Phonics and Spelling. Wednesday 5 th October

Transcription

1 Phonics and Spelling Wednesday 5 th October

2 Aims To share how phonics and spelling are taught in Year 2. To develop parents confidence in helping their child with phonics and spelling. To outline the different stages in phonic development. To show the different spelling patterns covered in Years 1 & 2. To give parents an opportunity to ask questions.

3 Year 1 I can identify known phonemes in unfamiliar words. I can use syllables to divide words when spelling. I use what I know about alternative phonemes to narrow down possibilities for accurate spelling. I can use the spelling rule for adding s or es for verbs in the 3 rd person singular. I can name all the letters of the alphabet in order. I can use letter names to show alternative spelling of the same phoneme.

4 Year 2 I can segment spoken words into phonemes and record these as graphemes. I can spell words with alternative spellings, including a few common homophones. I can spell longer words using suffixes such as ment, ness, ful, less, ly. I can use my knowledge of alternative phonemes to narrow down possibilities for accurate spelling. I can identify phonemes in unfamiliar words and use syllables to divide words.

5 All children in year two take part in a daily phonics session at a level appropriate to them.

6 Daily Phonics Children have a daily phonics session of 20 minutes. Each session comprises of four parts Review, Teach, Practice, Apply There are 6 phonics phases Phase 1 6 The children work through these Phases at their own pace. The children are in different Phonics groups depending on their ability/level.

7 Children in Year 2 at the moment are working on the sounds covered in Phases 3 to 5.

8 Glossary Phonemes The smallest units of sound that are found within a word Grapheme The spelling of the sound eg ch Digraph Two letters that make one sound when read Trigraphs Three letters that make one sound when read CVC A word with a Consonant Vowel Consonant Blending Putting the sounds together to read a word Segmenting Breaking up a word into its sounds to spell a word Tricky Words Words that can not easily be decoded

9 Phase 3 Learning the long vowel phonemes Children will enter Phase 3 once they know the first 19 phonemes and can blend and segment to read and spell CVC words. They will learn another 26 phonemes j v w x y z zz qu ch sh th ng ai ee igh oa oo ar or ur ow oi ear air ure er They will use these phonemes, and ones from Phase 2, to read and spell words. Eg chip shop thin ring boat farm fork feet

10 sound lines and sound buttons (jelly beans and smarties) feet c c c

11 Have a go! farm chip ring

12 Phase 4 Introducing consonant clusters reading and spelling words with four or more phonemes. Children move into Phase 4 when they know all the phonemes from Phase 2 and 3 and can use them to read and spell simple words. Phase 4 doesn t introduce any new phonemes. Phase 4 focuses on reading and spelling longer words with the phonemes they already know.

13 Phase 5 teaches new graphemes ay ou ie ea oy ir ue ue aw wh ph ew oe au ey Split digraphs a-e e-e i-e o-e u-e

14 Teaching the split digraph rain feet pie toe cue rake Pete pine bone cube

15 Phase 6 This focuses on spellings and learning rules for spelling alternatives. We look at syllables, base words, analogy and mnemonics. We learn about past tense, rules for adding ing and irregular verbs. We learn tion and sion words.

16 Phonics Screening At the end of year 1 children are screened on their phonic knowledge Children need to get 32 out of 40 words If a child doesn t pass they have to retake the test again at the end of year 2. As an Academy we screen each child at the end of each half term to identify any issues a child may have so we can support them with intervention.

17 Tricky Words These are words that cannot be blended or segmented because they are irregular (don t follow the rules!) These words are taught in different ways flash cards, regular practice, mnemonics the was said you some Different Tricky Words are introduced at the different Phases.

18 Spelling Spelling is taught as part of the Literacy lesson and in Guided Reading sessions as reinforcement activities. It can be as a starter at the beginning of the Literacy lesson or as a whole lesson (once a week)

19 Spelling Patterns There will be a focus on the different spelling patterns each half term. Children will look at the rules and how to apply them. Children will learn how to use and apply the different spelling rules. Words do not need to be learnt as a whole for each rule the focus is to be able to apply the rule in different situations correctly.

20 There are NO Spelling tests Research has shown that spelling tests are of no real benefit to children. They learn the words for a test then quickly forget. It is of more benefit to learn the rule and be able to then apply it in their writing.

21 Spelling Homework Spelling rules which are being covered in your child s class/year for each half term will be sent home on the homework flyer (this was sent out separately this half term) Learn and practice the rule, not how to spell individual words.

22 Spelling requirements for Year 1 All letters of the alphabet and the sounds which they most commonly represent. Consonant digraphs which have been taught and the sounds which they represent. Vowel digraphs which have been taught and the sounds they represent. The process of segmenting spoken words into sounds before choosing graphemes to represent the sounds. Words with adjacent consonants. Guidance and rules which have been taught.

23 What is covered in Year 1 The sounds /f/, /l/,/s/,/z/ and /k/ spelt ff, ll, ss, zz and ck The /n/ sound spelt n before k Division of words into syllables -tch The /v/ sound at the end of words Adding s and es to words Adding the endings ing, -ed and er to verbs where no change is needed to the root word Adding er and est to adjectives where no change is needed to the root word Vowel digraphs and trigraphs Words ending y New consonant spellings ph and wh Using k for the /k/ sound Adding the prefix un Compound words Common exception words

24 What is covered in Year 2 The /dz/ sound spelt as ge and dge at the end of words, and sometimes spelt as g elsewhere in words before e, I and y The /s/ sound spelt c before e, I and y The /n/ sound spelt kn and (less often) gn at the beginning of words The /r/ sound spelt wr at the beginning of words The /l/ or /el/ sound spelt le at the end of words The /l/ or /el/ sound spelt el at the end of words The /l/ or /el/ sound spelt al at the end of words Words ending il The /ai/sound spelt y at the end of words Adding es to nouns and verbs ending in y Adding ed, -ing, -er, and est to a root word ending in y with a consonant before it Adding the endings ing, -ed, -er, -est, and y to words ending in e with a consonant before it Adding ing, -ed, -er, -est and y to words of one syllable ending in a single consonant letter after a single vowel letter The /):/ sound spelt a before I and ll The /^/ sound spelt o The /i:/ sound spelt ey The /a/ sound spelt a after w and qu The /3:/ sound spelt or after w The /):/ sound spelt ar after w The /3/ sound spelt s The suffixes ment, -ness, -ful, -less and ly Contractions The possessive apostrophe Words ending in tion Homophones and near-homophones Common exception words

25 Spelling, Punctuation And Grammar SPAG Children will be tested on this at the end of Year 2 during SATS See example papers

26 How can I help at home? Make it fun!

27 Any Questions?