Revisit and review

Practise previously learned phonemes

Practise oral blending and segmentation

Teach

Teach a new phoneme

Teach blending and/or segmentation with phonemes already learned

Teach one or two tricky words

Practise and Apply

Practise reading and/or spelling words with the new phoneme

Read or write a caption using one or more high frequency words and words containing the new phoneme

Revise key learning

Focus on new learning in this lesson

Progression

Autumn

Spring

Summer

Phase 1 continuous through Phase 2 - 6

Show awareness of rhyme and alliteration.    Distinguish between different sounds in the environment and phonemes.   Explore and experiment with sounds and words.  

Y2 Expectations (including elements of Phase 6 plus NC expectations)

Working on:   Recognising phonic irregularities and becoming more secure with less common grapheme-phoneme correspondences.

Reading and spelling the next 200 Medium Frequency Words and Common Exception Words.

Applying suffixes where changes are needed to the root (morphology), e.g. -ment, -ness, -ful, -less, -ly, -tion; -s, -es, -er, -est, -ing, -ed, -y.

Applying phonic skills and knowledge to recognise and spell an increasing number of complex words.                                                         Writing simple dictations.

Y2

Y1 Expectations (including elements of Phase 5 plus NC expectations)

Working on:   Reading phonically decodable two-syllable and three-syllable words.

Using alternative ways of pronouncing and spelling the graphemes corresponding to the long vowel phonemes.

Reading and spelling the 100 High Frequency Words and Common Exception Words.

Spelling complex words using phonically plausible attempts.

Applying affixes where no change to the root is needed, e.g. un-, -s, -es, -er, -est, -ing, -ed, -y.                      

Writing simple dictations.

Y1

Phase 4   (YR)

Working on:  Segmenting adjacent consonants in words and applying this in spelling.

Working on:  Blending adjacent consonants in words and applying this skill when reading unfamiliar texts.

YR

Phase 3  (YR)

Working on:  Knowing one grapheme for each of the 43 phonemes

3iii: Working on:  Reading and spelling a wide range of CVC words using all letters and less frequent consonant digraphs and some long vowel phonemes.

Vowel di/trigraphs:

     ear,   air,   ure,    er,

     ar,   or,   ur,   ow,    oi,

     ai,   ee,    igh,   oa,   oo  

YR

3ii: Working on:  Reading and spelling CVC words using a wider range of letters, short vowels, some consonant digraphs and double letters.

Consonant digraphs

     ch,   sh,    th,    ng

YR

3i: Working on:  Reading and spelling CVC words using letters and short vowels.

Letter progression

     Set 7:   y,   z,   zz,    qu

     Set 6:   j,   v,    w,    x

Phase 2   

Working on:  Using common consonants and vowels. Blending for reading and segmenting for spelling simple CVC words.

Working on:  Knowing that words are constructed from phonemes and that phonemes are represented by graphemes.

Letter progression:

      Set 5:   h,   b,    f,   ff,   l,   ll,   ss

      Set 4:   ck,   e,   u,   r

      Set 3:   g,   o,   c,   k

      Set 2:   i,    n,   m,   d

      Set 1:   s,   a,    t,    p

YR

Phase 1 

Working on: Showing awareness of rhyme and alliteration, distinguishing between different sounds in the environment and phonemes, exploring and experimenting with sounds and words and discriminating speech sounds in words. Beginning to orally blend and segment phonemes.

Nursery