1. Phonics in the Foundation Stage
Give parents a moment to think about the way they learn to spell and write…. Take a couple of responses? Talk about the fact that most people don’t actually remember because they were so young!
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2. What are your memories of learning to spell and write?
Give parents a moment to think about the way they learn to spell and write…. Take a couple of responses? Talk about the fact that most people don’t actually remember because they were so young!
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3. What is Phonics? Live well, laugh together, learn forever
Phonics is a way of teaching children to read quickly and skillfully. They are taught how to:
recognise the sounds that each individual letter makes;
identify the sounds that different combinations of letters make - such as ‘sh’ or ‘oo’;
blend these sounds together from left to right to make a word.
Children can then use this knowledge to ‘de-code’ new words that they hear or see.
Children are taught Phonics daily for 20 minutes.
We use the ‘Letters and Sounds’ programme which is split into phases.
In the Foundation Stage the children are taught Phases 1-4.
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4. Phase 1 Live well, laugh together, learn forever
The aim of this phase is to develop children’s speaking and listening skills.
Parents can play a vital role in helping their children develop these skills, by encouraging their children to listen carefully and talk extensively about what they hear, see and do.
We continue to teach Phase 1 aspects through out the rest of the Foundation Stage.
Playing lots of I-spy at this stage really helps.
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5. Phase 2 Live well, laugh together, learn forever
During this phase the children will be taught:
The first 19 letters
Oral blending an segmentation
Writing and reading VC and CVC words
reading two-syllable words and simple captions.
They will also learn to read some high-frequency ‘tricky’ words: I, the, to, go, no.
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6. Phase 3 Live well, laugh together, learn forever
During this phase the children are taught:
The next 25 graphemes, most of them comprising of two letters (e.g. oa). This is called a digraph.
Children also continue to practise CVC blending and segmentation and apply this knowledge to reading and spelling simple two-syllable words and captions.
They will also learn letter names during this phase.
They will also learn to read some high-frequency ‘tricky’ words: all, are, be, he, her, me, she, they , my, was, we, you
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7. Phase 4 Live well, laugh together, learn forever
During this Phase children are taught:
To consolidate their knowledge of graphemes in reading and spelling words containing adjacent consonants and polysyllabic words.
To practise CVCC, CCVC and CCVCC blending and segmentation and apply this knowledge to reading and spelling simple two-syllable words and captions.
They will also learn to read some high-frequency ‘tricky’ words: come, do, have, like, little, one, out, said, so, some, there, were, what, when
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8. It must always be remembered that Phonics is the step up to word recognition Automatic reading and spelling of all words – decodable and tricky – is the ultimate goal.
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9. Can you read the Alien words?
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10. Year 1 Phonics Live well, laugh together, learn forever
Non-words (Alien words)
Vowels and consonants
Short and long vowel sounds – soft sounds
Letter names and sounds
Robot arms
Alternative spellings and pronunciations.
Phonic phases – ‘Letters and Sounds’
Compound words
High frequency words / Tricky words
Homework reflects what sounds are being learnt in class.
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11. Year 1 Grammar and Punctuation
Days of the week
Plurals – adding –s and –es
Adding –ing
Adding – er and –est
Adding the prefix - ‘un’
Letter families
Which word is the correct spelling? ‘Best Bet’
Punctuation – capital letters (for names too), full stops, exclamation marks, question marks, finger spaces
Joining sentences with ‘and’ or ‘but’
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12. Year 2 Phonics / Spelling
Alternative phonemes
Spelling rules for adding suffixes such as s, ing, ed, er, est, ness, ment, ful, and ly
Silent letters in words
Contractions using apostrophes
Possessive apostrophes e.g. Fred’s coat
‘tion’ or ‘shun’ as a suffix
Homophones
High Frequency words / ‘tricky’ words
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13. Year 2 Grammar and Punctuation
Joining sentences - Subordination – using ‘when’ ‘if’ ‘that’ ‘because’
- Coordination – using ‘or’ ‘and’ ‘but’
Different types of sentences – statement, command, question, exclamation
Verb tenses – past, present, progressive – she is drumming, she was drumming
Expanded noun phrases (adding adjectives)
Different word groups and how to change one type of word to another. For example - adjective to adverb drowsy to drowsily.
Punctuation – As Year 1 plus commas in lists and apostrophes.
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14. Activity Live well, laugh together, learn forever
Sort the words into the correct categories:
Cambridge you under the quietly
Hertfordshire during he silently an
Pronoun
Preposition
Proper noun
Adverb
Article
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15. Year 3 and 4 Spelling Patterns
Statutory spelling list divided into manageable chunks for the children to learn.
We continue to build upon the phonetical approach used in the earlier years and move to teaching spelling patterns and how these can be applied.
By the end of Year 2 they are expected to be able to add suffixes such as ‘ed’ and ‘ing’. This is built upon throughout Years 3 and 4 so that children can apply this rule in a variety of different contexts.
There is a current statutory spelling list. These are the Key Words that the children have to learn and we have divided them up so we can teach them over the course of the year.
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16. Year 3 and 4 Spelling Live well, laugh together, learn forever
The children are exposed to a variety of different spelling patterns throughout both year groups to ensure the learning has been consolidated.
Prefixes covered
Suffixes and word endings covered
Other spelling rules un
dis
mis in il re
super
anti
auto
inter
sub
tion ing
sion
cian ly
ure
ous
Plurals
Past tense
Homophones
Silent letters
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17. Grammar Live well, laugh together, learn forever
We teach Grammar through our ‘English Warm-ups’ four days a week.
This is then practised and answered in a more formal environment on a Friday.
We teach many elements of Grammar including different types of punctuation, different word types, sentence structures and identifying main and subordinate clauses.
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18. Live well, laugh together, learn forever
SPaG Testing
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19. Live well, laugh together, learn forever
SPaG Testing
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20. Live well, laugh together, learn forever
Year 5 and 6 Spelling - Revisiting and re-iterating rules previously learnt
Standard list of words that each year group should be able to spell
Work builds on Phonics and spelling work carried out from the Foundation Stage
Year 5 (and particularly Year 6) should be mainly revision
Key Spellings each week – rules covered previously
Homework - Look, Cover, Write, Check
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21. Year 5 and 6 Punctuation and Grammar
Lesson Starters
Grammar Hammer – weekly teaching and independent check
Practice test weeks
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22. Live well, laugh together, learn forever
Year 6 Testing
English grammar, punctuation and spelling tests (2 papers)
Greater focus on knowing and applying grammatical terminology with the full range of punctuation tested.
Technical terms in grammar tested.
Spelling patterns and methodologies form the basis of spellings tested (phonics taught from Foundation)
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23. Live well, laugh together, learn forever
Spelling Work
Usually one pattern / rule per week consolidated through the homework.
For example:
Spelling with the sound “shun” at the end of a word
Sound out the word
“shun” after a vowel – ‘best bet’ is t i o n
“shun” after a consonant – ‘best bet’ is s i o n
“shun” in a job or profession – ‘best bet’ is c i a n
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