Phase 1

Incorporated into the learning environment in the first 4-6 weeks in Reception

• Listening to and for sounds
• Rhythm and rhyme
• Alliteration

Phase 2

Reception: autumn term (6 week teaching sequence)

• Sounds taught: s, a, t, p, i, n, m, d, g, o, c, k, ck, e, u, r ,h, b ,f ,ff ,l ,ll , ss
• Tricky words and high frequency words are also taught: a, at, as, is, it, in, an, I, to, get, got, the, put, and, on, not, into, can, no, go, if, off, big, had, his, him, but, back, of, dad, mum, up

Phase 3

Reception: spring term (10 week teaching sequence)

• Recap all previous sounds (phase 2)
• Sounds taught: j, v, w ,x ,y, z, zz, qu, ch, sh, th, ng, ai, ee, igh, oa, oo (long and short), ar, or, ur, ow, oi, ear, air, ure, er
• Tricky words and high frequency words are also taught: all of those listed above as well as he, we, me, be, will, this, that, then, them, with, they, see, my, you, look, for, too, now, down, she, her, all

Phase 4

Reception: summer term (6 week teaching sequence)

Year 1 will revisit phase 4 in the autumn term

• Recap all previous sounds (phase 2 and 3)
• Teach reading and spelling tricky and high frequency words: all of those listed above as well as said, so, went, from, have, like, some, come, there, help, are, were, little, one, do, when , out, what
• Read and write words with initial and/or final blends: st, nd, mp, nt, nk, ft, sk, lt, lp, tr, dr, gr, cr, br, fr, bl, fl, gl, pl, cl,sl, sp, st, tw, sm, nch, shr, str, thr

Phase 5

Year 1: autumn 2, spring 1, spring 2  and summer 1 (27 week teaching sequence)

Year 1: summer 2 will look at reading words ending  –s, –es, –ing, –ed, –er and –est (taken from National Curriculum – word reading year 1)

Year 2 will revisit phase 5 in autumn 1

• Teach new graphemes for reading ay, ou , ie, ea , oy, ir, ue, aw, wh, ph, ew, oe, au, a-e, e-e, i-e, o-e, u-e
• Learn new phoneme zh
• Teach reading the common exception words

Year 1: all of the above as well as - your, here, where, love, once, ask, friend, school, push, pull, full, house, says, today, our

Teach alternative spellings for ch, j, m, n, r, s, z, u, i, ear, ar, air, or, ur, oo, ai, ee, igh, oa, y/oo, oo, sh

Phase 6

Year 2: autumn 2, spring 1, spring 2 and summer 1 (24 week teaching sequence)

• Teach reading the common exception words

Year 2:door, floor, poor, because, find, kind, mind, behind, child, children, wild, climb, most, only, both, old, cold, gold, hold, told, every, great, break, steak, pretty, beautiful, after, past, fast, last, father, class, grass, pass, plant, path, bath, hour, move, prove, improve, sure, sugar, eye, could, should, would, who, whole, any, many, clothes, busy, people, water, again, half, money, Mr, Mrs, parents, Christmas everybody even

• Introduce the past tense- regular and then irregular
• Understand and apply suffixes – ed, ing, ful, est, er, ment, ness, en, s, es
• Understand the rules for adding ing, ed, er, est, ful, ly, y
• Investigate how adding suffixes and prefixes changes words

Glossary

Phoneme- the smallest unit of speech-sounds that make up a word

Grapheme- the written representation of sounds

Tricky word- a word which cannot be sounded out easily

Common exception word- word that has an alternative pronunciation of a sound and cannot always be sounded out easily

High frequency word (HFW)- High frequency words are the words that occur most frequently in sentences

VC word- vowel consonant word (it, as)

CVC word- word made up of a consonant, vowel, consonant (cat, dog)

CCVC word –word made up of a consonant, consonant, vowel, consonant (flag, frog, step)

Initial sound- the first sound in a word

Final sound- the end sound in a word