Download Week - Literacy Focus

Phase 5 Letters and Sounds Pathway – aligned with the new national curriculum
Guidance on the use of the Phase 5/6 pathways.
We have produced two different pathways:
 Phase 5 only (for year 1 classes)
 Phase 5/6 for mixed Y1/2 classes, and Y2 classes
The Phase 5 pathway is pretty straightforward if you are teaching only Y1.
If you are following the Phase5/6 pathway, there are two different ways of using it, depending on your context:
1. Mixed age classes:
The basis for your daily phonics session should be teaching Phase 5. The Phase 6 related areas can be taught as extension and differentiation, or could be
used in guided group teaching to support the Y2 pupils.
2. Y2:
The basis for your teaching should be the Phase 6 detail, but we suggest that the Phase 5 plan should be used to structure revision. Most children working
within Phase 6 in Y2 still need to revise and consolidate the Phase 5 grapheme choices and alternative pronunciations. The amount of time and detail paid to
revising the Phase 5 elements will depend on the needs of the children, but the weekly progression will ensure that all elements of Phase 5 are consolidated.
Rationale for phase 6 pathway:
 New or rarer GPCs to be taught have been mapped out across the year to link to related phase 5 GPCs.
 An emphasis on alternative pronunciations has been maintained through weeks 6-9.
 New spelling knowledge has been mapped to link, where possible, to Phase 5 teaching.
 Spelling strategies have been mapped into specific weeks to be taught explicitly. Once taught, they should be constantly practised and applied.
New NC 2013
 Where GPCs previously taught in Phases 2 and 3 appear in the Y1 statutory requirements, these have not been added to the Y1 Phase 5
pathway. It is recommended that these are still taught in Reception.
 Common exception words should include tricky words already detailed in the pathway. Teachers are reminded that there are no statutory
common exception words in the new NC at KS1 except the days of the week in Y1. We recommend that the Letters and Sounds tricky
words are taught, plus any others the teacher thinks necessary/appropriate. The days of the week now appear as a specific focus in certain
weeks in the pathway but teachers are advised to also teach these Mon-Friday on the relevant day for continuous consolidation.
 In line with NC requirements, some spelling knowledge has moved from Y2 (Phase 6) to Y1, eg suffixes, and some rarer GPCs previously in
Y1 have moved to Y2.
 Where expectations for Phase 5 or 6 have now been moved to Year 3/4 or Y5/6, these have been taken out and included in the spelling
pathway for KS2 (eg ough)
 New elements for spelling in Phase 6 are homophones, which have a greater emphasis, and possessive apostrophes.
 Where words are underlined they are mentioned as NC example common exception words (non- statutory).
 Word reading statutory requirements for Years 1 and 2 have been added into weeks 6-9.
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24/06/2017
Phase 5 Letters and Sounds Pathway – aligned with the new national curriculum
Phase 5
Week
Teach
Tricky words
Phase 5 Weeks 1-5: teaching an alternative grapheme for known phonemes.
What have children already been taught?
 One representation for each phoneme (identified below)
 To segment and blend words with CVC, CCVC, CVCC, CCVCC and some polysyllabic words
(including compound words).
 Tricky words Phases 2-4
1
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practise recognition and
recall of phase 2,3 and
5 graphemes as learnt
practise reading
and spelling words with
adjacent consonants
and newly learned
graphemes
practise reading
and spelling HF and
polysyllabic words
Practise reading
and writing sentences
ay as in day (know ai as in rain)
ea as in eat (know ee as in weed)
ie as in tie (know igh as in night)
aw as in saw (know or as in for)
Read: Mr, Mrs
Write: some come
Teach day of week: Monday
Teach compound word: playground
Phase 6
Teach
Develop a fluent joined style is an important part of
learning to spell and the teaching of spelling and
handwriting should be closely linked. (See p186 L
and S)
Teach, practise and apply spelling strategies at the
point of writing p185 and poster on p192 (L and S)
1. Say the word, segment into phonemes and
choose graphemes. For longer words spilt into
syllables first (p175 L and S)
2. Think of other words that sound the same. Does
that help you to spell the word? (Analogy)
3. Use your spelling log, word bank, environmental
print, working wall.
After writing: Teach children to use a dictionary to
check their spelling at the proof-reading stage, and
how to use a spell-checker appropriately p186 (L and
S)
Check writing for mistakes in common exception/tricky
words.
Teach homophones: sea/see
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practise recognition and
recall of phase 2,3 and
5 graphemes as learnt
practise reading and
spelling words with
adjacent consonants
and newly learned
ue as in blue (know oo as in moon)
e-e as in these (know ee as in weed
and ea as in eat)
i-e as in like (know igh as in night
and ie as in tie)
wh as in when (know w as in wood)
Read: people, oh
Write: said, have
Teach day of week: Tuesday, Friday
Teach syllables eg bluebell
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2
Teach, practise and apply spelling strategies at the
point of writing p185 and poster on p192(L and S)
1. Say the word, segment into phonemes and
choose graphemes. For longer words spilt
into syllables first (p175 L and S)
2. Think of other words that sound the same.
Does that help you to spell the word?
(Analogy)
24/06/2017
Phase 5 Letters and Sounds Pathway – aligned with the new national curriculum
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3
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4
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graphemes
practise reading and
spelling HF and
polysyllabic words
Practise reading and
writing sentences
practise recognition and
recall of phase 2,3 and
5 graphemes as learnt
practise reading and
spelling words with
adjacent consonants
and newly learned
graphemes
practise reading and
spelling HF and
polysyllabic words
Practise reading and
writing sentences
practise recognition and
recall of phase 2,3 and
5 graphemes as learnt
practise reading and
spelling words with
adjacent consonants
and newly learned
graphemes
practise reading and
spelling HF and
polysyllabic words
Practise reading and
3. Use your spelling log, word bank ,
environmental print, working wall
After writing: Teach children to use a dictionary to
check their spelling at the proof-reading stage, and
how to use a spell-checker appropriately (p186 L and
S)
Check writing for mistakes in common exception/tricky
words.
o-e as in home (know oa as in boat)
ph as in photo (know f as in fort)
ou as in out (know ow as in cow)
au as in Paul (know or as in for and
aw as in saw)
Revise compound word: playground
Read: looked, called
Write: like, so
Teach day of the week: Wednesday
Teach common exception word:
house
1. identify the tricky part of the word p 178
2. use a memory strategy to support you with
learning the tricky part of the word. See p179
– 183 (L and S) for memory strategies,
activities and routines
Secure the spelling of the first 100 high frequency
words and use these to practise learning and
remembering with the above strategies.
oe as in toe (know oa as in boat and
o-e as in home)
oy as in boy (know oi as in coin)
ew as in new (know oo as in moon
and ue as in blue)
Read: asked, their,
Write: there, were
Teach: Sun/day (syllables)
Teach syllables (eg toenail)
Teach homophones: hole/whole, flour/flower
Teach common exception word: hour
Teach children how to learn and practise spellings
including words taught in new knowledge, common
exception/tricky words and individual target words.
1. identify the tricky part of the word p178
2. use a memory strategy to support you with
learning the tricky part of the word. See p179
– 183(L and S) for memory strategies,
activities and routines
Secure the spelling of the first 100 high frequency
words and use these to practise learning and
remembering with the above strategies
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Teach homophones: blue/blew
Teach children how to learn and practise spellings
including words taught in new knowledge, common
exception/tricky words and individual target words.
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Phase 5 Letters and Sounds Pathway – aligned with the new national curriculum
writing sentences
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practise recognition and
recall of phase 2,3 and
5 graphemes as learnt
practise reading and
spelling words with
adjacent consonants
and newly learned
graphemes
practise reading and
spelling HF and
polysyllabic words
Practise reading and
writing sentences
Move onto the next 200 common words on p195 as
required.
Teach homophones: new/knew
Teach common exception word: beautiful
u-e as in rule (know ew as in new,
oo as in moon and ue as in blue)
a-e as in make (know ai as in rain
and ay as in day)
ir as in girl (know ur as in fur)
Revise tricky words
Thursday, Saturday (know ur as in
fur)
Teach compound word: bedroom
Teach : ur/ - hurt, er – her, ir – girl, or – work (ear –
learn, our – journey, ere – were)
The /ur/ sound after w:
When an /ur/ sound follows the letter w (not qu) it is
usually spelt or, e.g word, worm, work (were is an
exception) (p187 L and S)
Move onto the next 200 common words on p195( L
and S) as required
Teach homophones: to/two/too
Once strategies at the point of writing and learning new spellings are taught in Phase 6, they need to be constantly practised and applied which may involve
returning to elements of these strategies as part of your teach session later in the year.
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24/06/2017
Phase 5 Letters and Sounds Pathway – aligned with the new national curriculum
Week
Teach
Tricky words
Weeks 6-9: teaching alternative pronunciation for known graphemes
Links to Phase 6
What have children already been taught:
 One representation for each phoneme (identified below)
 To segment and blend words with CVC, CCVC, CVCC, CCVCC and some polysyllabic words (including compound
words).
 Alternative graphemes for 18 phonemes
i as in find (know i as in fin)
6
Read: where, who, once
o
as
in
cold
(know
o
as
in
hot)
because, water
 practise recognition and recall of
c as in cent (know c as in cat)
Read words with contractions: eg I’m,
graphemes and different
g as in giant (know g as in got)
I’ll, won’t don’t
pronunciations of graphemes as they
Read other words of more than one
are learned.
syllable eg behind, danger
 practise reading and spelling words
Read words containing –s and -es
with adjacent consonants and newly
endings
learned graphemes
 practise reading and spelling HF and
Write: one, do
polysyllabic words
 Practise reading and writing sentences
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practise recognition and recall of
graphemes and different
pronunciations of graphemes as they
are learned.
practise reading and spelling words
with adjacent consonants and newly
learned graphemes
practise reading and spelling HF and
polysyllabic words
Practise reading and writing sentences
ch as school and chef (know ch
as in chin)
u as in put (know u as in but)
ow as in blow (know ow as in
cow)
Read: again, work, mouse, friends
Read words with contractions: eg
they’ll
Read other words of more than one
syllable eg window, Christmas
Read words containing –ing and –ed
endings
Write: little
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5
Developing automaticity and
fluency when reading words
with alternative pronunciations
p168
Explicitly teach children to
recognise graphemes of two or
more letters as they read p168
Read accurately words of two
or more syllables
Read words containing
common suffixes eg –s, -es, ing, -ed, -er, -est
Write common exception
words: find, kind, mind, behind,
child/ren, wild
most, both, gold, hold, told,
whole
Rarer GPCs to teach
do, wolf
special
Developing automaticity and
fluency when reading words
with alternative pronunciations
p168
Explicitly teach children to
recognise graphemes of two or
more letters as they read p168
Read accurately words of two
or more syllables
Read words containing
common suffixes eg –s, -es, ing, -ed, -er, -est
24/06/2017
Phase 5 Letters and Sounds Pathway – aligned with the new national curriculum
8
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practise recognition and recall of
graphemes and different
pronunciations of graphemes as they
are learned.
practise reading and spelling words
with adjacent consonants and newly
learned graphemes
practise reading and spelling HF and
polysyllabic words
Practise reading and writing sentences
ie as in field (know ie as in tie)
a as in what (know a as in hat)
y as in by, very (know y as in yes)
Revise up to here
Read: many, any, eyes, please
Read words with contractions: Eg we’ll
Read other words of more than one
syllable eg stopwatch, crunchy
Read words containing –er and est
endings
Write: when, what
Developing automaticity and
fluency when reading words
with alternative pronunciations
p168
Explicitly teach children to
recognise graphemes of two or
more letters as they read p168
Read accurately words of two
or more syllables
Read words containing
common suffixes eg –s, -es, ing, -ed, -er, -est
Teach common exception word:
pretty
Rarer GPCs to teach
friend
water, any, father
gym, fly
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practise recognition and recall of
graphemes and different
pronunciations of graphemes as they
are learned..
practise reading and spelling words
with adjacent consonants and newly
learned graphemes
practise reading and spelling HF and
polysyllabic words
Practise reading and writing sentences
ou as in could, you, shoulder
(know ou as in out)
ea as in bread (know ea as in eat)
Revise all alternative
pronunciations
Read: thought. through, laughed,
different
Read words with contractions: eg can’t
couldn’t , you’re, you’ve
Read other words of more than one
syllable eg breakfast, mouldy
Revise reading words with suffixes in
weeks 6-8
Write: out
Developing automaticity and
fluency when reading words
with alternative pronunciations
p168
Explicitly teach children to
recognise graphemes of two or
more letters as they read p168
Read accurately words of two
or more syllables
Read words containing
common suffixes eg –s, -es, ing, -ed, -er, -est
Teach common exception
words: could, should, would
Rarer GPCs to teach
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6
24/06/2017
Phase 5 Letters and Sounds Pathway – aligned with the new national curriculum
young, shoulder
great
For phase 6 from week 5 introduce further rarer GPCs for reading through looking at an ‘interesting’ word a day. Look at the word and identify what makes it
tricky to read. Emphasise identifying graphemes of more than one letter and teach the unusual pronunciation for the graphemes.
Suggested words taken from tables 3 and 4 from Letters and Sounds Notes and Guidance (the thin book):
lamb,
debt
said
of
rough
guard
honest
half
autumn
mosquito
rhyme
war
are
aunt
caught,
laugh
says
great
learn,
heart
veil,
leisure
sure and
measure
height
listen
Thomas
answer
who
xylophone
were,
there
broad
shoe
blood
journey.
tour
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24/06/2017
goodbye,
type
build,
fruit
buy
Phase 5 Letters and Sounds Pathway – aligned with the new national curriculum
Phase 5 weeks 10-30
Week
Teach
Tricky words
Alternative spellings (unusual
examples in brackets)
Links to Phase 6
Weeks 10-30: teaching alternative spelling for all phonemes
What have the children already been taught?
 One representation for each phoneme (identified below)
 To segment and blend words with CVC, CCVC, CVCC, CCVCC and some polysyllabic words (including compound words).
 Alternative graphemes for 18 phonemes
 Alternative pronunciations for 12 graphemes
c - cat, ck - back, k - kit (qu 10
/k/
There are few tricky
mosquito, x - except, ch – school)
words in this section of
 Practise recognition and recall of graphemes /oi/
oi - coin, oy – boy
phase 5.
and different pronunciations as they are
All are to spell and can be
learned
spaced as appropriate:
 Teach alternative spellings of phonemes for
writing
Oh, their, people, Mr,
 Practise reading and spelling words with
Mrs, Looked, called,
adjacent consonants and words with newly
asked.
learned graphemes.
 practise reading and spelling HF and
In addition to these
polysyllabic words
words, ensure that
 Practise reading and writing sentences
children can read and
spell ALL tricky words
from phase 2-5 and can
decode and encode the
decodable words for all
phases. (see page 194)
11
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Practise recognition and recall of graphemes
and different pronunciations as they are
learned
Teach alternative spellings of phonemes for
writing
Practise reading and spelling words with
adjacent consonants and words with newly
learned graphemes.
practise reading and spelling HF and
/n/
/ow/
words in this section of
phase 5.
All are to spell and can be
spaced as appropriate:
n - net, nn - funny, (pn - pneumatic,
mn – mnemonic)
Oh, their, people, Mr,
Mrs, Looked, called,
asked.
Teach: Wednesday /n/
oa- boat, (ow- blow /snow)
8
Begin to teach children
how to proof read their
writing for spelling. See
p185 – 186.
Continue this throughout
the remaining weeks.
Ensure that guidance on
marking (p184) is put into
practise to support
children’s proof-reading
p187 /oy/ (spelling pattern
oi does not occur at the
end of words or
immediately before
suffixes)
Teach near homophones:
quite/quiet
Teach adding –y to words
of one syllable ending in
a single consonant letter
after a single vowel eg
sunny, runny, funny
The /n/ sound spelt kn
and gn at the beginning
of words: eg knock, know,
knee, gnat, gnaw
In addition to these
babcock-education.co.uk/ldp/literacy
Rarer GPCs have been
included in examples.
Phase 6 needs to focus
on moving closer towards
correct spelling choices
24/06/2017
Phase 5 Letters and Sounds Pathway – aligned with the new national curriculum
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polysyllabic words
Practise reading and writing sentences
12
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Practise recognition and recall of graphemes
and different pronunciations as they are
learned
Teach alternative spellings of phonemes for
writing
Practise reading and spelling words with
adjacent consonants and words with newly
learned graphemes.
practise reading and spelling HF and
polysyllabic words
Practise reading and writing sentences
13
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

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Practise recognition and recall of graphemes
and different pronunciations as they are
learned
Teach alternative spellings of phonemes for
writing
Practise reading and spelling words with
adjacent consonants and words with newly
learned graphemes.
practise reading and spelling HF and
polysyllabic words
Practise reading and writing sentences
words, ensure that
children can read and
spell ALL tricky words
from phase 2-5 and can
decode and encode the
decodable words for all
phases. (see page 194)
/f/
/ai/
There are few tricky
words in this section of
phase 5.
All are to spell and can be
spaced as appropriate:
Teach contractions and
the use of the apostrophe
for contractions, e.g. I’m,
let’s, can’t
f - fin, ff - cliff, ph - photo (gh - tough)
ai - rain, ay - day, a-e - make, (ababy)
Oh, their, people, Mr,
Mrs, looked, called,
asked.
In addition to these
words, ensure that
children can read and
spell ALL tricky words
from phase 2-5 and can
decode and encode the
decodable words for all
phases. (see page 194)
/s/
/igh/
Adding s
and es
Teach common exception
words:great, break, steak
There are few tricky
words in this section of
phase 5.
All are to spell and can be
spaced as appropriate:
s – sun, ss – miss, (sc – scent, st –
listen)
igh – night, ie – tie, y – by, i-e – like,
I, i- Friday (eigh – height, eye, I, ye –
goodbye, y-e – type)
Oh, their, people, Mr,
Mrs, looked, called,
asked.
Teach: Friday
The / i/ sound spelt y at
the end of words eg cry,
fly, dry, try, reply, July
Plurals – adding s and es to words
(plural of nouns and the third person
singular of verbs) eg cats, dogs,
spends, rocks, thanks, catches
Adding –es to nouns and
verbs ending in –y eg
flies, tries, replies, copies,
babies, carries
In addition to these
words, ensure that
children can read and
spell ALL tricky words
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9
Teach
homophones:night/knight
p187 /ai/ (spelling pattern
ai does not occur at the
end of words or
immediately before
suffixes)
Teach the suffixes –ful
and –less when added to
root words without any
change to the last letter
eg playful,
careful/careless, painful/
painless,
hopeful/hopeless.
The /s/ sound spelt c
before e, i and y eg race,
ice, cell, city, fancy
Teach homophones:
24/06/2017
Phase 5 Letters and Sounds Pathway – aligned with the new national curriculum
from phase 2-5 and can
decode and encode the
decodable words for all
phases. (see page 194)
14
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Practise recognition and recall of graphemes
and different pronunciations as they are
learned
Teach alternative spellings of phonemes for
writing
Practise reading and spelling words with
adjacent consonants and words with newly
learned graphemes.
practise reading and spelling HF and
polysyllabic words
Practise reading and writing sentences
15
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


Practise recognition and recall of graphemes
and different pronunciations as they are
learned
Teach alternative spellings of phonemes for
writing
Practise reading and spelling words with
adjacent consonants and words with newly
learned graphemes.
practise reading and spelling HF and
polysyllabic words
Practise reading and writing sentences
Revise the
previous 4
weeks
grapheme
choices.
write/right
Teach possessive
apostrophe eg Megan’s,
Ravi’s, the girl’s, the
child’s, the man’s
There are few tricky
words in this section of
phase 5.
All are to spell and can be
spaced as appropriate:
Oh, their, people, Mr,
Mrs, looked, called,
asked.
In addition to these
words, ensure that
children can read and
spell ALL tricky words
from phase 2-5 and can
decode and encode the
decodable words for all
phases. (see page 194)
/w/
/oa/
There are few tricky
words in this section of
phase 5.
All are to spell and can be
spaced as appropriate:
w – wet, wh – when (u – penguin, o –
one)
oa – boat, ow – grow, oe – toe, o –
go, o-e – home, ( oh, ol – yolk)
10
Teach homophones
one/won
Oh, their, people, Mr,
Mrs, looked, called,
asked.
In addition to these
words, ensure that
children can read and
spell ALL tricky words
from phase 2-5 and can
decode and encode the
babcock-education.co.uk/ldp/literacy
If not already introduced,
introduce the use of
spelling logs p185
24/06/2017
Phase 5 Letters and Sounds Pathway – aligned with the new national curriculum
decodable words for all
phases. (see page 194)
16
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
Practise recognition and recall of graphemes
and different pronunciations as they are
learned
Teach alternative spellings of phonemes for
writing
Practise reading and spelling words with
adjacent consonants and words with newly
learned graphemes.
practise reading and spelling HF and
polysyllabic words
Practise reading and writing sentences
17
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


Practise recognition and recall of graphemes
and different pronunciations as they are
learned
Teach alternative spellings of phonemes for
writing
Practise reading and spelling words with
adjacent consonants and words with newly
learned graphemes.
practise reading and spelling HF and
polysyllabic words
Practise reading and writing sentences
/m/
/ee/
There are few tricky
words in this section of
phase 5.
All are to spell and can be
spaced as appropriate:
m – mat, mm – summer, (mb – lamb,
me – some, mn – autumn)
ee – weed, ea – eat, e – he, ie – field,
e-e – these, y – very, , (eo – people)
Teach compound word: blackberry
Oh, their, people, Mr,
Mrs, looked, called,
asked.
In addition to these
words, ensure that
children can read and
spell ALL tricky words
from phase 2-5 and can
decode and encode the
decodable words for all
phases. (see page 194)
/ch/
/e/
There are few tricky
words in this section of
phase 5.
All are to spell and can be
spaced as appropriate:
ch - chip, tch - catch
e - egg, ea - head (ai - said, ay says, ie - friend, eo - leopard, a - any)
Oh, their, people, Mr,
Mrs, looked, called,
asked.
11
Revise plurals with the
suffix -es eg. bushes,
catches. The suffix is
used after words ending
in /s/, /ch/, /sh/ and /z/
and when y is replaced
by i (p189 L and S)
Revise syllables as it
helps with the spelling.
In addition to these
words, ensure that
children can read and
spell ALL tricky words
from phase 2-5 and can
decode and encode the
decodable words for all
phases. (see page 194)
babcock-education.co.uk/ldp/literacy
Teach adding the suffixes
–ly :sadly, happily, badly
and
–y (dropping the e)
shiny
Teach -ey – money, key,
donkey, chimney, valley
Teach homophones:
be/bee
Teach common exception
word: climb
Teach common exception
words: every, everybody,
any, (even), clothes
24/06/2017
Phase 5 Letters and Sounds Pathway – aligned with the new national curriculum
18





Practise recognition and recall of graphemes
and different pronunciations as they are
learned
Teach alternative spellings of phonemes for
writing
Practise reading and spelling words with
adjacent consonants and words with newly
learned graphemes.
practise reading and spelling HF and
polysyllabic words
Practise reading and writing sentences
19





Practise recognition and recall of graphemes
and different pronunciations as they are
learned
Teach alternative spellings of phonemes for
writing
Practise reading and spelling words with
adjacent consonants and words with newly
learned graphemes.
practise reading and spelling HF and
polysyllabic words
Practise reading and writing sentences
20



Practise recognition and recall of graphemes
and different pronunciations as they are
learned
Teach alternative spellings of phonemes for
writing
Practise reading and spelling words with
adjacent consonants and words with newly
learned graphemes.
-un
There are few tricky
words in this section of
phase 5.
All are to spell and can be
spaced as appropriate:
Prefixes
Adding the prefix –un eg unhappy,
unfair, undo.
Teach syllables eg rabbit, pocket
Oh, their, people, Mr,
Mrs, looked, called,
asked.
r - rat, rr – carrot, (wr write, rh - rhyme)
Revise homophones:
right/write
In addition to these
words, ensure that
children can read and
spell ALL tricky words
from phase 2-5 and can
decode and encode the
decodable words for all
phases. (see page 194)
Revise the
previous 4
weeks
grapheme
choices.
As above
/ng/
/or/
As above
ng - ring, (ngue - tongue)
Adding –ing to words of
one syllable ending in a
single consonant letter
after a single vowel letter
eg , e.g. hop, hopping,
pat, patting, hum,
humming, drop, dropping.
or - for, aw - saw, au - Paul, ore more, al - talk, our - four, your, (augh
Teach that an /or/ sound
before an /l/ sound is
babcock-education.co.uk/ldp/literacy
12
Teach GPCs:j - jet, dge badge, ge - cage, g giant (dg - dodging)
24/06/2017
Phase 5 Letters and Sounds Pathway – aligned with the new national curriculum


- caught, , oor - door, oa - broad)
Teach compound word: beanstalk
practise reading and spelling HF and
polysyllabic words
Practise reading and writing sentences
Suffixes
Adding the endings –ing, -ed, and –er
to verbs where no change is needed
to the root word. Eg hunting, hunted,
hunter, jumping, jumped, jumper
21
/oo/







Practise recognition and recall of graphemes
and different pronunciations as they are
learned
Teach alternative spellings of phonemes for
writing
Practise reading and spelling words with
adjacent consonants and words with newly
learned graphemes.
practise reading and spelling HF and
polysyllabic words
Practise reading and writing sentences
22



Practise recognition and recall of graphemes
and different pronunciations as they are
learned
Teach alternative spellings of phonemes for
writing
Practise reading and spelling words with
adjacent consonants and words with newly
learned graphemes.
There are few tricky
words in this section of
phase 5.
oo - moon, ew - new, ue - blue, u-e rule, (ui - suit, o - to, ou - soup, wo two, o-e - lose)
All are to spell and can be
spaced as appropriate:
Teach common exception word:
school
In addition to these
words, ensure that
children can read and
spell ALL tricky words
from phase 2-5 and can
decode and encode the
decodable words for all
phases. (see page 194)
As above
v - vet, ve – have, love (f - of)
l- leg, pill (nostril)
The /l/ sound spelt -el at
the end of words eg
camel, tunnel, squirrel,
travel, towel, tinsel.
Words ending in /v/ will
be spelt with the
grapheme ‘ve’ p188
Words ending in the /l/
sound spelt –le at the end
of words eg table, bottle,
little, middle.
babcock-education.co.uk/ldp/literacy
13
Teach common
exception words: door,
poor, floor
The /l/ sound spelt –al at
the end of words eg
metal, pedal, capital
hospital, animal
Teach common exception
words: move, prove,
improve, who
Oh, their, people, Mr,
Mrs, looked, called,
asked.
/v/
/l/
frequently spelt with the
letter ‘a’, e.g. all, ball, call,
walk, talk, always.
Teach compound words:
football, beanstalk.
Teach that an /or/ sound
can be spelt ar after w eg
war, warm, towards.
24/06/2017
Phase 5 Letters and Sounds Pathway – aligned with the new national curriculum


Words ending –il (there
are not many of these) eg
pencil, fossil, nostril
practise reading and spelling HF and
polysyllabic words
Practise reading and writing sentences
oo - look, u - put, (oul –
could,o- other)
23
As above





Practise recognition and recall of graphemes
and different pronunciations as they are
learned
Teach alternative spellings of phonemes for
writing
Practise reading and spelling words with
adjacent consonants and words with newly
learned graphemes.
practise reading and spelling HF and
polysyllabic words
Practise reading and writing sentences
24





Practise recognition and recall of graphemes
and different pronunciations as they are
learned
Teach alternative spellings of phonemes for
writing
Practise reading and spelling words with
adjacent consonants and words with newly
learned graphemes.
practise reading and spelling HF and
polysyllabic words
Practise reading and writing sentences
/ear/
ear – dear, ere – here, eer – deer (ier
– tier)
Teach homophones:
here/hear
Revise the
previous 4
weeks
grapheme
choice
There are few tricky
words in this section of
phase 5.
All are to spell and can be
spaced as appropriate:
Oh, their, people, Mr,
Mrs, looked, called,
asked.
In addition to these
words, ensure that
children can read and
spell ALL tricky words
from phases 2-5 and can
decode and encode the
decodable words for all
phases. (see page 194)
babcock-education.co.uk/ldp/literacy
14
Teach adding the suffix
–ment and –ness in the
context of changing a
word to a noun, e.g. –
ment changes a verb to a
noun (enjoyment,
merriment) and –ness
changes an adjective to a
noun (darkness,
sadness, happiness)
24/06/2017
Phase 5 Letters and Sounds Pathway – aligned with the new national curriculum
25
-er, -est





As above
Practise recognition and recall of graphemes
and different pronunciations as they are
learned
Teach alternative spellings of phonemes for
writing
Practise reading and spelling words with
adjacent consonants and words with newly
learned graphemes.
practise reading and spelling HF and
polysyllabic words
Practise reading and writing sentences
Suffixes
Adding -er and –est to adjectives
where no change is needed to the
root word eg quicker, quickest.
Adding –ed, -ing, -er, and
est to a root word ending
in –y e.g. happy, happier,
happiest, copy, copier,
copying, cry, cried,
crying, crier.
If the base word ends in a
single consonant letter
preceded by a single
vowel letter, and the
suffix begins with a
vowel, double the
consonant, e.g. red,
redder, reddest. Sad,
sadder, saddest.
Run, runner, running.
If base word ends in an
‘e’ as part of a split
digraph, drop the ‘e’ if the
suffix begins with a
vowel. Eg hike, hiking,
hiked, hiker.
nice, nicer, nicest. (p190
L and S)
26




Practise recognition and recall of graphemes
and different pronunciations as they are
learned
Teach alternative spellings of phonemes for
writing
Practise reading and spelling words with
adjacent consonants and words with newly
learned graphemes.
practise reading and spelling HF and
/air/
/ar/
As above
air - fair, are - care, ear - bear (ere there, eir - their)
/ar/ - farm, a – father (al – calm, are,
au – aunt, ear – heart)
Teach compound word: farmyard
babcock-education.co.uk/ldp/literacy
15
24/06/2017
Teach homophones:
there/their/they’re,
wear/where
bare/bear
Revise apostrophe for
contraction and
possession
Teach common exception
words: after, fast, last,
Phase 5 Letters and Sounds Pathway – aligned with the new national curriculum

polysyllabic words
Practise reading and writing sentences
27
past, class, grass, pass,
half, path, bath
parents
/o/





Practise recognition and recall of graphemes
and different pronunciations as they are
learned
Teach alternative spellings of phonemes for
writing
Practise reading and spelling words with
adjacent consonants and words with newly
learned graphemes.
practise reading and spelling HF and
polysyllabic words
Practise reading and writing sentences
28




Practise recognition and recall of graphemes
and different pronunciations as they are
learned
Teach alternative spellings of phonemes for
writing
Practise reading and spelling words with
adjacent consonants and words with newly
learned graphemes.
practise reading and spelling HF and
polysyllabic words
Practise reading and writing sentences
/o/ -frog, (swan)
Teach common exception
words: sure, sugar /sh/
In addition to these
words, ensure that
children can read and
spell ALL tricky words
from phase 2-5 and can
decode and encode the
decodable words for all
phases. (see page 194)
As above
er - corner, summer, winter, sister
Teach syllables eg thunder
Draw attention to the
schwa sound /ə / .
Support spelling by
encouraging children to
give vowel graphemes
their full value in reading
p188
er- motor, ar - pillar, ou famous, our - favour, ur murmur, o - cotton, a about, ai – mountain, i possible, e - happen, re centre, ough - thorough,
ure - picture, oar cupboard
s – television, treasure,
(su - usual, ge - beige)
babcock-education.co.uk/ldp/literacy
16
When an /o/ sound
follows a /w/ sound it is
frequently spelt with the
grapheme ‘a’, e.g., on,
was, want, watch,
wander, want, wash,
quantity, squash p187
Oh, their, people, Mr,
Mrs, looked, called,
asked.
/er/

There are few tricky
words in this section of
phase 5.
All are to spell and can be
spaced as appropriate:
24/06/2017
Phase 5 Letters and Sounds Pathway – aligned with the new national curriculum
Teach common exception
word: busy
Teach words ending in
-tion eg station, fiction
29





Practise recognition and recall of graphemes
and different pronunciations as they are
learned
Teach alternative spellings of phonemes for
writing
Practise reading and spelling words with
adjacent consonants and words with newly
learned graphemes.
practise reading and spelling HF and
polysyllabic words
Practise reading and writing sentences
30





Practise recognition and recall of graphemes
and different pronunciations as they are
learned
Teach alternative spellings of phonemes for
writing
Practise reading and spelling words with
adjacent consonants and words with newly
learned graphemes.
practise reading and spelling HF and
polysyllabic words
Practise reading and writing sentences
Revise the
previous 4
weeks
grapheme
choices
As above
Revise and
revisit
weeks 1030
There are few tricky
words in this section of
phase 5.
All are to spell and can be
spaced as appropriate:
REVISE syllables eg car-rot
17
During writing: Revise
strategies for spelling at
the point of composition.
After writing:
Secure routines for proof
reading.
Oh, their, people, Mr,
Mrs, looked, called,
asked.
In addition to these
words, ensure that
children can read and
spell ALL tricky words
from phase 2-5 and can
decode and encode the
decodable words for all
phases. (see page 194)
babcock-education.co.uk/ldp/literacy
During writing: Revise
strategies for spelling at
the point of composition.
After writing:
Secure routines for proof
reading.
24/06/2017
Phase 5 Letters and Sounds Pathway – aligned with the new national curriculum
babcock-education.co.uk/ldp/literacy
18
24/06/2017