1. Year 2 Phonics and Grammar meeting October 2017
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2. Purpose of this session.
Thank you for coming. By the end of the session we hope you will: ● Understand why we use the synthetic phonics programme 'Read Write Inc.' ● Understand what your child is expected to learn in Year 2 at school regarding the new grammar and writing framework. ● Understand how your child will be assessed at the end of Year 2. ● Know how to have fun at home helping your child.
Optional slide – keep in if appropriate for audience
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In Year 2 children will continue to be taught phonics using RWI scheme. We will have daily phonics groups for those who still need to be more confident reading and writing the graphemes. We will have weekly intervention groups for those children who still cannot read all the graphemes correctly.
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How does it work?
● Children learn 44 sounds (phonemes) and
matching letters
● Children use pure sounds 'm' not 'muh', 's' not
'suh'
● Children learn to blend sounds to read words
● The programme also includes a lot of talk,
language development, and comprehension
skills
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5. A grapheme is a sound written down.
Graphemes
A grapheme is a sound written down.
English has more than 150 graphemes.
A complex code!
In Year 2 we focus on
the spelling of these
graphemes.
Explain that in English we have more than 150 ways to represent the 44 sounds using our 26 alphabet letters so groups of letters are used as well as single letters – these are called graphemes. Explain that we will teach the 100 most commonly used graphemes for the 44 sounds. But we will teach them systematically and very thoroughly.
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6. f l m n r s v z sh th ng nk ff ph ll le mm mb nn kn rr wr ss se c ceve zz ti ci b c k d g h j p qu t w x y ch bb ck dd gg ge
dge pp tt wh
tch a e i o u ay ee
igh ow ea
a_e ai y
i_e ie
o_e oa
Explain again the sound boxes and say this chart show the many different graphemes for the same sounds! No other language has as many to learn! Pink graphemes are Set 3 – explain they only learn these once they know all of Set 1 & 2 effortlessly – systematic and structured! oo ar or
air ir ou oy
ire
ear
ure
u_e ue ew
oor
ore aw au
are ur er ow oi

7. Phonics and Grammar in Year 2
In Year 2 children will have an English and Phonics/Grammar lesson most days. English lessons are often linked to our half termly topics. The children also complete a piece of independent writing every half term which is completely unaided so that we can assess the children's progress. Throughout the year we will assess the children to monitor their phonic progress and provide intervention where needed. Homework will also support writing that is happening in the classroom.
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8. Year 2s cover a revision of phonics plus grammar.
recognise phonic irregularities and become more secure with less common grapheme phoneme correspondences;
apply phonic knowledge to recognise and spell an increasing number of complex words;
recognise words containing the short and long vowel and how this can impact on the word ending, e.g. Skip becomes skipped, run becomes running.
1 - The ‘j sound spelt as ge and dge at the end of words, and sometimes spelt as g elsewhere in words before e, i and y - giraffe
The s sound spelt c before e, i and y - once
The n sound spelt kn and (less often) gn at the beginning of words - knight, gnome
The ‘r’ sound spelt wr at the beginning of words – write, wring
2 – station, adventure, delicious, everyone
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learn about the past tense and how to change the spellings of these words;
investigate and learn how to add suffixes, e.g.
–ed, -er, -est;
understand the purpose of the apostrophe to show possession and the contraction of words.
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Grammar in Year 2 These are the things that we will cover in Year 2. Word Level. Suffixes- ness, er, ful, est, ly, less and compound words. Sentence Level. Subordination Conjunctions- when, if that, because Coordinating Conjunctions- and, or, but
Discuss Governments' decision not to make Grammar test at end of Year 2 compulsory. We will teach and assess grammar and punctuation throughout the year.
Compound words – seaside, motorbike, rainbow, hotdog
It will be late when I get home.
Connect a main clause and a dependent clause – make no sense on own!
I had my tea and then I went to bed.
Connect sentences or clauses of equal importance. Clauses can stand alone.
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Noun Phrases- eg the blue butterfly Different types of a sentence- statement, question, command and exclamation. Text Level. Present and past tense. Punctuation. Capital letters . ! ? , in a list, apostrophes.
Exclamation sentences – begin with how or what usually – How lovely the weather is today! What a beautiful coat that is! NOT. . . Help! Or Oh no!
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Key Vocabulary Noun- a naming word, a place, person, thing. Noun Phrase- a phrase with a noun as its head. Statement Exclamation Command Question Suffix- an ending to a word Prefix- added to the beginning of a word Adjective- describes an object Adverb- modify a verb - quietly Verb- an action word - shouted Tense- choice between past and present Apostrophe- to show a letter is missing in contractions – I’m, and in singular possession Miss Sutton’s class Comma- in lists Plural- more than one
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Assessments at the end of Year 2 In June your child will be assessed as being - *Working towards the expected standard. *Working at the expected standard. *Working at greater depth within the expected standard *Share writing and reading assessment sheets.*
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14. How to help at Home
We will stick in all homework books a list of the common words that the children in Year 2 will be expected to learn.
No formal spelling tests, but we practise these words daily. We will do simple dictations to assess.
English homework will often be based on grammar to reinforce what we have been teaching in class.
Give a couple of examples e.g. Where is your c_oa_t? Time for b_e_d! Make sure your child can tell you what the word is.
Use only single syllable words (no Fred Talking multi-syllabic words) and only the last word in a sentence or it gets very silly! E.g. P_u_t o_n y_our b_l_ue c_oa_t (you’ll never get out!).
Also – common exception words – read and spell – water, once, beautiful, sugar, people, many.
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15. And...
By reading your child lots of lovely stories and asking lots of questions!
Use these prompts to help you:
What is that character thinking?
What do you think
happens next?
What is happening?
Reading to your child lots of lovely stories that are at a higher level than your child can read yet.
School might want to make these discussion prompts on card, laminate them and send them home in book bags?
What is happening in this part of the story?
What do you
think that character is
feeling now?
What is the character saying?
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16. And... By enriching conversations through description:
“Look at that rain. It looks like little diamonds sparkling on the window pane!”
By having fun with words and language.
“I’m as hot as a spud in a cooking pot!”
By praising your child for using new words or interesting phrases
Give better examples if you want to!!
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17. And...
By having a look at the parents’ information for tips and resources for supporting your child at home:
(RWI resources are published by Oxford
University Press)
Hold up an example of these resources.
You could also explain about One-to-one Tutoring.
If you have the One-to-one Tutoring kit in school you could show this. Explain that this is designed to help slowest progress readers make accelerated progress by working on a 1:1 with an adult for mins a day. There is a handbook in the One-to-one Tutoring box to guide the adult and Ruth Miskin Literacy provide training in this as well. This one day training is open to anyone - parents and carers as well as schools, either at central training venues or school based; see the RML website for details.
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18. Thank you...
Any Questions?
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