Survey
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
Phonics and Spelling Work. High quality phonic work is our way of teaching children how to read and spell words. Our aim is that all children are well placed to read and spell words confidently by the time they leave Saltersgate Infant School. Here is a quick guide to some of the terminology associated with phonics that we will be introducing our children to: Phoneme: the smallest unit of sound in a word. The English language has approximately 44 phonemes. A phoneme can be made up of one, two three or four letters. ‘’What phoneme (sound) can you hear at the beginning/end/middle of this word?’’ Grapheme: a letter or group of letters that represent one phoneme (sound). Blend: To merge individual sounds (phonemes) together to make a word e.g. h-a-t blended says hat. Segment: The opposite of blending - to split a word into its individual phonemes. ‘At’ segments into 2 phonemes a-t. ‘Star’ segments into 3 phonemes s-t-ar. Digraph: Two letter that go together to make one phoneme e.g. sh, ch. Trigraph: Three letters that go together to make one phoneme e.g. ear, air. Our phonics programme consists of a six phase structure. A brief description of each phase is given overleaf: 1 Phase One Year group Nursery Key features Listening to and exploring: Environmental sounds Instrumental sounds Body percussion Rhythm and rhyme Words that begin with the same sound (alliteration). Voice sounds Oral blending and segmenting phonemes. Learning through active play based activities. Two Reception Children are introduced to 19 graphemes (letters) and their phoneme(sound) Letters and sounds: s,a,t,p i,n,m,d g,o,c,k ck,e,u,r h,b,f,ff,l,ll,ss Blending and segmenting are taught. Five tricky words for reading are introduced. 2 Three Reception Children are introduced to more graphemes – mostly two letter ones. j,v,w,x y,z,zz,qu ch,sh,th,ng ai,ee,igh,oa,oo ar,or,ur,ow,oi ear,air,ure,er They begin to read and spell two syllable words and captions. Letter names are taught during this phase. Tricky words continue (12 to read, 5 to spell). Four Reception/Y1 Children consolidate their knowledge of the graphemes and phonemes they have learned so far. Letters that are often seen together are taught – eg cr, fl, bl, ck, ft,mp, st. Tricky words are continued (14 to read and 12 to spell). Five Throughout Year One The last phoneme is taught – zh as in treasure. New graphemes are taught. – ay, ou, ie, ea, oy, ir, ue, aw, wh, ph, ew, oe, au, ey, a-e, e-e, i-e, o-e, u-e. Graphemes that look the same but can sound differently (a.e.i,o,u,ow, ie, ea, er, ou, y, ch, c, g, ey) and those that look different but sound the same (ch/tch/tu, j/dge, m/mb, n/gn/kn, r/wr, s/se/st, z/se, u/o, i/y/ey, ear/eer, ar/a/al, air/ear/are, or/a/our/augh, ur/or/ear, oo/u/oul)are taught. Tricky words for reading and spelling are taught . 3 Six Throughout Year Two Reading: Learning to read becomes reading to learn. Increased independence. Comprehension strategies are developed. Spelling: Teaching of spelling continues. Application of spelling in writing is developed. Knowledge of the spelling system continues to be developed. When phonemes can be spelled in different ways children learn which words take which spellings. eg. – See/sea, bed/head/said, cloud, clown. Spelling of words with prefixes (un, dis) and suffixes (s, es, er, est, ly, ed, ing, ful), doubling and dropping letters as necessary. eg –hop/hopping, hope/hopeful, carry/carried, happy/happiness Increasingly accurate spelling of unusual words eg laugh, once, two, answer, could, there. Tricky words taught as needed. 4 Words for reading and spelling in Reception and Year One. Phase Two – Reception. Decodable words (words which can be ‘sounded out’. Tricky words. a an as at if in is it of off on can dad the to I no go into had back and get big him his not got up mum but put Phase Three – Reception Decodable words will that this then them with Tricky words. see for now down look too he she we me be was you they all are my her 5 Phase Four – Reception/Year One Decodable words Tricky words went it’s from children just help said have like so do some come were there little one when out what Phase Five – Year One Decodable Words don’t day old made I’m came by make time here house saw about very your Tricky words oh their people Mr Mrs looked called asked could 6 Phase Six – Year Two In Year Two your child will begin to learn to read and spell these high frequency words: water away good want over how did man going where would or took school think home who didn’t ran know bear can’t again cat long things new after wanted eat find more I’ll round tree magic shouted us other food fox through way been stop must red door right sea these began boy animals never next first work lots need live say soon night narrator small car couldn’t three head king town I’ve around every garden fast only many laughed let’s much suddenly told another great why cried keep room fun place mother sat boat window sleep feet morning queen each book its green different let girl which inside run any under hat snow air trees bad tea top eyes better hot son across gone hard floppy really wind wish eggs once please thing stopped ever miss most cold park lived birds duck horse rabbit white coming he’s river liked 7 everyone our two has yes play take thought dog well that’s baby fish gave mouse something bed may still found last jumped because even am before gran clothes tell key fell friends box dark granddad there’s looking end than best giant looks use along plants dragon pulled we’re fly grow 8