English · Year 1

Active learning ideas

Reading Common Exception Words (Phase 2/3)

Active learning works because exception words require repeated exposure and instant recognition, not just decoding. Games and hunts give children the repetition they need while making practice feel purposeful and fun. This builds confidence to read these words automatically in real texts.

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

• 15–25 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Inside-Outside Circle
• 20 min · Whole Class

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.

Predict which part of an exception word might be 'tricky'.

Facilitation Tip

During Tricky Word Bingo, mark each played word clearly so students can see progress and errors immediately.

What to look for

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.

• Remember
• Understand
• Apply
• Relationship Skills
• Self-Management

Activity 02

• Inside-Outside Circle
• 25 min · Pairs

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.

Compare the spelling of an exception word to its sound.

Facilitation Tip

During Book Scavenger Hunt, give each pair a highlighter to mark found words directly in their book for easy review.

What to look for

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?'

• Remember
• Understand
• Apply
• Relationship Skills
• Self-Management

Activity 03

• Inside-Outside Circle
• 15 min · Small Groups

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.

Justify why memorizing these words helps with reading fluency.

Facilitation Tip

During Word-Picture Pairs, have students take turns reading the word aloud before matching it to the picture to reinforce oral reading.

What to look for

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.

• Remember
• Understand
• Apply
• Relationship Skills
• Self-Management

Activity 04

• Inside-Outside Circle
• 15 min · Pairs

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.

Predict which part of an exception word might be 'tricky'.

Facilitation Tip

During Quick Recognition Snap, pause after each match to ask students to say the word aloud together to strengthen instant recall.

What to look for

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.

• Remember
• Understand
• Apply
• Relationship Skills
• Self-Management

A few notes on teaching this unit

Teach exception words in context, not isolation. Use games to create urgency and repetition, which research shows strengthens sight word recognition. Avoid over-explaining phonic rules for these words—focus instead on pattern spotting and frequent exposure. Model instant recognition during shared reading to show how these words speed up reading fluency.

Successful learning looks like children reading exception words instantly without sounding out, spotting the 'tricky' part quickly, and using these words correctly in sentences. They should explain why some parts don’t match phonic rules without hesitation.

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Watch Out for These Misconceptions

• During Tricky Word Bingo, watch for students who assume all words follow phonic rules.

  After each round, ask students to identify the 'tricky' part of their bingo words and explain why sounding out won’t work. Have them circle the irregular letters on their cards.

• During Book Scavenger Hunt, watch for students who think the tricky part changes each time they see the word.

  After finding words, group them on a board by their tricky parts (e.g., 'ai' in 'said', 'a' in 'was'). Ask students to explain how the spelling stays the same even when the sound changes.

• During Word-Picture Pairs, watch for students who believe memorising exception words is pointless.

  After matching, count how many exception words appear on the cards versus regular words. Ask students to discuss why recognising these words quickly helps them read faster.

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Methods used in this brief

• Inside-Outside Circle