of the alphabet and then stop. Ask the children to point to or write the letter you have stopped on.

Appendix 3: Finding a capital When introducing a new letter show children where to find the letter in the classroom, for example, on an alphabet display or alphabet card. Show them the lower case letter and then point out the capital. Show them that this is where to find the capital letter if they ever need it. You may briefly explain when you need one. The children don’t need to learn the capital yet but it’s important to show them what it looks like and where it can be found. Appendix 4: Quickwrite capitals When ready you can start to play this game where children have to identify the capital letter that goes with each lower case letter. Teach them the letter name but explain that capitals make the same sound as the lower case. Call out a letter sound or name and ask the children to write the letter as quickly as they can. You can ask them to write the capital and the lower case or just the capital. Early on they may use an alphabet display for support. This is good practice for finding a capital if they don’t know it. When they are ready, take the display away to assess which capitals they know. Appendix 5: Matching game Show children one picture then three sentences or captions. Ask them to read all three and decide which one matches the picture. Appendix 6: The spelling rule for the double consonants zz. This spelling of the sound never goes at the start of words. It goes at the end of a word when there is a short vowel sound, (the short sounds that a, e, i, o, u make when they are first taught in Phase 2). The new curriculum guidance suggests a way to teach the short vowel sound is ‘a vowel sound spelt with a single vowel letter.’ Make sure when they are written in phoneme frames the double consonant goes together in a single box, representing a single sound.



Not for resale. 43

Appendix 7: Spelling words with the nk ending. Words such as tank, think and bank can be tricky to spell because the letter n sounds very similar to the ng sound. Teach children that where a word ends in k you only write the letter n. Appendix 8: Vowels and consonants The children already began to learn about vowels in Phase 2. Now explain that all other letters are consonants. It is easier to learn the vowels a, e, i, o, u, then learn that anything not in this five must be a consonant. Appendix 9: Rules for words containing ai oi oa oo The ai and oi digraphs are never used at the end of English words. The oa and oo digraphs are rarely used at the end of English words. Appendix 10: Digraph spotter In the early stages of reading children are often able to spot digraphs in phonics lessons but then don’t always apply this in their reading. This activity is designed to raise awareness of digraphs in texts. Choose some sentences containing digraphs. Model how to blend, but by sounding out each letter (e.g. b-o-o-t). Ask the children if it makes sense. Ask if they can spot anything you did wrong? Explain that you need to spot the digraphs before the blend. Now model correctly. Ask the children to spot the digraphs in the next sentence before they read it. As they get better you don’t need to try and ‘spot’ them first but you can encourage them to find them while they are blending. This activity also applies to the trigraphs learnt in this phase.

Appendix 11: Rules for using ck at the end of words Teach the children that many words have the k sound at the end of a word but in English it is rarely spelt with the letter c. To find out whether to use a k or ck they need to remember the rule about which vowel/letter combinations are being used. If there is a short vowel sound (or a vowel on its own before the k sound) then they must use the ck spelling. If there is a longer vowel sound (e.g. digraphs) or a short vowel then a consonant before the k sound they usually use the letter k.



Not for resale. 44

Phase 4

Phase 4 Week 1: (See week 1 resources on CD) Objectives and criteria for success: Practise recognition and recall of Phase 2 and 3 graphemes (p109–110). Teach and practise reading CVCC words (p111). Teach and practise spelling CVCC words (p112) Practise reading and spelling high frequency words (p118).

Teach reading the tricky words said, so (p118) and decodable words went, from (p119). Teach spelling of tricky words he, she, me, we, be (p119). Practise reading sentences (p122). Practise writing sentences (p124).

Revisit and review Teach Practise Apply Assessment Mon Recall all GPCs from Phase 2

and 3, note any the children struggle with and focus on for the rest of the week (p109–110).

Teach reading tricky word said (p118) and went, from (p119). Blending for reading CVCC words (p111), extending CVC words to CVCC words: bend, mend, hump, bent, tent.

Segmentation for spelling: Phoneme frame (p116): lost, fact, husk, bank, milk, lamp, wind, next. Make sure children see the adjacent consonants as separate sounds within separate boxes.

Reading sentences: Matching (p122 and see week 1 resources on CD): I sent it in the post. The toy is soft. Match these sentences with the pictures.

Give the sound when shown any Phase 2 and 3 grapheme. Find any Phase 2 or 3 grapheme,from a display, when given the sound. Be able to blend and read words containing adjacent consonants. Be able to segment and spell words containing adjacent consonants. Be able to read the tricky said,so. Be able to spell the tricky words he, she, we, me, be.

Tue Practise reading tricky words said, so (p118) and went, from (p119).

Blending for reading: Teach the children how to play Snowball Sounds (Appendix 1) for the following words: best, gulp, band, dent.

Segmentation for spelling: Play Filling in the Blanks (Appendix 2): land, nest, link, hunt, lift.

Writing sentences (p124): I kept the lamp in the tent.

Wed Practise recognition and recall of Phase 2 and 3 GPCs (p109–10).

Blending for reading: Play Snowball Sounds (Appendix 1) for the following words: must, loft, raft, pink.

Segmentation for spelling: Play Sort the Letters (Appendix 3): lent, bend, sift, tilt, tuft, tusk.

Reading sentences: Yes/no questions (p123 and see week 1 resources on CD): Is milk good for teeth? Can a clock get cross?

Thu Practise reading tricky words said, so (p118) and went, from (p119).

Blending for reading: Buried treasure (p115), dift, soft, lant, camp, chimp, panch.

Segmentation for spelling: Play Filling in the Blanks (Appendix 2): paint, roast, beast, shelf, north, boost, think.

Writing sentences (p124): I sat on the bench and had toast.

Fri Practise recognition and recall of Phase 2 and 3 GPCs (p109–10).

Teach spelling he, she, me, we, be (p119). Ask the children to write a sentence containing one of these words.

Read the following sentences: He went to bed. She had a pink car. Me and Tom went to the park. We are in the pond. I will be six soon.

Shared reading (p124).



Not for resale. 45

Phase 4 Week 2: (See week 2 resources on CD) Objectives and criteria for success: Practise recognition and recall of Phase 2 and 3 graphemes (p109–110). Teach and practise reading CCVC words (p111). Teach and practise spelling CCVC words (p113). Practise reading and spelling high frequency words (p118).

Teach reading the tricky words have, like (p118) and decodable words it‘s, just (p119). Teach spelling the tricky words was, you (p119). Practise reading sentences (p122). Practise writing sentences (p124).


Mon Practise reading and spelling all high frequency words learned so far in this phase (p118–9).

Teach reading tricky words have, like (p118) and decodable word it’s* (p119). Blending for reading: What‘s in the box? (p113): frog, swim, plug, snap.

Segmentation for spelling: Phoneme frame (p116): sniff, plum, gran, swim, clap.

Reading sentences: Drawing activity (p122 and week 2 resources on CD). The clown did tricks with gran.

Give the sound when shown any Phase 2 and 3 grapheme. Find any Phase 2 or 3 grapheme, from a display, when given the sound. Be able to blend and read words containing adjacent consonants. Be able to segment and spell words containing adjacent consonants. Be able to read the tricky words said,so, have, like. Be able to spell the tricky words he, she, we, me, be, was, you.

Tue Practise recognition and recall of Phase 2 and 3 GPCs (p109–10).

Teach reading decodable word it’s (p119). Explain that it comes from it is. Blending for reading: Play Snowball Sounds (Appendix 1) for the following words: green, fresh, smell, snack.

Segmentation for spelling: Play Filling in the Blanks (Appendix 2): brown, clock, flag, prod, grab.

Writing sentences: (p124) A crab crept into a crack in the rock.

Wed Practise reading and spelling all high frequency words learned so far in this phase (p118).

Blending for reading: Buried treasure (p115) cloop, swing, dreen, float, smarp, groan.

Segmentation for spelling: Play Sort the letters (Appendix 3) spark, bring, crash, bleed, clown.

Writing sentences: (p124) I was at the pond for a swim.

Thu Practise recognition and recall of Phase 2 and 3 GPCs (p109–10).

Teach spelling was, you (p119). Blending for reading: Play Snowball Sounds (Appendix 1) for the following words: clot, creep, brown.

Segmentation for spelling: Quickwrite words (p117), brush, growl, frown, bleep.

Writing sentences: (p124) You look sad.

Fri Practise reading and spelling all high frequency words learned so far in this phase (p118–9).

Blending for reading: Buried Treasure (p115) smeet, thrill, fluck, flash, crash, crish.

Segmentation for spelling: Show children the animal pictures Week 2 of the accompanying resources CD: snail, skunk, crab, slug, frog, cat, dog, pig. Ask them to write them in two lists, those they like and those they dislike.

Reading sentences: Drawing activity (p122 and week 2 resources on CD). The frog jumps in the pond and swims off.

*Briefly explain that the apostrophe replaces the letter i in is. Contractions will be taught in more detail in Phase 6.



Not for resale. 46

Phase 4 Week 3: (See week 3 resources on CD) Objectives and criteria for success: Practise recognition and recall of Phase 2 and 3 graphemes (p109–110). Teach and practise reading CCVC words (p111). Teach and practise spelling CCVC words (p113). Practise reading and spelling high frequency words (p118).

Teach reading the tricky words some, come, there (p119) and decodable word help (p119). Teach spelling the tricky words they, are (p119). Practise reading sentences (p122). Practise writing sentences (p124).


Mon Practise recognition and recall of Phase 2 and 3 GPCs (p109–10).

Teach reading tricky words some, come (p118). Explain that it can be hard to hear the sounds of some letters when put together with others. This week you are going to show them these tricky combinations. Show the children the st poster from the resources and explain how it sounds like sd but words don t start with these two letters together.

Segmentation for spelling: Play Filling in the Blanks (See Phase 4 Appendix 2): stop, start, stick, stack.

Reading sentences: Yes/no questions (p123 and see week 3 resources), Can you start the car? Do you stop at a green light? Did you get a sticker?

Give the sound when shown any Phase 2 and 3 grapheme. Find any Phase 2 or 3 grapheme, from a display, when given the sound. Be able to blend and read words containing adjacent consonants. Be able to segment and spell words containing adjacent consonants. Be able to read the tricky words said, so, have, like, some, come, there. Be able to spell the tricky words he, she, we, me, be, was, you, they, are.

Tue Practise reading and spelling all high frequency words learned so far in this phase (p118–9).

Teach reading tricky word there (p118) and decodable word help (p119). Show the children the sk/sc poster from the resources and explain how it sounds like sg but words don t start with these two letters together. Blending for reading: Play Snowball Sounds (Appendix 1): skip, scoop, skill.

Segmentation for spelling: Quickwrite words (p117), scarf, scab, skid, skin.*

Writing sentences: (p124), The scarf was black and red.


Teach spelling they (p119). Show the children the tr poster from the resources and explain how it sounds like chr but isn’t spelt that way. Blending for reading: Countdown (p114): tree, trash, trick, tram, truck.

Segmentation for spelling: Play Filling in the Blanks (See Phase 4 Appendix 2): train, trip, track, trap.

Reading sentences, Drawing (p122 and see week 3 resources), The truck got stuck in the tree.

Thu Practise reading and spelling all high frequency words learned so far in this phase (p118–9).

Teach spelling are (p119). Show the children the dr poster from the resources and explain how it sounds like jr but words don t start with these two letters together. Blending for reading: Play Snowball Sounds (Appendix 1): drip, drum, drop, dress.

Segmentation for spelling: Quickwrite words (p117), droop, drag, drain, dragon, drab.

Writing sentences: (p124), I got a drop of my drink on my dress.


Show the children the sp poster from the resources and explain how it sounds like sb but words don t start with these two letters together. Blending for reading: Buried Treasure (p115) speeth, spot, spin, sparm, spoon.

Segmentation for spelling: Play Sort the Letters (Appendix 3): sport, spoil, spark, speck.

Shared reading: (p124).

*Children may need some help on whether to use sc or sk but the focus is not using s .



Not for resale. 47

Phase 4 Week 4: (See week 4 resources on CD) Objectives and criteria for success:

Practise recognition and recall of Phase 2 and 3 graphemes (p109–110). Practise reading words containing two adjacent consonants (CCVCC words) (p113–115). Practise spelling words containing two adjacent consonants (p113–115). Practise reading and spelling high frequency words (p118).

Teach reading the tricky words when, what (p119) and decodable word children (p119). Teach spelling of tricky words my, her (p119). Practise reading sentences (p122). Practise writing sentences (p124).



Teach reading tricky words when, what (p118). Blending for reading: Play Snowball Sounds (Appendix 1): plump, crept, crunch, craft .

Segmentation for spelling: Quickwrite words (p117), brand, frost, cramp, plump, stamp, trend.

Reading sentences: Yes/no questions (p123 and week 4 resources), Did you drink milk? Can you stand on your chin? Are frogs from Mars?

Give the sound when shown any Phase 2 and 3 grapheme. Find any Phase 2 or 3 grapheme from a display, when given the sound. Be able to blend and read words containing adjacent consonants. Be able to segment and spell words containing adjacent consonants. Be able to read the tricky words said, so, have, like, some, come, there, when, what. Be able to spell the tricky words he, she, we, me, be, was, you, they, are, my, her.


Teach reading the decodable word children (p119). Blending for reading: Play Countdown (p114), blend, stunt, crust, tramp, grunt.

Segmentation for spelling: Play Filling in the Blanks (Appendix 2): drift, slept, skunk, blink.

Writing sentences (p124), I like crisps.

Wed Practise reading and spelling all high frequency words learned so far in this phase (p118–9).

Teach spelling my (p119). Blending for reading: Play Snowball Sounds (Appendix 1): drank, blank, trunk, crust.

Segmentation for spelling: Quickwrite words (p117), spark, thrust, traps, stomp, shrink.

Reading sentences, Drawing (p122 and week 4 resources), The children shrank.


Teach spelling her (p119). Blending for reading: Buried treasure (p115), clost, clamp, brist, speet, street.

Segmentation for spelling: Play Filling in the Blanks (Phase 4 Appendix 2): prowl, scoop, frown, scrunch, crisp, stand.

Writing sentences (p124), A wasp can sting.


Blending for reading: Play Countdown (p114), drown, drink, stink, plank, thank, stamp.

Segmentation for spelling: Play Spare letters (Appendix 4) trust, thrust, frost, brand, blend, bland.




Not for resale. 48

Phase 4 Week 5: (See week 5 resources on CD) Objectives and criteria for success: Practise recognition and recall of Phase 2 and 3 graphemes (p109–110). Practise reading words containing two adjacent consonants (p113–115). Practise spelling words containing two adjacent consonants (p113–115). Teach reading the tricky words were, little, one (p118). Teach children about syllables.(Appendix 5).

Practise reading and spelling high frequency words (p118). Reading and spelling two-syllable words (p121). Practise reading sentences (p122). Practise writing sentences (p124).


Mon Practise recognition and recall of Phase 2 and 3 GPCs (p109–10).

Teach children about syllables (Appendix 5).

Clap out the names of the children in the class.

Ask children to think of a word with 1 syllable. Check with a partner. Repeat for 2 syllables. Then try 3 syllables.

Give the sound when shown any Phase 2 and 3 grapheme. Find any Phase 2 or 3 grapheme, from a display, when given the sound. Be able to blend and read words containing adjacent consonants. Be able to segment and spell words containing adjacent consonants. Be able to read the tricky words said, so, have, like, some, come, there, when, what, were, little, one. Be able to spell the tricky words he, she, we, me, be, was, you, they, are, my, her, all.

Tue Choose a nursery rhyme and clap out the syllables together.

Spend the lesson today playing the syllable games in Appendix 5.


Teach reading tricky word were (p118). Teach children about words with two syllables (p121) pocket, rabbit, thunder, panda, picnic.

Spelling two-syllable words (p121), pondweed, handstand, helper, desktop.

Reading sentences Yes/no questions (p123 and see week 5 resources): Are you afraid of thunder? Can a spoon have a sandwich? Do trains run in a sandpit?

Thu Practise reading and spelling all high frequency words learned so far in this phase (p118–9).

Teach reading tricky word little (p118). Blending for reading two-syllable words (p121), softest, sandwich, shelving.

Spelling two-syllable words (p121), driftwood, lunchbox, shelter.

Writing sentences (p124). They have a lunchbox.


Teach reading tricky word one (p118). Blending for reading two-syllable words (p121), sandpit, starlight, packet.

Spelling two-syllable words (p121), freshness, floating. shampoo, helpdesk.

Reading sentences (p128 and see week 5 resources): I kept bumping into things in the dark.

Note: Page numbers above are from Letters and Sounds unless otherwise stated.



Not for resale. 49

Phase 4 Week 6: (See week 6 resources on CD) Objectives and criteria for success: Practise recognition and recall of Phase 2 and 3 graphemes (p109–110). Practise reading words containing two or three adjacent consonants (p113–115). Practise spelling words containing two adjacent consonants (p113–115). Teach reading the tricky words do, out* (p118). Practise reading and spelling high frequency words (p118).

Teach spelling the tricky word all (p119). Reading and spelling two-syllable words (p121). Practise reading sentences (p122). Practise writing sentences (p124).



Teach spelling all (p119). Blending for reading (two-syllable words): Buried treasure (p115), lunchbox, stusting, crinkbig, giftbag shampooing, hilpstog.

Spelling two-syllable words (p121), shampoo, handstand, twisting.

Writing sentences (p124), I must not tramp on the flowers.

Give the sound when shown any Phase 2 and 3 grapheme. Find any Phase 2 or 3 grapheme, from a display, when given the sound. Be able to blend and read words containing adjacent consonants. Be able to segment and spell words containing adjacent consonants. Be able to read the tricky words said, so, have, like, some, come, there, when, what, were, little, one, do, out. Be able to spell the tricky words he, she, we, me, be, was, you, they, are, my, her, all.


Blending for reading two-syllable words (p121), drinking, thank you, thundering, crunching, desktop.

Spelling two-syllable words (p121), printer, shrinking, treetop.


Wed Practise reading and spelling all high frequency words learned so far in this phase (p118–9).

Teach reading tricky word do (p118). Teach how to read words with more than two adjacent consonants. Play Snowball Sounds (Appendix 1): splash, spring, strap.

Segmentation for spelling: Play Filling in the Blanks (See Phase 4 Appendix 2): stress, splat.

Reading sentences Yes/no questions (p123 and week 6 resources), Do you like to splash in the bath? Is it winter? Are you strong?


Teach reading tricky word out (p118). Blending for reading: Countdown (p114) sprint, scrimp, street.

Segmentation for spelling: Quickwrite words (p117) strong, sprung, screech.

Writing sentences (p124) Are all children good at sport?


Blending for reading two-syllable words (p121): stronger, screeching, explain.

Spelling two-syllable words (p121), splashing, impress.

Reading sentences on (p128 and week 6 resources): Fred and Brett spent a week in Spain.

*Out is a tricky word in Phase 4 as the ou digraph has not been taught yet.



Not for resale. 50

Phase 4 Week 7: In week 7 assess the children in small groups using the Assessment sheet on p202 and guidance on p203-207. Children should be able to:

Give the sound when shown any Phase 2 and Phase 3 letters/ graphemes; Find any Phase 2 and Phase 3 graphemes, from a display, when given the sound; Be able to blend and read words containing adjacent consonants; Be able to segment and spell words containing adjacent consonants; Be able to read the tricky words some, one, said, come, do, were, when, have, there, out, like, little, what; Be able to spell the tricky words he, she, we, me, be, was, my, you, her, they, all, are; Be able to say how many syllables are in a word; Write each letter, usually correctly.



Not for resale. 51

Phase 4 Appendices

Appendix 1: Snowball sounds Show the children how to sound these words by building up the way you blend. For example if you were reading the word stop blend it as follows: s, t, st, st, o, sto, sto, p, stop. This will give children plenty of practice of blending adjacent consonants. Appendix 2: Filling in the blanks (Adapted from a Phase 3 activity.) Give children the correct number of boxes they need for a phoneme frame. bFor example if you were going to ask them to write the word flat first ask them to draw a phoneme frame with four boxes. Then give them the word to spell. If they miss out a letter (particularly l in this case) they can see that there is a letter missing and know they must try again. This makes children listen more carefully for the sounds in a word. Appendix 3: Sort the letters Select the correct letters to make a Phase 4 word. Put them on the board but jumble them up. Now tell children the word you want them to write. They have the correct letters so they will know if there is one they haven t used. This will help them to listen carefully for all the sounds. When they have written it, sort the ones on the board together. Appendix 4: Spare letters This is similar to Sort the letters but you add in an extra unwanted letter. The children have to listen to the word and write it then tell you which letter was the spare that wasn’t needed. This encourages children to listen carefully rather than just play about with the letters. You can add in more letters to make it more difficult. Appendix 5: Syllables Teach children that syllables are like beats in words (it is not the same as sounding out). Model how to clap words of different syllables and ask children to count the beats. Go round the room and clap children’ s names. How many syllables do they have in their names? Play the game below. Food syllables. Put numbers 1, 2, 3, 4+ around the room (or out on the playground/in the hall). Model how to play by giving the name of a type of food e.g. sandwich. Say it aloud and clap it out then go to the number which corresponds with the number of syllables. Do this a few times. When they are used to the game ask questions such as: What is your favourite sandwich filling? What is your favourite ice-cream flavour? The children will go to different numbers. Choose a few children to give their answer and clap out as a class to check they are standing next to the right number. Try asking questions such as “if my favourite flavour ice-cream is vanilla can I stand under the number two?” When children are really confident you can ask them to guess a child s answer purely by the number they are standing under. You can adapt this to other things such as animals, superheroes, transport etc.



Not for resale. 52

Phase 5

Phase 5 Week 1: (See week 1 resources on CD) Objectives and criteria for success: Teach new graphemes for reading (p134) ay ou ie. Teach the rules for spelling words containing these digraphs. (Appendix 6). Teach reading the tricky word people (p140) and decodable words house, about (p141). Teach reading and spelling compound words. (Appendix 7). Practise reading and spelling high frequency words (p141/p148).

Practise reading sentences (p142). Practise writing sentences (p149). Practise reading and spelling words with adjacent consonants and words with newly learned graphemes.

Revisit and review Teach Practise Apply Assessment Mon Recall all GPCs from

Phase 2, 3 and 4 note any the children struggle with and focus on for rest of the week.

Teach reading tricky word people (p140). Teach ay and compare to ai. Teach the rule for spelling words containing the ay digraph (Appendix 6). Blending for reading activity: Play Countdown (p138): day, play may, spray, stray, delay.

Segmenting for spelling activity stay, tray, clay, pray, play. Use activities from Phase 4 (p116–117), for segmentation for spelling activities in Phase 5.

Choosing three right answers (p143 and week 1 resources on CD): Which of these are days of the week? Sunday, Thursday, Tuesday, September.

Give the sound when shown any grapheme that has been taught. Begin to write some of the common graphemes when given a sound. Begin to apply phonic knowledge and skill when reading and spelling unfamiliar words that are not completely decodable. Be able to blend and segment in order to read CVC words. Begin to read automatically the words in the list of 100 high frequency words taught in previous phases. Begin to accurately spell most of the words in the list of 100 high frequency words.

Tue Practise reading tricky word people (p140).

Teach ou and compare to ow. Teach the rule for spelling words containing the ou digraph (Appendix 6) Blending for reading activity: Play Buried treasure (p115): out, clouf, proud, boug, scout. Teach reading house, about (p141).

Segmentation for spelling Writing labels (See Phase 5 Appendix 1 and week 1 words and pictures on CD): mouth, cloud, loud, count.

Writing sentences (p149), The sound is too loud.

Wed Practise recognition and recall of Phase 2, 3 and 4 GPCs.

Teach spelling tricky words said, so (p148). Teach ie and compare to I. I is a word on it’s own, ie makes the sound in other words. Teach the rule for spelling words containing the ie digraph (Appendix 6). Blending for reading activity. Play Countdown (p138): tie, pie, lie, die.

Segmentation for spelling Quickwrite words (p117): pie, tie, lie, die.

Reading sentences (p142 and week 1 resources on CD), I cook a pie.

Thu Practise reading high frequency words (p141) and spelling tricky words so far in Phase 5 (p148).

Teach how to read compound words (see Phase 5 Appendix 7). Read the words playground, farmyard, bedroom, blackberry.

Teach how to spell compound words (Appendix 7). Spell the words cannot, today, laptop, Sunday.

Write sentences (p149): His laptop is in his bedroom. Her hairbrush is in her bedroom.

Fri Practise recognition and recall of Phase 2, 3 and 4 GPCs.

Teach the children how to play Phoneme spotter (p145). Start today with reading and listening and seeing if they can identify any of this week’s sounds.

Continue from Phoneme spotter by listing the words containing this week’s phonemes and the alternatives they have learnt previously ay, ai, ou, ow, ie, igh.

Use the words generated from before to teach children how to play Best bet (p147), with the same sounds.



Not for resale. 53

Phase 5 Week 2: (See week 2 resources on CD) Objectives and criteria for success: Teach new graphemes for reading (p134) ea oy ir ue. Practise recognition and recall of Phase 2, 3 and 4 graphemes as they are learned. Practise reading and spelling words with adjacent consonants and words with newly learned graphemes. Teach reading the tricky words oh, their, by (p140).

Teach spelling the words have, like (p148). Practise reading and spelling high frequency words (p141/p148). Practise reading and spelling polysyllabic words (p142 and p149). Practise reading sentences (p142). Practise writing sentences (p149).


phase 2, 3 and 4 and so far in Phase 5.

Teach ea and compare to ee. Play What’s in the box? (p113 and see week 2 resources on CD): beach, feast, cream, bean, leaf.

Segmentation for spelling Phoneme frame (p116): treat, steam, sea, read, meat, least.

Blending for reading sentence substitution (p158 and see week 2 resources on CD), Paul eats peas with his meat/ beans reads/cooks/Phil.


Tue Practise reading high frequency words (p141) and spelling tricky words so far in Phase 5 (p148).

Teach reading tricky words oh, their, by (p140). Teach oy and compare with oi. Teach the rule for spelling words containing the oy digraph (Appendix 6). Play Countdown (p138): annoy, annoying, oyster, destroy, boy, toy.

Segmentation for spelling activity. Phoneme frame (p116): boy, toy, joy, enjoy, royal, Roy.

Sentence substitution (p158 and see week 2 resources on CD): Loud sounds can be annoying/noises/ singing/frightening.

Wed Recall all GPCs from Phase 3 and so far in Phase 5.

Teach ir and compare to er. Blending for reading activity. Play Buried treasure (p115): sir, fird, girl, bird, skirk.

Segmentation for spelling activity. Quickwrite words (p117): fir, skirt, shirt, girl, bird, birthday.

Writing captions (Appendix 2): The girl got a bird for her birthday.


Teach spelling tricky words have, like (p148). Teach ue and compare to oo. Explain that ue usually comes at the end of a word. Play Countdown (p138): clue, blue, issue, true, glue, Sue.

Segmentation for spelling activity. Phoneme frame (p116): clue, blue, issue, Sue, tissue, clue.

Reading sentences (p142 and see week 2 resources on CD): The glue is blue.

Fri Recall all GPCs from Phase 3 and so far in Phase 5.

Teach ue and compare to the word you Blending for reading: cue, due, value, statue, rescue, hue.

Segmentation for spelling activity. Quickwrite words (p117) venue, due, rescue, value, cue, argue.

Writing sentences (p149). Sue argues with you.



Not for resale. 54

Phase 5 Week 3: (See week 3 resources on CD) Objectives and criteria for success:

Teach new graphemes for reading (p134) aw, wh. Teach the rule for spelling words containing ph. (Appendix 6). Practise reading and spelling words with adjacent consonants and words with newly learned graphemes. Teach reading the tricky words don’t, who, Mr, Mrs (p140) and decodable words old (p141).Teach spelling the words some, come (p148).

Practise reading and spelling high frequency words (p141/p148). Practise reading and spelling polysyllabic words (p142 and p149). Practise reading sentences (p142). Practise writing sentences (p149).


Phase 3 and so far in Phase 5.

Teach the high frequency word old (p141). Show children that if they can read ‘old’ they can read the following words bold, cold, told, hold, fold.

Blending for activity: Play Countdown (p138): bold, cold, told, hold, fold, sold.

Play Buried treasure (p115): dold, frold, stold, vold, told, gold.



Teach reading high frequency word don’t (p140). Teach aw and compare to or. Blending for reading. Play What’s in the box? (p113 and week 3 pictures and words on CD): jigsaw, crawl, straw, jaw, prawn, awful.

Segmentation for spelling. Writing labels (Appendix 1): jigsaw, crawl, straw, jaw, prawn.

Reading sentences (p142 and see week 3 resources on CD). I will crawl on the lawn.


Teach reading tricky words Mr, Mrs (p140). Teach wh and talk about the difference between this and w. wh always comes at the start of the word. w can come at start, middle or end. Blending for reading activity. Play Countdown (p138): when, which, wheel, whisper, where, what.

Segmentation for spelling. Quickwrite words (p117): whisper, where, what, when, which, wheel.

Reading sentences (p142 and see week 3 resources on CD). Where is the wheel?


Teach reading tricky word who (p140). Teach wh and compare to h. Blending for reading activity. Play Countdown (p138): who, whole, whom.

Segmentation for spelling. Quickwrite words (p117): who, whole, whom.

Writing sentences (p149). Who is it?


Teach spelling tricky words some, come (p148) Teach ph and compare to f. Teach the rule for using this spelling (Appendix 6) Blending for reading. Read the following words: dolphin, alphabet, elephant, phonics.

Segmentation for spelling. Quickwrite words (p117): phonics, phantom, Phil, dolphin, elephant, alphabet.

Choosing three right answers (p143): Which of these are animals? Elephant, dolphin, pheasant, alphabet.



Not for resale. 55

Phase 5 Week 4: (See week 4 resources on CD) Objectives and criteria for success: Teach new graphemes for reading (p134) oe au ew. Practise recognition and recall of Phase 2, 3 and 4 graphemes. Practise reading and spelling words with adjacent consonants and words with newly learned graphemes. Teach reading the words looked, time, your, called (p141).Teach spelling the words out, made, came (p148).

Practise reading and spelling high frequency words (p141/p148). Practise reading and spelling polysyllabic words (p142/p149). Practise reading sentences (p142). Practise writing sentences (p149).



Teach reading tricky words looked (p140). Teach oe and compare to oa. Explain that oe usually goes at the end of a word. Blending for reading. Buried treasure p115: toe, spoe, Joe, troe.

Segmentation for spelling. Quickwrite words (p117): toe, hoe, Joe, doe.

Reading sentences (p142 and see resources on CD). Joe hurt his toe.



Teach reading tricky word called (p140). Teach au and compare to or. Explain that au doesn’t usually go at the end of a word. Blending for reading. Sound out and blend the following words: Paul, haul, launch, August, author, automatic, autumn. Use guidance on p142 for reading words with more than one syllable.

Segmentation for spelling. Phoneme frame (p116): August, automatic, author, Paul, haunt, haunted. Use (p149) for spelling words with more than one syllable.

Writing sentences (p149). The rocket will launch.


Teach spelling tricky word out, made, came (p148). Teach ew and compare to oo. Explain that ew usually goes at the end of a word. (Appendix 6 for rules about the oo sound.) Segmentation for spelling. Phoneme frame (p116): brew, flew, Andrew, threw, grew, chew.

Blending for reading activity. Play Buried treasure (p115): blew, plew, grew, screw, cew.

Writing sentence (p149). Tom chews some meat.


Teach reading tricky words time, your (p140). Teach ew with the yoo sound and compare to yesterday’s sound. (This will depend on regional accents). Segmentation for spelling. Phoneme frame (p116): dew, few, stew, mew.

Teach the children how to read words and try both pronunciations to word it out. Read stew, grew, flew, phew.

Read the following words from the resources CD week 4 and sort into two lists: one with the oo sound and the other with the yoo sound: Andrew, screw, few, threw, mew.


Play Phoneme spotter (p145). Teach the children how to read along and spot the digraphs they have been working on. Can they find two alternatives to the same sound?

Continue from Phoneme spotter by listing the words containing this week’s phonemes and the alternatives.

Use the words generated from before to teach children how to play Best bet (p147), with the same sounds.



Not for resale. 56

Phase 5 Week 5: (See week 5 resources on CD) Objectives and criteria for success: Teach new graphemes for reading (p134) a-e e-e i-e o-e (See guidance on teaching split digraphs on p135 and Appendix 8). Practise reading and spelling words with adjacent consonants and words with newly learned graphemes. Teach spelling the words there, here, where (p148).Teach reading the words asked, very (p141).

Practise reading and spelling polysyllabic words (p142/p149). Practise reading and spelling high frequency words (p141/p148). Practise writing sentences (p149). Practise reading sentences (p142).



Teach a-e and compare to ai. See p135 and Appendix 8 for guidance on teaching split digraphs. Blending for reading. Play What’s in the box? (p113 and week 5 resources on CD): frame, skate, plate, flame, gate, mane.

Segmentation for spelling. Writing labels (Appendix 1): frame, skate, plate, flame, gate, mane.

Writing sentences (p149). Bake me a cake.



Teach spelling the word there, here, where (p148). Teach e-e and compare to ee. See p135 and Appendix 8 for guidance on teaching split digraphs. Blending for reading. Sound out and blend the following words: Pete, compete, Steve, theme, extreme.

Spell the following words: extreme, Eve, theme, Pete, Steve, complete.

Reading sentences (p142 and week 5 resources on CD). Pete and Steve made lunch.

Wed Practise spelling the words there, here, where (p148).

Teach reading asked (p140) and very (p141). Teach i-e and compare to igh and ie. See p135 and Appendix 8 for guidance on teaching split digraphs. Blending for reading. What’s in the box? (p113 and week 5 resources on CD): nine, kite, bike, slide, prize, quite.

Segmentation for spelling. Writing labels (Appendix 1): bride, nine, kite, bike, slide, prize.

Reading sentences (p142 and week 5 resources on CD). I hide under the slide.


Teach o-e and compare to oe. Explain that it is spelled the same as oe but is split up. See p135 and Appendix 8 for guidance on teaching split digraphs. Blending for reading. Play buried treasure (p115): bone, vome, note, fote, stone.

Segmentation for spelling. Play Quickwrite words (p117): awoke, explode, those, alone, stoke.

Writing sentences (p149). I woke up in my home.

Fri Recall all GPCs from phase 3 and so far in Phase 5.

Practise reading polysyllabic words using sounds learnt so far in Phase 5. Read Augustus, birthday, thirteenth, whispering.

Practise writing polysyllabic words using sounds learnt so far in Phase 5. Write jigsaws, haunted, thirsty, alphabet, argument.

Reading sentences (p142 and week 5 resources on CD ). On my thirteenth birthday I went to a haunted house!



Not for resale. 57

Phase 5 Week 6: (See week 6 resources on CD) Objectives and criteria for success: Teach new grapheme u-e (See guidance on teaching split digraphs on p135 and Phase 5 Appendix 8 and the rule for using the oo sound in Appendix 6). Alternative pronunciations for i and o (p136). Practise recognition and recall of graphemes and different pronunciations of graphemes as they are learned (p136). Teach spelling the words find, mind, kind, behind (p148).

Teach reading the words water, were, because (p141). Practise reading and spelling high frequency words (p141/p148). Practise reading and spelling polysyllabic words (p142/p149). Practise writing sentences (p149). Practise reading sentences (p142).

Revisit and review Teach Practise Apply Assessment Mon Recall and practise the

split digraphs learnt so far.

Teach u-e as in June.See p135 for guidance on teaching split digraphs. Blending for reading. Countdown (p138): June, prune, flute, rude, rule, brute.

Segmentation for spelling. Phoneme frame (p116): rude, rule, brute, June, prune, salute.

Reading sentences (p142 and week 6 resources on CD). The statue gave a salute.

Give the sound when shown any grapheme that has been taught. Begin to write some of the common graphemes when given a sound. Begin to apply phonic knowledge and skill when reading and spelling unfamiliar words that are not completely decodable. Read and spell phonically decodable two-syllable and three-syllable words. Begin to read automatically the words in the list of 100 high frequency words taught in previous phases. Begin to accurately spell most of the words in the list of 100 high frequency words.


Teach u-e as in huge (Appendix 6). Blending for reading. Countdown (p138): huge, cube, use, tube, mule, compute.

Spell the following words: computer, refuse, huge, cube, use.

Writing captions (Appendix 2): The mule plays a tune on the flute.


Teach reading high frequency words water, were, because (p141). Teach alternative pronunciation of the letter i (p136). Write the following words on the board and demonstrate how to read them: fin, child, milk, find.

Using a format similar to Best bet (p147), ask children to listen to the words, write and sort them into the correct phoneme box: stick, fin, find, fish, child.

Reading sentences (p142 and week 6 resources on CD). Can you help me find my toy?


Teach spelling the tricky words find, mind, kind, behind (p148). Teach alternative pronunciation of o (p136). Write the following words on the board and demonstrate how to read them: no, go, from, open, stop, both.

Phoneme Spotter (p145). Read The Old Pony (p163).

Writing sentences (p149). Don’t open the golden pot.

Fri Recall all GPCs from phase 3 and so far in Phase 5.

Teach children how to use the context of a sentence to work out the correct pronunciation of a word. Play Yes/no questions (p142 and week 6 resources on CD): Do you find milk in the cooker? Can a child drive a car? Do you mind if I open the jam?

Play Split Digraph Spotter (see Phase 5 Appendix 8) using the Phoneme Spotter Story ‘Luke and Ruth’ on p162.

Reading sentences (p142 and week 6 resources on CD). When did the child go to the park?



Not for resale. 58

Phase 5 Week 7: (See week 7 resources on CD) Objectives and criteria for success: Alternative pronunciations for u ow and ie (p136) and (p153). Practise recognition and recall of graphemes and different pronunciations of graphemes as they are learned (p136). Practise reading and spelling words with adjacent consonants and words with newly learned graphemes.

Teach reading the words again, different (p141). Teach spelling the words one, make (p148). Practise reading and spelling high frequency words (p141/p148). Practise reading and spelling polysyllabic words (p142/p149). Practise writing sentences (p149). Practise reading sentences (p142).



Teach reading high frequency word again (p141). Review pronunciation of u as in under, fun, but, sudden. Teach alternative pronunciation of u. Use the guidance on p136 on how to teach this. Read the following words: unit, music, stupid, human.

Practise writing words: human, stupid, tuba.

Reading sentences (p142 and week 7 resources on CD). I like loud music.



Teach reading high frequency word different (p141). Revise the pronunciation of ow as in clown, down, howl. Teach alternative pronunciation of ow as in throw, snow. Use the guidance on p136 on how to teach this. Play What’s in the box? (p113): snow, crow, pillow, elbow, throw.

Writing captions (Appendix 2) using the picture cards in week 7 resources on the CD: snow, crow, pillow, elbow, throw.

Writing sentences (p149). The window is low.


Teach spelling tricky word one (p148). Review pronunciation of ie as in pie, lie, tie. Teach alternative pronunciation of ie. Use the guidance on p136 on how to teach this. Read the following words: chief field, thief, yield, shield.

Using a format similar to Best bet (p147), ask children to listen to the words, write and sort them into the correct phoneme box: yield, pie, belief, tie, chief.

Reading sentences (p142 and week 7 resources on CD). The chief had a shield.


Teach Homographs (p143) with bow, bow and row, row.

Ask children to write two sentences one for each pronunciation of bow and row.

Writing sentences (p149). Slow down!


Teach spelling of make (p148). Teach reading polysyllabic words using words with alternative pronunciations of u, ow and ie (p142): universe, unicorn, downstairs, snowman, fielding.

Inventing words (Appendix 3). Play Buried treasure (p115) using the words the children made up in the inventing words game.



Not for resale. 59

Phase 5 Week 8: (See week 8 resources on CD) Objectives and criteria for success: Alternative pronunciations for ea, a and y (p136). Teach reading the words thought, any, saw (p141). Practise recognition and recall of graphemes and different pronunciations of graphemes as they are learned (p136). Practise reading and spelling polysyllabic words (p142) and (p149).Practise writing sentences (p149).

Practise reading and spelling words with adjacent consonants and words with newly learned graphemes. Practise reading sentences (p142). Practise reading and spelling high frequency words (p141/p148). Teach spelling the word do (p148)



Teach reading high frequency word thought (p141). Review pronunciation of ea as in peach, bead. Teach alternative pronunciation of ea. Use the guidance on p136 on how to teach this. Read the following words: head, dead, ready, bread, heaven.

Using a format similar to Best bet (p147), ask children to listen to the words, write and sort them into the correct phoneme box: breakfast, feather, beads, sea, read, head.

Reading sentences (p142 and see week 8 resources on CD). He has feathers in his headdress.



Teach spelling do (p148). Teach alternative pronunciation of a. Use the guidance on p136 on how to teach this. Read the following words: acorn, bacon, angel, native, Amy, baby.

Practise spelling polysyllabic words (p149): apricot, apron, native, basis, footpath, password, faster.

Writing sentences (p149). I have an apron at work.


Teach reading high frequency words any, saw (p141). Teach alternative pronunciation of y. Use the guidance on p136 on how to teach this. Read the following words: happy, very, funny, merry, crunchy.

Segmentation for spelling. Quickwrite words (p117): happy, very, Mummy, Daddy, silly.

Reading sentences (p142 and see week 8 resources on CD). Billy and Molly are happy.


Teach Homographs (p143) with read and read.

Ask children to write two sentences one for each pronunciation of read.

Inventing words (Phase 5 Appendix 3).


Play Split Digraph Spotter (Appendix 8) using the Phoneme Spotter Story ‘A Right Mess’ on (p161).

Writing sentences (p149). Me and Pete quite like to skate. Can you slide down a pipe? Do you like cake or crisps best?

Shared reading (p97) looking for words containing the new split digraphs.



Not for resale. 60

Phase 5 Week 9: (See week 9 resources on CD) Objectives and criteria for success: Alternative pronunciations for ou (p136). Alternative spellings for sounds (p144) (Appendix 10 for ch tch rule). Practise recognition and recall of graphemes and different pronunciations of graphemes as they are learned (p136).Teach reading the words through, eyes (p141).

Teach spelling the words what, please. Practise reading and spelling high frequency words (p141/p148). Practise reading and spelling polysyllabic words (p142/p149). Teach the rule about words ending in v (See Phase 5 Appendix 9).



Teach reading high frequency word through (p141). Review pronunciation of ou as in out, about, cloud, sound. Teach alternative pronunciation of ou. Use the guidance on p136 on how to teach this. Read the following words: you, soup, group.

Segmentation for spelling. Quickwrite words (p117): you, soup, group, troupe.

Make up as many sentences as possible with these words.



Teach reading high frequency word eyes (p141). Teach alternative pronunciation of ou. Use the guidance on p136 on how to teach this. Read the following words: mould, shoulder, boulder.

Quickwrite words (p117): mould, shoulder, boulder.

Reading sentences (p142 and see week 9 resources on CD). The boulders are too big to pick up.


Teach spelling high frequency word what (p148). Review spelling of ch as in chip, chin, rich. Teach alternative spelling of ch as tch (Appendix 10). Read the following words: catch, pitch, fetch, notch, ditch, kitchen.

Ask children to draw a line down the middle of their whiteboards and write ‘ch’ on one side and ‘tch’ on the other. Read the following words and ask them to write the words on the correct side: catch, pitch, church, perch, crutch, chips, chomp, latch.

Reading sentences (p142 and see week 9 resources on CD). Will you fetch the children?


Teach spelling high frequency word please (p148). Practise spelling polysyllabic words (p149): stitching, matchmaker, kitchen, matchstick.

Ask children to read the following sentences and check that you have followed the spelling rules. I pertch on my kichen floor. I cach a fish and eat it with tchips.

Writing sentences (p149). Can you eat chips in church?


Teach children about words ending v.(See Phase 5 Appendix 9). Read the words give, have, live. Teach spelling love (p148).

Quickwrite words (p117): have, give, live, love.

Write sentences using the words have, give, live, love.



Not for resale. 61

Phase 5 Week 10: (See week 10 resources on CD) Objectives and criteria for success: Alternative spellings for s and ar sounds (p144). Practise recognition and recall of graphemes and different pronunciations of graphemes as they are learned (p136). Practise reading and spelling words with adjacent consonants and words with newly learned graphemes.

Teach reading the words work, friends, want (p141). Teach spelling the word little. Practise reading and spelling high frequency words (p141/p148). Practise reading and spelling polysyllabic words (p142/p149).



Teach reading work (p141). Teach alternative pronunciation of se (p144). Read the following words: house, grease, purse, grouse.

Segmentation for spelling. Phoneme frame (p116): horse, mouse, loose.

Writing sentences (p149). There is a mouse on the loose.

Give the sound when shown any grapheme that has been taught. For any sound given, write the common graphemes. Apply phonic knowledge and skill as the prime approach to reading and spelling unfamiliar words that are not completely decodable. Be able to blend and segment in order to read CVC words.

Read and spell phonically decodable two-syllable and three-syllable words.

Read automatically all the words in the list of 100 high frequency words.

Accurately spell most of the words in the list of 100 high frequency words.


Teach reading friends (p141). Review spelling words with s as in sit, sand, sick. Teach alternative pronunciation of st (p144). Read the following words: listen, whistle, castle, rustle, Christmas. Explain that this usually comes in the middle of a word.

Practise spelling polysyllabic words (p149): jostle, bristle, glisten, wrestling.

Reading sentences (p142 and see week 10 resources on CD). Listen to the Christmas songs.


Teach reading high frequency word want (p141). Review spelling of ar as in car, market. Teach alternative pronunciation of a (p144). Read the following words: father, path, grass, lather, rather, last. (Some of these words will depend on regional accents – for more examples see p155).

Segmentation for spelling. Play Quickwrite words (p117): branch, after, father, fast, class, pass, plant, after.

Reading sentences (p142 and see week 10 resources). I don’t want to go last.


Teach spelling tricky word little (p148). Teach alternative pronunciation of al spelling (p144). Read the following words: half, almond, calm, palm tree.

Practise spelling lip-balm, calf, qualm, halve.

Writing sentences (p149). Keep calm!


Teach the children how to play Rhyming word generation (p146) using words with the ar sound.

Play Rhyming word generation for words with the ee sound.

Write the following words on the board and ask children to find a rhyming pair: lane, show, rain, go, tea, see, moon, tune.



Not for resale. 62

Phase 5 Week 11: (See week 11 resources on CD) Objectives and criteria for success: Alternative spellings for the phonemes ear, ur and ai (p144). Teach the spelling of high frequency words Mr, Mrs (p148). Practise recognition and recall of graphemes and different pronunciations of graphemes as they are learned (p136). Practise reading and spelling words with adjacent consonants and words with newly learned graphemes.

Teach reading the words mouse, once, many (p141). Practise reading and spelling high frequency words (p141/p148). Practise reading and spelling polysyllabic words (p142/p149). Practise reading sentences (p142).



Teach reading high frequency word mouse (p141). Review spelling of ear as in fear, near. Teach alternative ere spelling of the same sound (p144). Read the following words: here, mere, severe, interfere, adhere.

Practise spelling here, severe.

Writing sentences (p149). Please don’t interfere.






Teach the spelling of high frequency words Mr, Mrs (p148). Teach the alternative eer spelling of the ear phoneme (p144). Read the following words: beer, sheer, veer, career, steer.

Practise spelling polysyllabic words (p149): career, steering, veered.

Reading sentences (p142 and see week 11 resources on CD). Can Mr Smith steer the car?


Teach reading high frequency word once (p141). Teach the alternative ear spelling of the ur phoneme (p144). Read the following words: learn, pearl, earth, earn, early.

Practise spelling polysyllabic words (p149): earnest, rehearsal, search-light.

Play Buried treasure (p115): worp, trear, here, ceer.


Teach reading tricky word many (p140). Review spelling of words with ai as in rain, tail, main. Teach the alternative spelling a-e (p144). Read the following words: came, shake, base, amaze, escape, snake.

Segmentation for spelling. Phoneme frame (p116): make, made, tame, fame, lake, shade.

Reading sentences (p142 and see week 11 resources on CD). I came to school in the rain.


Teach alternative spelling of the ai phoneme as in ay (p144). Read the following words: day, stay, way, clay, stray.

Practise spelling polysyllabic words (p149): staying, playground, Saturday.

Use Phoneme Story Spotter: The School Sale (p164). Children look for and highlight different spellings of the ai sound.



Not for resale. 63

Phase 5 Week 12: (See week 12 resources on CD) Objectives and criteria for success: Alternative spellings for short oo, air and z sounds (p144). Teach the spelling of words oh, their (p148). Practise recognition and recall of graphemes and different pronunciations of graphemes as they are learned (p136). Practise reading and spelling words with adjacent consonants and words with newly learned graphemes.

Teach reading the words laughed, over (p141). Practise reading and spelling high frequency words (p141/p148). Practise reading and spelling polysyllabic words (p142/149). Practise reading sentences (p142).



Teach reading high frequency word laughed (p141). Teach alternative spelling of oo sound as u (p144). Read the following words: put, pull, push, full, bull.

Practise spelling polysyllabic words (p149): playful, pudding, pulling, bullock.

Writing sentence (p149). Push him in the pudding.






Teach reading high frequency word over (p141). Review spelling of air as in hair, stair, pair. Teach alternative ere spelling of the same sound.(p144). Read the following words: there, where.

Practise spelling polysyllabic words (p149): somewhere, everywhere, nowhere.

Reading sentences (p142 and see week 12 resources on CD). There are stairs everywhere.


Teach alternative ear spelling of air as (p144). Read the following words: pear, bear, swear, tear, wear.

Segmentation for spelling. Play Quickwrite words (p117): wearing, tear, bear, pear, swearing.

Write sentence (p149). Don’t swear at the bear!


Teach alternative are spelling of air (p144). Read the following words: care, dare, fare, square, stare.

Segmentation for spelling. Phoneme frame (p116): share, hare, scare, square glare, mare.

Play Rhyming word generation (p146). Start with hair.


Teach the spelling of words oh, their (p148). Review the spelling of the z sound as in zoo, zip. Teach the alternative spelling of z as se (p144). Read the following words: choose, tease, because, browse.

Segmentation for spelling. Phoneme frame (p116): rouse, noise, pause, cheese.

Writing sentences (p149). Please can we go to the zoo?



Not for resale. 64

Phase 5 Week 13: (See week 13 resources on CD) Objectives and criteria for success: Alternative spellings for or and igh sounds (p144). Practise recognition and recall of graphemes and different pronunciations of graphemes as they are learned (p136). Practise reading and spelling words with adjacent consonants and words with newly learned graphemes.

Teach reading and spelling the words home, going (p141/148). Practise reading and spelling polysyllabic words (p142/p149). Practise reading sentences (p142). Practise writing sentences (p149).



Teach reading and spelling high frequency word home (p141/8). Review spelling of or as in for, fork, stork and haunt, launch.

Inventing words (Phase 5 Appendix 3).

Play Buried treasure (p115) using the words the children made up in the inventing words game.





Tue Practise reading high frequency words (p141) and spelling tricky words learned so far in Phase 5 (p148).

Teach reading and spelling high frequency word going (p141/8). Teach the alternative ore spelling of or (p144). Read the following words: store, core, before, sore, wore, adore, shore, bore.

Segmentation for spelling. Phoneme frame (p116): adore, store, shores, more, chores.

Reading sentences (p142 and see week 13 resources on CD). I adore going to the sea shore.

Wed Recall all GPCs from Phase 3 and learned so far in Phase 5.

Teach alternative our spelling of or (p144). Read the following words: pour, court, mourn, fourteen, your.

Practise spelling polysyllabic words (p149): fourteen, tournament, court, pour.

Writing sentences (p149). You will be fourteen on your birthday.

Thu Practise reading high frequency words p141 and spelling tricky words so far in Phase 5 (p148).

Teach spelling high frequency word two (p148). Review the spelling of igh sound as in light, bright and pie, tie. Practise reading: pie, knight, lie, sigh, tie.*

Segmentation for spelling. Play Quickwrite words (p117): lie, night, sight, tie.

Reading sentences (p142 and see week 13 resources on CD). The knight was brave.


Practise reading high frequency words (p141). Teach alternative i-e spelling of igh (p144). Read the following words: like, spite, ride, trike, bite, line.

Practise spelling. Phoneme frame (p116): fine, nine, bike, file, shine, ripe, prize.

Play Alien words (Appendix 11 and see alien on resources CD week 13): bine, mife, life, stripe, wime.

*Words such as ‘fried’ and ‘tried’ aren’t included as the base word is spelled with a y. This will come up in Phase 6.



Not for resale. 65

Phase 5 Week 14: (See week 14 resources on CD) Objectives and criteria for success: Alternative spellings for the ee sound (p144). Practise recognition and recall of graphemes and different pronunciations of graphemes as they are learned (p136). Practise reading and spelling words with adjacent consonants and words with newly learned graphemes.

Teach spelling the word people (p141/p148). Practise reading and spelling high frequency words (p141/p148). Practise reading and spelling polysyllabic words (p142/p149). Practise reading and writing sentences (p142/149).



Teach the spelling of people (p148). Review the spelling of ee sound as in bee, tree, meet. Teach alternative ea spelling of ee (p144). Read the following words: sea, seat, bead, least, steam.

Practise spelling polysyllabic words (p149): steamy, repeated, streaming.

Reading sentences (p142 and see week 14 resources on CD). The stream goes into the sea.






Teach the spelling of high frequency word new (p148). Teach alternative e-e spelling of ee (p144). Read the following words: these, Pete, even, theme, Steve, gene.

Practise spelling polysyllabic words (p149): extremely, complete, Marlene.

Writing sentences (p149). Pete is even colder than Steve.


Teach alternative ie spelling of ee (p144). Read the following words: chief, thief, field, yield, shriek, relief.

Practise spelling yield, relief, field, thief.

Reading sentences (p142 and see week 14 resources on CD). The chief shrieked.

Thu Practise reading high frequency words p141 and spelling tricky words so far in Phase 5 (p148).

Teach alternative y spelling of ee (p144). Read the following words: happy, very, funny, silly, merry, pretty.

Practise spelling ferry, sunny, sadly, Tony.

Writing sentences (p149). I was happy because it was sunny.


Use Phoneme Story Spotter – A real treat (p160). Children look for and highlight different spellings of the ee sound.

Best bet (p147) /ee/. Play Rhyming word generation (p146). Start with see.



Not for resale. 66

Phase 5 Week 15: (See week 15 resources on CD) Objectives and criteria for success: Alternative spellings for the long oa sound (p144). Practise recognition and recall of graphemes and different pronunciations of graphemes as they are learned (p136). Practise reading and spelling words with adjacent consonants and words with newly learned graphemes.

Teach spelling the words magic, school (p148). Practise reading and spelling high frequency words (p141/p148). Practise reading and spelling polysyllabic words (p142/p149). Practise reading sentences (p142).



Teach the spelling of high frequency word magic (p148). Review spelling of oa as in coat, float. Teach alternative ow spelling of oa as (p144). Read the following words: low, grow, show, window, rowing.

Phoneme frame (p116): snow, flow, glow, shown.

Reading sentences (p142 and see week15 resources on CD). The snowman glowed.





Tue Practise reading high frequency words (p141) and spelling tricky words learned so far in Phase 5 (p148).

Teach the spelling of high frequency words school (p148). Teach the alternative oe spelling of oa as (p144). Read the following words: toe, Joe, doe, woe. *

Quickwrite words (p117): foe, woe, Joe.

Writing sentences (p149). Joe hurt his toe.


Teach the alternative o-e spelling of oa (p144). Read the following words: bone, tone, home, woke, spoke, stone.

Practise spelling note, phone, alone, stoke, poke, tone.

Reading sentences (p142 and see week 15 resources on CD). We spoke on the phone.

Thu Practise reading high frequency words (p141) and spelling tricky words learned so far in Phase 5 (p148).

Teach the alternative o spelling of oa as (p144). Read the following words: potato, go, so, echo, hero.

Practise spelling no, echo, hero, tomato.

Writing sentences (p149). Eat the tomato.

Fri Recall all GPCs from Phase 3 and learned so far in Phase 5.

Use Phoneme Story Spotter – The Old Pony (p163) Children look for and highlight different spellings of the oa sound.

Best bet (p147) oa sound. Play Buried treasure (p115): stope, cloe, potato, tofe, home.

*Words such as ‘tomatoes’ and ‘goes’ aren’t included as the base word is spelled without an ‘e’. This will come up in Phase 6.



Not for resale. 67

Phase 5 Week 16: (See Week 16 resources on CD) Objectives and criteria for success: Alternative spelling for oo sounds (p144). Practise recognition and recall of graphemes and different pronunciations of graphemes as they are learned (p136). Practise reading and spelling words with adjacent consonants and words with newly learned graphemes.

Teach spelling the words every, everyone, everybody (p148). Practise reading and spelling high frequency words (p141/p148). Practise reading and spelling polysyllabic words (p142/p149). Practise reading sentences (p142). Practise writing sentences (p149).



Teach spelling high frequency word every (p148). Review the spelling of the oo sound as in value, rescue and in use, cute. Play Countdown (p138): use, rescue, duke, value.

Play Quickwrite words (p117): use, argue, cute, amuse, statue.

Writing sentences (p149). I argue with my sister.






Teach the spelling of high frequency word everyone (p148). Teach the alternative ew spelling of (y) oo sound (p144). Read the following words: stew, few, new, nephew, renew.

Practise spelling Matthew, mildew, knew, stew, pew.

Reading sentences (p142 and see week 16 resources on CD). Matthew is my nephew.


Teach the spelling of high frequency word everybody (p148). Review the spelling of the oo sound as in spoon, boot and clue, blue, true. Play Countdown (p138) flute, plume, June.

Play Quickwrite words (p117): blue, true, glue, clue.

Writing sentences (p149). She didn’t have a clue.


Teach alternative spelling of the oo sound as u-e (p144). Read the following words: flute, spruce, plume, rule, rude, brute.

Practise spelling fluke, June, plume, flute.

Reading sentences (p142 and see week 16 resources on CD). June plays the flute.


Teach alternative spelling of the oo sound as ew (p144). Read the following words: blew, drew, screw, chew, crew, threw.

Best bet (p147) (y)oo and oo sounds.

Play Rhyming word generation (p146). Start with the word new.



Not for resale. 68

Phase 5 Week 17: (See Week 17 resources on CD) Objectives and criteria for success: Alternative spellings for the sh and or sound (p144). Assess recognition and recall of graphemes and different pronunciations of graphemes as they are learned (p136). Practise reading and spelling words with adjacent consonants and words with newly learned graphemes.

Practise reading and spelling high frequency words (p141/148). Practise reading and spelling polysyllabic words (p142/149). Practise reading and writing sentences (p142/149). Teach the spelling of words when, children (p148).



Teach the spelling of high frequency word when (p148). Teach the alternative s spelling of the sh sound (p144). Read the following words together: sure, sugar.

Practise spelling sure, sugar. Reading sentences (p142 and see week 17 resources on CD). Do you want sugar in your tea?






Teach the spelling high frequency word children (p148). Teach alternative oor spelling of the or sound (p144). Read the following words: floor, door, poor, indoors.

Practise spelling moor, outdoors, flooring, poor.

Reading sentences (p142 and see week 17 resources on CD). The floor indoors is made of stone.


Use the rest of week 17 to practise the recall and application of different spellings of phonemes and pronunciations of graphemes learned so far in Phase 5. Assess the children in preparation for the next part of Phase 5.





Not for resale. 69

Phase 5 Week 18: (See Week 18 resources on CD) Objectives and criteria for success: Teach how to add the s/es suffix for plurals (p171) where the root word doesn’t change (see Appendices 12 and 13). Practise recognition and recall of graphemes and different pronunciations of graphemes as they are learned (p136).

Practise reading and spelling words with adjacent consonants and words with newly learned graphemes. Teach spelling the words clothes, parents, know (p148). Practise reading and writing sentences (p142/149).


Phase 5.

Teach the spelling of high frequency words clothes, parents (p148). Teach the meaning of plurals: one cup/ two cups, one hat/ two hats. Use objects to demonstrate.

Practise changing these words from singular to plural dog, crisp, phone, cat and discuss the difference in pronunciation. (Some sound like s. Others sound like z but you still spell it with the letter s.

Write sentences using this week’s common words.





Tue Practise reading high frequency words learned so far in Phase 5 (p141).

Teach the spelling of high frequency word know (p148). Teach children about uncountable nouns. What happens if you have more than one sheep? More than one bit of money? Teach the children that some nouns are ‘uncountable’ and it’s the measure that changes. For example, you can’t have ‘two moneys’ but you can have ‘two pounds’.

Correct the following sentences with the children by adding in a measure. Can I have two breads please? I got four moneys for my birthday. Dad had three bacons in his sandwich.

Write a sentence to go with the pictures of uncountable nouns. (See week 18 resources on CD (sheep, money)

Wed Practise reading and spelling tricky words learned so far in Phase 5 (p148).

Teach the children that changing from singular to plural doesn’t always mean adding an s. Teach what happens to words ending in ch/sh/tch. For example, one dish, two dishes. One match, two matches.

Practise changing the following words from singular to plural: pitch, church, brush.

Write a shopping list using plurals.

Thu Recall all GPCs from Phase 5.

Teach the children that changing from singular to plural doesn’t always mean adding an s. Teach what happens to words ending in ss/x. For example, one fox, two foxes. One miss, two misses.

Practise changing the following words from singular to plural: cross, box, boss.

Writing captions (Appendix 2) using the picture of the three boxes (see week 18 resources on CD).

Fri Practise reading high frequency words learned so far in Phase 5 (p141).

Investigate the sound of words when changing singular to plural: one shoe/two shoes, one match/two matches. The rule is if it sounds like ‘iz’, or has an extra beat in the word, it’s spelled es.

Practise changing the following from singular to plural: bush, latch, toothbrush, box.

Ask the children to find the singular of a noun from the following plurals: patches, carrots, dishes, watches, frogs.



Not for resale. 70

Phase 5 Week 19: (See Week 19 resources on CD) Objectives and criteria for success: Teach how to add the s/es suffix for plurals (p171) where the root word doesn’t change (Appendices 12 and 13). Practise recognition and recall of graphemes and different pronunciations of graphemes as they are learned (p136). Practise reading and spelling words with adjacent consonants and words with newly learned graphemes.

Teach the spelling of words called, didn’t, other (p148). Practise reading and spelling high frequency words (p141/p148). Practise reading and spelling polysyllabic words (p142/p149). Practise reading and writing sentences (p142/149).

Revisit and review Teach Practise Apply Assessment Mon Practise writing words with

the suffixes taught so far.

Teach children how to change nouns ending in the letter e to plurals. What happens when we these words to plurals? house, horse, piece. Although it sounds like another syllable we only add s because there is already an e at the end.

Change these words to plurals: space, course, spice, lace.

Write an imaginary Christmas/ birthday present list using plurals.






Teach the spelling of high frequency word didn’t (p148). Teach children how to change singular nouns to plurals where the word ends in the letter o: tomato, potato, domino.

Practise writing the following words as plurals: tornado, torpedo, echo, hero.

Do Writing captions, (Appendix 2) using the picture of a tin of tomatoes (see week 19 resources on CD).

Wed Practise reading and spelling spelling tricky words learned so far in Phase 5 (p148).

Teach the spelling of high frequency word called (p148). Teach children to read plurals. Demonstrate how to read plural words with the following sentences: On my birthday I got two watches and three pairs of shoes. For tea we had carrots, radishes and tomatoes.

Do the Word Sort activity (p172), for words with an es/s suffix. Use the words: match, cross, watch, rich, bunch, pig, perch, houses.

Do Add race activity (p173), for words with es/s suffix.


Teach the spelling of high frequency word didn’t (p148). Use Phoneme Story Spotter – The Shopping List (Appendix 14, and see week 19 resources on CD). Children look for and highlight different spellings of plurals. Can they spot any uncountable nouns?

Best bet (p147) with the two plural suffix spellings learned so far (s and es).

Play Buried treasure (p115): pesses, muxes, matches, bishes, crosses, foxes.


Teach spelling high frequency word other (p148). Teach the children how to play Rhyming word generation (p146) using plural words.

Play Rhyming word generation for words that are plurals.

Ask the children to write a list of all the things they need to bring to school, taking care of the spelling of plurals.



Not for resale. 71

Phase 5 Week 20: (See week 20 resources on CD) Objectives and criteria for success: Teach how to add the s/es suffix to the third person singular (Appendices 12 and 13). Practise recognition and recall of graphemes and different pronunciations of graphemes as they are learned (p136). Practise reading and spelling words with adjacent consonants and words with newly learned graphemes.

Teach spelling the words asked, can’t (p148). Practise reading and spelling high frequency words (p141/p148). Practise reading and spelling polysyllabic words (p142/p149). Practise reading and writing sentences (p142/149).


the suffixes taught so far. .

Teach them that the rules for plurals apply for certain verb endings, for example, I eat/he eats. I push/she pushes. Practise changing from I to he/she/it and check the spelling patterns are the same as for plurals.

Investigate whether the rules are the same for adding the es/s suffix when changing verb endings. The same rule applies about the pronunciation – it may sound like z or iz but it’s still spelled with ‘s’ or ‘es’.

Change the following sentences from I to she/he/it. I feel sick. I speak French. I drink my juice.






Teach spelling high frequency word asked (p148). Teach the children how to use the third person singular with verbs which end in ch/sh/tch. For example, I reach/he reaches. I brush/she brushes. I watch/it watches.

Practise changing from the first person to third person with these verbs: clutch, match, push, punch, stretch, splash.

Reading sentences (p142 and see week 20 resources on CD). He splashes his sister with a water pistol.


Teach spelling high frequency word can’t (p148). Teach the children how to use the third person singular with verbs ending in se/zz/ ze. For example, I buzz/it buzzes. I tease/he teases. I gaze/it gazes.

Ask the children to divide their boards in half and write ‘I’ on one side and ‘he/she’ on the other. Dictate the following words and ask them to sort and spell them on the correct side: fizz, chooses, chase, use, praises, doze, fuses.

Writing captions using the picture of a bee buzzing. (Appendix 2 and see week 20 resources on CD)


Teach the children how to use the third person singular with verbs ending in ss/x. For example, I toss/ she tosses. I fix/he fixes.

Practise changing from the first person to third person with these verbs: miss, mix, fix, kiss

Reading sentences (p142 and see week 20 resources on CD). He misses the ball every time!


Teach the children how to use the third person singular with the verbs to go/ to do.

Play Rhyming word generation (p146) for words that are third person singular (e.g. bakes, sees, feels).

Ask the children to find the first person singular from these: patches, fixes, goes, fetches, finds.



Not for resale. 72

Phase 5 Week 21: (See week 21 resources on CD) Objectives and criteria for success: Teach the regular past tense (p170). Teach children how to add the ed suffix where the root word doesn’t change. Practise recognition and recall of graphemes and different pronunciations of graphemes as they are learned (p136). Practise reading and spelling words with adjacent consonants and words with newly learned graphemes.

Teach spelling the words new, our, shouted (p148). Practise reading and spelling high frequency words (p141/p148). Practise reading and spelling polysyllabic words (p142/p149). Practise reading and writing sentences (p142/149).

Revisit and review Teach Practise Apply Assessment Mon Practise writing words

with the suffixes taught so far.

Teach spelling high frequency word new (p148). Teach the concept of the past, use words such as, yesterday, last week, last month, when I was a baby etc. Model a diary entry of a few sentences about the previous weekend. Include some time connectives in your model entry.

Children write their own diary using some of the time connectives used in the teacher’s model.

Read each other’s diary entries.






Teach the past tense (p170). Explain that when we talk about the past we use a different tense and that most verbs we use change by adding the suffix ed. Demonstrate with the following examples that add ed to form the past tense: I look at the TV. I looked at the TV. I sniff the pizza. I sniffed the pizza.

Give children the root verbs and ask them to give the past tense of the verb orally: turn, listen, laugh, rock, brush, walk, talk.

Write 3 sentences on the board in the present tense and ask the children to say them in the past: I call. I laugh at the TV. I kiss the baby.

Wed Practise reading spelling tricky words learned so far in Phase 5 (p148).

Teach the spelling of high frequency word our (p148). Teach the children that there are different pronunciations of ed endings (p171). Write the following words on the board: asked, listened, landed.

Play Word Sort (p172): wanted, helped, chucked, washed, handed, called, asked, played.

Reading sentences (p142 and see week 21 resources on CD). I walked to the park and we played on the swings.


Teach the children how to read words in the past tense. Revise the different ways to pronounce the past tense. Show that you may have to try more than one pronunciation to read words in the past tense using the words from Wednesday’s practise activity.

Practise reading the following sentences: The teacher called the class to the carpet. My Mum munched chocolate when she watched TV. Every day we played in the park.

Writing captions (Appendix 2 and see week 21 resources on CD) using the picture of people in the park. Ask the children to write in the past tense.


Teach the spelling of high frequency word shouted (p148). Teach children to use a phoneme frame with the ed suffix.

Segmentation for spelling. Phoneme Frame (p171).

Reading sentences (p142 and see week 21 resources on CD): Yesterday I watched a film with my Dad.



Not for resale. 73

Phase 5 Week 22: (See week 22 resources on CD) Objectives and criteria for success: Teach how to add the ing suffix (p171) where the root word doesn’t change (Appendices 12 and 13). Practise reading and spelling words with adjacent consonants and words with newly learned graphemes.

Teach spelling the days of the week and the words tomorrow, yesterday (p148). Practise reading and spelling high frequency words (p141/p148). Practise reading and spelling polysyllabic words (p142/p149). Practise reading and writing sentences (p142/149).



Play ‘Take it apart and put it back together’ (p178), with the days of the week.

Write sentences using the days of the week.

Practise reading each other’s sentences.






Teach children how to spell tomorrow and yesterday (p148).

Children read a diary entry (see week 22 resources on CD) and think of a question to ask each other about it e.g. what did Katy do on Monday?

Children ask and answer one another’s questions about the diary entry.


Introduce the ing suffix and teach the difference between present simple and present continuous. For example, I meet my friend/I am meeting my friend. I eat my dinner/I am eating my dinner.

Give children some things to mime. Orally give a running commentary on what the child is doing. Record some of these sentences and observe the difference between these and present simple.

Ask children to work in pairs of small groups and take it in turns to give a running commentary about what their partner is doing.


Teach children to spell the ing suffix. Practise using a phoneme frame (p171) with up to 5 boxes for the following words: looking, going, seeing, parking, walking.

Play Buried treasure (p115): flonking, sinking, banting, finishing, floating, pamfing.

Ask a child to mime something and ask the children to write a sentence about what they are doing.


Teach that ing is a suffix to indicate something that is happening, and that hasn’t finished yet. Teach children how to distinguish words with ing such as, sing, ring, sting, from words where the ing is a suffix.

Do a Word sort type activity (p172), sorting the ing words which are suffixes and those which aren’t: sing, king, singing, ring, rowing, string, going.

Reading sentences (p142 and see week 22 resources on CD). I was going home when I saw my friend standing by the gate.



Not for resale. 74

Phase 5 Week 23: (See week 23 resources on CD) Objectives and criteria for success: Teach how to add the er and est suffixes (p171) where the root word doesn’t change (Appendices 12 and 13). Teach how to add the prefix un (Appendix 14). Practise reading and writing sentences (p142/149). Practise recognition and recall of graphemes and different pronunciations of graphemes as they are learned (p136).

Practise reading and spelling words with adjacent consonants and words with newly learned graphemes. Teach the spelling of words to two, has (p148). Practise reading and spelling high frequency words (p141/p148).



Revise the er sound when it’s at the end of a word. Teach the er suffix which changes a verb into a noun (usually a person) i.e. read/reader, teach/ teacher. What other examples can they think of?

Give children the er suffix words which describe jobs such as teacher, driver, presenter, plumber, photographer, painter and ask them to explain what they mean.

Write sentences about the jobs.






Teach comparative adjectives using the er suffix. For example, long/longer, tall/taller, small/smaller, old/older.

Give children adjectives to see if they can use them to compare with their classmates: tall, short, old, young.

Reading sentences (p142 and see week 23 resources on CD). Marina is taller than me.


Teach spelling high frequency words two, has (p148). Teach superlative adjectives using the est suffix. For example, tallest, smallest, coldest, youngest, oldest. Superlatives describe the most cold, tall etc. something can be.

Ask children to write sentences using superlatives to describe people in their class e.g. Tom is the tallest.

Show children pictures and ask them to think of superlatives to go with them. For example, He is the oldest man. (See week 23 resources on CD).


Teach children about the un prefix. Investigate what happens to words when you add un. Ask the children to explore this with the following adjectives: happy, helpful, fortunate, fair, fit.

Play Countdown (p86) with the following words: unlucky, uncomfortable, unkind, untidy, unhealthy, unbelievable, unsafe, unreal.

Writing sentences (p149): He was unhappy with me because his chair was uncomfortable.


Teach children about the un prefix. Investigate what happens to words when you add un. Ask the children to explore this with the following verbs: able, tie, fold, block, plug.

Play Countdown (p86) with the following words: uncover, unlock, unpack, undo, unload, unscrew.

Writing sentences (p149): To unlock the door I had to unscrew the lock!



Not for resale. 75

Phase 5 Week 24:

Use week 24 to carry out the end of Phase 5. Assess the children in small groups using guidance on p198. Identify any gaps in their understanding and revisit. Children should be able to:

Give the sound when shown any grapheme that has been taught; For any sound given, write the common graphemes; Apply phonic knowledge and skill as the prime approach to reading and spelling unfamiliar words that are not completely decidable; Read and spell phonically decodable two-syllable and three-syllable words; Read automatically all the words in the list of 100 high frequency words; Accurately spell most of the words in the list of 100 high frequency words; Add the suffixes ed, ing, er and est correctly.



Not for resale. 76

Phase 5 Appendices

Appendix 1: Writing labels Show the children a set of pictures and ask them to write the words to go with them. Appendix 2: Writing captions Show children a picture and ask them to write a caption for it. The planning sometimes gives a suggested sentence but the children can make up their own. Appendix 3: Inventing words Children use the alternative pronunciations/spellings they have learned to invent new words. These can be used for a game of Buried treasure. Appendix 4: Mnemonics An example of a good mnemonic is “Betty eats carrots and uncle sucks eggs” which helps children spell ‘because’. It is important to spend time showing children how a mnemonic works, write it out, underline the first letter in each word then transcribe those letters into a word. Invite children to make up their own for words they find tricky. Appendix 5: Rules for words containing ay ou oy ph ew/u-e/ue The ay and oy digraphs are used at the end of a word or syllable. The ou digraph never comes at the end of an English word (the only exception is the word you where it makes a different sound). The ue digraph usually comes at the end of a word. The f sound is not usually spelt ph in short everyday words (e.g. fat, fun, fill). Both the oo and (y)oo sounds can be spelt as ew, ue and u-e. If words end in the oo sound ew and ue are more common spellings than oo. Appendix 6: Compound words Compound words are two words joined together. Each part of the longer word is spelt as it would be if it were on its own. Teach the children how to ‘chunk’ or break up compound words to spell. For example, to spell ‘football’ first segment and spell ‘foot’ then ‘ball’. Teach the children how to cover part of a word to help read. Sound out and blend the first part then reveal the next part of the word and blend that then put together. Make sure the children continue to read from left to right across a word.



Not for resale. 77

Appendix 7: Split digraphs From the Year 1 Phonics Screening Check it’s clear that split digraphs are an issue when it comes to reading. To teach them show the children how to use alternative pronunciations to read a word. For example, for the word ‘flute’ children will often sound it out f-l-u-t-e and then say something along the lines of ‘flutteah’. Show them that once you have done this and it doesn’t make a real word or doesn’t make sense to try looking for a split digraph and having another go. It’s worth having lots of practise with Split Digraph Spotter which is the same as Phoneme Spotter on p145 but where the focus is on looking for split digraphs. Appendix 8: words with v English words hardly ever end with the letter v, so if a word ends with a v sound, the letter e usually needs to be added after the v. Most words which end in the letter v are either abbreviations (such as rev.) or come from other languages. Adding the e does not change the vowel to a split digraph/change the sound of a letter. Appendix 9: Rule for ch/tch spellings The ch sound can be represented in several ways but these are the most common. The tch spelling never goes at the start of a word but at the end of a word or syllable. The general rule is that if there is a short vowel sound on its own before the ch sound such as match or hutch it is spelt tch (with a few exceptions such as ‘rich’). If there is a long vowel sound before the ch sound it is usually spelt ch e.g. ‘larch’, ‘perch’. The new curriculum guidance suggests a way to teach the short vowel sound is ‘a vowel sound spelt with a single vowel letter.’ Appendix 10. Alien words This is very similar to Buried Treasure (p115) but is more in line with the Year 1 Phonics Screening Check. Divide a board/flip chart in half. On one side stick/draw a picture of an alien (there is a picture in the resources). On the other side draw a smiley face. The alien is for ‘alien words’ (or made-up words), the smiley face for real words. Show children a selection of words to read and ask them to help you sort them into real and made up words. To extend this give children some paper and ask them to make up their own words for the game. Appendix 11: Adding suffixes in Phases 5 and 6 The new National Curriculum sets out different spelling guidelines for Year 1 than were in the original Letters and Sounds document. Year 1 should now include the teaching of the spellings of suffixes, but only where the root word doesn’t change. These will now be taught in Phase 5. The addition of a suffix to a word, when the root word changes, will be taught in Year 2 or Phase 6. For example, in Year 1 you could teach children how to spell the plural of ‘egg’ (as ‘eggs’) but the plural of ‘baby’ (as ‘babies’) won’t be taught until Year 2 as this is a more complex rule. This is the same for all suffixes, so, you can teach the adding of ing when ‘listen’ becomes ‘listening’ as the root word doesn’t change, but you would teach the spelling of a word like ‘giving’ in Year 2 because the root word has changed.



Not for resale. 78

Appendix 12: Rules for adding suffixes To change a singular noun to a plural you generally add the letter s. The exceptions are where the word ends in ch, tch, sh, x, ss and o where you add es. Nouns ending in y usually change to ies but this is taught in Year 2/Phase 6. The third person singular is the form of a verb used with singular nouns and with the pronouns he, she, it and one. For example, he goes, she likes, it watches, one wants. These follow the same spelling patterns as the plural nouns. Most spelling patterns are taught in Phase 5 with the exception being where the root word, in this case the verb, changes. ing and er suffixes always add an extra syllable to the word and ed sometimes does. The past tense of some verbs may sound as if it ends in id, d or t but all these endings are spelled ed. If the verb ends in two consonants (the same or different), the suffix is simple added on. Verbs with different endings will have different spelling patterns when adding ed but this will be taught in Phase 6. You can draw children’s attention to it in reading but you don’t need to teach it in detail yet. Don’t ask children to spell words which do not follow this pattern in Phase 5. Appendix 13: Adding prefixes Prefixes weren’t previously taught in the Letters and Sounds document. The only one taught in Phase 5 is un. This is added to the start of a word to change the meaning to mean the opposite of the root word (e.g. unhappy is the opposite of happy). It does not change the spelling of the root word.



Not for resale. 79

Phase 6

Phase 6 follows the same format as the earlier phases but the teaching focuses on more complex aspects of spelling and reading, for example, the use of suffixes, longer words, and the introduction of the past tense. There are 23 weeks of work to take into account the usual Christmas play rehearsals, SATs, and the fact that some exercises might take longer than others. The plans are for a 20 minute session each day separate from the main literacy lesson (though my aim is to consolidate as much as possible within literacy). Phase 6 offers some guidance on covering text types such as poetry, non-fiction and fiction, and more detail on reading strategies. This isn’t included in the planning as this is covered in the National Curriculum for English. This planning assumes that children are familiar with all GPCs from Phase 5. Page numbers refer to pages with more detail of activities within the Letters and Sounds document. The appendices (which refer to appendices in this document, not those found in Letters and Sounds) include explanations of the grammar in this Phase, examples of words with each suffix (Appendices 1 & 2) and ideas on what to do. These can be photocopied as they stand, or you can adapt and customise the versions included on the CD to suit the needs of your children and to fit in with your teaching style and requirements. Similarly high frequency words and polysyllabic words are available to print or display on whiteboards and can be found in Phase 6 resources.



Not for resale. 80

Phase 6 Week 1: (See week 1 resources on CD) Objectives and criteria for success: Revise the past tense. Teach rules for adding the ed suffix to verbs ending in e (p170). Teach children long and short vowel sounds. Teach spelling polysyllabic words animals, garden, another, everyone, together (p176). Learn and practise spelling the common words keep, last, even, before (p179), introducing the children to the memory strategies used on that page.

Revisit and review Teach Practise Apply Assessment Mon Introduce children to the

Memory Strategies on p179–80 (see Phase 6 Appendix 1A and display in classroom).

Teach reading and spelling the common words keep, last, even, before (p179). Ask the children if they need to use any of the Memory strategies to help them. Revise the concept of the past, using words such as, yesterday, last week, last month, when I was a baby etc. What have we learned already about writing in the past tense?

Change these words from the present to the past simple (e.g. I watch/I watched): look, talk, walk, listen, play, cook, boil.

Ask the children to write a sentence about something they did yesterday/ this morning. Check one another’s sentences to check correct use of the past tense.

Children can read a text fluently. Children are able to spell words accurately when using the phonemes and spelling rules taught so far. Tue Practise reading and

spelling this week’s common words.

Revise the past tense (p170). Remind the children that when we talk about the past we use a different tense and that the verbs we use usually change by adding the suffix ed. Teach the children how to add ed to form the past tense of root words ending in e (just add the d): I like eggs/I liked eggs. I hate spiders/I hated spiders.

Ask children to apply the rule to the following verbs: smile, tickle, hope, believe, complete.

Write sentences using the words they have just changed into past tense.

Wed Practise recognition and recall of Phase 5 GPCs.

Look at the difference between long and short vowel sounds. Explain that this will be useful for the following day’s activity. Model sorting words between long and short vowel sounds. (Appendix 3).

Ask children to read the following words and shout ‘short’ or ‘long’ depending on the vowel sound: see, spoon, from, how, beach, light, spike, roast, tap, tail.

Can the children make up a sentence made only of words with short vowel sounds? (E.g. I have got ten socks).

Thu Practise reading and spelling this week’s common words.

Give the children a selection of words including split digraphs and ask them to sort between long and short vowels. Discuss their choices (Appendix 4).

Play Countdown (p138) with a variety of 3 and 4 phoneme words with a mix of short and long vowel sounds. Read and then sort into long and short vowel sounds.

Ask the children if they can make up a sentence made only of long vowel sounds, for example, We came down over mountains.

Fri Practise reading and spelling this week’s common words.

Discuss strategies for tackling polysyllabic words (p175): animals, garden, another, everyone, together.

Play Clap and Count (p176), using today’s polysyllabic words.

Use today’s polysyllabic words to write sentences.



Not for resale. 81

Phase 6 Week 2: (See week 2 resources on CD) Objectives and criteria for success: Teach how to use the suffix ed (p171). Learn and practise spelling of common words jumped, wanted, lived, liked, pulled (p179) and polysyllabic words (p176): dragon, birthday, Christmas, granddad, narrator.

Revisit and review Teach Practise Apply Assessment Mon Revise the long and short

vowel sounds. Teach reading and spelling the common words jumped, wanted, lived, liked, pulled (p179). Teach the rule that verbs containing the short vowel sound with one consonant sound at the end need the consonant doubled to add ed, (e.g. bat/batted, hug/ hugged, plod/plodded).

Practise turning the following verbs into the past tense using this rule: beg, chat, grin, hop, flip.

Writing sentences (p149): I sipped my drink.



Investigate what happens to any verb with two consonants at the end (even if the consonant is part of a vowel digraph) when you add ed. With the exception of verbs ending in y you nearly always just add ed. (e.g. part/parted, sprint/sprinted, faint/ fainted, tilt/tilted).

Do Word Sort activity (p172), using words with the ed suffix.

Do Add race activity (p173), using words with the ed suffix.


Investigate what happens to a verb with a long vowel sound when adding ed. With very few exceptions e.g. the igh sound spelled with a y you add ed without changing the root word (e.g. seat/seated, fool/fooled, spook/spooked).

Practise turning the following verbs into the past tense using the rules learned so far this week: paint, spot, peel, pull, push, stop.

Read the sentences (p142 and see week 2 resources on CD): I flipped the pancake and then dropped it on the floor!


Teach children about verbs ending in x when you add ed. The spelling of the root word doesn’t change (e.g. mix/mixed, flex/flexed, fix/fixed).

Ask the children to add ed correctly to the following verbs: tax, stop, fix, bump, flop.

Do Learning words Routine B activity (p182), using the words jumped, pulled, stopped.


Discuss strategies for tackling polysyllabic words (p175): dragon, birthday, Christmas, granddad, narrator. Syllables games (p176).

Play Clap and count (p176), using today’s polysyllabic words.




Not for resale. 82

Phase 6 Week 3: (See week 3 resources on CD) Objectives and criteria for success: Teach how to use the suffix ed (p171). Teach the past tense (p170) (irregular verbs). Learn and practise spelling of common words cried, stopped, thought, saw, found, fell, told, gave (p179).

Revisit and review Teach Practise Apply Assessment Mon Review what the children

know about the ed suffix. Teach children how to add the ed suffix where the verb ends in the letter y and where the y is a syllable which makes the ee sound (e.g. worry/worried, marry/married).

Practise turning the following verbs into past tense using the rule: hurry, ferry, copy, carry, party.

Writing sentences (p149): My sister copied me when I hurried out to the car.

Children can read a text fluently. Children are able to spell words accurately when using the phonemes and spelling rules taught so far.

Tue Review what the children know about the ed suffix.

Teach children how to add the ed suffix where the verbs end in y where it makes the igh sound (e.g. try/tried, supply/supplied).

Practise turning the following verbs into past tense using the rule: pry, fry, cry, dry, apply.

Read sentences (p142 and see week 3 resources on CD): As I fried my egg I burned my finger so I cried.


Teach reading and spelling the common words stopped, cried (p179). Ask the children if they need to use any of the Memory strategies to help them. Review verbs where adding the ed doesn’t work. Teach these as irregular verbs: see/saw, say/said, have/had, am/was, etc. Can they find any more examples of these?

Model reading a text (Use Phoneme Spotter Story “The School Sale” p164) written in the past tense and show the children how to identify the irregular verbs in the past tense.

Ask children to explain the difference between a regular and irregular verb, giving examples.


Read Phoneme Spotter Story “Could I?” (p165) and identify the irregular verbs in the past tense. Teach children how to find and learn the difficult bits in words, using Take it apart and put it back together (p178), for irregular past tense words such as caught.

Ask children to find ways of remembering words such as thought; for example, can they think of a mnemonic.

Give children a text using the past tense and ask them to identify the irregular verbs in the past tense.

Fri Practise reading and spelling thought (p179).

Teach reading and spelling the common words saw, found, fell, told, gave (p179). Ask the children if they need to use any of the Memory strategies to help them

Ask the children to put today’s words into sentences.

Play Quickwrite words (p117) with irregular verbs: thought, said, found, saw, had, made, gave, came.



Not for resale. 83

Phase 6 Week 4: (See week 4 resources on CD) Objectives and criteria for success: Revise what happens to the meaning of a verb when they add the ing suffix. Teach how to use the suffix ing (p171). Learn and practise the spelling of common words told, cold, eye, eyes (p179) and polysyllabic words (p176): fishfinger, springboard, clingfilm, morning.

Revisit and review Teach Practise Apply Assessment Mon What is a suffix? (p171–

4). Review what they learned about the past tense.

Teach reading and spelling the common words told, cold, eye, eyes (p179). Ask the children if they need to use any of the Memory strategies to help them. Revise the ing suffix and teach the difference between the past simple and past continuous tenses (Appendix 6A). For example, I met my friend/I was meeting my friend. I ate my dinner/I was eating my dinner.

Tell the children they are going to act out some things they did at the weekend. Ask for volunteers and give a running commentary on what the child was doing. Record some of these sentences and observe the difference between these and past simple.

Ask children to work in pairs or small groups and take it in turns to give a running commentary about what their partner is doing.


Tue Practise reading and spelling this week’s common words.

Convert a past simple text to the past continuous (Appendix 6B).

Show children a video clip or ask a child to act something and ask the children to write a sentence about what they were doing.

Use this week’s common words to write sentences.


Teach the children how to add ing to verbs with e at the end: have/having, give/giving, care/ing.

Practise adding ing to the following verbs using the new rule: love, make, bake, take, come, write.

Writing sentences (p149): Today I am taking my friend to the shops and then we’re making cakes.


Teach the rule that verbs containing the short vowel sound with one consonant sound at the end need the consonant doubled to add ing (e.g. hit/ hitting, hug/hugging, spot/spotting).

Practise adding ing to the following verbs: beg, chat, grin, hop, flip. Point out the difference between hop and hope when you add ing.

Reading sentences (p142 and see week 4 resources on CD): I got into trouble for hitting the boy on the playground.


Discuss strategies for tackling polysyllabic words (p176): fishfinger, springboard, clingfilm, morning.





Not for resale. 84

Phase 6 Week 5: (See week 5 resources on CD) Objectives and criteria for success: Learn and practise spelling of common words something, looking, coming, thing (p179). Teach spelling guideline 7 there/their (p188). Teach how to add the ing suffix (p171).

Revisit and review Teach Practise Apply Assessment Mon Review what they learned

about the ing suffix, particularly the rule about verbs ending with a single consonant.

Teach reading and spelling the common words something, looking, coming, thing (p179). Ask the children if they need to use any of the Memory strategies to help them. Teach the rule that a verb with two consonants at the end (even if the consonant is part of a vowel digraph) stays the same when adding ing (e.g. bank/ banking, park/parking).

Practise adding ing to the following verbs: walk, talk, bark, fill, kiss, busk.

Writing sentences (p149): The dog was barking and the cat was howling!



Teach the rule that words with short vowel sounds generally have the consonant doubled before adding ing. Words with long vowel sounds stay the same. This is the same at Week 4 Thursday but is a different way of explaining it (e.g. stop, clap, get, spin, put).

Do Word sort activity (p172), using words with the ‘ed’ suffix.

Do Add race activity (p173), using words with the ed suffix.


Remind children about verbs ending in x when you add ed. The rule is the same for adding ing. The spelling of the root word doesn’t change (e.g. mix/mixing, fix/fixing).

Ask the children to add ‘ing’ correctly to the following verbs: tax, stop, flex, bump, flop.

Reading sentences (p142 and see week 5 resources on CD+): I was just going to eat my dinner when the doorbell rang.


Teach children how to add the ing suffix where the verbs end in y and makes the ee or igh sound (It stays the same and you add ing). For example, try/trying, supply/supplying, carry/carrying.

Practise turning the following verbs into past tense using the rule: pry, hurry, cry, study, apply.

Writing sentences (p149): He was hurrying into town to get a birthday cake.


Teach children spelling guideline 7 (p188) for spelling the words there/their. See also Appendix 15 for guidance on teaching homophones.

Read the following sentences and ask the children to write the correct there/their. I went there last night. Their dog is poorly. I like their new car. Are there any biscuits left?

Ask children to write an example of a sentence for both words: there/their. Can they think of one which contains both?



Not for resale. 85

Phase 6 Week 6: (See week 6 resources on CD) Objectives and criteria for success: Learn and practise spelling the polysyllabic words mystery, excited, adventure, finally (p176). Teach how to add the er suffix (p171). Teach how to add the y suffix (p171).

Revisit and review Teach Practise Apply Assessment Mon Revise how to pronounce

the er digraph at the end of words. Read hammer, finger, stronger, taller.

Revise how to add the er suffix to make a noun (usually a person). For example,read/reader, run/runner, teach/teacher. Teach the children how to add er to a noun which ends in e so that they don’t double the letter e, (e.g. drive/driver, bake/baker, smoke/smoker).

Ask the children to add er to turn these words into other nouns: village, drive, write, manage, race.

Ask the children to write sentences using the words they’ve added er to.



Teach the children how to add the er suffix to a word containing a short vowel sound (or words ending with a single consonant). You double the consonant before adding the suffix. For example, rob/robber, run/runner.

Practise adding the er suffix to the following words using this rule: spin, kidnap, knit, flip, span.

Reading sentences (p142 and see week 6 resources on CD): When a robber broke into my house I called the police quickly.


Remind children about the rule on how to add suffixes to verbs ending in x. The rule is the same for adding er: The spelling of the root word doesn’t change (e.g. mix/mixer, fix/fixer).

Do Word sort activity (p172), using words with the er suffix.

Do Add race activity (p173), using words with the er suffix.


Teach children how to add the y suffix to words of one syllable which end in a single consonant. Double the consonant (e.g. run/runny, fun/funny).

Practise adding y suffix to the following words using this rule: fat, mud, sun, chat.

Reading sentences (p142 and see week 6 resources on CD): It was funny when my sister got muddy.


Discuss strategies for tackling polysyllabic words (p176): mystery, excited, adventure, finally.





Not for resale. 86

Phase 6 Week 7: (See week 7 resources on CD) Objectives and criteria for success: Learn and practise spelling of common words under, river, better, mother, never (p179). Teach how to add the er suffix (p171).


have learned about adding the er suffix.

Teach reading and spelling the common words under, river, better, mother never p179. Ask the children if they need to use any of the Memory strategies to help them. Revise comparative adjectives, for example, big/bigger, fat/fatter, long/longer. Teach the children how to add er to an adjective which ends in e so they don’t double the e (e.g. late/later, nice/nicer).

Ask the children to add the er suffix to the following adjectives using the rule: large, wise, brave, rude, safe, ripe.

Write sentences comparing, for example: I am braver than my little brother. My cousin is ruder than me.



Teach the children how to add er to adjectives which have a short vowel sound (or which have a single consonant at the end). You double the consonant before adding the suffix. For example, big/bigger, fat/fatter.

Ask the children to add the er suffix to the following adjectives using the rule: flat, thin, sad, wet.

Reading sentences (p142 and see week 7 resources on CD): Elephants are bigger and fatter than lions.


Teach the children how to add er to adjectives which end in y where it makes the ee or igh sounds. You change the y to an i before adding the suffix. For example, happy/happier, healthy/healthier.

Ask the children to add the er suffix to the following adjectives using the rule: smelly, greedy, angry, naughty, funny, busy.

Play Quick write words (p117) using words with the er suffix: greedier, bigger, faster, thinner, sillier.

Thu Practise clapping and counting syllables in the following words: big, funny, entertaining, fast, happy.

Teach children that adjectives with three or more syllables can’t have the er suffix added to them and should be preceded by the words ‘more’ or ‘less’ instead (e.g. important/ more important, interesting/less interesting).

Ask the children to count the syllables and sort into those you can add er to and those which go with the words ‘more’ or ‘less’: intelligent, quick, generous, silly, fat, beautiful.

Writing sentences (p149): Playing football is more interesting than gardening.


Teach the children that there are a few exceptions to the rule. The following two- syllable adjectives can’t have er added to them but are preceded by the words ‘more’ or ‘less’: tired (depending on accents), pleasant, careful, dreadful, famous, peaceful. Generally speaking a word with a suffix already added cannot have er added too.

Ask the children to use these words in a comparative sentence: tired, pleasant, careful, dreadful, famous, peaceful.

Reading sentences (p142 and see week 7 resources on CD): She is more famous than me but I am more intelligent than her.



Not for resale. 87

Phase 6 Week 8: (See week 8 resources on CD) Objectives and criteria for success: Learn and practise spelling of common words any, many, anything, anyone, anywhere (p179). Learn and practise spelling of polysyllabic words nightmare, nightdress, founder, autumn (p176). Teach irregular comparative adjectives.


learned about using the er suffix to make comparative adjectives. What did they learn about the number of syllables an adjective has?

Teach the children that there are exceptions to the rules they learned last week. These are known as irregular adjectives where the word changes when used as a comparative. For example, good/better, bad/worse, far/further.

Ask children to use these words in sentences comparing things.

Writing sentences (p149): Before his cold got better his headache got worse.



Teach reading and spelling the common words any, many and the words containing these: anyone, anything, anywhere. Ask the children if they need to use any of the Memory strategies to help them. Teach the children how to do a piece of writing comparing two things. For example, a mouse and a giraffe. Ask them to come up with a couple of sentences comparing them.

Ask children to check one another’s writing and check the suffixes are correct.

Ask children to check and correct the following sentences (see week 8 resources on CD): My boss is importanter than me. His car is faster than mine and he’s richer too. I don’t think he’s happyer though.


Do a running dictation from a piece of text using suffixes used so far (Appendix 8). You could use the Phoneme Spotter Story ‘Luke and Ruth’.

Do Phoneme Frame activity (p171), for er words.

Do Words in words activity (p175), using words from examples on p191 with ing suffix.


Play Take it apart and put it back together (p178) using topic words. Create a word bank and teach the children how to use this to help their spelling.

Practise using a word bank from a bank of topic words.

Practise writing sentences using a word bank.


Discuss strategies for tackling polysyllabic words (p176): nightmare, nightdress, founder, autumn.





Not for resale. 88

Phase 6 Week 9: (See week 9 resources on CD) Objectives and criteria for success: Learn and practise spelling of common words door, mouse, after, again (p179), and polysyllabic words dinosaur, suddenly, certainly, immediately (p176). Teach how to add the est suffix (p171).

Revisit and review Teach Practise Apply Assessment Mon Practise reading and

spelling words with the suffixes learned so far.

Revise superlative adjectives from Phase 5, for example, biggest, tallest, smallest, coldest. Superlatives describe the most cold, tall, big, etc. something can be. Teach children how to add the est suffix to adjectives ending in e so that they don’t double the e. For example, large/ largest, nice/nicest.

Practise adding the est suffix to the following adjectives: blue, cute, wise, late.

Writing sentences (p149): Last weekend we got the cutest kitten you have ever seen!



Teach reading and spelling the common words door, mouse, after, again (p179). Ask the children if they need to use any of the Memory strategies to help them. Teach the children how to add est to adjectives which have a short vowel sound (or which have a single consonant at the end). You double the consonant before adding the suffix. For example, big/biggest, fat/fattest.

Ask the children to add the er suffix to the following adjectives using the rule: flat, thin, sad, wet, hot.

Reading sentences (p142 and see week 9 resources on CD): Kenya is the hottest place I have ever been to.


Teach the children how to add est to adjectives which end in y where it makes the ee sound. You change the y to an i before adding the suffix. For example, happy/happier, st, grumpy/ grumpiest.

Ask the children to add the er suffix to the following adjectives using the rule: smelly, greedy, naughty, messy, lonely, crazy.

Play Quick write words (p117) using words with the ‘est’ suffix: biggest, longest, silliest, thinnest, funniest.

Thu Remind children that adjectives with three or more syllables can’t have the er suffix added to them and should be preceded by the words ‘more’ or ‘less’ instead.

A similar rule applies to superlatives with three or more syllables. You have to precede them with the words most or least. For example. important/most important, entertaining/most entertaining.

Ask the children to count the syllables and sort into those you can add er to and those which go with the word ‘most’ or ‘least’: intelligent, quick, generous, silly, fat, beautiful.

Ask the children to put the superlatives they’ve just used into sentences.


Discuss strategies for tackling polysyllabic words (p176): dinosaur, suddenly, certainly, immediately.





Not for resale. 89

Phase 6 Week 10: (See week 10 resources on CD) Objectives and criteria for success: Teach how to add the s/es suffix as plurals (p171). Teach how to add the s/es suffix to the third person singular. Learn and practise spelling of common words would, could, should (p179), and polysyllabic words hairdresser, window, inside, outside, children (p176).


about the est suffix last week.

Teach children how to use superlatives to describe objects/buildings. Model writing a sentence and then proofreading it to check the suffix est has been added correctly.

Children make up their own superhero and draw a picture.

Write sentences describing their superhero using superlatives then check one another’s spellings.



Revise what plurals are (from Phase 5). Add the s/es suffix to the following nouns: fox, cat, tank, match, bush. Teach children how to add the s/es suffix to words ending in y where it makes the igh or ee sounds. For example, baby/babies, fly/flies.

Ask the children to add the s/es suffix to the following nouns using the rule: army, puppy, study, sky.

Reading sentences (p142 and see week 10 resources on CD): Last night my dog had five puppies.


Revise what is meant by the third person singular (Appendix 13). Add the s/es suffix to the following verbs: I walk/ he walks, I play/ she plays, I match, it matches. Teach the children how to add the s/es suffix when the verb ends in y where it makes the igh or ee sounds. For example, I cry/he cries, I carry/she carries.

Ask the children to add the s/es suffix to the following verbs using the rule: try, hurry, supply, marry, fly.

Writing sentences (p149): My friend cries when she flies on a plane because she’s so scared.


Teach reading and spelling the common words would, could, should (p179). Ask the children if they need to use any of the Memory strategies to help them.

Use these words to write questions.

Read one another’s sentences checking for spelling and a question mark.


Discuss strategies for tackling polysyllabic words (p176): hairdresser, window, inside, outside, children.





Not for resale. 90

Phase 6 Week 11: (See week 11 resources on CD) Objectives and criteria for success: Teach the spelling guideline 6 (p188). Teach children the homophones there/ their/ they’re (Appendix 15) Teach elisions or contractions using the common words that’s, I’ve, I’ll, let’s, there’s, he’s, we’re, can’t, couldn’t (spelling guideline 6 p188).


about the s/ es suffix. Teach children that we sometimes shorten words in speech and there is a way to write this in a text. Give the example I am which becomes I’m. Explain that the apostrophe marks the place where a letter/letters are left out. Teach reading and spelling the common words that’s, I’ve, I’ll, let’s, there’s, he’s, we’re, can’t, couldn’t (p179).

Practise writing apostrophes and then contract the following words: cannot, did not, had not, has not, is not, who is.

Ask children to look through books and find examples of contractions from the text.


Tue Practise writing the contracted words from yesterday, putting the apostrophe in the correct place.

Ask children to say the following sentences: I cannot go to the park. He is sad. They are too small. We are lucky. There is a new teacher in school. I have a new toy. Teach the children how to re-write the contracted words and discuss where to add the apostrophe.

Model how to identify and change the words which can be contracted. Discuss where the apostrophe goes by swapping the letters which are left out for an apostrophe.

Ask children to rewrite these sentences using contractions:

Wed Practise reading and spelling this week’s common words.

Teach other examples of contracted words: I’ll, she’ll, he’d, they’ve, we’ve, we’re, shouldn’t, wouldn’t, I’d we’d.

Use these words to write sentences.

Practise reading ‘their’ sentences fluently.

Thu Revise what they know about the words there/ their.

Teach children about they’re. Explain what it means and that it comes from ‘they are’. Explain it is often pronounced the same way as there/their. Discuss the differences in meaning and when to use them. See also Appendix 15 for guidance on teaching homophones.

Read the following sentences to the children and ask them to write the correct form of there/ their/ they’re on their boards. My cousins are twins – they’re three years old. There are too many people in town on a Saturday, I want to see their new hamster.

Writing sentences (p149): They’re too little to go there by themselves. They’ll have to go with their parents.


Review the other use of apostrophes – possession. How is this different from contractions? For example, Tom’s cat, Ravi’s sister, Eliza’s toy.

Do Learning words Routine B activity (p182), using this week’s common words.

Play Countdown (p86), using the full version of this week’s common words and asking children to write the contracted version.



Not for resale. 91

Phase 6 Week 12: (See week 12 resources on CD) Objectives and criteria for success: Alternative pronunciations for a (p136). Practise recognition and recall of graphemes and different pronunciations of graphemes as they are learned (p136). Practise reading and spelling words with newly learned graphemes. Learn and practise spelling of numbers zero, one, two, three, four, five, six, seven, eight, nine (p179). Teach spelling guideline 2 (p187). Teach spelling guideline 3 (p187).


about contractions. Teach the spelling rules with words starting with w followed by the o phoneme: was, wallet, watch, wander. See guideline 2 (p187).

Dictate the following words to the children and ask them to write them using what the spelling rule: want, wash, what.

Writing sentences (p149): I want to watch the football match tonight.



Teach the spelling rules with words starting with qu or squ followed by the o phoneme: quad, squash, quantity. See guideline 2 (p187).

Dictate the following words to the children and ask them to write them using the appropriate spelling rule: quarrel, quality, squad.

Reading sentences (p142 and see week 12 resources on CD): The squad had a quarrel with the referee.


Teach the spelling rules with words starting with w and followed by the ur phoneme. See guideline 3 (p187): work, word, worm, worship, worth.

Practise handwriting using the words work, word, worm, worship, worth.

Write sentences using these words.


Teach how to spell words with the ur phoneme checking the rule about the words that start with w: worm, turn, fur, work.

Do Word sort activity (p172), for words with ur phoneme.

Play Countdown (p86), using this week’s common words.


Teach reading and spelling the common words zero, one, two, three, four, five, six, seven, eight, nine (p179). Ask the children if they need to use any of the Memory strategies to help them.

Show children digit cards between 0 and 9 and ask them to write the word.

Ask children to write the number of the year group they are in and their age.



Not for resale. 92

Phase 6 Week 13: (See week 13 resources on CD) Objectives and criteria for success: Alternative spellings for the or and s phonemes. Practise recognition and recall of graphemes and different pronunciations of graphemes as they are learned (p136). Practise reading and spelling words with newly learned graphemes. Learn and practise spelling of numbers ten, eleven, twelve, thirteen, fourteen, fifteen, sixteen, seventeen, eighteen, nineteen (p179). Teach spelling guideline 4 (p187).

Revisit and review Teach Practise Apply Assessment Mon Review what they have

learned about the es/s suffix.

Teach spelling guideline 4 (p187). The or sound before the letter ‘l’ is usually spelled with an a: all, call, ball, walk, talk.

Segmentation for spelling activity. Phoneme frame (p116): walk, talk, call, fall, tall, small.

Reading sentences Yes/no questions (p123 and see week 13 resources on CD): Can you walk and talk at the same time? Can a ball walk the dog? Are you taller than me?



Teach spelling the or sound as ar after the letter w: warm, war, ward, towards.

Do Word sort activity p172, for words with ‘or’ sound.

Practise reading the corrected text with expression and fluency.


Teach alternative spelling of s as c. Use the guidance on p136 on how to teach this. Play Countdown (p138): cell, city, acid, fancy, success.

Segmentation for spelling. Phoneme frame (p116): face, race, rice, nice, twice.*

Reading sentences (p142 and see week 13 resources on CD). The city is cold and icy.


Teach alternative spelling of s as ce. Use the guidance on p136 on how to teach this. This only ever goes at the end of a word: mince, prince, piece, appliance, apprentice.

Practise spelling polysyllabic words (p149): appliance, December, successful, apprentice, princess.

Writing sentences (p149). It’s very icy in December.


Teach reading and spelling the common words ten, eleven, twelve, thirteen, fourteen, fifteen, sixteen, seventeen, eighteen, nineteen (p179). Ask the children if they need to use any of the Memory strategies to help them.

Show children number cards between 10 and 19 and ask them to write the word.

Ask children to read the following words and write the corresponding number: ten, thirteen, eighteen, nineteen, fifteen.

*The letter e on the end is part of the split digraph. See Thursday’s lesson for advice on teaching the ce spelling of the s sound.



Not for resale. 93

Phase 6 Week 14: (See week 14 resources on CD) Objectives and criteria for success: Teach alternative spellings of the n, r and m phonemes (p144). Practise recognition and recall of graphemes and different pronunciations of graphemes as they are learned (p136). Practise reading and spelling words with newly learned graphemes. Learn and practise spelling of numbers twenty, thirty, forty, fifty, sixty, seventy, eighty, ninety, hundred (p179).


about the spelling of the ur sound.

Review spelling of n as in net, span, need. Teach alternative spelling of n as gn (p144). Read the following words: gnat, gnaw, sign, resign, gnome.

Practise spelling polysyllabic words (p149): gnawing, resigned, sign-language.

Reading sentences (p142 and see week 14 resources on CD). The gnome resigned from his job.



Teach alternative spelling of n as kn (p144). Read the following words: knit, knob, knew, knife, knock. Explain that this spelling is always at the start of a word.

Segmentation for spelling. Phoneme frame (p116): knit, knock, knee, knob, know.

Reading sentences (p142 and see week 14 resources on CD). I was knitting when there was a knock at the door.


Review spelling of r as in rat, rubbish. Teach alternative spelling of r as wr (p144). Read the following words: wrap, wrong, wrote, wry, written. Explain that this spelling is always at the start of a word.

Practise spelling polysyllabic words (p149): wretched, wrenching, wrongly.

Writing sentences (p149). I wrote a letter but I got the spelling wrong.


Review spelling of m as in mat, miss, me. Teach alternative spelling of m as mb (p144). Read the following words: lamb, bomb, thumb, comb, climb, numb. Explain that this spelling never goes at the start of a word.

Rhyming word generation (p146): lamb, ham etc and gnome, comb, home etc.

Yes/ no questions (p123 and see week 14 resources on CD): Do you like lamb-chops? Did you hurt your thumb? Can you comb your hair?


Teach reading and spelling the common words twenty, thirty, forty, fifty, sixty, seventy, eighty, ninety, hundred (p179). Ask the children if they need to use any of the Memory strategies to help them.

Show children number cards with multiples of ten between 10 and 100 and ask them to write the word.

Ask children to read the following words and write the corresponding number: thirty, seventy, eighty, fifty, forty.



Not for resale. 94

Phase 6 .Week 15: (See week 15 resources on CD) Objectives and criteria for success: Teach alternative spellings of the igh, ee and ai sounds (p144). Practise recognition and recall of graphemes and different pronunciations of graphemes as they are learned (p136). Practise reading and spelling words with newly learned graphemes. Teach children the homophones see/ sea (Appendix 15). Learn and practise spelling of common words water, away, want, over, door (p179).

Revisit and review Teach Practise Apply Assessment Mon Review what they know

about different spellings of the igh sound.

Teach reading and spelling the words water, away, want, over, door (p179). Ask the children if they need to use any of the Memory strategies to help them. Teach alternative spelling of the igh sound as y. For example, by, my, spy, sky, reply, fry.

Segmentation for spelling. Phoneme frame (p116): fry, spy, cry, fly, try, sky.

Reading sentences (p142 and see week 15 resources on CD). I fly in the sky.


Tue Review what they know about different spellings of the ee sound.

Teach alternative spelling of the ee sound as ey: donkey, turkey, monkey, valley, trolley. Explain this usually goes at the end of a word.

Segmentation for spelling. Quickwrite words (p117): chimney, cockney, jockey, turkey, money.

Writing sentences (p149): The monkey is on the chimney.


Review pronunciation of ey as in key, money. Teach alternative pronunciation of ey (p153). Use the guidance on p136 on how to teach this. Read the following words: they, grey, obey, prey, survey.

Practise spelling polysyllabic words (p149): surveying, obeyed, greyish.

Reading sentences (p142 and see week 15 resources on CD). They must obey the rules.


Teach alternative pronunciation of the ai sound. For example, break, great, steak.

Quickwrite words (p117): break, great, steak.

Use those words in a sentence. Can the children use all three in one sentence?


Teach children about the homophones see/ sea. See also Phase 6 Appendix 15 for guidance on teaching homophones.

Ask the children to write a sentence for each word: see/ sea.

Play Countdown (p86), using this week’s common words.



Not for resale. 95

Phase 6 Week 16: (See week 16 resources on CD) Objectives and criteria for success: Learn and practise spelling of common words giant, because, through, first (p179). Teach alternative spellings of the j phoneme (p144). Practise recognition and recall of graphemes and different pronunciations of graphemes as they are learned (p136). Practise reading and spelling words with newly learned graphemes. Teach children the homophones sun/son and near homophones quite/quiet (Appendix 15).


learned about homophones.

Teach children the homophones sun/ son (Appendix 15 for guidance on teaching homophones.) Now teach alternative spelling of u sound in other words (p144). Read the following words: son, come, some, done, money.

Play Rhyming word generation (p146). Start with son.

Reading sentences (p142 and see week 16 resources on CD). It’s nothing to worry about.



Review spelling of j as in jet, jaguar, Jim. Teach alternative spelling of j as g. Use the guidance on p144 on how to teach this. Read the following words: gym, cage, gentle, giraffe, gem, energy.

Practise spelling polysyllabic words (p149): energetic, allergy, gentleman.

Reading sentences (p142 and see week 16 resources on CD). Eating a banana will give you energy.


Teach alternative spelling of j as dge. Use the guidance on p144 on how to teach this. Read the following words: fudge, sledge, badger, ledge, lodge, podgy. Explain that this spelling never goes at the start of a word.

Practise spelling polysyllabic words (p149): dodging, badger, hedges, lodger.

Writing sentences (p149). The badger is in the hedge.


Teach alternative spelling of j as ge. Use the guidance on p144 on how to teach this. Read the following words: average, arrange, orange, village. Explain that this spelling never goes at the start of a word.

Quickwrite words (p117): charge, bulge, avenge, barge, change.

Yes/ no questions (p123 and see week 16 resources on CD): Are you orange? Do you live in a village? Can you drive a barge?


Teach reading and spelling the common words giant, because, through, first (p179). Ask the children if they need to use any of the Memory strategies to help them. Teach children the near homophones quite/ quiet (Appendix 15 for guidance.)

Ask children to put these words into sentences.

Play Countdown (p86), using this week’s common words and homophones.



Not for resale. 96

Phase 6 Week 17: (See week 17 resources on CD) Objectives and criteria for success: Learn and practise spelling of common words friends, across, really, these, baby (p179). Teach new phoneme zh as in treasure (p157). Alternative spelling for the sh phoneme (p144). Alternative pronunciations for a (p136). Practise recognition and recall of graphemes and different pronunciations of graphemes and spellings of phonemes as they are learned (p136). Practise reading and spelling words with newly learned graphemes. Teach children the homophones cheep/ cheap, know/ no and knew/ new (Appendix 15) .



Teach the zh sound as in treasure. It’s the s that makes the sound. Blending for reading activity: treasure, television, usual, pleasure, casual.

Spell the following words:: pleasure, casual treasure, television, usual.

Reading sentences (p142 and see week 17 resources on CD). Where is the treasure?



Teach alternative spelling of the sh sound as ti (p144). The ‘tion’ sounds like ‘shun’. Read the following words together: station, patience, mention, position.

Practise spelling mention, position, station, patience.

Writing sentences (p149). The train is waiting at the station.


Review pronunciation of a as in fat, cat, pan. Teach alternative pronunciation of a. Use the guidance on p136 on how to teach this. Read the following words: fast, path, pass, last, past, father (this will depend on regional accents).

Segmentation for spelling. Phoneme frame (p116): fast, branch, pass, task, mast.

Reading sentences (p142 and see week 17 resources on CD). Pass the branch to father.


Teach reading and spelling the common words friends, across, really, these, baby (p179). Ask the children if they need to use any of the Memory strategies to help them. Teach children about the words cheap/ cheep. See Phase 6 Appendix 15 for guidance on teaching homophones.

Read the following sentences to the children and ask them to write the correct spelling of cheap/cheep: The baby bird cheeps as it waits for its mother. That scarf was really cheap!

Writing sentences (p149): Was it cheap or expensive?


Teach children about the homophones know/ no and knew/new. See Phase 6 Appendix 15 for guidance on teaching homophones.

Ask children to put these words into sentences.




Not for resale. 97

Phase 6 Week 18: (See week 18 resources on CD) Objectives and criteria for success: Learn and practise spelling of common words more, round, around, began (p179). Teach the spellings of l or schwa* + l. Practise reading and spelling words with newly learned graphemes.



Teach reading and spelling the common words more, round, around, began p179. Ask the children if they need to use any of the Memory strategies to help them. Teach children the most common spelling for the schwa + l sounds. This is spelled le at the end of a word: table, eagle, apple, little, middle.

Ask children to use this ending to spell the words: ankle, tickle, poodle, handle, purple, bottle.

Reading sentences (p142 and see week 18 resources on CD): The poodle tickled my ankle.



Teach children the al spelling of the schwa + l sound. This is used at the end of a word and is often a suffix: bride – bridal, globe – global, arrive – arrival.

Change these words to nouns using the al suffix: magic, centre, survive, sign, dismiss, approve,

Writing sentences (p149): Inside the bridal shop were some magical princess dresses.


Teach children the al spelling of the schwa + l sound. This is mainly used for adjectives and occasionally nouns: capital, local, final, hospital, metal, global, formal.

Quickwrite words (p117): funeral, festival, dental, herbal, spiral, pedal, vocal, tropical.

Reading sentences (p142 and see week 18 resources): At the local music festival I saw a rock band.


Teach children the el spelling of the schwa + l sound. This is much less common than le and generally follows m, n, r, s, v, w: camel, tunnel, squirrel, tinsel, mussel.

Quickwrite words (p117): travel, towel, parcel, flannel, novel, model, cancel.

Writing sentences (p149): When you travel through a tunnel it goes dark.


Teach children the il spelling of the schwa + l sound. This is very rare and only comes at the end of a few words: nostril, pencil, fossil, devil, pupil, evil, gerbil.

Do Word sort activity (p172), using words with the schwa + l sound endings.

Do Add race activity (p173), using words with the schwa + l sound endings.

*A schwa is the most common vowel sound in English, represented as ə in the International Phonetic Alphabet. It is the vowel sound in many lightly pronounced unaccented syllables in words of more than one syllable. It is sometimes signified by the pronunciation "uh", e.g. the ‘a’ at the end of ‘pasta’ or the ‘er’ at the end of ‘under’. This varies depending on regional accents. See p188 Spelling Guideline 8 for more information.



Not for resale. 98

Phase 6 Week 19: (See week 19 resources on CD) Objectives and criteria for success: Learn and practise spelling of common words small, key, head, fast, only (p179). Teach how to add the ness suffix (p171). Teach children the homophones knight/ night and near homophones one/ won (Appendix 15) .


about the schwa + l sound at the end of words.

Teach reading and spelling the common words small, key, head, fast, only (p179). Ask the children if they need to use any of the Memory strategies to help them. Teach suffix ness which turns an adjective into a noun which describes the state or condition of something (p189): happiness, silliness, sadness.

Ask the children to think of other words with the ness suffix: darkness, loneliness, sickness, fondness, tiredness.

Write sentences using words with the ness suffix.



Investigate how adding the ness suffix changes the spelling of the base word (p190).

Do Word sort activity (p172), for words with the ness suffix.

Do Add race activity (p173), for words with ness suffix.


Investigate whether you can add ness suffix to any adjective. (No). Sort into words that make sense and those that don’t using prior knowledge and dictionaries: happiness, fruitness, coldness, headness. Explain why some of these words don’t work.

Do Word sort activity (p172), for words with the ness suffix.

Do Add race activity (p173), for words with ness suffix.


Teach children how to find words in the dictionary with the ness suffix. Explain that the word doesn’t have an entry of its own in the dictionary.

Practise using a dictionary to look up words with ness suffix.

Do Learning words Routine A activity (p181), using this week’s common words.


Teach children about the homophones knight/ night and near homophones one/ won. See Appendix 15 for more guidance.

Write sentences using this week’s homophones.




Not for resale. 99

Phase 6 Week 20: (See week 20 resources on CD) Objectives and criteria for success: Learn and practise spelling of common words why, each, place, gone, use (p179). Teach how to add the ment suffix (p171). Teach children the homophones to/too/two and be/bee (Appendix 15).

Revisit and review Teach Practise Apply Assessment Mon Review what children

learned about the ness suffix.

Teach reading and spelling the common words why, each, place, gone, use (p179). Ask the children if they need to use any of the Memory strategies to help them. Teach children the suffix ment used to turn a verb into a noun (p189).

Use dictionary to look up the following words: entertainment, enjoyment, employment, payment.

Find and write definitions for three words with the ment suffix.



Investigate the spelling patterns when adding the ment suffix.

Play Clap and count (p176), using words with the ment suffix.

Do Learning words Routine B activity (p182), words with the ment suffix.


Practise handwriting using words with the ment suffix.

Do Take it apart and put it back together (p178), with words with the ment suffix.

Do Words in words activity (p175), with words with the ment suffix.


Teach children about the homophones to/ too/ two. See Appendix 15 for more guidance.

Read the following sentences to the children and ask them to write the correct to/ too/ two. I went to the shop. I like cats too. My little brother is two.

Writing sentences (p149): The time is a quarter to two.


Teach children about the homophones be/ bee. See Appendix 15 for more guidance.

Write sentences using this week’s homophones.




Not for resale. 100

Phase 6 Week 21: (See week 21 resources on CD) Objectives and criteria for success: Learn and practise spelling of common words each, once, birds, which (p179). Teach how to add the ful suffix (p171). Teach children the homophones bear/bare (Appendix 15) .

Revisit and review Teach Practise Apply Assessment Mon Review what children

learned about the ment suffix.

Teach reading and spelling the common words each, once, birds, which (p179). Ask the children if they need to use any of the Memory strategies to help them. Teach ful suffix to turn a noun into an adjective meaning full of/lots of something (p189–90): restful, hopeful, playful.

Think of other words they know with ful suffix, for example, wonderful, mouthful, careful.

Look up three words with the ful suffix in the dictionary and write the definitions in their books: wonderful, painful, powerful.



Teach children the pattern, someone who is full of power is…., something that is full of pain is…. etc.

Give children sentences to complete: someone who is full of peace is…, Someone who is full of beauty is ….

Give children the following words: careful, hopeful, painful, and ask them to write their own definitions.


Investigate spelling patterns when adding ful to a base word. What happens to the word full? What are the rules?

Do Word sort activity (p172), for words with ful suffix.

Do Add race activity (p173), for words with ful suffix.


Model using a spell checker on words with the suffixes spelled incorrectly. Focus on suffixes used recently: ful, ment and ness.

Ask children to look at a text on the computer, identify the spelling mistakes and correct using the spell checker (Appendix 12/13).

Print off and proofread in pairs.


Teach children about the homophones bear (as in the animal and the verb)/bare. See Appendix 15 for more guidance.

Read the following sentences to the children and ask them to write the correct bear/bare to/too/two. There were two brown bears at the zoo. The cupboard was bare.

Writing sentences (p149): I can’t bear spiders!



Not for resale. 101

Phase 6 Week 22: (See week 22 resources on CD) Objectives and criteria for success: Learn and practise spelling of common words favourite, window, floppy, plants (p179). Teach children how to add the less suffix. Teach children the homophones blew/blue (Appendix 15).


learned about the ful suffix.

Teach reading and spelling the common words favourite, window, floppy, plants (p179). Ask the children if they need to use any of the Memory strategies to help them. Teach the suffix less to turn a noun into an adjective: careless, painless, hopeless.

Compare to ful. Can you use the same base words? For example powerful and powerless, but there is no beautiless.

Look up three words with the less suffix in the dictionary and write the definitions in their books: useless, homeless, restless.



Teach children the pattern: Someone who has no hope is…, Someone who is the opposite of careful is…,

Give children sentences to complete: Something that isn’t painful is…Something that has no use is…

Give children the following words: restless, powerless, penniless, and ask them to write their own definitions.


Investigate spelling patterns when adding less to a base word.

Do Word sort activity (p172), for words with less suffix.

Do Add race activity (p173), for words with less suffix.


Children complete blank spaces using base word and adding ful or less to make positive or negative words. Put cross where the word doesn’t exist (Appendix 14).

Write sentences using as many of this week’s common words as possible.

Read each other’s sentences.


Teach children about the homophones blue/ blew. See Appendix 15 for more guidance.

Read the following sentences to the children and ask them to write the correct bear/bare blue/blew. The wind blew the trees down. I felt blue when my dog was poorly.

Writing sentences (p149): My favourite colour is blue.



Not for resale. 102

Phase 6 Week 23: (See week 23 resources on CD) Objectives and criteria for success: Learn and practise spelling of common words horse, rabbit, white, parents (p179). Teach how to use a dictionary (p186). Teach children how to proofread (p185).


learned about the less suffix.

Teach reading and spelling the common words horse, rabbit, white, parents (p179). Ask the children if they need to use any of the Memory strategies to help them. Teach children how to put words in alphabetical order using this week’s common words. Discuss what to do about sea and stop as they both start with the same letter.

Children work in pairs to put the following words in alphabetical order: slowly, quietly, sadly, roughly.

Ask children to put the following common words in alphabetical order: began, boy, baby, better, birds, before, boat, book, best, better, box. Discuss any they found difficult.



Teach children how to use a dictionary. Talk about how it is used to find both spellings and meanings (definitions). Discuss what to do if they can’t find it (have they got the spelling right?).

Give children in pairs a dictionary and write a word on the board. Ask them to find the word and tell you the page number it’s on.

Ask children in pairs to find given words in the dictionary and write the page number.


Ask the children to stand in alphabetical order. Discuss strategies for doing this.

Children put days of the week in alphabetical order.

Ask children to list their friends and family members and put their names in alphabetical order.


Do a shared read with a piece of writing with mistakes in the suffixes. Teach children how to proofread the text, underline the mistakes and try a different spelling (refer to rules from previously learned suffixes).

Ask children in pairs to proofread a text with mistakes in the suffixes (p185). Underline the mistakes and try a different spelling.

Compare the words they have underlined with another pair of children. Have they found all the mistakes?


Ask the children to do a piece of writing using a specific focus (comparatives or past tense words).

Ask them to proofread their sentences with a specific focus in mind.

Work in pairs and proofread each other’s sentences together, with the same focus.



Not for resale. 103

Phase 6 Appendices

These Appendices can be photocopied and given out to the children as activity sheets. Alternatively, you can adapt them from the versions on the CD to suit your own teaching style and needs, and print off your personalised version.

Appendix 1A

Appendix 1B

Appendix 2

Appendix 3

Appendix 4

Appendix 5

Appendix 6A

Appendix 6B

Appendix 7

Appendix 8

Appendix 9

Appendix 10

Appendix 11

Appendix 12

Appendix 13

Appendix 14A

Appendix 14B

Appendix 15

Memory strategies

Explanation of the suffixes taught in Phase 6

Suffix lists (examples)

Converting present tense to past tense (regular)

Sorting long and short vowel sounds

Converting past tense to present tense (regular verbs)

Explanation of the past continuous

Convert past simple to past continuous

Identify ing suffixes

Running dictation

Change full words to contracted versions

Reading, checking and marking work

Spell checking

Correct spelling mistakes in suffixes

Correct more spelling mistakes in suffixes

Adding the suffixes ‘ful’ and ‘less’

Writing sentences

Guidance on teaching homophones



Not for resale. 104

Appendix 1A Memory strategies

Strategies Explanations

1 Syllables To learn my word I can listen to how many syllables there are so I can break it into smaller bits to remember (e.g. Sep-tem-ber, ba-by).

2 Base words To learn my word I can find its base word (e.g. smiling = smile + ing, women = wo + men).

3 Analogy To learn my word I can use words that I already know to help me (e.g. could: would, should).

4 Mnemonics To learn my word I can make up a sentence to help me remember it (e.g. because = big elephants can always understand small elephants).



Not for resale. 105

Appendix 1B Explanation of the suffixes taught in Phase 6

Suffix Base word Base word and suffix

1 s/es Singular noun

dress, pot, leaf

Plural

dresses, pots, leaves

2 Verb (I)

eat, drink, push, go

Verb (he, she, it)

eats, drinks, pushes, goes

3 ed Simple present tense

want, live, shred

Simple past tense (regular verbs)

wanted, lived, shredded

4 ing Simple present tense

hope, hop, cry

Present continuous tense

hoping, hopping, crying

5 er Adjective

big, hairy, cold

Comparative adjective

bigger, hairier, colder

6 Verb

run, read, listen

Noun

runner, reader, listener

7 est Adjective

big, hairy, cold

Superlative

biggest, hairiest, coldest

8 ness Adjective

happy, kind, cold

Noun (describing state, condition or quality)

happiness, kindness, coldness

9 ment Verb

agree, entertain, amaze

Noun (describing condition, result or act of doing something)

agreement, entertainment, amazement

10 y Noun

hair, bone

Adjective

hairy, bony

11 ful Noun

thought, hope, taste, power

Adjective

thoughtful, hopeful, tasteful, powerful

12 less Noun

power, fear, hope, penny

Adjective

powerless, fearless, hopeless, penniless



Not for resale. 106

Appendix 2 Suffix lists (examples)

1 s/es 2 s/es 3 ed 4 ing 5 er 6 er

thoughts

leaves

books

tables

legs

hairs

brushes

tins

glasses

thinks

goes

sees

has

is

pushes

cries

feels

gets

looked

stopped

landed

worried

waved

ripped

played

suggested

faked

caring

wasting

flying

hoping

hopping

getting

feeling

carrying

biting

bigger

hairier

whiter

nicer

funnier

taller

fatter

thinner

richer

reader

runner

listener

teacher

worker

rider

player

carer

ruler

7 est 8 ness 9 ment 10 y 11 ful 12 less

biggest

hairiest

smelliest

tallest

fattest

richest

smallest

loneliest

thinnest

happiness

emptiness

silliness

sadness

kindness

coldness

tenderness

weakness

goodness

development

enjoyment

employment

amusement

agreement

entertainment

amazement

payment

disagreement

smelly

hairy

bony

nosy

cheeky

sunny

funny

fatty

noisy

careful

fearful

beautiful

thoughtful

tasteful

hopeful

powerful

dreadful

penniless

hopeless

fearless

useless

clueless

helpless

endless

thoughtless

NB: The suffixes ly and en are now taught in Key Stage 2.



Not for resale. 107

Appendix 3 Long and short vowel sounds.

Long vowel sounds Short vowel sounds

These are GPCs which make the name of a letter. They are usually made up of 2 or more letters: The long a sound in rain, make, play etc. The long e sound in feet, Pete, sea, field etc. The long o sound in coat, rope, show etc. The long i sound in night, like, tie etc. The long u sound in tube, stew, glue etc. As well as ar in dark, or in pork, walk etc oo in spoon, oi in coin, oy in destroy, ou in cloud, ow in clown, er in herb, ir in girl, ur in church, air in hair, ear in fear*. However, there are exceptions where the long vowel sound is spelled with one letter: i in find, o in go, e in he, the word a.

These are GPCs which make the vowel sounds for example: The a in cat. The e in net. The i in spin. The o in pot. The u in sun. There are also digraphs which make short vowel sounds but these follow the spellings rules of long vowel sounds e.g. e sound in head, the oo sound in book.

*This is not a comprehensive list bit examples to support the teaching.



Not for resale. 108

Appendix 4 Sorting long and short vowel sounds

Put the following words in the correct box

rain shine go pat shout tell boast tip light reach

fly show cost find bite fit lift flap plane

soak feel boil trail frown felt sit stop

Words with long vowel sounds Words with short vowel sounds



Not for resale. 109

Appendix 5 Converting past tense to present tense (regular verbs)

I walked to the park and played on the swings. I shouted to my friend and she skipped over to the play area.

I wanted an ice-cream and I poured strawberry sauce over it. It tasted delicious!

I cycled home on my friend’s bike.



Not for resale. 110

Appendix 6A Explanation of the past continuous

We use the past continuous to explain what was happening while something else was going on. For example: When I was eating my dinner the phone rang. She was talking to her friend while I tried to explain what to do.

Appendix 6B Convert past simple to past continuous

We travelled to the shops on the bus and it broke down. In town people looked in the windows and talked about the

clothes they liked.

My sister watched a film in the cinema and spilled popcorn everywhere.

My brother skated around the park. He jumped over a railing and banged his head.



Not for resale. 111

Appendix 7 Identify ing suffixes

For my birthday I asked Dad if he would mind buying me a ring. We went to the shops and I was looking

in the window and pointing with my finger, when suddenly my sister appeared running. She told Dad not

to buy me anything. I was feeling angry but then she told me it was because she was making me a

necklace! I was happy on my birthday!

Words spelled with ing.

Words with the ing suffix added.



Not for resale. 112

Appendix 8 Running dictation

In a running dictation you divide children into small groups. You stick the focus text outside the

room (or somewhere where they aren’t all able to read it) and then the children take it in turns

in their groups to run out and memorise as much of the text as possible.

They run back into the room and write all they can remember. The next child in the group reads

what they’ve written so far and then goes out and tries to memorise the next part.

They continue this until they have copied the whole text. While the other members of the

group are waiting their turn they proof read the text and check it makes sense and has the

correct spelling.

Afterwards the children can share their strategies for remembering the

words/sentences/spellings. Go through the texts and look for common problems or mistakes.



Not for resale. 113

Appendix 9 Change full words to contracted versions

I am very tired today. Me and my family have just got home. We have been at Crealy theme park today. My brother

is happy because he is going again next week with his friends. They have been three times this summer! My sister is

angry because she is working early tomorrow and it is very late now.



Not for resale. 114

Appendix 10 Reading, checking and marking work

I have a Barbie doll. She is very pretty but my friend’s doll is prettyer. I told my Mum I wantid a new one and she

sayed it was too much money and I haved to wait until my birthday.

My auntie lives in the tallist tower block in her city. She is always makeing cakes. I like siting on her balcony, eatting

her cakes and listening to her stories.

The little girl on the TV is the thinest person I have ever seen. She lives in a poor country where many people are

starveing. I feeled bad and I askt my teacher if we could help.



Not for resale. 115

Appendix 11 Spell checking

I died my hare.

Ewe and eye.

They’re is a plaice two go.

Down the stares.

It is reigning.

I can sea you.

My garden is sew big.

Can I have a peace of cake?

Are you shore?

I can’t fined it.

Sum where out their.

Take a bough.

I eight my breakfast.

Don’t brake my toy!

How much does this way?

One, too, three, for.



Not for resale. 116

Appendix 12 Correct spelling mistakes in suffixes

I am hopefull that it will be sunny tomorrow.

There is some entertainmunt at the theatre.

The darknes scares her.

He spoke with a mouthfule of food.

The paymennt was late.

Homelessnes is a big problem in London.



Not for resale. 117

Appendix 13 Correct more spelling mistakes in suffixes

‘Be carefull’ shouted Tom. ‘You should walk slowlee across the bridge because it is the oldist bridge in town.’

Just then I slipt over and scratchd my leg.

‘I told you so’ Tom yelld laughin at me.

‘Don’t laugh, I’m haveing a bad day and I feel like criing.’

Tom said sorry and gave me a pat on the back. We walkd home a different way.



Not for resale. 118

Appendix 14A Adding the suffixes ful and less

Use the base words below to add the suffixes ful and less. Which ones work?

Put a cross if the word does not exist.

Base word Adjectives

Positive Negative

beauty beautiful X

careful

brain X brainless

hope

peace

use

harmless harmful

pain

penny

power

thoughtful thoughtless

NB not all suffixes mean the same in terms of positive and negative; see pain as an example.



Not for resale. 119

Appendix 14B Writing sentences

Now write 5 sentences using some of the adjectives you made in Appendix 14A.



Not for resale. 120

Appendix 15 Guidance on teaching homophones.

A homophone is a word that sounds the same as another but which has a different meaning. The words can be spelled the same (e.g. ‘rose’) which can be the past tense of ‘rise’ or the name of a flower or spelled differently (e.g. cereal/serial).

The guidance in the 2014 National Curriculum for English explains that children should know the difference in meaning between homophones and near-homophones. Near homophones include very similar words such as quite/quiet which the children often mix up. Teach children the meaning of both and then discuss ways to remember which spelling goes with which particular meaning. For example, stationery and stationary. Stationery refers to things you might use at a desk like paper – both have the ‘er’ digraph in. What could the children use to help them remember which spellings goes with which meaning?

phonics planning long-term overview · phonics planning long-term overview phase aspect activity...

Documents