English · Year 1 · The Magic of Phonics and Word Building · Autumn Term

Reading Common Exception Words (Phase 2/3)

Students will identify and read high-frequency words that do not follow standard phonetic rules, focusing on early exception words.

• National Curriculum Attainment Targets
• KS1: English - Reading (Word Reading)
• KS1: English - Spelling

About This Topic

Reading common exception words in Phase 2/3 helps Year 1 students recognise high-frequency words like 'the', 'said', 'was', 'you', 'they', 'my', 'her', and 'all' that do not follow standard phonic patterns. Children identify these in simple texts, spot the 'tricky' parts where spelling mismatches sound, and read them fluently. This builds instant word recognition, vital for tackling early books without stumbling.

The topic fits KS1 English standards for word reading and spelling within the National Curriculum. Students predict tricky elements, compare spellings to sounds, and explain how memorising these words speeds up reading. It extends Phase 2/3 phonics by blending decoding with sight vocabulary, supporting overall literacy progress in the Autumn term unit on phonics and word building.

Practical tasks make abstract recognition concrete. Active learning benefits this topic because interactive games and hunts provide repeated, joyful practice that embeds words in long-term memory. Children discuss tricky parts with peers, boosting confidence and fluency through shared success.

Key Questions

1. Predict which part of an exception word might be 'tricky'.
2. Compare the spelling of an exception word to its sound.
3. Justify why memorizing these words helps with reading fluency.

Learning Objectives

• Identify the 'tricky' letter or letters in common exception words such as 'the', 'said', and 'was'.
• Compare the grapheme (written form) of an exception word with its phoneme (sound) to identify discrepancies.
• Explain how reading common exception words by sight improves reading fluency in early texts.
• Read aloud a list of 10 common exception words from Phase 2/3 with 90% accuracy.

Before You Start

Phase 2 Phonics: Single Letter Sounds

Why: Students need to know the basic letter sounds to compare them to the sounds in exception words.

Blending CVC Words

Why: The ability to blend sounds to read simple words (consonant-vowel-consonant) is foundational for understanding how words are read, even exception words.

Key Vocabulary

Common Exception Word	A word that does not follow the usual phonetic rules for reading and spelling. These words must be memorized.
Phoneme	The smallest unit of sound in a spoken word. For example, the word 'cat' has three phonemes: /c/, /a/, /t/.
Grapheme	The written representation of a phoneme. It can be one letter (like 'c' in 'cat') or a group of letters (like 'sh' in 'shop').
Sight Word	A word that a reader recognizes instantly without having to decode it using phonics. Many common exception words are also sight words.

Watch Out for These Misconceptions

Common Misconception

Every word follows phonic rules exactly.

What to Teach Instead

Exception words have irregular parts that need sight recognition alongside partial decoding. Partner hunts in books let students test sounding out, then discuss why full blending fails, building accurate strategies. Group sharing corrects over-reliance on phonics alone.

Common Misconception

The tricky part changes each time you read the word.

What to Teach Instead

Tricky elements stay consistent, like 'ai' in 'said'. Sorting activities with word cards help students group similar irregularities visually. Peer teaching during games reinforces patterns through repetition and explanation.

Common Misconception

Memorising exception words is just rote learning with no point.

What to Teach Instead

Sight knowledge frees mental energy for comprehension. Collaborative bingo reveals how frequent these words are in texts, justifying practice. Celebrating successes in class motivates sustained effort.

Active Learning Ideas

Bingo: Tricky Word Bingo

Create bingo cards with Phase 2/3 exception words. Call words or read sentences containing them. Students mark matches and call 'bingo' for a full line. End with pairs sharing one tricky part from their card.

20 min·Whole Class

Partner Hunt: Book Scavenger Hunt

Give pairs a list of five exception words and decodable books. They hunt for words, underline tricky parts, and read sentences aloud. Pairs report findings to the class on a shared chart.

25 min·Pairs

Memory Match: Word-Picture Pairs

Prepare cards with exception words on one set and matching pictures or sentences on another. Students play in small groups to flip and match pairs. Discuss tricky spellings after each game round.

15 min·Small Groups

Snap Game: Quick Recognition Snap

Use cards with exception words. Deal to pairs who take turns flipping two cards at a time. Shout 'snap' for matches and read the word, noting the tricky part. First to finish wins.

15 min·Pairs

Real-World Connections

• Children's book authors and illustrators, like Julia Donaldson, use common exception words frequently in stories such as 'The Gruffalo'. Recognizing these words quickly allows young readers to follow the narrative without interruption.
• Early years educators use these words on classroom labels and signs, for example, 'the', 'and', 'you'. Being able to read them instantly helps children navigate their learning environment and participate in classroom activities.

Assessment Ideas

Quick Check

Show students flashcards with common exception words (e.g., 'said', 'was', 'they'). Ask them to read the word aloud. Note any errors on a checklist, focusing on whether they can read the word instantly or attempt to sound it out incorrectly.

Discussion Prompt

Present a sentence with a common exception word, like 'She said hello.' Ask students: 'Which word in this sentence might be tricky to sound out? Why? How does knowing this word help us read the sentence faster?'

Exit Ticket

Give each student a slip of paper. Ask them to write down one common exception word they learned today and one word that follows the usual phonic rules. They should circle the 'tricky' part of the exception word.

Frequently Asked Questions

What are Phase 2/3 common exception words for Year 1?

Phase 2 includes 'the', 'to', 'I', 'no', 'go'; Phase 3 adds 'he', 'she', 'we', 'be', 'me', 'was', 'my', 'you', 'her', 'all', 'are', 'said'. Focus on 10-15 per phase. Introduce via flashcards, then embed in sentences. Regular reading practice ensures automaticity, aligning with Letters and Sounds progression.

How do you teach tricky parts in exception words?

Highlight tricky spellings with coloured pens, e.g., red for 'ai' in 'said'. Students predict sounds first, then compare to actual pronunciation. Use anchor charts for visual reference during reading. Daily five-minute reviews with choral reading solidify recognition without overwhelming young learners.

Why memorise exception words for reading fluency?

These words comprise 25% of texts but resist full decoding. Instant recall prevents hesitation, aiding sentence rhythm and meaning focus. Tracking progress via timed reads shows gains. It transitions students from labour-intensive decoding to smooth, expressive reading essential for KS1 success.

How can active learning help with exception words?

Games like bingo and memory match offer playful repetition, making recognition fun and memorable. Partner hunts connect words to context, while group discussions clarify tricky parts through peer input. These approaches build confidence faster than worksheets, as children actively use words in real scenarios, embedding them deeply for fluent reading.