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Scope and Sequence: Phonological Awareness, Phonics and Spelling

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Scope and Sequence: Phonological Awareness, Phonics and Spelling Scope and Sequence: Phonological Awareness, Phonics and Spelling Kindergarten Pre-Primary Year 1 Phonological awareness: Revise: Phonological awareness Re-teach: Phonemic awareness skills from PP * Orally Segment, blend, delete and manipulate the 44 General sounds discrimination Phonemic awareness: phonemes to make words • Environmental (animals, nature etc) • Instrumental sounds (body percussion rhythm, Explicitly teach and play with all 44 phonemes (sounds) Phonics: voice sounds & musical instruments) orally, using the sequence below, using 3-6 sounds at a • Revise sound-symbol relationship sequence from time (eg. s a t p i n to begin) pre-primary Working with words • Identify/count sounds in words (nap = 3 sounds) • Teach the following digraphs: • Identify when words end, count words in • Blend sounds in words (/b/ /a/ /t/ = bat) ‘sh’ (ship), ‘ch’(chop), ’th’ (thin), ‘ck’ (kick), sentences, jump in hoops to signal words, • Segment sounds in words (pig = /p/ /i/ /g/) ‘wh’ (what), ‘ng’ (king), ‘qu’* (queen), ‘ee’ (week) • Identify and compare long words and short • Manipulate/delete sounds (dig without the /d/ ‘oo’ (food), words (orally) sound makes ‘ig’) • Provide opportunities to make words using these and other known graphemes through games and Syllables Phonics: play • Clap syllables and count syllables • Teach the relationship between sound and • Segment words into syllables symbol (phonemes to graphemes) in a Read and spell: • Blend syllables to make words (teacher says sequential order: • Revise CV & VC words ( on, us) the syllables of a word slowly and children s, a, t, p, i, n, o, b, m, c. g, h, d, f, e, k, v, l, r, u, j, • Revise CVC words (cat, dog) identify the word by blending the syllables w, z, x, y, ‘ff’(sniff), ‘ll’ (fill), ss (miss), zz (fizz), • Revise and teach CCVC words (flip, stop) together to make the word) • Revise and teach CVCC words (fist, jump) • Blend sounds to make and spell words using • Teach CCVCC words (blank, stink), Alliteration known graphemes from the sequence above • Identify first sound/s in words, making and Spelling rules and affixes: saying tongue twisters e.g. Sammy sausage Read and spell: Explicitly teach the following spelling rules: saved sally snake • READ decodable words and sentences (e.g. A • Final ‘e’ rule- The ‘e’ is silent and is attached to the • Play odd one out games (e.g. ‘cap’, ‘cot’, man sat on a map) by blending known other vowel separated by a consonant ( cake, bite) ‘nap’- which one is the odd one out?) graphemes to make CV, VC, VCC & CVC words • ‘k’ precedes the vowels ‘i’ or ‘e’ (e.g. kite or kettle ) & • SPELL decodable words using known ‘c’ precedes other vowel sounds (eg. cat or cone ) Rhyme graphemes through games and structured • Identify rhyming words through singing songs, activities (CV, VC, VCC, CVC, CVCC and CCVC High frequency words: rhymes and stories words) • Re-vise pre-primary high frequency words • Create original rhymes with children • Teach the spelling of irregular high frequency words High frequency words: including: he, she, we, was, me, be, my, you, do, Phonemic awareness: • Teach and practice identifying and reading her, they, are, all, have, little, some, come, were, • Introduce letter sounds (s, a, t, p, i, n) irregular high-frequency words: the, to, go, no, I, there, little, one, when, out, what, again, so • Identify/count the phonemes words with 2 and and 3 phonemes • Oral blending and segmenting of words made from SATPIN sounds • Blend, segment and manipulate the phonemes orally in 2 and 3 phoneme words *Q(u): Appears this way because Q always appears with ‘u’ i.e. (e.g. sat, pat, pit, cat ) queen, quilt, quiet, cheque etc Year 2 Year 3 Year 4 Phonics: Phonics: Phonics: • Revise consonant digraphs from yr 1 • Explicitly teach irregular spellings including: ‘or’ Teach more complex phonic rules including: ‘aigh’ ( straight), • Teach two and three letter graphemes (word), ‘ie’ (field), ‘a’ (far), gn (gnat), ‘ph’ (phone), ‘er’ ( sergeant), ’ t’ ( future), ‘u’ (bury ), ‘eo’ ( people ),’ i’ (ski), ‘sc’ (digraphs) : ‘ai’ (rain),’ ie’, ‘ir’, ‘ay’, ‘oa’, ‘oo’ ‘kn’ (knit), ‘st’ (listen ), ‘wr’ ( wrong), ‘lm’ (calm), (science), ‘au’ ( gauge ), ‘ch’ (chorus ), ‘oo’ ( flood), ‘ough’ (foot),’ ar’, ‘or’, ‘ur’, ‘oi’, ‘oy’, ‘igh’, ‘ear’ (wear), ‘ue’ (blue), ‘ho’ (honest), ‘o-e’ (come), ‘mb’ (bought, bough, trough, tough, through ),’ ti’ (question ) ‘ie’ ‘ow’ (show),’ er’, ‘ou’ (found), ‘air’, ‘ure’ (sure), (lamb), ’ I’ (blind), ‘ea’ (bread ), ‘ore’ (more), ‘oar’ (friend), ‘eo’ (leopard ), ‘e’ (equal), air ( fair) ‘aw’ (paw), ‘ tch’ (catch ), ‘ear’ ( fear), ‘ow’ (board ), ‘augh’ (taught), ‘ui’ ( build), ‘mn’ (autumn ) • Teach unstressed vowels (schwas) in the final positions (how) ‘dge’ (bridge), ‘are’ (care) including: ‘er’ (teacher, water) • Practice applying phonics knowledge to • Teach the spelling of words including the sound /j/ (as in decoding and encoding (reading and spelling) Read and spell: giant and general) of unfamiliar words • CCVCCC words ( thirst ) • CCCVCC words ( string) Word origins: Read and spell: • Tuning into morphology-discuss meanings auto • CCVC words (drop, step) Spelling rules and affixes: (automatic), tele (telephone), trans (transform), circum • CVCC words (bank, belt) • Teach syllabification to assist spelling of more (circumference) • CCCVC words (strap, scrub) complex multi-syllabic words (en/vir/on/ment) • CCVCC words (crisp) and CVCCC words • Explore compound words through games as a Spelling rules and affixes: (mints) strategy for assisting in spelling and understanding • Compound word building using known words • Read and spell 2 syllable and 3 syllable words new words ( heartbeat, afternoon, scarecrow) • Distinguish spelling and meaning of common • Teach the spelling of irregular high frequency • Teach contractions including: we’ve, that’s, homophones (to, two, too) words including: said, have, like, some, come, they’ve, you’ve, won’t, we’re, they’re, you’re, • Teach more complex contractions including: what’s, were, there what’s. shouldn’t, couldn’t, wouldn’t • Teach homophones of high frequency words • Prefixes: ‘bi’, ‘for’, ‘over’, ‘dis’, ‘pre’, ‘de’, ‘re’, ‘non’, ‘un’, including: there, they’re, there; two, to, too Teach the following suffixes: ‘mis’, ‘anti’ • Suffix ‘ly’ to make adverbs • Suffixes: ‘ive’, ‘tion’, ‘ice’ Spelling rules and affixes: • Suffix ‘er’ for comparative (faster, longer), adding • Suffixes: ‘ed’, ‘ing’, ‘ly’, ‘age’, ‘ance’, ‘ful’, ‘less’, ‘ness’ and Teach generalisations of spelling rules including: ‘y’ ( grassy ), ‘est’ for superlative (biggest, longest) ‘ing’ when adding to words ending in ‘e’ (‘e’ goes away • Doubling the final consonant rule before when ‘ing’ comes to stay) adding ‘ing’ (hop becomes hopping) High Frequency Words: • Nouns ending in ‘e’ drop to make adjective (bone-bony) • c/k rule for /k/ in CCVC words • Read 300 high-frequency words • Suffix changing functions ‘ify’ ‘ate’ (classify, passionate) • soft ‘c’ (mice), soft ‘g’ (cage) • Rules for adding suffixes: ‘ing’, ‘ed’, ‘er’, Plurals ‘est’, ‘ful’, ‘ly’ • most nouns add ‘s’ (cliff-cliffs) • Teach contractions including: don’t, I’m, it’s, • words ending in ‘fe’ add ‘ve’ (half-halves) isn’t, can’t, aren’t • words ending in ‘s’, ‘ss’, ‘x’, ‘z’, ‘sh’,’ch’, add ‘es’ (fixes) words ending in y’-drop and add ‘ies’ High frequency words: (dry-dries) • Read 100 high frequency words • ending in ‘o’ add ‘es’ (potatoes) Year 5 Year 6 Year 7 Spelling strategies: Spelling strategies: Spelling strategies: • Use sounds, visual patterns and root words • Teach a multi-strategy approach to spell • Teach a multi-strategy approach to spelling unfamiliar to spell multi-syllabic words unfamiliar words including: sounds, syllables, words including: sounds, syllables, visual patterns, syntax, • Use phonics & morphology to spell new visual patterns, syntax word origins and word origins and semantics and unfamiliar words semantics • Use a range of appropriate strategies to edit, proofread • Use a range of appropriate strategies to edit, and correct spelling in own work Explicitly teach irregular spellings: proofread and correct spelling in own work • Use a dictionary and thesaurus • Teach unusual phonics: ‘te’ (righteous), ‘ai’ • Use a dictionary and thesaurus (said), ‘ough’ (through), ‘ai’ (plait), ‘our’ • Teach metacognitive strategies ‘what makes a (journey) good speller’ etc Word origins: • Tricky digraphs: is land, pn eumonia, liqu or, • Teach meaning of Latin roots and list words containing oce an, speci al, mach ine Word origins: these roots: aqua (water), annus (year), audio (hear), • The letter ‘a’ makes an /o/ sound after ‘w’ • Teach meaning of Greek roots and list words video (see), radio (ray), multi (many), uni (one), bi (two), tri (swamp, swan, swap) containing these roots: ‘ aero’ (air), ‘hydro’ (three) • Teach unstressed vowels ( boundary, (water), ‘auto’ (self), ‘scope’ (look), ‘geo’ • Teach meaning of Greek roots and list words containing business) (earth), ‘photo’ (light), ‘phono’ (sound), ‘tele’ these roots using word webs and word sorts to create new • Common letter strings with different (far) words, including: pronunciations including: read/deaf and • Teach Anglo-Saxon morphemes and words chrono (time), graph (to write), sphere (round), ‘igh’, ‘ough’, ‘ear’, ‘oo’, ‘ie’, ‘our’ using word webs and word sorts to create new thermo (to write), semi (half), photo (light), tele words, including: ward, head, court, bear, (far),hydro (water), hyper (over), phobia (fear), Word origins: come, knight, rain, self, king, hood,
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