Whitehouse Primary School Phonics and Spelling and Grammar

Whitehouse Primary School

Phonics and Spelling and

Grammar

Handbook

Whole School Overview

F1 - Nursery ‘phase 1’ phonics teaching and early acquisition of set 1 sounds. Red Words (early acquisition and exposure)

F2 - Foundation Set 1-3 Read Write Inc phonics sounds

Reading and spelling of agreed red words

Red Words (high frequency words and early common exception

word list)

Year 1 Set 1-3 Read Write Inc phonics – grouped appropriately moving

onto greater focus around SPaG

Red Words (high frequency words and common exception word

list – matched to National Curriculum Year Group requirements)

Year 2 Set 1-3 Read Write Inc phonics – Autumn Term / intervention

where appropriate

Moving onto frequent SPaG lessons (*spelling patterns key focus)



Year 3 Frequent SPaG lessons (*spelling key focus)

Set 2/3 sounds phonics intervention where appropriate




Set 2/3 sounds phonics intervention where appropriate









Year Group Teaching Pattern

F1 - Nursery 3 x weekly phonics discrete sessions – focussed around phase 1

and early acquisition of sounds and high frequency words.

F2 - Foundation 5 x weekly discrete phonics lessons weekly in classes.

Children to be secure in set 1 and learning 2 sounds.

Introduce set 3 sounds where appropriate.

Year 1 5 x discrete phonics lessons weekly in classes with additional

intervention groups.

Children to be secure in set 2 sounds and learning set 3 sounds

(by end of Autumn Term)

Summer Term – 2 additional SPaG lessons weekly in class (focus

on spelling)

Grammar and Punctuation taught primarily through English and

‘The Write Stuff’

Year 2 Autumn Term:

5 x weekly discrete phonics lessons in classes with additional

intervention groups. Move onto SPaG lessons and No Nonsense

sooner if appropriate.

2 x SPaG lessons weekly in class.

Spring / Summer Term :

5 Spelling lessons per week (No Nonsense spelling)


‘The Write Stuff’ 1 / 2 additional SPaG lessons weekly in class if appropriate (focus

on grammar and punctuation)

(phonics intervention where appropriate)

Year 3

3 x Spelling lessons per week (No Nonsense Spelling)


‘The Write Stuff’ Additional class SPaG lessons where appropriate (Grammar and

Punctuation focus)

(phonics intervention groups where appropriate)

Year 4

Year 5

Year 6

Classroom Display ‘must haves’:

EYFS

• Read Write Inc sound cards once taught

• Speed Sounds chart for HA group

• Green words if used that week

• Red words (Common exception agreed wordlist) / High frequency words (could be on

word mats)

• Write Stuff Laundry

• Fred Frog

KS1

• Read Write Inc sound cards (Year 1 / Year 2 if needed)

• Speed sound poster for reference

• Green Words if used that week

• Red Words (Previous Years high frequency / common exception words and current

year group common exception words as taught)

• Write Stuff laundry

• Fred Frog

KS2

• Speed sound poster if appropriate

• Previous Years high frequency / common exception words and current year group

common exception words as taught

• Write Stuff Laundry

Refer to RWI Teacher’s Handbook

What are speed sounds?

In Read Write Inc phonics the individual sounds are called ‘speed sounds’

Teaching Speed Sounds – Lesson set 1-3

When you are introducing and teaching a new sound for the first time:

Refer to the ‘blueprint’ lesson plans in the Read Write Inc handbook (this can be

accessed electronically via your Oxford Owl Log in) and will give you a format for

structuring these sessions. This can make up most of the ‘Introduction’ ‘revisit’ ‘teach’ and ‘practise’ parts of your lesson plans.

Note: Children will have been taught all of Set 1 and Set 2 sounds in EYFS. Be mindful of this

in Year 1. In Year 1 they are not meeting the sound for the first time so your lessons will

need to reflect this. Children may need to recap but they do not need to be introduced to

the sound as if it is the first time they have seen it. Focus should be around application of

this sound in reading, writing and spelling.

Lesson Planning - Phonics

The ‘introduce’ ‘revisit’ ‘teach’ and ‘practise’ elements of your lesson plans will come

mostly from Read Write Inc format. This is where you will practise and learn new sounds,

green words, red words and alien words frequently.

The ‘apply part of your lesson plan’ is for you to be creative and varied in your activities

and challenges. This should support children to embed their learning and apply what they

have learnt in that lesson (and previous lessons) usually to reading and writing. This is to

ensure that children are reading and writing in every phonics lesson as we only follow the

phonics branch of the Read Write Inc Programme.

Refer to Letters and Sounds DFE document and Phonics Play planning for teaching

activities and resources. Also refer to RWI handbook. Word Time lessons to be used

regularly and altered to suit the needs of learners.

Note: Year 1 should be practising reading ‘alien words’ and decodable words in every lesson

Set 2 Daily Phonics Planning (example)

Week 1: n p g Read Red words: he she Spell Red words: the to Green Words: pan in dig pin pat got

Monday

Introduce We are learning the new phoneme n and how to read and write it Revisit Practise previously taught sounds on flashcards

Read green words from last week Teach Teach the new sound m and letter formation. Use large flashcard with ditty on the

back. Find the sound in the pack of flashcards.

Practise Reading green words pan, in, pin Play ‘buried treasure’ phonicsplay.com using ‘n’ words

Apply Hold up captions on card or whiteboard One child reads – encourage them to blend if they

get stuck then all children read together. A nut is bad. I went to see my Gran.

Assess Highlight children for green word reading focus group

Tuesday

Introduce We are learning the new phoneme p and how to read and write it Revisit Practise previously taught sounds on flashcards

Read green words from last week

Teach Teach the new sound p and letter formation. Use large flashcard with ditty on the back. Find the sound in the pack of flashcards.

Practise Fred Fingers – green words pin, pat / play pick a picture phonicsplay.com – encourage children to use Fred Fingers to sound the word out to read it.

Apply Make a poster about ‘myself’ – I can run, I can hop, I can jump etc…

Assess Highlight children for catch up set 1 phonics group

Wednesday

Introduce We are learning to read tricky words he and she

Revisit

Read previously taught red words – flashcards

Teach

Introduce the words ‘he’ and ‘she’.

Practise

Reading alien words – Phonics screening example materials powerpoint

Apply

Write the sentence on a whiteboard ‘he went to bed’ / ‘she is sad’

Assess Make observational notes

Thurs

day

Introduce We are learning the new phoneme g and how to read and write it

Revisit Practise previously taught sounds on flashcards Read green words from last week

Teach Teach the new sound g and letter formation. Use large flashcard with ditty on the back. Find the sound in the pack of flashcards.

Practise Fred Fingers – dig got build words on whiteboard using sound cards.

Apply Play Yes/No questions. Display question on the board and get children to use thumbs up

and thumbs down to show whether the answer is yes or no once they have read it. Is the

sun wet? Can men jog to get fit? Has a pot of jam got a lid? Can a van go up a hill? Has a

cat got a web? Will a pig put on a wig?

Assess Identify children that require support with reading from the board.

Friday

Introduce We are learning to spell read words the and to Revisit Practise alien words with sounds taught this week

Teach

Teach children how to spell ‘the’ and ‘to’ being careful not to sound them out.

Practise Practise reading previously taught red words in captions. A cat was red. The pin is on a box. We are on the bus.

Apply ‘the’ ‘to’ worksheet. Children fill in the missing word (the or to) in the sentences. Assess Identify children for recap on ‘the’ and ‘to’

Read Write Inc features to be part of your everyday teaching

Please refer to the teaching handbooks (Page 12-21 in the teacher

handbooks for further support)

Sound flashcards

Children will be introduced to sounds using these cards. Shown one side ‘a’ and then the letter rhyme for formation on the other. When moving into Set 2 the sound is shown ”ay” the card is turned over “may I play?” and repeated.

Special Friends (digraphs and trigraphs)

Speed Sound Chart

To be displayed in classroom and referred to for speed sound checks at the beginning of phonics lessons. Referred to during other lessons for spelling rules.

Silent signals • ‘stop’ by raising your hand

• Turn to your partner (TTYP) – use your hands to indicate that they should turn to their partner. Have partners pre arranged for phonics lessons so this is quick and time isn’t wasted in partnering children up.

• My Turn Your Turn (MTYT) indicating with your hands when it is your turn to speak and when it is the children’s turn.

Positive Teaching / avoiding praise that doesn’t work

See page 16-17 of the handbook.

1,2,3 transitions When children are moving from the carpet or tables aim for this to happen quickly. Hold up one finger…children stand, hold up two fingers…children walk to their tables or back to the carpet, hold up three fingers…children sit down ready for the activity.

Fred Talk

To help children read, Fred (the teacher) says the sounds and then the children say the word. For example…Fred says “ch-i-p” the children say “chip”. Teachers should be using Fred Talk throughout the day so children learn to blend sounds. For example, “put on your c-oa’t”

Fred Fingers

Used for segmenting and spelling. Children sya the sounds as they press the sounds onto their fingers.

Fred in your head

Once children can sound a word out orally, we teach them to say the sounds in their heads. Hold up a word to give the children time to mime the sounds, and then push the word forward as a signal to say the word as a whole. This is a modelled process:

1. Whisper the sounds then say the whole word 2. Mouth the sounds silently and then say the whole

word 3. Say the whole word straight away.

Dots and dashes

Split digraph

Dots and dashes represent the sound each letter makes. Children will use first use 'Fred fingers' to first sound out a word before they write it down. This way of teaching spellings allows children to use Fred fingers whenever they get stuck with spelling a word.

Red Words

Red words are ‘tricky’ words that cannot be sounded out. They are common words with a low frequency grapheme for e.g. said: the sound ‘e’ is written with the grapheme ‘ai’. Children learn to read these words by sight and eventually how to spell them without ‘sounding them out’. Please refer to the red word order list and ensure these are taught and practised weekly (or even in every lesson).

Speedy Green Words

Common words with common graphemes (can be sounded out). These words are always taught first by sound blending. The children should practise reading these words at speed daily. Green words to be used as a resource to support the introduction of new sounds or spelling patterns.

Special friends When teaching a digraph or trigraph sound, children are taught the two or three letters that make up that sound are ‘special friends’. e.g. in ‘ch’ the ‘c’ and the ‘h’ are special friends to make the sound ‘ch’. From EYFS children are taught to write ‘special friends’ sounds as a join in preparation for cursive handwriting in year 1.

Alien words

These are ‘made up’ words which rely on children’s phonic knowledge to be able to decode (‘sound out’) then read the word in its entirety. These are particularly crucial in EYFS and Year 1 leading up to the Year 1 phonics screening test. Children should have very regular practise of reading these types of words. This could be 2 minutes at the start or end of your phonics lesson.

Assessments

Read Write Inc entry level and ongoing assessments to be used to baseline children yearly and to assess progress at each half term. Assessments can all be found on Oxford Reading Tree online resource.

Punctuation mimes to use for SPaG teaching – see page 20 in phonics handbook for guidance

Phonics as intervention in Year 2 and Y3/4

If children aren’t secure with set 2 or set 3 sounds by later KS1 or KS2 then specific phonics intervention may be appropriate. It would be necessary to complete a Read Write Inc

phonics assessment first with identified children to highlight misconceptions or specific

sounds that are difficult. This would be the starting point and intervention sessions should

be planned to target these areas. The same lesson planning format can be used as in KS1

and with the Read Write Inc handbook as a guide. Intervention should also focus on

approaching phonics skills such as decoding, blending and segmenting in a range of ways

and appreciating that the children may need a more tactile or visual approach. For

example, learning the shapes of words or looking at phase 1 blending and segmenting

games. The same format of the lesson can be followed (reviewing previous sounds,

practising reading red words, green words and aliens etc…) but when applying the skills it

would be necessary to think creatively about how these children might learn best.

Sometimes, if children are needing intervention for phonics in KS2 it may be that the more

traditional method of teaching phonics that they will have been receiving in KS1 has not

worked for them and this should be considered.

Reading linked to phonics

Children should be able to access school reading books that match their phonics and

reading ability. As a school we organise our books according to Oxford Levels. Teachers

should take care to ensure that children are taking home and reading books that are suited

to their ability (whilst recognising that some challenge is necessary). For example, in the

early stages of learning Set 2 Read Write Inc sounds you would expect children to be taking

home books mostly consisting of the early sounds m,a,s,d,t, i, n so that children can

practise and apply their decoding skills. When children begin learning digraph and trigraph

sounds you would expect to see this reflected in their reading books once they are

confident and secure in reading those sounds in isolation. School reading books should be

regularly organised to ensure that books match children’s reading ability .

Spelling – No Nonsense Spelling

EYFS / Y1 – Spelling teaching is delivered through Phonics lessons and additional SPaG

lessons where appropriate.

Y2-6 – spelling teaching is delivered through the No Nonsense spelling approach. See No

Nonsense handbooks and resources for further details. Y2 to deliver 5 lessons weekly and

Y3-6 to deliver at least 3 lessons weekly.

Homework – expectations overview

(EYFS / Y1 – high frequency words (including Y1 common exception word) booklets to be

sent home at the beginning of the year – checked as part of reading consultations. Can

continue into Year 2 if needed). Y1 can be issued a spellings homework book when ready and

set spelling challenges.

Y2 – 6 common exception word booklets sent home at the beginning of each year as ongoing

homework and practise for children. No Nonsense spelling homework to be set.

Refer to No Nonsense lesson plans and tweak and alter where appropriate

electronically. This may be particularly relevant for altering the order or teaching

in the lesson pathways for each year group.

Additional Notes and Guidance for No Nonsense Spellings

• lesson plans to follow and tweak - be responsive to your learners and not tied to

the programme.

• Regular ‘Error Analysis’ exercises will support you with this - it will highlight

spelling patterns or words that are being commonly misspelt. This could be

completed in your marking boos on an independent piece of writing.

• Spelling journals. Each child has one. These can be used as ‘jotters’ during no

nonsense lessons. They can also be used for the ‘have a go’ strategy during any piece of writing. It would be useful for children to have these on their desk during

any writing activities. Refer to teacher handbook for more information about

introducing ‘have a go’. All classrooms should display the Read a Write inc GPC speed sounds poster for children to refer to, particularly when they are ‘having a go’.

• A small ‘working wall’ in the classroom where that week’s spelling patterns are displayed, tricky sight words or common exception words are also displayed.

• Children to be set spellings weekly (around 5-7 each week. 2 of these could be

spellings sent home previously to ensure over learning and a secure

understanding ) and tested through no nonsense spelling lessons (perhaps

dictated sentences) and then at the end of each half term. There is no need for a

weekly ‘spellings test’. However, words that have been sent home for spelling then become non-negotiable spellings for children and there should be high

expectation in your classroom that these spellings are always spelt correctly. The

context in which you send home spellings may vary. This does not need to always

be in the more traditional ‘look, cover, write, check’ format. You may send home five spellings and ask children to think of three sentences for each word they

could write. Or you could send home the strategy of ‘drawing round the word to show the shape it makes’ as challenge children to this for their five spellings. It could be that you don’t send home set spellings one week but instead challenge children to write down as many words as they can think of with the ‘or’ grapheme. Children will need a spellings homework book that they can complete

these challenges in and the teacher should collect these in regularly to assess who

it’s completing these successfully at home. The challenge can be stuck into their books on a small slip of paper explaining the task.

Refer to No Nonsense handbooks and resources to further support teaching. Planning is

provided for each year group.

Punctuation and Grammar

The teaching of punctuation and Grammar to be delivered primarily through English

teaching and ‘The Write Stuff’ lessons through the use of the ‘Grammaristics.’

However there will be times when a discrete SPaG lesson is required and should be

delivered as a whole class to support further English lessons. See SPaG progression of skills

map to inform planning and use resources such as No nonsense Grammar to support

teaching and activities.

SPaG lesson work should be recorded in English books alongside English work in

chronological order. Lesson plans to be recorded on the SPaG planning template.(There will not be planning every day, every

week depending on when your discrete SPaG lessons are). This planning box could be copied and added

to the bottom of existing English planning.

For support with planning and delivering specific grammar elements there is a resource bank on the Portal under No Nonsense Grammar. This offers planning and resources.

DAILY SPaG Planning (Example) – can be used for HA group in Y2 phonics lessons

Group: Year 2 Group 1 Date: 22.10 Focus: SPAG - Apostrophes for contraction, homophones

Learning Objective Revisit Teach Practise / Apply Challenge Mon

Using apostrophes for contractions.

Speed Sounds. Share some words where an apostrophe has been used: don’t haven’t I’m I’ll Why has the apostrophe been used? Which letters have gone missing?

Share espresso video which explains how apostrophes are used for contractions: https://central.espresso.co.uk/espresso/primary_uk/subject/module/video/item910797/grade1/module910313/collection910391/section910794/index.html

Each group to be given some matching cards. One card will have the word with an apostrophe and another card in the pack will be the word without an apostrophe. Children to match them up.

Can the children write some sentences using the apostrophes for contractions?

Tues

Weds

Thurs

Homophones…

Fri

https://central.espresso.co.uk/espresso/primary_uk/subject/module/video/item910797/grade1/module910313/collection910391/section910794/index.html







Progression of Skills EYFS-Y6

Progression in Vocabulary, Grammar and Punctuation

EYFS Year 1 Year 2 Year 3 Year 4 Year 5 Year 6

Word Structure regular plural noun suffixes -s or

-es

(e.g. dog, dogs; wish, wishes)

• suffixes that can be added to

verbs (e.g. helping, helped,

helper)

• how the prefix unchanges the

meaning of verbs and adjectives

(negation, e.g. unkind, or

undoing, e.g. untie the boat)

• formation of nouns using suffixes

such as -ness, -er

• compound nouns

• formation of adjectives using suffixes

such as -ful, -less (A fuller list of

suffixes can be found in the spelling

appendix) • use of the suffixes -er and

-est to form comparisons of adjectives

and adverbs

• the use of -ly to turn adjectives into

adverbs

formation of nouns using a range

of prefixes, such as super-, anti-,

auto-

• use of the forms a or an

according to whether the next

word begins with a consonant or a

vowel (e.g. a rock, an open box)

• word families based on common

words

the grammatical difference between

plural and possessive –s

• standard English forms for verb

inflections instead of local spoken

forms (e.g. we were instead of we

was, or I did instead of I done)

• converting nouns or adjectives

into verbs using suffixes (e.g.-

ate, -ise, -ify)

• verb prefixes (e.g. dis-, de-,

mis-, over- and re-)

• the difference between vocabulary typical of

informal speech and vocabulary appropriate for

formal speech and writing (e.g. said - reported,

alleged, or claimed, find out – discover, ask for –

request, go – enter)

• how words are related by meaning as synonyms

and antonyms (e.g. big, large, little)

Sentence Structure • begins to break the

flow of speech into

words

•Attempts to write short sentences in meaningful

contexts.

• write simple sentences

that can be read by

themselves and others

• how words can combine to

make sentences

• how and can join words and

join sentences

• joining words and joining

clauses using and

• subordination (using when, if, that,

because) and co-ordination (using or,

and, or but)

• expanded noun phrases for

description and specification (e.g. the

blue butterfly, plain flour, the man in

the moon)

• sentences with different forms:

statement, question, exclamation,

command

• expressing time, place and cause

using:

conjunctions (e.g. when, before,

after, while, so, because)

adverbs (e.g. then, next, soon,

therefore)

prepositions (e.g. before, after,

during, in, because of)

• fronted adverbials

• use of commas after fronted

adverbials (e.g. Later that day, I heard

the bad news)

• noun phrases expanded by the

addition of modifying adjectives,

nouns and preposition phrases (e.g.

the teacher expanded to the strict

maths teacher with curly hair)

• relative clauses beginning with

who, which, where, when,

whose, that or an omitted

relative pronoun

• indicating degrees of

possibility using modal verbs

(e.g. might, should, will, must)

• indicating degrees of

possibility using adverbs (e.g.

perhaps, surely)

• use of the passive voice to affect the

presentation of information in a sentence [e.g. I

broke the window in the greenhouse,’ versus ‘The window in the greenhouse was broken (by me)].

• the difference between structures typical of

informal speech and structures appropriate for

formal speech and writing (such as the use of

question tags, e.g. He’s your friend, isn’t he? or the use of the subjunctive forms such as If I were

or were they to come in some very formal writing

and speech)

Text Structure • use past, present and

future tense accurately

when talking about

events that have

happened or will happen

in the future

• sequencing sentences to form

short narratives

the consistent use of present tense

versus past tense throughout texts

• use of the continuous/ progressive

form of verbs in the present and past

tense to mark actions in progress (e.g.

she is drumming, he was shouting)

introduction to paragraphs as a

way to group related material

• headings and sub-headings to aid

presentation

• use of the present perfect form

of verbs instead of the simple past

(e.g. he has gone out to play

contrasted with he went out to

play)

• use of paragraphs to organise ideas

around a theme

• appropriate choice of pronoun or

noun within and across sentences to

aid cohesion and avoid repetition

• devices to build cohesion

within a paragraph (e.g. then,

after that, this, firstly)

• linking ideas across paragraphs

using adverbials of time (e.g.

later), place (e.g. nearby) and

number (e.g. secondly) or tense

choices (e.g. he had seen her

before)

• linking ideas across paragraphs using a wider

range of cohesive devices (e.g. repetition of a

word or phrase, grammatical connections (e.g.

the use of adverbials such as on the other hand,

in contrast, or as a consequence), and ellipsis •

layout devices, such as headings, sub-headings,

columns, bullets, or tables, to structure text

Punctuation Introduction to:

• separation of words

with spaces

• introduction to the use

of capital letters, full

stops

separation of words with spaces

• introduction to the use of

capital letters, full stops,

question marks and exclamation

marks to demarcate sentences

• capital letters for names of

people, places, days of the week

and for the personal pronoun I

• capital letters, full stops, question

marks and exclamation marks to

demarcate sentences

• commas to separate items in a list

• apostrophes to mark contracted

forms in spelling

• apostrophes to mark singular

possessions in nouns

• introduction to inverted commas

to punctuate direct speech

• use of inverted commas and other

punctuation to indicate direct speech

(e.g. a comma after the reporting

clause; end punctuation within

inverted commas. The conductor

shouted, “Sit down!”) • apostrophes to mark singular and

plural possession (e.g. the girl’s name, the girls’ names)

• brackets, dashes or commas to

indicate parenthesis

• use of commas to clarify

meaning or avoid ambiguity

• use of the semi-colon, colon and dash to mark

the boundary between independent clauses (e.g.

It’s raining; I’m fed up) • use of the colon to introduce a list and use of

semi-colons within lists

• punctuation of bullet points to list information

• how hyphens can be used to avoid ambiguity

(e.g. man eating shark versus man-eating shark,

or recover versus re-cover)

Terminology • word • sentence •

letter • capital letter •

full stop

• word • sentence • letter •

capital letter • full stop •

punctuation • singular • plural •

question mark • exclamation

mark

• verb • tense (past, present) •

adjective • noun • noun phrase •

adverb • statement • question •

exclamation • command • apostrophe

• comma • compound • suffix

• word family • conjunction •

adverb • preposition • direct

speech • inverted commas (or

speech marks) • prefix • consonant

• vowel • clause • subordinate

clause

• pronoun • possessive pronoun •

adverbial • determiner

• relative clause • modal verb •

relative pronoun • parenthesis •

bracket • dash • cohesion •

ambiguity

• active and passive voice • subject and object •

hyphen • synonym • antonym • colon • semi-

colon • bullet points • ellipsis

Progression in Spelling


Words

• first 100 high frequency

words

• write some irregular

common words

• common exception words (CEW)

• high frequency words (HFW) - the first 100 from Letters and

Sounds (pg 193)

• compound words e.g. football, laptop, playground Plus:

• days of the week

• numbers to 20

• common exception words (CEW) • high

frequency words (HFW) - the first 200 from

Letters and Sounds (pg 195)

• words from the National Curriculum word

list for Years 3 and 4 (pg 64)

• words from the National Curriculum word

list for Years 5 and 6 (pg 71)

Phonics

Rules and

Conventions

• Links sounds to letters,

naming and sounding the

letters of the alphabet.

• Children use their phonic

knowledge to write words

in ways which match their

spoken sounds.

• some words are spelt

correctly and others are

phonetically plausible

Children should be taught to spell:

• VC words

• CVC words with short vowels

• CVC words with long vowels

• words with adjacent consonants

• words with consonant digraphs and some vowel

digraphs/trigraphs

• alternative spellings for vowel phonemes e.g /ai/, /ay/, /a-e/

• new consonant spellings ‘ph’ and ‘wh’ e.g. dolphin, alphabet, which, wheel,

• words ending in –y e.g. very, happy, funny

• words ending ‘ff’, ‘ll’, ‘ss’, ‘zz’ and ‘ck’ (Usually after a short vowel letter in short words)

• the /ng/ sound spelt n before k

• words ending in ‘tch’ (/ch/ sound after a short vowel is usually ‘tch’) • plurals of nouns adding -s and -es to words

• verbs where no change is needed to the root word:

• adding endings -ing, -ed, -er

• adjectives where no change is needed to the root word:

• adding -er and –est

• homophones and near homophones e.g.

there/their/ they’re, hear/here, see/ sea • words with alternative pronunciations

from Letters and Sounds Phase 5

• words with the /j/ sound spelt as ‘ge’ and ‘dge’ (end of words) and ‘g’ (elsewhere in words)

• words with the /s/ sound spelt ‘c’ before ‘e’, ‘i’ ,‘y’ • words ending -le, -el, -al and - il • adding –ies to nouns and verbs ending in ‘y’ • adding -ed, -ing, -er, -est to a root word

ending in ‘y’ with a consonant before it • adding -ing, -ed, -er, -est, -y to words

ending in ‘e’ with a consonant before it • adding -ing, -ed, -er, -est and -y to words

of one syllable ending in a single letter after

a short vowel

• the /i/ sound spelt ‘y’ elsewhere than at the end of words e.g. myth, pyramid, gym

• words with the /ai/ sound spelt ‘ei’, ‘eigh’, or ‘ey’ e.g. vein, eight

• words containing the /u/ sound spelt ‘ou’ e.g. double, trouble

• homophones and near homophones e.g.

affect/ effect, berry/bury, fair/ fare,

male/mail

• words containing the letter-string ‘ough’ e.g. bought, rough, cough, through,

although, thorough, plough • homophones

and other words that are often confused

e.g. practise/ practice, advise/ advice, past/

passed

• words with the /ee/ sound spelt ‘ei’ after ‘c’ e.g. receive, receipt, ceiling plus

exceptions protein and seize

Affixes and Roots • words with the addition of the prefix un

• words with the suffixes -ment, -ness, -ful,

-less and -ly

• words ending in -tion

• adding suffixes beginning with vowel letters

to words of more than one syllable (words

ending with a single consonant preceded by a

short vowel double the consonant before

adding ‘ing’) • words using prefixes: un-,dis-, mis-, in-, im-,

il-, ir-, re-, sub-, inter-, super-, anti-, auto-

• words using suffixes: -ly, -ation, -ous

• words with endings sounding / shun/: -tion,

-sion, -ssion, -cian

• words ending with the schwa sound:

measure, creature

• words with the ending /shus/ spelt -cious

or -tious • words with the ending /shul/

spelt -cial or -tial • words with the endings -

ant, -ance/-ancy, -ent, -ence/-ency • words

ending in -able and -ible • words ending in -

ably and -ibly • adding suffixes beginning

with vowel letters to words ending in -fer

(The ‘r’ is doubled if the -fer is still stressed

when the ending is added. The ‘r’ is not doubled if the –fer is no longer stressed)


Word Origins

• words with the /n/ sound spelt ‘kn’ and (less often) ‘gn’ at the beginning of words • words with the /r/ sound spelt ‘wr’ at the beginning of words

• Words with the /k/ sound spelt ‘ch’ (Greek in origin) e.g. scheme, chemist

• words with the /sh/ sound spelt ‘ch’ (mostly French in origin) e.g. chef, machine

• words ending with the /g/ sound spelt -gue

and the /k/ sound spelt -que (French in origin)

e.g. league, unique

• words with the /s/ sound spelt ‘sc’ (Latin in origin) e.g. science, scene

• words with silent letters (i.e. letters whose

presence cannot be predicted from the

pronunciation of the word) e.g. doubt,

island, lamb

Grammar • words with contractions e.g. can’t, didn’t • words using the possessive apostrophe

(singular nouns) e.g. the man’s, Claire’s

• Possessive apostrophe with plural words

e.g. girls’ boys’ babies’ children’s

• words using a hyphen to link a prefix to a

root word e.g. co-ordinate, re-iterate, co-

own

Red Words List order of teaching for RWI lessons

Set 1

I the to into

Set 2

no go so

Set 3

he she we me be

Set 4

are they her my by of

Set 5

want what when where

Set 6

all call tall small called

Set 7

have like do does

Set 8

some come one anyone everyone once

Set 9

many any there where here

Set 10

little out could would should

Set 11

people their looked asked

Set 12

bought thought caught through

Additional Red Words to support teaching

old watch who brother other mother

father love above two buy worse

walk walk whole wear great saw ball

now how down over son water school

Set 1 Sounds – Green Words

m, a, s, d, t

Word time 1.1

m, a, s, d, t, i, n, g,

o

Word time 1.2

m, a, s, d, t, i, n, g,

o, c, k, u, b

Word time 1.3

m, a, s, d, t, i, n, g, o, c, k, u, b, f, e, l, h,

sh

Word time 1.4

m, a, s, d, t, i, n, g, o, c, k, u, b, f, e, l, h, sh,

ck, r, j, v, y, w

Word time 1.5

m, a, s, d, t, i, n, g, o, c, k, u, b, f, e, l, h,

sh, ck, r, j, v, y, w, th, z, ch, qu, x, ng,

nk Word time 1.6

m, a, s, d, t, i, n, g, o, c, k, u, b, f, e, l, h, sh, ck, r, j, v, y, w, th, z,

ch, qu, x, ng, nk,

Word time 1.7

at

mat

mad

sad

dad

sat

in

on it an

and

pin

pat

got

dog

sit

tip

pan

gap

dig

top

bed

met

get

bin

cat

cot

can

kit mud

up

cup

bad

fan

fun

fat lip

log

let

had

hit

hen

ship

shop

fish

red

run

rat

jog jet

jam

vet

yap

yes

yet

yum

web

win

wish

wet

sock

thin

thick

this

zag

zip

chin

chop

chat

quiz

fox

box

fix six

sing

bang

thing

wing

bell

well

huff

mess

think

blob

brat

drip

send

dress

frog

gran

stamp

strop

stand

ticket

robin

Set 3 Sounds

ea oi a_e i_e o_e u_e aw are ur er tea

clean

dream

seat

scream

please

join

coin

choice

voice

noise

cake

make

bake

name

same

late

date

line

nice

smile

wide

hide

like

mine

home

hope

ose

spoke

note

rope

stole

tune

rude

June

huge

dude

mule

saw

raw

law

dawn

straw

yawn

claw

care

dare

share

flare

square scare

burn

turn

burp

hurl

slurp hurt

over better

never after

supper letter

ow ai oa ew ire ear ure tion tious/cious

how

howl

down

gown

brown

town

paid

snail

tail

drain

chain

train

oak

toad

road

toast

loaf

coat

new

flew

crew

drew

blew

grew

fire hire

wire

bonfire

inspire

ear

hear

dear

fear

year

near

picture

mixture

creature

future

adventure

celebration

conversation

tradition

attention

congratulation

delicious suspicious

vicious precious

scrumptious

ferocious

Set 2 Sounds

ay ee igh ow oo oo (u) ar or air ir ou oy spray

play

day

way

may

say

see

three

been

green

seen

sleep

high

light

night

bright

fright

might

blow

snow

slow

know

flow

glow

too

zoo

mood

pool

stool

moon

spoon

took

look

shook

cook

foot

book

car

bar

star

park

smart

start

sharp

spark

sort

short

worn

horse

sport

snort

fork

fair

stair

hair

lair

chair

girl bird

third

whirl

twirl

dirt

out

shout

loud

mouth

round

found

toy boy enjoy

joy loyal

To be sent home in EYFS / Y1 and referred to for teaching in

phonics lessons and to be checked in regular reading

consualtions.

Can be sent home in EYFS / Y1 once the first 100 have been

secured. To be referred to for teaching in phonics lessons and

checked in regular reading consultations.

Spelling – Year 1 Common Exception Word List (2014 national

curriculum)

This list provides examples of the kind of words (in terms of complexity) that children should be

able to spell independently by the end of Year 1

are ask be by do full friend go has he his house I is

me my no of once one our pull push said says she school so some

the they there today was we were where you your

Spelling – Year 2 Common Exception Word List (2014 national

curriculum)


able to spell independently by the end of Year 2.

after again any bath beautiful because behind bath break busy child children christmas class climb clothes cold could door even every everybody eye

fast father find floor gold glass great half hold hour improve kind last many mind money most move Mr Mrs old only

parents pass past path people plant poor pretty prove should steak sugar sure told water who whole wild would

Spelling – Year 3/4 Common Exception Word List (2014 national

curriculum)



accident(ally)

actual(ly)

address

answer

appear arrive

believe

bicycle breath

breathe build

busy/business

calendar

caught centre

century

certain circle

complete

consider

continue decide

describe

different difficult

disappear

early earth

eight/eighth

enough

exercise

experience

experiment

extreme

famous

favourite

February

forward(s)

fruit

grammar group guard guide heard heart height history imagine increase important interest island

knowledge learn length library material medicine mention minute natural naughty notice occasion(ally) often opposite ordinary particular peculiar perhaps popular position possess(ion) possible potatoes pressure probably promise

purpose

quarter

question

recent

regular reign

remember

sentence

separate

special straight

strange

strength

suppose

surprise

therefore

though/although

thought through

various weight

woman/women

Spelling – Year 5/6 Common Exception Word List (2014 national

curriculum)



accommodate accompany according achieve aggressive amateur ancient apparent appreciate attached available average awkward bargain bruise category cemetery committee communicate community competition conscience* conscious* controversy convenience correspond

criticise (critic + ise)

curiosity

definite

desperate

determined

develop

dictionary

disastrous

embarrass

environment

equip (–ped, –ment) especially exaggerate excellent existence explanation familiar foreign forty frequently government guarantee harass hindrance identity immediate(ly)

individual interfere interrupt language leisure lightning marvellous mischievous muscle necessary neighbour nuisance occupy occur opportunity parliament persuade physical prejudice privilege profession programme pronunciation queue recognise recommend

relevant

restaurant

rhyme

rhythm

sacrifice

secretary

shoulder

signature

sincere(ly)

soldier

stomach

sufficient suggest symbol system temperature thorough twelfth variety vegetable vehicle yacht

Whitehouse Primary School January 2020

Review June 2020

Documents

Whitehouse Primary School Phonics and Spelling and Grammar