Common Exception Words Y1: Free Printable Card Set for Year 1

Common Exception Words Y1 is a free printable card set for Year 1 (ages 5 to 6), in Key Stage 1. Twelve words to read, cover and write. It comes from the Mini Minds Hub, a growing library of free printables from Jaques of London, the British games and toy company that has been making games for families since 1795.

It is two A4 pages. Page 1 is the activity for children. Page 2 is for the grown-up: it has notes on how to use the sheet, help for children who find it hard, and a stretch idea. Print it at home or in the classroom. Black and white printing works well.

What is on the sheet

This card set includes cards to cut out and use.

A look at what children will meet:

• said
• was
• they
• friend
• school
• some
• come
• love
• where
• once
• house
• push

Who this is for

Year 1 (ages 5 to 6) in Key Stage 1.

Key Stage 1 covers Years 1 and 2, ages 5 to 7. Children are building secure foundations in reading, writing and number, and short playful practice at home helps those foundations stick. Use it at home, in class, on a rainy afternoon or at a family gathering.

What children practise

• Reading words
• Spelling
• Memory

Recognising and spelling common words that do not follow regular sounds.

Learning focus and curriculum link

Subject: Spelling. Key stage: Key Stage 1. It supports the subject at this level through short, focused practice.

This sheet is a practice and play activity. It supports classroom learning and is not a replacement for it.

How to use it

1. Print both pages. Page 1 is for the child. Keep page 2 for the grown-up.
2. One child or a pair, about 10 minutes. Cut the cards out. Read, cover, write and check each word.
3. Work through the activity together the first time. Talk about each choice.
4. Check against the notes on page 2.
5. Come back to it another day. Repeating a familiar activity builds confidence.

If it feels too hard

Start with only four words. Point out the tricky part, for example the ai in said, and trace it with a finger.

To stretch confident children

Ask them to write a sentence using two of the words, then check spelling by looking at the card.

Make it a game

Play snap and pairs. Make two sets of cards, turn them face down, and find the matching words.

Tips for parents and teachers

• Print on plain A4 paper. Black and white printing works too.
• Work through it together the first time, then let children try alone.
• Praise effort and thinking, not only correct answers.

A screen-free spelling activity for Year 1

Children spend a lot of time on screens. This is a screen-free spelling activity that needs only paper and a pencil. It works as quiet time after school, a rainy day activity, a holiday boredom buster or a calm moment before bed. Screen-free learning gives eyes a rest and gets children talking, thinking and writing by hand.

Free spelling resources for teachers

Teachers can use this card set as a starter, a plenary, an early finisher task, a supply teacher resource, a homework task or a table activity. It needs no preparation beyond printing. The learning focus and skills are listed above so you can match it to your planning, and page 2 gives support and stretch ideas for mixed ability groups.

Spelling ideas for parents at home

You do not need to be a teacher to use this. Read the sheet through, sit with your child for the first go and let them lead. Short bursts of ten to fifteen minutes work better than long sessions. If you are looking for free spelling worksheets for Year 1, or simple home learning for the weekend or school holidays, this is a good place to start.

Home education and tutoring

Home educators and tutors can print this as part of a wider spelling plan. It pairs well with books, outdoor play and everyday talk. Because the sheet is free and printable, you can use it again for brothers and sisters or for revision a few weeks later.

Why it helps children learn

Hands-on, paper based activities slow learning down in a good way. Children read carefully, think before they answer and see their own progress on the page. Games and challenges add a reason to keep going. That mix of play and practice is why printable activities like this are popular with parents, teachers and home educators.

Why common exception words matter

Most of the words a five or six year old meets can be sounded out. Cat, ship and tree all follow the sound patterns that children learn in phonics. But a small group of very common words do not. Words such as "said", "was" and "friend" are used all the time, and each one has a part that does not spell the sound you would expect. These are called common exception words.

The national curriculum for England explains why they are worth learning. Its spelling appendix says that almost all of the words listed as exception words "are used frequently in pupils' writing, and therefore it is worth pupils learning the correct spelling". It also says that these words "contain GPCs which have not yet been taught as widely applicable", and that this may be "because they are applicable in very few age-appropriate words rather than because they are rare in English words in general". In plain terms, the odd spelling is a feature of the word, and children simply have to learn it.

The twelve words on this card set are said, was, they, friend, school, some, come, love, where, once, house and push. Every one of them is in the Year 1 common exception word list in the national curriculum spelling appendix.

What the research says children find hard

We looked for research that is specifically about common exception words in Year 1. We did not find a study we could open and read that tests a practice card set like this one, and we will not pretend otherwise. What we can do is set out what the official documents and a major review say about the wider picture.

• The unusual part is the hard part. The curriculum asks Year 1 children to "read common exception words, noting unusual correspondences between spelling and sound and where these occur in the word". So the skill is not to memorise a whole word blindly. It is to spot the one part that surprises you.
• Reading and spelling are different jobs. The spelling appendix says that "most people read words more accurately than they spell them", and that "the younger pupils are, the truer this is". A child may read "friend" with no trouble and still spell it "frend".
• Time to absorb is limited. The same appendix says that younger pupils "have not had enough time to learn or absorb the accurate spelling of all the words that they may want to write".
• Irregular words need their own attention. It also says that high quality phonic work should be the prime approach to word recognition. Common exception words sit alongside phonics, not in place of it.

None of this means a child is behind if "said" keeps coming out as "sed". It means these words are a known hurdle, and that short, repeated practice is the sensible response.

What Year 1 children are expected to learn

The national curriculum for England sets out two expectations for Year 1. In spelling, pupils should be taught to spell words containing the phonemes they have already learned, common exception words, and the days of the week. In word reading, pupils should "read common exception words, noting unusual correspondences between spelling and sound and where these occur in the word".

The programme of study also says that "Reading should be taught alongside spelling, so that pupils understand that they can read back words they have spelt", and that "Misspellings of words that pupils have been taught to spell should be corrected". Pupils should "revise and consolidate the GPCs and the common exception words taught in reception year".

The spelling appendix adds guidance for these words: "Pupils' attention should be drawn to the grapheme-phoneme correspondences that do and do not fit in with what has been taught so far." That is exactly what the sheet does when it asks a child to find the tricky part of each word.

By Year 2 the expectation moves on. The programme of study says "At this stage, children's spelling should be phonically plausible, even if not always correct", and that pupils should learn to spell more common exception words.

Why a card activity can help

Here is what we can honestly say. The sheet asks a child to read a card, cover it, write the word, and check it. That is a form of self-testing. We have not opened a study that tests this exact routine with five and six year olds, so we do not claim a figure for it. The practice is in line with what Ofsted's mathematics review says about repetition in general: "If a pupil's recall fails, therefore, it might be that they need more practice." That review is about maths, not spelling, so treat it as a general principle rather than evidence about this sheet.

The check-and-correct step matters too. The curriculum says that misspellings of taught words should be corrected, and the sheet gives the adult a way to do that gently, one word at a time. The cards can also be turned into a snap or pairs game, which gives many quick goes at the same words without feeling like a test.

How to get the most out of Common Exception Words Y1

1. Start with four words. Do not tackle all twelve at once. Pick four, such as said, was, they and some.
2. Find the tricky part. Say the word, then point to the part that does not behave. In "said", it is the "ai". In "come" and "some", it is the "o". In "friend", it is the "ie".
3. Read, cover, write, check. Look at the card, cover it, write the word, then uncover and compare letter by letter.
4. Say the word in a sentence. "My friend came to school." A word in a sentence is easier to remember than a word on its own.
5. Play snap or pairs. Use two sets of cards face down. It is quick, and children enjoy it.
6. Keep it short. Ten minutes is plenty. Little and often is kinder than one long session.
7. Come back another day. Repeat the words that went wrong and add a new one.
8. Read the words in real books. When your child spots "said" in a story, point it out. Spelling and reading support each other.

Common mistakes, and what to say

• "Sed" for "said". The child has spelled the sounds they heard. Say: "That is a sensible spelling, but this word has a surprise. Can you find it?"
• "Wos" for "was". The "a" is the odd part. Ask your child to put a finger on it.
• "Frend" for "friend". Ask them to look for the extra letter. Some children like a little saying, such as "a friend to the end".
• "Cum" or "sum" for "come" and "some". Say both words together and point out that the "o" makes a sound it does not usually make.
• "Wher" or "wair" for "where". Point out the "wh" at the start and the "ere" at the end. It is worth comparing it with "here" and "there", which are also on the national curriculum list.
• Writing a word backwards or with letters in the wrong order. This is common at this age. Go back to reading it slowly, letter by letter, then try again.

Why teachers matter to us

We are a games company, and we have been making games for families since 1795. We do not think a printable replaces a teacher. Teaching a child to read and spell is skilled work, and a 2011 report for the Sutton Trust found how much the quality of teaching can matter. It found that for poor pupils the difference between a good teacher and a bad teacher is a whole year's learning, and that paper qualifications and characteristics such as experience explain less than 8% of teacher quality. The report's headline example was about maths, so we are not claiming that figure for reading. A separate University of Bristol paper also found considerable variability in teacher effectiveness. A good Year 1 teacher notices which child is guessing, which child is bored and which child has gone quiet. A sheet cannot do that. So we make these sheets free for teachers to use as a starter, a plenary or a quick table activity.

A caution on the Sutton Trust figures: the report draws on US studies as well as English ones. The figure that paper credentials explain less than 8% of teacher quality comes from US research. We use them as pointers, not as a promise about any one child.

Why education matters to us

A child who can spell the everyday words with confidence writes more freely. The programme of study says that "Writing down ideas fluently depends on effective transcription: that is, on spelling quickly and accurately". When spelling takes less effort, a child has more attention left for what they want to say. Education widens a child's choices, and games have been one of the oldest ways to make learning feel like play. We want the Mini Minds Hub to carry that on: free, screen-free, and simple enough for a parent at the kitchen table.

Common Exception Words Y1: 20 questions and answers

1. What exactly is a common exception word?

It is a common word with a spelling that does not follow the usual sound patterns taught so far. The national curriculum uses the term "common exception words" for these words.

2. Is it the whole word that is odd?

Usually only part of it. The curriculum asks children to notice "where these occur in the word". In "said", for example, most of the word is regular, but the "ai" is not.

3. Which words are on the card set?

Said, was, they, friend, school, some, come, love, where, once, house and push. All twelve appear in the Year 1 list in the national curriculum spelling appendix.

4. Which other words are on the Year 1 list?

The appendix also lists words such as the, a, do, to, today, of, says, are, were, is, his, has, I, you, your, be, he, me, she, we, no, go, so, by, my, here, there, one, ask, put, pull, full and our.

5. Are common exception words the same as sight words?

Not exactly. "Sight words" is a looser term. The national curriculum uses "common exception words", and defines the list in its spelling appendix. Many schools use both terms, so ask your child's teacher which they use.

6. Why can't children just sound these words out?

They can sound out part of each word. The curriculum describes these words as containing GPCs not yet taught as widely applicable, so a pure sound-it-out approach will miss the odd part.

7. Do children learn these in phonics lessons?

Often alongside them. The Rose review of early reading said phonic work should be the prime approach to word recognition, and also listed guidance on teaching irregular words as something to provide.

8. What is the tricky part of "said"?

The "ai". Most children will want to write "sed". Point at the "ai" and say it is the surprise in this word.

9. What is the tricky part of "was"?

The "a", which sounds like a short "o". Say the word slowly, and point to the "a".

10. What is the tricky part of "they"?

The "ey" makes an "ay" sound. Children often write "thay". Point to the "ey".

11. What is the tricky part of "friend"?

The "ie". Many children leave out the "i" or put the letters in the wrong order.

12. What is the tricky part of "school"?

The "ch" makes a "k" sound. Point to it and say the word with a clear "k".

13. What is the tricky part of "some", "come" and "love"?

The "o" makes a short "u" sound in all three. It helps to group them together so your child sees the pattern.

14. What is the tricky part of "where", "once", "house" and "push"?

In "where", it is the "ere" ending. In "once", the "o" at the start sounds like a "w", and the word ends in "ce". In "house", it is the "ou" and the silent "e". In "push", the "u" has a short, soft sound.

15. How many words should we learn at a time?

The sheet suggests starting with four words for a child who finds it hard. A small number done well beats a long list done badly.

16. Does a child need to write the word, or is reading enough?

Both matter, and they are different. The spelling appendix says most people read words more accurately than they spell them, so check spelling separately.

17. Will this help with the phonics screening check?

The check has 40 words, in two sections of 20, mixing real words and pseudo-words, and is designed to show whether children have learned phonic decoding. It is a different job from learning to spell exception words, so we do not claim this sheet prepares a child for it.

18. What are pseudo-words, and should we practise them?

They are words that can be sounded out but are not real words. The government's parent information says they are "phonically decodable but are not actual words with an associated meaning". They belong to the check, not to this sheet.

19. What if my child still gets them wrong in Year 2?

That is common. The Year 2 programme still includes learning common exception words, and says that at that stage spelling should be phonically plausible, even if not always correct. Keep practising a few at a time, and ask the teacher if you are worried.

20. Where can I find more Year 1 English sheets?

See the More like this section below, or browse all Year 1 English printables in the Mini Minds Hub.

Sources

1. Department for Education, National curriculum in England: English programmes of study: gov.uk.
2. Department for Education, English Appendix 1: Spelling: assets.publishing.service.gov.uk.
3. Rose, Independent review of the teaching of early reading, final report (2006): dera.ioe.ac.uk.
4. Department for Education, Phonics screening check: structure and content of the check: gov.uk.
5. Department for Education, Phonics screening check 2024: information for parents: gov.uk.
6. Ofsted, Research review series: mathematics (2021): gov.uk. Used only for its general statement about practice.
7. Sutton Trust, Improving the impact of teachers on pupil achievement in the UK, interim findings (2011): dera.ioe.ac.uk.
8. Slater, Davies and Burgess, University of Bristol CMPO Working Paper 09/212 (2009): bristol.ac.uk.

Frequently asked questions

What age is Common Exception Words Y1 for?

It is written for Year 1 (ages 5 to 6), in Key Stage 1.

What will children practise?

Recognising and spelling common words that do not follow regular sounds.

How do I use it?

One child or a pair, about 10 minutes. Cut the cards out. Read, cover, write and check each word.

What if it feels too hard?

Start with only four words. Point out the tricky part, for example the ai in said, and trace it with a finger.

Is it free?

Yes. It is free to print for home and classroom use.

Is Common Exception Words Y1 suitable for teachers to use in class?

Yes. Teachers can use it as a starter, plenary, early finisher task, homework or table activity. It needs no preparation beyond printing.

Is this a screen-free activity?

Yes. It is a screen-free printable that needs only paper and a pencil, so it works well for quiet time, rainy days and school holidays.

Can I use it for home education?

Yes. Home educators and tutors can use it on its own or as part of a wider plan. It is free to print again for brothers, sisters or revision.

How long does it take?

Most children finish page 1 in 10 to 20 minutes. The notes on page 2 suggest ways to make it shorter or longer.

Do I need to print in colour?

No. It prints well in black and white on plain A4 paper.

More free printables

More for Key Stage 1 | More spelling printables | Free printable games | All Mini Minds Hub resources