Phonics & Spelling Curriculum Evening

Tuesday 4th October 2016

Key Stage One

Why teach Phonics and Spelling?

The ability to read and write well is a vital skill for all children, paving the way for an enjoyable and successful school experience.

What does Phonics consist of?

26 letters in the English language 44 unique sounds 144 different ways to put letters together to represent the sounds

Definitions used

A phoneme you hear

(smallest unit of sound)

A grapheme you see

(letter that represent phoneme)

A word always has the same number of phonemes and graphemes!

cat shout

Digraphs: 2 letters that make 1 sound ll ss zz oa ai

Trigraphs: 3 letters that make 1 sound igh dge

Blending: Recognising the letter sounds in a written word, for example c-u-p and merging or ‘blending’ them in the order in which they are written to pronounce the word ‘cup’

Segmenting: Opposite of blending. Identifying the individual sounds in a spoken word (e.g. h-i-m , s-t-or-k) and writing down letters for each sound (phoneme) to form the word him and stork

Tricky Words: Words that are not phonically decodeable e.g. was, the, I.

Audience Participation

Letters and Sounds In Phonics, we use a scheme called ‘Letters and Sounds’ as our teaching resource.

In each year group, phonic lessons follow the same format:

1. Revise: The children will revise previous learning.

2. Teach: New phonemes/high frequency/tricky words will be taught.

3. Practice: The children will practise the new learning by reading and/or writing the words.

4. Apply: The children will apply their new learning by reading or writing sentences.

Daily for Reception and Year 1 4 sessions per week for Year 2

Phase 1 (Nursery): 6 aspects to help get ready for phonics.

Phase 2 (Reception): Learning phonemes to read and write simple words

Letters and Sounds

Audience Participation

Phase 2 Activity

How many Words? (KS1 Activity 1)

Make as many CVC & VC words as you can!

Challenge: What is the longest word you can make?

s a t p i n m d

Phase 3 (Reception): Learning the long vowel phonemes

• Phase 4 (Reception): Introducing consonant clusters: reading and spelling words with four or more phonemes e.g. green, tent, twist

Letters and Sounds

Phase 5 (Year 1 – 28 weeks)

1. Teach new graphemes for reading

2. Learn alternative pronunciations of graphemes (the same grapheme can represent more than one phoneme): Fin/find, hot/cold, eat/bread.

3. Split digraphs are introduced: When a digraph is split by a consonant it becomes a split digraph. For example: wrote – the 'oe' here make one sound.

Letters and Sounds

Same phoneme represented in different ways

(KS1 Activity 2)

Long ‘I’ igh i ie i-e y

night bicycle fried website July

What other words can you think of to add to the correct column?

Examples…

Long ‘I’ igh i ie i-e y

Night Delight

High Tight Fright Sigh Right Slight Height Fight

Bicycle Island Wild Tiger

Spider Rhino

Climate Friday Idea Iron

Fried Cried Pie Tie Die

Spied Lied Tied Tried Untie

Website Ice

Smile White Stripe Prize Slime Scribe Dive pine

July By My Cry Try Why Sky

Cycle Butterfly

lying

Phase 6 (Year 2 – 24 weeks)

• Phase 6 focuses on spellings and learning rules for spelling alternatives.

• Children look at syllables, base words, analogy and mnemonics

• Children might learn about past tense

• Rules for adding –ing, -ed, -s/es/ies, -ful, -er, -est, -ly, -ment, -ness, -y, -less, -en

• Irregular verbs

Audience Participation

Adding –ed suffix (KS1 Activity 3)

How did you do?

Assessing KS1 Phonics • On-going: daily assessments, termly

trackers, feedback at parents evening

• High frequency/Common Exception Words

• Year 1 – Phonics Screen (Summer term)

• Year 2 – SATs (Spelling Test)

Phonics Screen • National screening to monitor the development of

phonics skills – to be completed in the summer term of year 1 (40 words: 20 real/20 pseudo)

• Pupils who can read pseudo words should have the skills to decode almost any unfamiliar word.

How can you help? • Sing an alphabet song together

• Play ‘I spy’

• Magnetic letters, using some two grapheme (letter) combinations, eg: r-ai-n = rain blending for reading rain = r-ai-n segmenting for spelling

• Praise your child for trying out words

• Look at tricky words/CEW

• Play pairs with words and pictures

• Take KS1 hand-out at the end of evening with websites/44 desktop sounds etc.

Key Stage Two

Why change how we teach spelling?

Learning to spell is cumulative.

Most children need explicit systematic teaching that is continually practiced and reinforced until it is embedded in long term memory.

English has the most complex alphabetic code in the world.

Sound based writing system .

Why is it important – because it has an impact on writing

e.g. The big dog barked at me.

The ferocious dog lathered and snarled at me as I darted past.

Mis- spelt words from more able writers

These children would get full marks in spelling test but in their work would write

Desusing ( discussing)

Peiring

Struggerling

Sufficating

Negitive

Weather ( whether)

Forrest

Dissapered, Frightend, Furosiously

Spelling Test I am going to say 8 words exactly how we would do it in

school.

Please write them on your sheet

Please work independently

Session Activities

1 Speed spell Spelling Zone Dots and Dashes

2 Rapid Recap Word changes

3 Words to log and learn Dictation

4 Four in a row Choose the right word

5 Team teach Jumping/orange /red words

Weekly Structure- 15/20 mins daily

Read Write Spell

Audience Participation

Can you match the phonemes

( sounds) to the graphemes( letters?

Session Activities

1 Speed spell Spelling Zone Dots and Dashes

2 Rapid Recap Word changes

3 Words to log and learn Dictation

4 Four in a row Choose the right word

5 Team teach Jumping/orange /red words

Weekly Structure- 15/20 mins daily

Read Write Spell

Activities for ible suffixes

Dots and Dashes

Dots and Dashes

Words to log and learn

Session Activities

1 Speed spell Spelling Zone Dots and Dashes

2 Rapid Recap Word changes

3 Words to log and learn Dictation

4 Four in a row Choose the right word

5 Team teach Jumping/orange /red words

Weekly Structure- 15/20 mins daily

Read Write Spell

Audience Participation

Team Teach

Team Teach

Ways to help remember spellings Mnemonics – drop it and run right home or

else accident . diarrhoea Say it as it works science, knock Word in a word legible - leg Sticky letter – restaurant Rap it – L- E-G-I –B- L -E

Special focus words • ough ending

• Can be pronounced eight different ways

• Have a go

Audience Participation

ough endings

Special focus words

National Curriculum words (orange words)

• In years 3 and 4 there are 17 patterns to learn which include prefixes, suffixes, homophones.

• In year 5/6 a further 10 patterns plus revision of everything gone before.

National Curriculum exception words

National Curriculum exception words

Assessment

• Year 6 assessment will be on everything learnt in KS2.

• A spelling test, within a child’s writing and a grammar test.

• Age related expectations now incorporate being able to spell accurately on a consistent basis.

How can you help?

• READ, READ and READ

• Help them learn the words in their log book and the pattern.

• primarygamesarena.com/Topics/Spelling

• www.topmarks.co.uk/english-games/7-11-years/spelling-and-grammar.

• Take a KS2 handout.

Any questions?

Thank you very much for your

time and participation.