OI and OY Spelling

Overview

In this lesson students learn to spell the /oi/ and /ɔɪ/ sound patterns using the letters OI and OY. They practise sorting words, completing missing letters, and writing a short spelling test using given Year 2 words.

Learning intentions

Students will:

• learn that OI usually appears in the middle of words
• learn that OY usually appears at the end of words
• use this spelling pattern to read and write familiar words
• spell words accurately during short writing and a spelling test

Success criteria

Students can:

• sort the provided words correctly into OI (middle) and OY (end)
• choose the correct missing letters to complete words in a sentence context
• write target words with correct OI/OY placement during a spelling test
• explain (or point out) where the OI/OY sound appears in each word

Curriculum links

• Students use spelling patterns and morphemes to read and write words whose spelling is not completely predictable from sounds, including high-frequency words.
• Students use phoneme–grapheme knowledge to read and write words with specific spelling patterns and less predictable parts.
• Students use knowledge of letters and sounds to spell words (foundational skills that support Year 2 spelling).
• Students manipulate sounds in spoken words to support reading and writing (blending/segmenting to confirm the target sound).

Lesson structure (45 minutes)

1. 0–5 min · Hook (sound focus). Teacher says: “Listen for the /oi/ sound.” Students repeat and identify whether the sound is “in the middle” or “at the end” of teacher-spoken words (e.g., point, loyal).

2. 5–12 min · Explicit teaching (OI vs OY). Teacher writes two columns: OI (middle) and OY (end) and models looking at the word, then tracing where the pattern sits. Teacher states: “OI usually appears in the middle of words and OY usually appears at the end of words.” Teacher points to examples: point, spoil, joint, moist, enjoy, royal, loyal (OI in the middle) and noise, royal, loyal, enjoy discussion as needed; then reinforces OY at the end using employ (end sound in employ). Students chorally read the word examples and tap their pencil to mark the middle/end location.

3. 12–20 min · Word sorting (group/partner). Teacher gives each pair a set of 10 word cards: point, spoil, joint, moist, noise, royal, loyal, enjoy, destroy, employ. Students sort into two bowls labelled OI (middle) and OY (end), justify their choice by pointing to the letters in the word, and read each sorted word aloud.

4. 20–28 min · Teacher-led check + mini teach on tricky cases. Teacher selects 3–4 words for quick whole-class justification (e.g., destroy, noise, enjoy, employ). Teacher prompts: “Where is the OI/OY letters located in the word?” and “Does the pattern start, finish, or sit in the middle?” Students correct their sorts if needed, then read the corrected list in unison.

5. 28–36 min · Fill-in-the-blanks (spelling application). Teacher distributes a worksheet (or slides) with sentences missing OI/OY. Example sentence frames:

• The noise came from the __.
• She enjoys drawing after school.
• The pirate will destroy the boat.
• We will employ a helper for the event. Students write only the missing OI/OY letters to complete the words, then read the finished words aloud to a partner to self-check.

6. 36–42 min · Spelling test (independent). Teacher explains: “We will practise sounding out, then checking the middle or end rule before writing.” Students complete a spelling test on 10 target words: point, spoil, joint, moist, noise, royal, loyal, enjoy, destroy, employ. Teacher says each word clearly, students repeat, then write. After writing, students underline the OI/OY letters they used.

7. 42–45 min · Quick reflection (exit check). Students complete a one-line response: “OI is usually in the ___ of words, and OY is usually at the ___ of words.” Teacher collects for quick marking.

Resources

• Word cards for: point, spoil, joint, moist, noise, royal, loyal, enjoy, destroy, employ
• Two sorting headings: “OI (middle)” and “OY (end)” (chart paper or desk labels)
• Fill-in-the-blanks worksheet with sentence frames and missing letters
• Student spelling sheet for the test (lined paper)
• Pencils, highlighting/underline pen
• Timer and teacher word list for clear pronunciation

Assessment

• Formative: observe pair sorting accuracy and listen for students’ explanations about where OI/OY appears.
• Formative: review fill-in-the-blanks responses for correct OI/OY placement.
• Summative for the lesson: spelling test accuracy for all 10 target words, plus underline check (students highlight which pattern they used).
• Exit check: one sentence identifying “middle” for OI and “end” for OY.

Differentiation

• Support: provide a reference strip with the rule (“OI middle / OY end”) and a sample of 2–3 model words; allow students to use word cards during fill-in-the-blanks (not during the spelling test).
• Support for EAL/SEN: provide sentence frames with the full word length shown by blanks (e.g., n__ise) and offer extra oral rehearsal before writing.
• Extension: ask students to create one new word using each pattern (OI in the middle, OY at the end) and write it in a labelled box, then justify the placement rule.
• Provide immediate feedback: use a quick “spot check” for students who repeatedly choose the wrong ending/middle pattern, redirecting to the location rule before reteaching with one model word.