OI/OY Spelling Rules

Overview

In this lesson, students learn the spelling pattern for the /oi/ and /oy/ sound using the rule that is commonly represented by OI and sometimes OY at the right times. They will read and write words from a focused list, then practise applying the pattern in short spelling tasks.

Learning intentions

Students will…

• learn and use the spelling pattern for the /oi/ and /oy/ sound when writing words
• use known spelling patterns and morphemes (where relevant) to help write unfamiliar words accurately
• apply phoneme–grapheme knowledge to spell multi-syllable words and words with tricky sound–letter patterns
• edit their own spelling choices by checking the letters that match the pattern

Success criteria

Students can…

• sort words by whether they spell the /oi/ sound as OI or OY (with teacher support)
• write the target words from dictation with accurate spelling
• use the pattern to choose between OI and OY when prompted by a sentence context
• explain one spelling strategy they used (for example, “I checked the correct pattern for the sound”)

Curriculum links

• Literacy — Reading and writing: use knowledge of spelling patterns and morphemes to read and write words whose spelling is not completely predictable from their sounds (including high-frequency words)
• Literacy — Use phoneme–grapheme matches (sound–letter/s) including vowel digraphs to read and write words of one or more syllables
• Literacy — Manipulate more complex spoken sounds by blending and segmenting to help spell words
• Literacy — Create and edit short written texts with common punctuation and familiar sentence structures (used in the quick sentence writing/edit)

Lesson structure (45 minutes)

1. 0–5 min · Warm-up (sound focus). Teacher writes /oi/ sound on the board and says: “Listen: point, noise, royal.” Students repeat the sound and do quick finger tapping when they hear it.

2. 5–12 min · Direct teach (OI vs OY). Teacher displays the rule chart:

• Use OI in most words (especially when it’s not at the end of the word).
• Use OY at the end of a word or syllable (often before a vowel sound in connected speech is not the spelling clue; the spelling is the clue). Teacher models with the word list by underlining the letters for the /oi/ sound:
• point, spoil, joint, moist, noise, royal, enjoy, destroy, employ (Highlight that many are OI.)
• loyal, loyal (shows OY ending), employ (review ending) Teacher says: “We’re practising choosing the correct spelling pattern for this sound.”

3. 12–18 min · Word study (guided read & notice). Teacher points to each word on a card/slide and students do choral reading, then a quick “notice”:

• Students highlight the /oi/ letters with a highlighter pencil or finger trace on the word. Teacher asks: “What letters do you see for the /oi/ sound here—OI or OY? How do you know?”

4. 18–28 min · Sorting practice (apply the rule). Teacher sets up two columns on the board: OI and OY (word endings). Students work in pairs with word cards from the list:

• point, spoil, joint, moist, noise, royal, loyal, enjoy, destroy, employ Pairs place each word and then check with the class. Teacher prompts: “Does this one end with the /oi/ sound in spelling? If yes, look for OY.”

5. 28–38 min · Dictation + immediate correction. Teacher reads each word in a clear rhythm, once for listening and once for writing.

• Students write in notebooks: point, spoil, joint, moist, noise, royal, loyal, enjoy, destroy, employ. After each 2–3 words, teacher stops and students check using a teacher word bank (shown clearly). Students circle any part where they chose incorrectly (OI/OY), then rewrite the corrected version.

6. 38–44 min · Sentence writing (context check). Teacher provides two sentence starters on the board:

• “I enjoy …”
• “The royal …” Students choose one of the starters and write one short sentence using a target word that fits. Example support: “I enjoy the noise.” / “The royal point…” (teacher may offer a model if needed; focus is on correct OI/OY spelling, not perfect meaning). Students underline the target word and self-check: “Did I use OI or OY for the /oi/ sound?”

7. 44–45 min · Exit ticket (quick assessment). Students write one word from dictation: teacher says “loyal” or “royal” (alternate by table if needed) and students write it correctly once, then hold up to show.

Resources

• Word cards (point, spoil, joint, moist, noise, royal, loyal, enjoy, destroy, employ)
• Board/slide showing OI and OY columns
• Student notebooks and pencils
• Highlighter pencils (optional) or finger-tracing routine
• Teacher word bank for checking during dictation
• Sentence starter cards or board writing space

Assessment

• Observe sorting accuracy: can students correctly place words into OI or OY with the rule support?
• Dictation check: count correct spellings for each target word, focusing on OI/OY choice
• Exit ticket: single-word writing accuracy for “royal”/“loyal” to confirm learning

Differentiation

• Support: provide a small “OI/OY checklist” (OI in most positions; OY at word endings) at desk level; offer a model for the first sentence starter.
• Support for EAL/SEN: allow students to trace the correct letters before writing; use a partner-check routine focusing only on OI/OY.
• Extension: ask students to write one additional sentence using a second target word they choose, then edit their spelling by re-checking the OI/OY pattern.
• For students needing challenge: include a “rule talk” requirement: “Tell me one reason you chose OI or OY.”