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St Michael With St John Church of England Primary School

Nurture, Inspire, Achieve!

Year 1

Year 1

 

Children entering Year 1 will begin Section 5 and should be able to read and spell words containing adjacent consonants and some polysyllabic words. They will learn new graphemes and alternative pronunciations for theses graphemes and the graphemes they already know, where relevant.

 

Autumn 1

 

Pupils will revise the 42 letter sounds, plus the alternatives that have been taught. They will also be taught the (y) spelling for the /ee/ sound as well as revising of the short vowels. Pupils will have already been introduced to the most common digraphs, so the focus within this half term will be on the teaching of alternative graphemes such as: (ue) and (u_e) for the long /oo/ sound, (ay) for /ai/ and (oy) for /oi/, (ea) for /ee/ sound. Pupils will also consolidate their recognition of the following Tricky Words: go, no, so, they, you, one, by, come, some, your, said, here, there, only, old, like, have, live, give, little, down, what, when, why, where, who, which. By now they should be able to read and spell the words.

 

Autumn 2

 

During the second half of the Autumn term, pupils will continue to learn alternative graphemes. They will be taught: (y) for the /ie/ sound, (ow) for the /oa/ sound, (ir) and (ur) for the /er/ sound, (ew) for /ue/ and /oo/. They will also revise letter formation, including the ascending / descending and capital letters. Pupils will read words, phrases and sentences as frequently as possible (using blending for unknown words), and develop their comprehension skills. They will be taught the short and long vowel sounds, with regular revision. Pupils will be encouraged to aurally segment words, using sound fingers on the chin. They will also write longer words and sentences from dictation, as well as write independently on a chosen theme.

 

Spring 1

 

Teaching within Section 5 will continue into the Spring term, with a new set of alternative graphemes being introduced. Pupils will be taught: (ow) for the /ou/ sound,  (igh) for the /ie/ sound, (aw) for the /or/ sound, Revise /ai/ as ai, ay, a_e, (wh) for /w/ sound. The following Tricky Words will also be taught during reading and spelling sessions: where, who, any, many, more, before, because, want, saw, put, could, should, would, right, two, four, goes, does, made, their.

 

Spring 2

 

Pupils will continue revision in relation to blending and segmenting of the 42 letter sounds, plus the alternatives that have been taught. Once secure, other common spelling patterns for reading will them be introduced such as: ph for /f/, soft c and g, ear, air, and are for /air/.

 

Revise /ee/ as ee, ea, e_e, Revise /ie/ as ie, y, igh, i_et, Revise /oa/ as oa, ow, o_e, Revise /ue/ and /oo/ as ue, ew, u_e.

Alongside this, pupils will be encouraged to read words, phrases and sentences as frequently as possible (using blending for unknown words), and developing their comprehension skills.

 

They will also revise short and long vowel sounds, participating in

aural segmenting given words and using sound fingers on the chin. Pupils will write longer words and sentences from dictation, participate in modelled the writing of sentences and independent writing on a chosen theme.

 

Summer 1

 

During the Summer term pupils will be encouraged to apply all of their knowledge of newly taught alternative graphemes (digraphs) in a range of different reading and writing situations. They will also be taught the final set of Tricky Words which include:  once, upon, always, also, of, eight, love, cover, after, every, mother.

 

Summer 2

 

By the end of Section 5, pupils will have established some important Phonic Principles. They will know that a phenome (sound) can be represented by more than one letter e.g. /sh/, /oi/, /ay/. They will also know that a grapheme can be represented by more than one phoneme e.g. meat, head. A phoneme can be represented by more than one grapheme e.g. day, maid, cake. Pupils will also consolidate their knowledge of Tricky Words and be able to apply their skills in independent reading and writing sessions:  once, upon, always, also, of, eight, love, cover, after, every, mother.