Phonics and Spelling in Key Stage 1 What do we need to know?

Spelling terminology for KS1 Phoneme – smallest linguistic sound Grapheme – a symbol of a phoneme Syllable - ways to split sounds into word sounds split digraph – a vowel sound that has been split e.g. a-e as in game Segment – break the word down Blend – put the sounds together Digraph - two letters that make one sound Trigraph – three letters that make one sound

Some important messages Reading should be taught alongside spelling In reading, pupils should be able to : read words without overt sounding and blending after a few attempts re-read books to develop fluency in word reading read words with suffixes by building on the root words that they can read already read back their writing to check that the words they have written look and sound right

Some important messages: In writing, pupils should be taught to: spell words using the 40+ phonemes spell high frequency words spell the days of the week add prefixes and suffixes use letter names to distinguish between alternative spellings apply simple spelling rules and guidance write from memory simple dictated sentences that include words taught so far

Blending and Segmenting Merging the individual phonemes together to pronounce a word. To read unfamiliar words a child must recognise (sound out) each grapheme, not each letter, then merge the phonemes together to make a word (mmm-aaaa-nnnn) (b-ir-d ) Segmenting Hear and say the individual phonemes within words In order to spell, children need to segment a word into its component phonemes and choose a grapheme to represent each phoneme d ir b 5 5

Articulating the sounds https://www.youtube.com/watch?v=P-eTO8L3t40 Articulating the sounds a e i o u ai ee igh oa oo oo ar or ur ow oi air ear er b c d f g h j l m n p qu r s t v w x y z sh ch th th ng ure 6 6

Sound buttons pain bright ditch slaughter

Phase 1 General sound discrimination – environmental General sound discrimination – instrumental General sound discrimination – body percussion Rhythm and rhyme Alliteration Voice sounds Oral blending and segmenting

Phase 2 - To introduce grapheme - phoneme correspondence Know that words are constructed from phonemes and that phonemes are represented by graphemes Introduces 19 grapheme-phoneme correspondences Decoding and encoding are taught as a reversible processes As soon as children have a small number of grapheme/phoneme correspondences, blending and segmenting can start (/s/a/t/p/i/n) Typical duration: Up to 6 weeks

New Learning at Phase 2: At Phase 2 children will have been introduced to the following 19 letters: s, ss a t p i n m d g o c k ck e u r h b f, ff l, ll

Phase 3 – To teach children one grapheme for each of the 44 phonemes in order to read and spell simple regular words Introduces another 25 graphemes – most comprising two letters One representation of each of the 44 phonemes Recognise common digraphs and read some HF words Reading and spelling two syllable words and captions Typical duration: Up to 12 weeks

New learning at Phase 3: At Phase 3 children will be introduced to these additional letters: j v w x y z, zz qu and the following digraphs/trigraphs: ch sh th ng ai ee igh oa oo ar or ur ow oi ear air ure er

Phase 4 – To teach children to read and spell words containing adjacent consonants Consolidates knowledge of grapheme/phoneme correspondences (no new ones) Introduces adjacent consonants Able to blend and segment consonants in words and to apply this skill when reading unfamiliar texts and in spelling Typical duration: 4-6 weeks

Phase 5 – Teaching children to recognise and use alternative ways of pronouncing graphemes and spelling phonemes Introduces additional graphemes Introduces alternative pronunciations for reading Introduces alternative graphemes for spelling Includes alternative ways of articulating the graphemes and of spelling words corresponding to long vowel phonemes. Identify, read and spell parts of two-syllable and three-syllable words. Develops fluency

Alternative Pronunciations and Alternative Spellings Look at ways of pronouncing “g” phoneme e.g. gnat, gnu, giant, good Look at alternative ways of spelling “ai” phoneme e.g. mail, male, made

new knowledge and skills while reading/writing Four Part Lessons Revisit and review recently and previously learned phoneme–grapheme correspondences, and blending and segmenting skills as appropriate Teach new phoneme–grapheme correspondences; skills of blending and segmenting Practise new phoneme–grapheme correspondences; skills of blending and segmenting  Apply new knowledge and skills while reading/writing 16 16

The Phonics Screening Check https://www.youtube.com/watch?v=IPJ_ZEBh1Bk Examples of children’s responses to the screening check and scoring can be observed on line

Pseudo words Half of the words in the Screening Test are pseudo words so that children learn to isolate phonics from reading strategies and it shows how a child blends without knowing the word. e.g. trape, freem

Practising Pseudo Words BIN TREASURE

Practice Sheets

New curriculum expectations for spelling in Y1 Recognition of the trigraph –tch (catch) Adding s and es to words (plural of nouns and third person singular of verbs, cats,catches) If a word ends with a v sound, the letter e usually needs to be added (have) Adding –ing, -ed and –er to verbs where no change is needed to the root word (hunting) Adding –er and –est to adjectives where no change is needed to the root word (grandest ) Adding the prefix –un (unhappy) A reliance on Letters and Sounds will not address these additional requirements in the new spelling curriculum

Teaching Spelling Previously, children in Year 2 who were secure at Phase 5 would move on to using Support for Spelling In the new curriculum, the content of the Year 2 spelling appendix draws on learning from across the different year groups in SfS Some activities in SfS can be adapted to meet the demands of Year 1

New Curriculum for Year 2 The –le, el, il and al spelling at the end of words (table, camel, metal, pencil) Adding the suffixes –ment, -ness and –ly Contractions The possessive apostrophe (singular nouns e.g. Megan’s coat, the man’s dog) Words ending in –tion (station, fiction) Homophones and near homophones The ‘s’ sound spelt c before e, i and y (ice, race, fancy) Adding –ed, -ing -er and –est to a root word ending in y with a consonant before it (copy/ copied/ copier, but copying) Nouns ending in a vowel and y just add s e.g. key/keys

Spelling in Key Stage 2 SWST = Single Word Spelling Test Each term tested Spelling errors analysed according to patterns Individualised spellings 40 – 50 per child

Spelling made fun!!