1. Phonics and Spelling

2. Phonemes and Graphemes
The technical bits...…
Phonemes and Graphemes
A phoneme is the smallest unit of sound in a word
A grapheme is the letter, or letters, representing a phoneme
t ai igh

3. Blending
Blending is recognising the letter sounds in a written word, for example c-u-p, and merging or synthesising them in the order in which they are written to pronounce the word ‘cup’.

4. Segmenting
Segmenting is identifying the individual sounds in a spoken word (e.g. ‘him’ = h - i - m) and writing down letters for each sound to form the word.

5. Digraph A consonant digraph contains two consonants sh ck th ll
Two letters, making one sound
A consonant digraph contains two consonants
sh ck th ll
A vowel digraph contains at least one vowel
ai ee ar oy

6. Three letters making one sound
Trigraph
Three letters making one sound
igh dge ure

7. Split digraph (e.g. make)
A digraph in which the two letters making the sound are not adjacent, sometimes referred to as magic e.
(e.g. make)

8. Pure Sounds…

9. Model for the daily direct teaching of phonics skills
Revisit and Review
Teach
Practise
Apply

10. Phonics in the EYFS
In the EYFS children will develop their ability to distinguish between sounds and to speak clearly and audibly.
They will learn the names and sounds of the letters of the alphabet and rhymes to help them to form the letters correctly.
They will then go on to learn some common digraphs.
They will learn to segment and blend in order to read and spell simple words.

11. Phonics in the EYFS
Children will work in differentiated phonics groups daily. This enables your child to work at their own pace. These groupings are very fluid and are reviewed and changed regularly.
Once children have learnt a set of sounds at school they will be placed in their phonic pack. Please practise these each week, rehearsing the letter names, sounds and formation as well as some blending and segmenting.

12. Phonics in Year One
In Year One children will continue to develop their phonic skills.
Children will continue to work in their differentiated phonics groups each week to further develop their phonic knowledge.
Please continue to practise your child’s phonic pack each week, building words and sentences to rehearse spelling and sentence structure.
At the end of year one children will sit a phonics screening check.

13. Phonics in Year Two
In Year Two children group work shifts from phonics to spellings. These spellings will sometimes look at spelling patterns and will sometimes focus on learning whole words
Children still revise sounds and spelling patterns previously learnt. Children will also learn to distinguish between words that contain the same sound but are spelled differently, called homophones.
It is the expectation that children learn to spell ALL of the Common Exception Words by the end of year 2. and are fluent in Phase 6 of phonics....

14. This phase is continuous.
Phase One
In developing their phonological awareness children will improve their ability to distinguish between sounds and to speak clearly and audibly with confidence and control.
Through speaking and listening activities, children will develop their language structures and increase their vocabulary.
This phase is continuous.

15. Phase One Outcomes Explore and experiment with sounds & words
Listen attentively
Show a growing awareness of rhyme, rhythm and alliteration
Speak clearly and audibly with confidence and control
Distinguish between different sounds in words
Develop awareness of the different between phonemes

16. To introduce grapheme-phoneme (letter-sound) correspondences
Phase Two
To introduce grapheme-phoneme (letter-sound) correspondences

17. Phase Two Outcomes
Children know that words are constructed from phonemes and that phonemes are represented by graphemes
They have knowledge of a small selection of common consonants and vowels.
They blend them together in reading simple CVC words and segment them to support spelling.

18. Phase Three
To teach children one grapheme for each of the 44 phonemes in order to read and spell simple regular words.

19. Phase Three Outcomes
Children link sounds to letters, naming and sounding the letters of the alphabet.
They recognise letter shapes and say a sound for each.
They hear and say sounds in the order in which they occur in the word,
They read simple words by sounding out and blending the phonemes.
They recognise common digraphs and read some common exception words.

20. Phase Four
To teach children to read and spell words containing adjacent consonants.

21. Phase Four Outcomes
Children are able to blend and segment adjacent consonants in words
They apply this skill when reading unfamiliar texts and in spelling.

22. Phase Five
Teaching children to recognise and use alternative ways of pronouncing the graphemes and spelling the phonemes already taught.

23. Same letters, different sounds
mean
bread

24. Same sound different letters
may make pain

25. Phase Five Outcomes Children will...
Use alternative ways of pronouncing the graphemes and spelling the phonemes corresponding to long vowel phonemes.
Identify the constituent parts of two-syllable and three-syllable words and be able to read and spell phonically decodable two-syllable and three-syllable words.
Recognise an increasing number of high frequency words automatically.
Apply phonic knowledge and skills as the prime approach in reading and spelling
when the words are unfamiliar and
not completely decodable.

26. Phase Six
Teaching children to develop their skill and automaticity in reading and spelling, creating ever-increasing capacity to attend to reading for meaning.

27. Phase Six Outcomes Children will:
Apply their phonics skills and knowledge to recognise and spell an increasing number of complex words.
Read an increasing number of high and medium frequency words independently and automatically.

28. Spellings
Throughout their time at the Academy, children will be asked to learn spellings of tricky or common exception words. These are words that do not fit the usual phonics or spelling patterns.

29. Reading & Spelling in the EYFS
In the EYFS children will learn to use their phonics to read and spell phonetically regular words as a priority.
By the end of the EYFS the children are also expected to be able to read and spell some common irregular words.
It is our expectation that the children will read and spell 41 Common Exception Words.
The children should be beginning to read and spell these words accurately within their reading and writing and not just in isolation.

30. Reading & Spelling in the EYFS – Word Houses
The children will bring home a Word House to practise reading four words.
The children will be assessed each week in school and once they can read these words on sight they will be sent a new word house when they can.
Once the children can read all of the words they will need to learn to spell them. Weekly spelling tests will be carried out to assess this.

31. Spellings in Year 1 and 2
The National Curriculum requires that children learn certain spelling patterns and given sets of words by the end of Year 1 and Year 2.
These patterns and words are included in your hand out.
Children need to be using these words and spelling them accurately within their writing to enable them to meet end of year expectations for writing.

32. Spellings in Year 1 The focus in year one remains heavily on Phonics.
The children must be confident in Phase 5 to pass the phonics screening check.
The focus in year one for common exception words also remains around the word houses.
Children will also be required to learn to spell the months of the year, days of the week and numbers to twenty.

33. Spellings in Year 1
All of these spellings must be seen within the context of their written work so rehearsing spellings as part of a sentence is a really good way to learn
The children develop a range of strategies to learn spellings and commit them to memory, enabling children to use the spellings in their writing.
In order for your child to meet the end of year expectations for their year group, they will need to spell most of these words correctly.

34. Spellings in Year 2
In Year 2 the phonic focus shifts to a focus on spelling patterns e.g. words containing ‘all’ or ‘al’, ball, small, walk, talk.
By the end of year two the children must be able to spell all of the words on the word rockets (these can be found in your pack) These are the same as the common exception words

35. Spellings in Year 2
We have introduced a programme called ‘Read Write Inc. Spelling’ to support with the delivery of teaching spelling in the classrooms.
Through this programme children develop a range of strategies to learn spellings and commit them to memory, enabling children to use the spellings in their writing.
In order for your child to meet the end of year expectations for their year group, they will need to spell most of these words correctly.

36. How can you help at home? Practise spellings daily-making it fun!
Play all sorts of games- spelling ladders, hang man, spelling hunts, spelling puzzles, use chalk outside to hop on the spellings, jump on the spellings.
Use different media- spell in rice, sand, flour, paint, water
Say it as it is spelt “we say woz we write was”
Make an acrostic: Big elephants can add up sums easily

37. How can you help at home? Make up a song Add rhythm to your spelling
Make a word search
Be the teacher
Type your spellings
Spell with lego, duplo and building blocks

39. Spellboard Useful Websites Videos:
Videos:
Apps:
Spellboard

40. Questions