1. 13 th October 2015

2. Vocabulary We use the correct terminology with the children right from Early Years. It may sound complicated but it actually makes it easier! It helps children to understand, explain and ask questions to support their learning. We use letter names when spelling to be clear about the graphemes children need to use to spell accurately.

3. Phonemes: The sounds that are found within a word Grapheme: The way we write down a sound Digraph: Two letters that make one sound Trigraph: Three letters that make one sound 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. Spelling: Writing words using the correct letters in the right order to be read by others.

4. Phase 5 In Early Years the children learned one version of each of the sounds in the English language (One grapheme for each phoneme). In Year 1 they will learn that these sounds can actually be spelt in lots of different ways e.g. ee can be ee, ea, ey, y or e-e. These are called alternative spellings. They will also learn that graphemes can be pronounced in different ways e.g. a is pronounced differently in hat, acorn, father and wash. These are called alternative pronunciations.

5. Choosing the right grapheme Once children have learned all of the new graphemes they will begin to think about which to use in which words. Children will explore familiar words and sort them into groups. play bake pain day game train They will then look for rules to help remember when to use each grapheme.

6. Split digraphs This is a new kind of digraph we will learn in Year 1. spinelake bone tune

7. Spelling in Year 1 Children will: Continue to build words by listening carefully to the sounds and writing each of them down separately. Begin to choose the right graphemes to spell words accurately. Investigate and learn how to add suffixes (-ing, -ed, -er, -est). Learn to add the prefix un-. Learn how to spell longer words (breaking a word into syllables or find a word inside a word). Children will also learn how to change words from singular to plural by following some simple rules. Children will learn to spell the days of the week Children will learn to spell the numbers to 20.

8. 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.

9. 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)

10. 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 adding es changes the word from one to more than one.

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

12. Tricky Words Tricky words are words that do not follow the phonic rules and cannot be blended (read) or segmented (spelt) phonetically. Children just have to learn to read and spell them automatically. You can help by supporting your child at home to recognise and spell these words.

13. 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

14. High Frequency Words High frequency words are the words that children encounter most in their independent reading. They need to build up a sight vocabulary of these words. This will significantly help the fluency of their reading. You can help at home by supporting them to read the 200 Year 1 high frequency words.

15. How do the children learn phonics in school? Children will have a four part lesson each day, lasting about twenty minutes. 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.

16. 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

17. Phonic Screening Test