Download Working with parents in English

PAMPHILL FIRST SCHOOL
PARENTS AND SCHOOL
WORKING TOGETHER
Introduction
At Pamphill School we value the relationship between parents and
staff and the importance of working together for the education of
the children. Much of the children’s learning is done at home and it
makes a big difference to the child’s progress if they are supported
regularly with their education.
Having said that, I have developed this booklet to help you to know
what is being taught and how it is taught in school to avoid any
confusion or differences of approach that may hinder your child’s
understanding. I am always available to explain any queries or talk
over any difficulties your child is having.
When school and parents work together the progress of the child’s
education is greatly increased.
We look forward to working together with you and your child.
Many thanks from all the staff at Pamphill First School
Jane Dodridge – English Co-ordinator
At Pamphill English involves: Literacy hour – an opportunity to explore different genres of books and
writing. Drama also plays a very important part of the English time.
 Guided Reading – this is a 20 - 30 minute session when children are
reading in small groups with other children at a similar level. Sometimes
the groups are led by teachers or teaching assistants whilst some groups
are working independently on activities related to the book that they are
reading in their group.
 Individual Reading – Children are heard reading on a 1-1 basis by a
teacher, teaching assistant or adult helper. Parents are asked to read
regularly with their child at home and record their sessions in the reading
record book.
 Partner Reading – where 2 children read to each other
 Phonics – this is a half hour session and is divided into 6 phases. Phase 1 –
Pre-school, Phase 2 and Phase 3 – Reception, Phase 4 & Phase 5 – Year 1
and Phase 6 – Year 2.
Phonics is the system of ‘blending’ sounds together to read, and
‘segmenting’ sounds to spell. See below for explanations of terms.
 Spelling - There are a set of high frequency words which the child aim to
learn by the end of their year group. They are practiced during the week
in phonic sessions and then taken home to revise ready for their spelling
test the following week. As for the reading, we ask for parent support
with this, as it is an important area on which to focus.
Phonic Phases –
Pre-school - Phase 1
Activities concentrate on developing children's speaking and
listening skills, awareness of phoneme (see glossary of terms)
and blending and segmenting skills.
Foundation Stage - Phase 2
Children are introduced to graphemes.
Set 1 s a t p
Set 2
lmnd
Set 4 ck e u r
Set 5
h b f ff l ll s
Set 3 g o c k
Foundation Stage - Phase 3
The final letters are introduced, 15 digraphs and 2 trigraphs
Set 6: j v w x*
Set 7: y z, zz qu*
ch
(chip)
ar (farm)
ee (feet)
sh (shop)
or
(for)
igh (night)
th (thin/then)
ur (hurt)
oa
(boat)
ng (ring)
ow (cow)
er (corner)
ai
(rain)
oi (coin)
oo (boot/look) ear (dear)
air (fair)
Year 1 - Phase 4 & 5
Children consolidate their knowledge of graphemes and
phonemes and begin to blend more complex words.
ff, ll, ss, zz and ck (off, ill, miss, buzz, back)
‘n’ spelt before ‘k’ (think)
division of words into syllables
-tch (catch)
The /v/ sound at the end of words (have, live, give)
adding ‘s’ and ‘es’ (cats, catches)
-ing, -ed, -er, est (hunting, hunted, hunter, grander, grandest)
Vowel digraphs and trigraphs –
ai (rain), oi (coin) ay (day), oy (boy), a-e (made), e-e (these),
i-e (five), o-e (home), u-e (June)
ar (car, start), ee (see, tree),
ea (sea), ea (head)
er, ir, ur (her, better, girl, turn), long and short ‘oo’ (food, book)
oa (boat), oe (toe), ou (out),
ow (cow), ow (snow), ue (blue), ew (new)
ie (lie), ie (chief), igh (high),
or (for, short), ore (more), aw (saw), au (author, Autumn)
air (fair), ear (bear), are (bare)
words ending in ‘y’ (happy)
new consonant spellings ‘ph’ and ‘wh’ (dolphin, when)
using ‘k’ for the /k/ sound (Kent, sketch, skin)
adding the prefix un- (unhappy)
compound words (football, playground)
common exception words – words that do not fit in with what has
been taught so far (said, were, was..)
Year 2 - Phase 6
As words with new GPCs are introduced, many previously taught
GPCs can be revised at the same time.
-ge, -dge at the end of words and sometimes spelt as ‘g’
elsewhere in words before ‘e’, ‘i’ and ‘y’ (badge, age, gem, giant)
the /s/ sound spelt ‘c’ before ‘e’, ‘i’ and ‘y’ (race, ice, cell, fancy)
‘kn’, ‘gn’ wr’ (knock, gnome, write)
-le at the end of words (table, apple)
-el at the end of words (camel, tunnel)
-al at the end of words (metal, pedal)
-il at the end of words (pencil, fossil)
-y sound at the end of words (cry, fly)
Adding –es to nouns and verbs ending in ‘y’ (flies, copies)
Adding –es, -ing, -er and –est to a root word ending in ‘y’ with a
consonant before it (copied, copier, copying, happier, happiest)
Adding the endings –ing, -ed, -er, -est and –y to words ending in
-e with a consonant before it (hiking, hiked, hiker), humming,
hummed, runner, runny)
Adding –ing, -ed, -er, -est and -y to words of one syllable ending
in a single consonant letter after a single vowel letter (patting,
patted
‘l’ and ‘ll’ (all, ball, talk, always)
Unusual ‘o’ (other, mother, nothing, Monday)
-ey (key, donkey)
The sound spelt /a/ after ‘w’ (want, watch, wasp)
The sound spelt /or/ after ‘w’ (word, work)
The sound spelt /ar/ after ‘w’ (war, warm)
‘s’ (television, treasure)
The suffixes –ment, -ness, -ful, -less and –ly (enjoyment,
sadness, careful, hopeless, badly)
Contractions (can’t, didn’t)
Possessive apostrophe (Megan’s, the girl’s)
Words ending in –tion (station, fiction)
Homophones and near homophones (there/their/they’re, here,
hear)
Common exception words – words that do not fit in with what
has been taught so far.
The English language is complex and early on children find that
not all written words can be segmented. We call these words the
‘Tricky Words’ and they are introduced though each phase.
Tricky words have to be learnt.
Year 3 & 4
This will include revision of work from Years 1 & 2 paying special
attention to rules for adding suffixes.
Suffixes beginning with vowel letters to words of more than one
syllable ( forgetting, beginning)
The sound spelt /y/ elsewhere than at the end of words ( myth,
Egypt)
The sound spelt ou (young, touch)
More prefixes –dis, mis-, re-, sun-, inter-, super-, anti- and –auto
(disappoint, misbehave, inactive, redo, subdivide, interact,
supermarket, antiseptic, autobiography)
Suffix –ation (information)
Suffix –ly (sadly, usual (usually))
Suffix –ly (happily, angrily)
Words endings (measure, treasure, creature, picture, division,
television)
Suffix –ous (poisonous, famous)
Word endings which sound like –tion (invention, expression,
expansion, musician)
Words with the /k/ sound spelt ‘ch’ (scheme, chorus, echo)
‘ch’ words (mostly French in origin) (chef, chalet)
Words ending with /g/ sound spelt –gue and the /k/ sound spelt
–que (league, tongue, antique, unique)
Words ending with /s/ sound (Latin in origin) (science, scene)
Words spelt with –ei, -eigh, -ey (vein, weigh, eight, they, obey)
Possessive apostrophe with plural words (girls’, boys’, children’s)
Homophones or near homophones (accept / except, affect /
effect)
Glossary of terms
GPCs – Grapheme phoneme correspondence
Phonemes - the smallest unit of sound that we use. It can be
made up of one (s), two (sh) or three (air) letters
Graphemes – the way we spell a phoneme. For example ‘p’ or
may have several different spellings – or can be spelt ‘or’ in torn,
‘aw’ in claw, ‘au’ in naughty or ‘ore’ in more!
Digraph – two letters – ch, sh, ay, ar
Trigraph – three letters – air, ear, ure
Consonant Blends – are made up of two or three phonemes
blended together quite quickly as we learn to read. For example
sm, sc, bl, pr, str
Short Vowel Sounds – are the vowels saying ‘a’ as in cat
Long Vowel Sounds – are the vowels saying their name as ‘ay’ in
day, ‘oa’ in boat or ‘igh’ in night.
This booklet includes:-
the First 100 high frequency word reading and spelling list
(these should be known by the end of Y1)
- the next 200 most common words
- word list for Years 3 & 4
- Phonics – the Basic & Advanced phonic code – sounds that the
children learn to help with reading and spelling
- Pre-cursive and cursive handwriting sheets – this is the form of
handwriting which is taught from reception, when it is not
joined, to KS1 when the children are learning to join their
handwriting.
First 100 high frequency words – reading and spelling
the
and
a
to
said
in
he
I
of
it
was
you
they
on
she
is
for
at
his
but
that
with
all
we
can
are
up
had
my
her
what
there
out
this
have
went
be
like
some
so
not
then
were
go
little
as
no
mum
one
them
do
me
down
dad
big
when
it’s
see
looked
very
look
don’t
come
will
into
back
from
children
him
Mr
get
just
now
came
oh
about
got
their
people
your
put
could
house
old
too
by
day
made
time
I’m
if
help
Mrs
called
here
off
asked
saw
make
an
The next 200 most common words in order of frequency
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
everyone
our
fox
through
way
been
stop
must
red
door
right
sea
these
began
boy
animals
never
next
first
work
lots
need
that’s
baby
fish
gave
mouse
something
bed
may
still
found
live
say
let’s
much
suddenly
told
another
great
why
cried
keep
room
last
jumped
because
even
am
before
gran
clothes
tell
key
fun
place
mother
sat
boat
window
sleep
feet
morning
queen
each
book
fell
friends
box
dark
The next 200 most common words in order of frequency (continued)
granddad
there’s
looking
end
than
best
better
hot
sun
across
gone
hard
floppy
really
wind
wish
eggs
once
please
thing
stopped
ever
miss
most
cold
park
lived
birds
two
has
yes
play
take
thought
dog
well
find
more
I’ll
round
tree
magic
shouted
us
other
food
soon
night
narrator
small
car
couldn’t
three
head
king
town
I’ve
around
every
garden
fast
only
many
laughed
its
green
different
let
girl
which
inside
run
any
under
hat
snow
air
trees
bad
tea
top
eyes
duck
horse
rabbit
white
coming
he’
river
liked
giant
looks
use
along
plants
dragon
pulled
we’re
fly
grow
Word list for Years 3 & 4
accident(ally) busy/business
describe
hear
library
ordinary
strange
actual(ly)
calendar
famous
height
material
purpose
strength
address
difficult
favourite
history
peculiar
quarter
suppose
entre
disappear
February
mention
perhaps
question
appear
century
early
important
minute
popular
though
although
arrive
earth
fruit
increase
position
reign
thought
circle
eight/eighth
grammar
naughty
possess(ion)
remember
bicycle
complete
enough
island
notice
possible
various
breath
consider
guard
knowledge occasion(ally)
separate
weight
breathe
experience
guide
learn
pressure
special
woman
build
decide
experiment
length
opposite
probably
extreme
promise
different
particular
caught
medicine
answer
imagine
therefore
forward(s)
regular
certain
natural
believe
interest
through
group
sentence
exercise
potatoes
continue
often
women
heard
straight
Useful web-sites.
BBC web-sites have a great range of activities
http://www.bbc.co.uk/schools/wordsandpictures/longvow/poems/fpo
em.shtml
http://www.bbc.co.uk/schools/wordsandpictures/phonics/index.shtm
l
This web site has information for parents and is split into phases
– Your child’s class teacher can let you know which phase your
child is working on.
http://www.phonicsplay.co.uk/
Look at the Letters and Sounds Section on this web site.
http://www.topmarks.co.uk/Interactive.aspx?cat=40