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

2. 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

3. 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

4. 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

5. 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

6. Articulating the sounds
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

7. Sound buttons
pain
bright
ditch
slaughter

8. 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

9. 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

10. 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

11. 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

12. 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

13. 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

14. 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

15. 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

16. 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

17. The Phonics Screening Check
Examples of children’s responses to the screening check and scoring can be observed on line

18. 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

19. Practising Pseudo Words
BIN TREASURE

20. Practice Sheets

21. 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

22. 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

23. 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

24. 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

25. Spelling made fun!!