We felt that, because many teachers are familiar with the Letters and Sounds (2007) teaching sequence, it would be helpful to broadly follow the same order. However, we have made some tweaks and additions to the teaching sequence, in line with recent DfE guidance, to ensure children are building on sound foundations as they work their way through our scheme.
The Phonics Shed scheme draws its list of High Frequency Words (including Common Exception Words) from the same place as Letters and Sounds and, as such, they appear in a similar order. We have ensured every HFW and CEW clearly links to a specific GPC being taught, including words covered in Phase 4 Letters and Sounds which have been redistributed appropriately throughout the Phonics Shed planning.
Split into Seven Aspects that cover:
The Seven Aspects of Phase 1 are covered in the Chapter 1 lessons, although in a slightly different order to ensure a smoother progression. These are covered in our Nine Elements:
The extra elements are ‘From Left to Right’ and ‘Motor Skills’.
All 26 letters are covered in the same chapter.
Additional planning on vowels and consonants; alphabetical order can also be found in Chapter 2.
Sounds taught: j, v, w ,x ,y, z, zz, qu,ch, sh, th, ng, ai, ee, igh, oa, oo, ar, or, ur, ow, oi, ear, air, ure, er
Some Phase 3 GPCs are covered in Chapter 2 Sets 6 and 7 (j, v, w ,x ,y, z, zz, qu).
These GPCs are covered in Chapter 3; including both the voiced and unvoiced ‘th’, both ‘oo’ sounds comparing ‘er’/ur/ and the ‘er’ schwa ending, and the various sounds made by ‘ure’.
Additional planning is available as part of Set 5 for the ‘a’/ar/ GPC, including regional pronunciation.
Recap all previous sounds.
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 4 skills are integrated throughout Phonics Shed Chapters 2 to 4 rather than being taught as a separate section.
Words with consecutive consonants are included as soon as they become decodable and previous sounds are recapped at the start of every lesson.
This is to alleviate confusion between ‘consonant blends/clusters’ and digraphs and trigraphs.
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
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
Chapter 4a: Alternative graphemes for known phonemes
Chapter 4b: Alternative phonemes for known graphemes
Some alternative spellings have already been covered in previous chapters.
Chapter 4c: Less common alternatives and best fit
Covers all GPCs with alternative graphemes or phonemes. The exception being unvoiced and unvoiced th which have no common alternative GPCs. This section may extend into Year 2.
Words with suffixes are introduced across all chapters (once decodable). Additionally, the skill of adding suffixes is encouraged in many of our decodable reading scheme books.
Access to Spelling Shed is included in your Phonics Shed pack price.
Suffixes are in Stage 1 and Stage 2 Spelling Shed Scheme lessons.
Stage 1 Spelling Shed Grammar Scheme includes:
Stage 2 Spelling Shed Grammar Scheme includes: