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1 Letters and Sounds Phase 6 Planning Weekly Phonics Planning Mon Review Teach Practise Tues Apply Review Teach Practise Wed Apply Review Teach Practise Thurs Apply Review Teach Practise Apply Fri Review Teach Practise Apply Phase 6 Week 1 Past Tense - ed, w special – o after w, a after w Grapheme – phoneme correspondences – Phase 5. Flashcards and individual whiteboards. Teach the concept of simple past tense (yesterday or today) – Read common verbs and find matching pairs (go - went, come – came, say – said, look – looked, eat - ate). Today I am eating an egg – what did I eat yesterday? Yesterday you ate a sandwich – pass the ball. Today I am jumping on the bed – where did I jump yesterday? Yesterday you jumped in the water – pass the ball. Quickwrite – write my sentence in the past tense. Simple past tense (yesterday or today). Generate past tenses for common verbs (go/come/say/look/eat). Find matching partners. Find extracts from Funnybones in the present tense. Retell it as past tense narrative. Use the extract from Funnybones and highlight the present tense. Change the extract to past tense narrative. Shared Read – past tense narrative ‘Funnybones’. Grapheme – phoneme correspondences – Phase 5. Simple past tense (yesterday or today). ed suffix (common endings to words) for the past tense. Look at verbs in the past tense. Highlight suffixes? What do we notice? For many past tense words just add ed. Pick a word from the bag and read it with the children (rounded, helped, turned, begged, hissed, wanted, sorted, hummed, waded, washed, hated, greased, lived, robbed, rocked, roasted). Children work in pairs to segment and count the phonemes. Choose the five or six box phoneme frame and write the word. Demonstrate and check spellings. Penguin Past tense game – phonics play phase 6 – simple game ed suffix for the past tense – sort past tense words, words with the ed suffix and other past tense words e.g. came, went etc. Even when the final phoneme sounds different the spelling pattern is still the same (sounds like t but still add ed). Different representations of the same phoneme; the ‘W Special’. Place a word into a column and underline the grapheme following the w. Explain - What does it sound like? Which grapheme do we use? Label the column o – a. Check the rule using the second word. Children to think of other words. Choose a word from the ‘W Special’ list and write a sentence using that word. Focus also on Y2 Literacy targets. The ‘W Special’. What do we do if we hear an o sound after w? Generate words and discuss. Work in pairs. Use blank word cards to create a list of ‘W special’ words – o phoneme/a grapheme. Create a label to explain what the words have in common. Share and discuss word lists created. Do they follow the spelling rule? Focus word ‘wasp’ to use in a sentence - Y2 Literacy targets. 2 Letters and Sounds Phase 6 Planning Weekly Phonics Planning Mon Tues Review Teach Practise Apply Review Teach Practise Apply Wed Review Teach Thurs Fri Practise Apply Review Teach Practise Apply Review Teach Practise Apply Phase 6 Week 2 ‘ing’ suffix, w special – ur/or after w, v spelling rules The ‘W Special’ – sounds like an o grapheme a. Word suggestions. Different representations of the same phoneme; the ‘W Special’. Place a word into a column and underline the grapheme following the w. Explain - What does it sound like? Which grapheme do we use? Label the column ur – or. Check the rule using the second word. Children to think of other words. Exception – were. Quickwrite – choose a word and focus on Y2 Literacy targets. The ‘W Special’ ur phoneme/or grapheme. Work in pairs. Use blank word cards to create a list of ‘W Special’ words – ur phoneme/or grapheme. Create a label to explain what the words have in common. Share and discuss word lists created. Do they follow the spelling rule? Focus word ‘worm’ to use in a sentence - Y2 Literacy targets. The ‘W Special’ o phoneme/a grapheme and ur phoneme/or grapheme. Hand word cards to children and spilt into correct groups. Words do not end in the letter v unless they are abbreviations e.g. rev. If a word ends in a v sound, e must be added after the v in the spelling (give, have, live, love, above). Word Bingo. Quickwrite – give, have, live, love, above. Assess spelling – give, have, live, love, above. Adding the suffix ing to verbs. If the base word ends in an e (drop it), short vowel (double the consonant) or just add ing. Tumbling Tumbleweeds – phonics play phase 6 interactive games Quick write. Adding the suffix ing to verbs. Lucky dip - choose a verb. Add the suffix ing. Focus on rules taught yesterday. Add Race pg. 173. Read and share words in each column. Use one of the words with the suffix ing in a sentence – focus on Y2 Literacy Targets. Take group work back to Classrooms. 3 Letters and Sounds Phase 6 Planning Weekly Phonics Planning Mon Tues Review Teach Practise Apply Review Teach Practise Apply Wed Thurs Fri Review Teach Practise Apply Review Phase 6 Week 3 er and est suffix Adding the suffix ing to verbs. ’est’ suffix added to adjectives where it is necessary to drop the ‘e’ tame(est), rude(est), fine(est) Add race – page 173/4 ’est’ suffix added to adjectives where it is necessary to drop the ‘e’ ’est’ suffix added to adjectives where it is necessary turn the y into an i funny(est) messy(est) Quick write: silliest happiest muddiest sunniest, loveliest, prettiest Write the word ‘slimy’ on the board. Show children a picture of an ‘slug’ and ask them to write ‘the slug is the slimiest thing in the garden.’ est’ suffix added to adjectives where it is necessary turn the y into an i If a base word ends in a single consonant letter preceded by a single vowel letter and the suffix begins with a vowel, double the consonant letter. Red – reddest, dark - darkest Word sort page 172 using the above 3 rules. Double consonant ‘est’ words Teach -er: added to verbs to denote the person doing the action runner, reader, writer. Practise Explore adding ‘er’ to verbs and discuss what happened to the base word Walk(er) sing(er), jog(er) skip (er). Ask the children if they remember this rule from yesterday – identify that the same rule applies. Apply Review Teach Practise Apply Adding ‘er’ to a verb ‘er’ added to adjectives to give the comparative form, as in bigger, slower; Add race page 173/4 Ask children to compare the words – identify that often the adjectives end in a single consonant letter preceded by a single vowel letter and the suffix ‘er’ starts with a vowel and so the consonant will need to be doubled. - Sad (er), flat (er), dim (er), 4 Letters and Sounds Phase 6 Planning Weekly Phonics Planning Phase 6 Week 4 base words spelling strategy including adding other suffixes Mon Review Teach Practise Tues Apply Review Teach Practise Wed Apply Review Teach Practise Adding ‘er’ to an adjective Only three kinds of base words may need their last letters to be changed 1. an -e that is part of a split digraph (e.g. hope, safe, use); If a base word ends in an e which is part of a split digraph, drop the e if the suffix begins with a vowel (e.g. hope – hoping; like – liked: the e before the d is part of the suffix, not part of the base word). Keep the e if the suffix begins with a consonant (e.g. hope – hopeful; safe – safely). Quick write with split digraph words and use the ‘ing’,’ed’,’er’, ‘est’, (suffix’s beginning with a consonant will be covered later) Penguin Past tense game – phonics play phase 6 – tricky game Base words where the final e is part of a split digraph. Only three kinds of base words may need their last letters to be changed 2. a -y preceded by a consonant (e.g. happy, baby, carry); If a base word ends in y preceded by a consonant, change the y to i before all suffixes except those beginning with i (e.g. happy – happiness, happier; baby – babies; carry – carried). Keep the y if the suffix begins with i, not permissible in English (e.g. baby – babyish; carry – carrying), as ii is not permissible in English except in taxiing and skiing. Show the children 3 sets of 2 versions of the same sentence with the er and ing suffixes in. Children to decide which of the sentences has the correct spellings. Eg: I am happier now that I can swim. I am happyer now that I can swim. Base words where a -y preceded by a consonant Only three kinds of base words may need their last letters to be changed 3. a single consonant letter preceded by a single vowel letter (e.g. hop, red, run). If a base word ends in a single consonant letter preceded by a single vowel letter and the suffix begins with a vowel, double the consonant letter. Another way of stating this guideline is that there need to be two consonant letters between a ‘short’ vowel (vowel sounds learned in Phase Two – see also the note on page 187) and a suffix beginning with a vowel (e.g. hop – hopped, hopping; red – redder, reddest; run – running, runner). Several pictures and root verbs/adjectives. Eg: A picture of a bunny and the verb ‘hop’ next to it. Children to compose a sentence whereby they can choose the suffix but they must ensure that the tense is the same all the way through. The bunny is hopping. The bunny hopped across the garden Apply Thurs Review Teach Base words where a single consonant letter preceded by a single vowel letter Practise Correct tense? Have several sentences for children to sort into those that have the correct tense throughout and those that do not. Children to correct the ones that do not. Sentences to include words used this week. Apply Fri Review Teach Past and present tense Practise Apply Create new words by adding suffixes to root words. Does it change the meaning? 5 Letters and Sounds Phase 6 Planning Weekly Phonics Planning Mon Review Teach Practise Apply Tues Review Teach Practise Apply Wed Review Teach Practise Thurs Fri Apply Review Teach Practise Apply Review Teach Practise Apply Phase 6 Week 5 mnemonics spelling strategy Past and present tense Mnemonic for the word ‘said’, ‘what’ ‘sally ann is dancing’, w (hat) show picture of a hat alongside the word Give the children a piece of narrative text to mark themselves that contains incorrectly spelled words from last week – eg, ‘jumpt, ‘walken’ as well as the words ‘said and what’. Children to circle the incorrect words and write them properly in a list below. Dictate a sentence containing a word containing a suffix as well as the words ‘said’ and ‘what’ Said, what Mnemonic for the word ‘because’, ‘when’ Big elephants can always understand small elephants w(hen) show a picture of a hen alongside the word. Give children a non-narrative text to mark containing the word because and when. Dictate a non-narrative sentence(s) containing the words because and when. Because and when Mnemonic for the word ‘people’, ‘other’ People eat omelettes people like eggs. Only tigers hunt evil rabbits Cloze procedure, give children several sentences using the words from Monday to Wednesday. Omit the words from above, children need to decide which of the words above would fit into the sentence. Because and when Mnemonic for the word ‘come’, ‘eight’ Come one muddy elephants. Every Indian goes hunting tonight. Make a zig zag booklet for the mnemonics covered so far. Eight an come Mnemonic for the word ‘laugh’, ‘want’ Laughing ants under green hats. Wet animals need towels. Spelling beat using the words learned this week in teams. Finish zig zag booklet 6 Letters and Sounds Phase 6 Planning Weekly Phonics Planning Mon Review Teach Practise Tues Apply Review Teach Practise Wed Apply Review Teach Practise Apply Thurs Review Teach Practise Fri Apply Review Teach Practise Apply Phase 6 Week 6 ful suffix, ly suffix Flashcards – words from last week. ful: added to nouns, as in careful, painful, playful, restful, mouthful; identify that no change is made to the base word. Give children a base word and ask them to write a sentence containing it. Then add the ful suffix, would that sentence make sense if we inserted the new word? Change the sentence so that the new word could fit – does it change the meaning? Ful suffix ly: added to adjectives to form adverbs, as in sadly, happily, brightly, lately; Word Sort- use the chart to decide which rule will apply depending on the base word. Refer to rules in red from week 4. ly suffix ‘ly’ can be added to an adjective that ends in ‘ful’ to create another adjective. Refer to words created on Monday and add the suffix ly, and identify the change in meaning. Give children base words, ‘ful’ and ‘ly’. In groups they need to put the families of words together – eg help, helpful, helpfully. In a group compose a sentence for each of the variations so that the sentence makes sense. ful/ly Starting sentences with a ‘ful/ly’ word. Display to the children a sentence that contains a ‘ful’ word, eg ‘Sam was careful when she cleaned the car. How could we change that? Show the children HOW to change the adjective to an adverb – Carefully, Sam cleaned the car. Give children a ‘ful’ word, ask them to write it into a sentence and then change it by adding ‘ly’ and rearranging the sentence so that it starts with the adverb. ful/ly Give children a piece of text whereby some of the sentences begin with a ‘ful/ly’ word. Ask children to identify them and then discuss the effect of them on the reader. Do you think the writer did that on purpose? 7 Letters and Sounds Phase 6 Planning Weekly Phonics Planning Mon Review Teach Phase 6 ment and ness suffix Week 7 ful/ly ness: added to adjectives to form nouns, as in darkness, happiness, sadness explain to the children that these words describe a ‘state’ but can also be used as an ‘object but that both are nouns. Practise Give a list of adjectives and ask the children to use the rules from week 4 to create the noun. Tues Apply Review Teach Adding ‘ness’ to an adjective to form the noun. Begin a sentence with a ‘ness’ noun. Show the children a picture of a dark cave. Beneath write the sentence. ‘it was dark in the cave.’ Children to identify the adjective (dark) and turn it into a noun (ness). As a group decide how the sentence could be written with the word ‘Darkness’ at the start. (darkness filled the cave) Practise Give children a sentence containing an adjective that can be turned into a ‘ness’ noun. Children are to write the sentence beginning with the new noun. Wed Apply Discuss with a partner the 2 sentences. Which is the most EFFECTIVE sentence? Why? Review Teach ness ment: added to verbs to form nouns, as in pay/ment, advertise/ment, develop/ment; Look at the above words. Add the ‘ment’ suffix and ask the children to identify how it changes the meaning of the verb. Identify that the base word does not change. Tell them that it is now a noun – a thing. Practise Ask the children what the word ‘amuse’ means – identify that it is to keep you entertained. What new word would be created if we add ‘ment’ on the end? Give children a list of verbs that can have ‘ment’ added to them. Write the Apply words into a sentence. ‘ment’ suffix Thurs Review Fri Teach Practise Word sort – ness or ment? Apply ness/ment Review Teach Practise Cloze procedure with ness and ment words. Apply 8 Letters and Sounds Phase 6 Planning Weekly Phonics Planning Mon Review Teach Phase 6 en suffix, /or/ spelling rule Week 8 ness/ment en: added to adjectives and less commonly nouns to create a verb. Identify that we are saying ‘en’ not ‘ing’ and discuss how the wrong suffix used can change the entire meaning of the word. Practise Show children a list of adjectives/nouns –eg flat, white, less, straight, Word sort using the 4 rules from week 4. Tues Apply Review Teach en suffix An /or/ sound before an /l/ sound is frequently spelled with the letter /a/ (e.g. all, ball, call, always). Practise Spelling beat in groups with words that have an /or/ sound before an /l/ sound. Calling, tall, fall, stall, Apply Wed Review Teach Practise Apply Thurs Review Write sentences with the above words. /or/ sound before an /l/ sound. Add race for all suffix’s learned so far. ‘en’ Teach Practise display a root word with all the possible changes including incorrect ones. Apply Fri Children have to identify which of the new words are plausible. Eg help – helpful, helping, helped, helpness, helpen, helper, helpy, helply Display a root word, 1 minute challenge, how many ways can you change the word by adding suffix’s learned so far (need to be plausible words) Enjoy – enjoying, enjoyed, enjoyment, Review Teach Practise Give children a pre-prepared text to mark. Narrative or non-narrative. Children to identify the words that have the incorrect suffix on the end of them an change them so that they are correct. Double space the text so that children can edit easily. Apply 9 Letters and Sounds Phase 6 Planning Weekly Phonics Planning Mon Review Teach Practise Apply Tues Review Teach Practise Apply Wed Review Teach Practise Apply Thurs Review Teach Practise Fri Phase 6 Elision’s spelling rule Week 9 Past/present tense Elisions, sometimes known as contractions, such as I’m, let’s and can’t are usually easy to spell, but children need to know where to put the apostrophe. They should be taught that it marks the place where letters are omitted. Display a verb table such as: I am I’m You are You’re She is She’s He is He’s You are (plural) You’re We are We’re They are They’re Ask the children to complete the ellipsis version opposite (completed in blue) Play pairs – in pairs turn over two cards and match the contraction to the original version. The rule for elisions Elisions whereby the second word is ‘not’. Display ‘would not’. Put both words together to make wouldnot and explain that the o is removed and replaced with an apostrophe, not would’nt. Give children cards with ‘ aren't don't isn't wasn't can't weren't wouldn't doesn't hasn't haven't couldn't , and other children with the full version on. Children have to find their matching partner. Display 2 sentences: I am not going to the shop. I are not going to the shop. Which one is grammatically correct? Rewrite it using the ellipsis rule. Write a sentence whereby ‘aren’t would be the correct word (identify that it is the plural and would only be used when using ‘we are or they are or you are’ The ellipsis rule for ‘not’ Elisions whereby the second word is ‘will’. I'll you'll he'll she'll they'll Match root words with contracted version The ellipsis rule for ‘will’ Elisions whereby the second word is ‘have’. I've he's you've we've they've Bingo match – cards picked up have the full phrase – I have. Boards to the elliptic version. Use ‘have, will, not, are’ Apply Review All words that may be contracted Teach Practise Read a narrative piece of text and highlight where the elliptic apostrophe has been used. Identify that usually it is used in direct speech rather than the authors voice – why might that be? Discuss that when we are writing, the elliptic form is less used. Apply 10 Letters and Sounds Phase 6 Planning Weekly Phonics Planning Phase 6 Week 10 Adding suffix y to nouns, their/there, they/them Where to use an apostrophe when creating a contraction. Mon Review y: added to nouns to form adjectives, as in funny, smoky, sandy. Identify the Teach Tues Wed the y makes an /ee/ sound. Practise Give children a collection of nouns and their adjective partner, children to match them up and formulate the general rules about adding ‘y to the end of the words, eg if the noun ends in e you have to drop the e. Show the children a labelled picture of a setting. Labels to be nouns that can Apply be turned into adjectives eg, smoke, dark, sparkle, Changing nouns into adjectives by adding a y. give a couple of root words – Review what is the adjective? There is related in meaning and spelling to here and where; all are concerned Teach with place. Practise Dictate sentences to the children containing the elliptic form and the word there, eg ‘ ‘I’ll sit over there’ Word bingo using a selection of the high frequency words + the word ‘there’. Apply Review Teach There Their is related in meaning (plural person) and spelling to they and them. Compare the three words and identify that all three begin with ‘the’, link this to an aid memoir for spelling ‘their’, you write the first and then add the ir. Practise Clozed procedure – choose from ‘their, they, them’ – which is the most appropriate? Can you think of a sentence that contains at least two of the words? Can you include a contraction? Apply Their, they, them, ellipsis Thurs Review Teach Practise Give children a picture of a scene containing the setting and characters. Children to have time to write the beginning of a story that includes some speech. (teacher to mark work and give feedback tomorrow) Fri Apply Review Teach feedback Practise Continue story, adhering to feedback given. Apply 11 Letters and Sounds Phase 6 Planning Weekly Phonics Planning Mon Review Teach Phase 6 Plurals - ‘s’ and ‘es’ suffix Week 11 Previous suffixes covered, est, er, y, ment, ful, ly, etc Generally, -s is simply added to the base word. The suffix -es is used after words ending in s(s), ch, sh and z(z), and when y is replaced by i. Give children examples of these rules – cats, hospitals, bushes, catches, babies Practise Word sort Tues Pond life plurals – phonics play phase 6 Apply s and es Review Teach Practise Planetary Plurals – phonics play phase 6 Apply Wed Review Teach Give children sentences that are written in the singular form, children to transform them into the plural eg; It is a cat (They are cats) There is a watch on the table (There are watches on the table) ‘es’, ‘s’ Words such as knife, leaf and loaf become knives, leaves and loaves and again the change in spelling is obvious from the change in the pronunciation of the words. Practise Generate words that fit this rule and produce a display to put up in class to help everyone with these words. Apply ‘ves’ after an f Thurs Review Teach Practise Add race Fri Apply ves, es, s Review Teach Practise Planetary plurals, pondlife plurals Read through a non-narrative text and highlight the plurals. Which variation is Apply the most common? 12 Letters and Sounds Phase 6 Planning Weekly Phonics Planning Mon Tues Review Teach Phase 6 analogy spelling strategy Week 12 Plural suffixes Teach the children what the word ‘analogy’ means – that a word is ‘like’ another – not in meaning but in the spelling pattern. Demonstrate with ‘cat’, ‘hat’, that’. Explain that if we know one word with a sound pattern we can use to derive the correct spelling for a less well known word. Practise Ask the children if they know how to spell the word - ‘could’, (explain that they have to be absolutely sure) Once ‘could’ is written on the board correctly, ask them to listen carefully to the word ‘would’, what’s different? (just the w), so, how would you spell ‘would’ if you know how to spell ‘could’? On white boards, children to record as a list, could, would, should, Write a sentence for each of the words ‘should, could, would’ ensuring that Apply they are spelled correctly’ Should, would, could Review As above with the ‘ake’ rime - orally construct a string of words you should be able to spell if only you know how to spall ‘make’ (take, stake, fake, lake, shake, cake, bake etc) Practise In groups make a display for the class explaining the analogy rule. Teach Wed Apply Review Teach ‘ake’ ‘umble’ - what words can you think of end in ‘umble’ – stumble, crumble, fumble, tumble, Practise Write a sentence for each word that you can think of, ensure you use the ‘umble’ rime. Apply Thurs Review Teach Practise Apply Fri Review Teach Practise Apply ‘umble’ ‘ight’ – generate words that have the ight sound (not, i_e etc) Make tongue twisters using the rhyming strings for this week. Continue tongue twisters for display in class. 13 Letters and Sounds Phase 6 Planning Weekly Phonics Planning Phase 6 Week 13 Compound words, finding and learning the difficult parts of words Tongue twisters Mon Review Compound words – teach the children that a compound word is made up of two Teach words that make sense in their own right. Practise Give children a selection of words, both compound and multisyllabic words, children to sort the ones that are compound words. Apply Tues Review Teach Practise Apply Wed Review Teach Practise Apply Thurs Review Teach Practise Apply Fri Review Teach Practise Apply Can you create new compound words using the originals as a base eg, ‘snowman – snowlady, football – handball etc. Compound words Compound Word Splat Clap and count page 176 Compound words Strategy to identify tricky bits in words. Page 178 in phase 6 of Letters and Sounds As above As above 14 Letters and Sounds Phase 6 Planning Weekly Phonics Planning Mon Phase 6 Week 14 Review Teach Compound words Apply Adult to read out some multisyllabic words and children to write them on white boards – eg, hospital, perfectly, employment, etc Multisyllabic words Strategies for spelling multisyllabic words. 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) Practise Children to choose a multisyllabic word from the pile and tap out the syllables. Tues Review Teach CHOOSING which of the different strategies as covered earlier in the phase to help with spelling words Practise Display the 4 strategies (mnemonics, syllables, analogy, base words). Show a selection of words both compound and multisyllabic. Children to sort them as according to which of the strategies would help them – are there more than one strategy that could be used? Explain tat different people use different methods – for some a visual aid is more helpful whereas others prefer a pattern. Apply Wed 4 strategies Review Teach Practise Children to identify a word that they themselves often struggle to spell correctly. Create a poster that uses one of the 4 strategies for that word – could be a mnemonic or an analogy etc. Display the different word posters in class. Apply Thurs Review Continue from yesterday. Teach Practise Fri Apply Review Teach Practise Spelling beat – multisyllabic words, which strategy did you use? Apply 15 Letters and Sounds Phase 6 Planning Weekly Phonics Planning Phase 6 Week 15 Common prefixes and the effect of them on meaning Compound words/multisyllabic words and the strategies used for spelling them. Mon Review ‘a prefix is joined at the beginning of a word. Neither the prefix nor the base Teach word changes in spelling. Un – un signals that a reversal has happened – ‘unplug, ‘undo’. Something has happened first and then it has been reversed. Or it can mean ‘not’. Practise Give the children a list of words in a table, one side without the prefix and the other side with the prefix. They need to write a definition of each word, taking account of the change in meaning due to the application of the prefix. Tues Apply ‘un’ Review ‘mis’ – mean wrong Teach Practise Show the children the word ‘understand’ and discuss it’s meaning. Ask them what the word says when we add the prefix ‘mis’. Has it changed the meaning? Apply Wed Give the children 2 ‘mis’ words – misspelt and misplace – write a sentence that uses these words correctly. ‘mis’ prefix Review ‘dis’ means ‘not, ‘disagree, disrepair, Teach Practise Show the word ‘similar’. Discuss its meaning and orally construct sentences you Apply Thurs Review Teach would find it in. Ask the children to apply the ‘dis’ prefix – discuss with a partner what that does to the meaning. Give the children the word appear in the sentence ‘ I wish the sun would appear. – add the prefix and create a new sentence using the new word. Has it change the meaning of the word? ‘dis’ ‘micro’ means small – can you think of any words that have ‘micro’ at the start of them? Practise Can you create a new word using the ‘micro’ prefix (microteddy – a very small teddy) Make a class ‘silly’ dictionary with micro words. Fri Apply Review Teach Practise Apply
