1. Phase 6 Throughout Year 2

2. Vocabulary We use the correct terminology with the children right from reception. It may sound complicated but it actually makes it easier! It helps children to understand, explain and ask questions to support their learning.

3. Phonemes: The sounds that are found within a word Grapheme: The written phonemes – letters, digraphs, split digraphs and trigraphs Digraph: Two letters that make one sound when read Trigraph: Three letters that make one sound CVC: Stands for consonant, vowel, consonant. Blending: Seeing a word and merging the phonemes together to read the word Segmenting: Chopping up a word into separate phonemes to spell it out Tricky words: Words that cannot be decoded.

4. Securing earlier learning Children will continue to practise recognition of graphemes until they are able to use them automatically when reading independently. Some children will now be reading longer and less familiar texts independently and with increasing fluency. They begin to move from learning to read to reading to learn and to read for pleasure and information.

5. Reading Most children are able to read hundreds of words, doing this in three different ways Reading the words automatically if they are very familiar Decoding them quickly and silently because their sounding and blending routine is well established Decoding them aloud Increasing the pace of reading is important and children should be encouraged to read aloud as well as silently for themselves.

6. Reading with understanding Children learn to go beyond literal interpretation They learn to make links to things they already know Clarify meanings – learning to understand new words Asking questions about what they read Creating mental images when they are reading Summarising what they have read – being able to say what the most important events are in a story, or the most useful piece of information.

7. Spelling The way spelling is taught has changed since most parents were at school! Children used to practise lists of words and then have a spelling test on a regular basis. Research has shown that this method did not allow children to make the connection between what they learned for a spelling test and what they needed to write for other purposes.

8. Spelling in Year 2 Children will: Continue to segment words into phonemes, but will also learn to choose the right grapheme from several possibilities. ( ai, ay, a-e; ie, igh, i-e; oa, ow, oe, o-e) Investigate and learn how to add suffixes ( -ing, -ed, -er, est, -ful, -ly, -y) Learn how to spell long words (breaking a word into syllables) Find and learn the difficult bits in words (take a word apart and put it back together)

9. Choosing the right grapheme Children will explore familiar words and sort them into groups. play train bake stay pain game day rain Children then look for rules to help remember when to use each grapheme.

10. Learning how to add suffixes Children will learn about verbs and how to change tenses. Children learn how to add: –ing for the present tense and –ed for the past tense.

11. I share my sweets with my friends. (present tense) I am sharing my sweets with my friends. (drop the e and add ing) I shared my sweets with my friends. (drop the e and add ed)

12. Singular and Plural Children will explore how to change words from singular to plural. One doll, many dolls. One dolly, many dollies Adding –s or changing the y into i and add es changes the word from one to more than one.

13. Compound Words Children will learn that compound words are made when two words are joined together. playground hairbrush everybody somewhere football upstairs

14. Longer words Children will learn to identify syllables in words and spell each syllable. pretending grandmother wonderful powerful together tomorrow

15. Tricky Words The tricky words children learned to read are also tricky words to spell. It is very important to remind children that they must be spelled correctly. These words will continue to be practised throughout Year 2.

16. Tricky Words the I to no go into he she me we be was you they all are my her said have do some come were there one what their people could would should because

18. How will this happen? Children will have a four part spelling lesson each day: They will practise what they have already learned They will work on new learning They will practise their new learning individually, with a partner or group and as a whole class. They will apply their learning in an activity. Children will learn together as a whole class, and will also have opportunities to revisit and practise earlier learning, as and when they need to.

19. Remember … Phonics is the step up to word recognition Automatic reading of all words – decodable and tricky – is the ultimate goal for reading Writing words correctly so that others can understand our writing – is the ultimate goal for spelling

20. Thank you for coming Remember phonics, reading and spelling at home should… … be done little and often. … be fun. … link to your child’s interests.