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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