Phonics and Spelling

Mrs Lloyd - Assistant Head FS / Key Stage 1 Miss Wardle - Assistant Head Key Stage 2 Literacy Coordinator

What do we want for our Year 2 readers at Lime Tree?

u  To promote and encourage a lifelong love of reading u  To develop an interest in and love of books,

encouraging children to become attentive listeners and independent and reflective readers

u  To be able to read a variety of different words using their phonetic knowledge and feel confident to have a go

u  To be able to ask and answer questions about stories and texts using literal understanding, comprehension and inference skills

What is Phonics? I have a spell in chequer It came with my pea see

It plane Leigh Marx four my revue Miss takes eye ken not sea I’ve run this poem threw IT

I’m shore your plea zed too no: It’s let a perfect in its weigh

My check her tolled me sew.

Knowledge, Skills and Understanding of…

� Blending -Hearing phonemes (sounds) in words and being able to merge them together

� Segmenting – Splitting words into different ‘chunks’

� Alphabetic codes – Understanding which letters represent different sounds in reading and writing

Terminology � Phoneme – is the smallest unit of a sound

t r ai n sh o p qu ee n

� Grapheme – is the letter that represents the phoneme in written form i.e our alphabet

English Phonetic System

140 representations

44 phonemes

26 letters of the alphabet

Types of Grapheme

Digraph – two letters which make one sound ch, sh, ph, th, ng, nk, ll, ck, ff, ss, ay, ai, ee Trigraph – three letters which make one sound – igh, tch Quadgraphs – four letters which make one sound - eigh

Tricky Words �  Tricky words are those words that are partially

decodable but sound different to how they look

e.g. he, she, said, the, of �  Not all the word is tricky just part of it.

After Phonics…It’s Spelling! � The emphasis is placed on ‘Spelling’ words correctly and

choosing the correct grapheme to represent the sound � Much of this also built upon in Year 1 E.g. you would revisit the ai a_e ay phonemes and graphemes, and place them correctly in words and sentences to check for any patterns This work also links with homophones – words that sound the same but mean different things, and putting these words into context – their, there, they’re � Spelling Expectations List to take home if you would like

one

Read aloud together –

Let the child benefit from hearing your voices for the characters

and intonation/expression.

Read to your child - Establish a routine

for reading. Whether before bed or at

snack time, reading can fit into almost

any part of your daily routine.

FYI - This does not need to be a battle

with a ‘staged’ book!

Reading alone – Children need time to build up their reading

stamina, read longer texts, and are expected to be able to

read independently by the end of the year.

Build up: 5 mins, 7 mins, 9 mins etc.

To check reading: Ask questions about the story or ask to

summarise key events/put themselves in the characters

shoes etc. Can they retell and explain what they have read

accurately and answer these questions? Can they make

connections to what they are reading with their own life?

•  2 books – 1 staged (basic skills progression) and 1 library book (for enjoyment) •  Write in the blue tracking folder books that you are taking •  Return to the big box or pop back on the shelf •  Write in own yellow reading journal/diaries to keep another record of your books

reading at home •  Change as often as needed – daily, weekly •  If you cannot change regularly (x1 weekly) then please let your class teacher

know- they will change on their class’ designated day

•  New Reading Passport to support reading at home in line with new year group reading expectations

•  Staged Books – the evidence and the views

Current Reading Book System

Additional information and guidance �  Reading Passport A document to use in order to ask questions, begin to understand the curriculum, work on a home alongside reading. Build upon skills taught the Year before.

�  Reading SATs Examples given out of the kinds of texts children will read/need to answer and be assessed on at the end of the Year (May/June) The importance of the inference and deduction of characters and the stamina children need to have for reading

�  Spelling Sending spellings home, children learning spelling rules in school, preparation for the SATs test on Spelling

Useful Websites u  http://resources.woodlands-junior.kent.sch.uk/interactive/literacy.html u  Phonics, word and spelling games for all phases/ages. Interactive alphabets, links to

other useful games sites

u  www.bbc.co.uk/schools/wordsandpictures/phonics/ u  Mix of very good interactive games and worksheets covering most phonic phases.

Recommend Sandcastle quiz for phase 3 and 5

u  www.ictgames.com/literacy.html u  A great selection of games that link well with games in Letters and Sounds.

www.phonicsplay.co.uk

u  A selection of interactive games for all phonic phases. Mostly simple games but a few to choose from.

u  Espresso – school have signed up and is a free resource to use at home- there is also an APP

u  Login – student6779 password - limetree