Literacy

Knowledge of the alphabetic codeSkills of segmentation and blending

Link to Jolly Phonics Link to reading scheme books used in school Use of Letters and Sound Scheme

 Phoneme - unit of sound  Grapheme - written representation of phoneme.  Consonant digraph-two letters one sound. sh, ch, th, wh, ph  Vowel digraph - two letters one sound. ai, ee, ie, ow, ue.  Split digraph- one sound made by two letters which are split.  Blending - blending the phonemes in words for reading  Segmenting - splitting a word into separate phonemes so that the graphemes can be written.

Phase 1 – Nursery and Reception Focus on developing children's speaking and listening skills The emphasis during Phase 1 is to get children attuned to the sounds around them and ready to begin developing oral blending and segmenting skills. Environmental sounds Instrumental sounds Body percussion Rhythm and Rhyme Alliteration Voice sounds Oral blending and segmenting

Letters and their sounds are introduced one at a time. A set of letters is taught each week, in the following sequence:  Sounds are introduced in sets  Set 1: s a t p  Set 2: i n m d  Set 3: g o c k  Set 4: ck e u r  Set 5: h b f ff l ll ss

 I (not this eye but this I)  the, (t-h-e, t-h-e that spells the that spells the)  no, (n – o spells NO)  go (give me a g, give me a o, Go, Go, Go!)

 Letter progression and graphemes continued  Set 6: j v w x  Set 7: y z zz qu  Set 8: ch sh th ng  Teach: ai ee igh oa oo ar or ur ow oi ear air ure er

pigpig churchchurch boy curl thorn chick down shirt

 he,  she,  we,  me,  be,  was,  you,  they,  all,  are,  my

 Consolidation phase  No new graphemes  Focus on using letters and sounds for reading and writing  Focus on words with adjacent consonants, such as jump string and milk.

 said,  have,  like,  so,  do,  some,  come,  were,  there,  little,  one,  when,  out,  what

 Reading phonetically decodable two syllable and three syllable words.  Alternative graphemes for phonemes already taught.  Alternative pronunciations for graphemes already taught.  Spelling complex words using phonetically plausible attempts.

Graphemes: ay, ou, ie, ea, oy, ir, ue, aw, wh, ph, ew, oe, au, a-e, e-e, i-e, o-e, u-e Alternative graphemes for: i, o, c, g, u, ow, ie, ea, er, a, y, ch, ou

Homographs Words that have the same spelling but differ in origin, meaningspelling Homo – means the same Graph – means written

Homographs bat sink letter

Composed of two or more parts, elements, or ingredients playground, farmyard, bedroom, blackberry cannot, today, laptop, Sunday

Consisting of several, especially four or more, syllables, as a word stitching, matchmaker, kitchen, matchstick

one cup/ two cups one hat/ two hats

Explain that when we talk about the past we use a different tense and that most verbs we use change by adding the suffix ed. I look at the TV. I looked at the TV. I sniff the pizza. I sniffed the pizza.

Introduce the ing suffix and teach the difference between present simple and present continuous. For example, I meet my friend/I am meeting my friend. I eat my dinner/I am eating my dinner.

Revise the er sound when it’s at the end of a word. Teach the er suffix which changes a verb into a noun (usually a person) i.e. read/reader, teach/ teacher. What other examples can they think of?

Teach children about the un prefix. Investigate what happens to words when you add un. Ask the children to explore this with the following adjectives: happy, helpful, fortunate, fair, fit.

Teach children about the un prefix. Investigate what happens to words when you add un. Ask the children to explore this with the following verbs: able, tie, fold, block, plug.

 We will still being sending home a review sheet at the end of year week to help keep parents informed.  Children’s spelling will start after half term and these will also link with the phonics that has been taught in school.  Children’s reading books will be changed every Tuesday and Thursday.

 Decode and write more complex words  Adding suffixes  Becoming fluent readers and writers.

Fun interactive sessions  Revisit  Teach  Practise  Apply  Assess  Daily in Reception and Year 1  Four times a week in Year 2

 The phonics screening check will be taken individually by all children in Year 1 in England from June It is designed to give teachers and parents information on how your child is progressing in phonics. It will help to identify whether your child needs additional support at this stage so that they do not fall behind in this vital early reading skill.

 There will be two sections in this 40-word check and it will assess phonics skills and knowledge learned through Reception and Year 1. Your child will read up to four words per page for their teacher and they will probably do the check in one sitting of about 5-10 minutes.

      made-easy  development/HelpingYourChildToLearn/index.htm     www3.hants.gov.uk/library/childrens-books.htm  hildrenslibrary.booksforchildrenandteenagers 