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Madley Brook CP School Phonics and Spelling At Madley Brook Primary School we aim to provide children with the skills, understanding and knowledge to become fluent and accurate in reading and spelling. It is our aim to inspire children to develop a curiosity for words, their structure (morphology), origins (etymology) and an awareness of language patterns. The English Alphabetic system is complex as there are numerous spelling and pronunciation alternatives as well as irregular spellings. Children therefore need to be taught explicitly and systematically to enable them to become competent in reading and spelling. Research has shown that the most effective way to accomplish this is by means of high-quality, discrete phonic teaching which is systematic and progressive in nature. The children will be taught the core code of knowledge of the ‘Alphabetic System’ in systematic steps. Daily discrete phonic lessons will be delivered to enable the children to learn the technical skills of decoding and encoding. Phonics will be used as their first port of call when trying to decode and encode words. The three core skills are: Reading – to synthesise (sound out and blend) the phonemes (sounds) represented by the letters and letter groups, following reading conventions from left to right. Spelling – to segment the word by identifying the smallest unit of sounds (phonemes) Writing – to record the graphemes (shape of a letter or group of letters) which represent phonemes, following writing conventions from left to right. They will also learn multisensory strategies, rules and conventions to improve their spelling. For example: Visual – remembering common patterns; ‘having a go’ - writing words down to check whether they ‘look right’; words within words; morphological knowledge of a word (how it is structured); proofreading printed text and their written work Aural and Oral - hearing and pronouncing words; breaking words into phonemes/syllables; rhythmic strategy - Mrs d, Mrs i, Mrs ffi, Mrs c, Mrs u, Mrs lty: difficulty; rhyme (to spell by analogy) - ‘To spell a word I don’t know, I think of a word I do know.’ Kinaesthetic - link handwriting lessons to spelling (Kingston Cursive style), writing common patterns/word families, tracing over words, and sky-writing Cognitive – knowing rules, conventions, possible and impossible combinations; morphological knowledge of words (word structure: base (root) words, compound words, suffixes, prefixes and etymology); knowledge of grammar; mnemonics - because elephants can add up so easily: because Good Practice The teaching sequence of phonics should provide opportunities where children: Revisit, Explain, Use: What do we already know? Previously learnt letter/sound correspondence, prefix, suffix..., Oral activities to confirm prior knowledge, Explain the purpose of new learning, use vocabulary orally in context Teach, Model, Define: How the pattern/rule/structure works, Model spelling examples, Define the rules, pattern and conventions, Whole class/individual whiteboard spelling practice Practise, Explore, Investigate: A range of interactive activities for children to practise the new learning, Whole class activities, Group work, Extension activities, Independent work, Homework Apply, Assess, Reflect: Revise new learning, Apply in writing, Reflect on learning The learning environment The learning environment within the classrooms should encourage and support independent learning. Every class will display an A0 poster of the Alphabetic System (Madley Brook School’s Code Cracker). This will enable the children to develop self help skills, referring to it for reading and spelling. It will also promote incidental phonics as and when it arises throughout the curriculum. FS and KS1 are to provide alphabet strips in designated work areas so that children can make reference to phoneme, grapheme correspondence (PGC) when writing. This is also applicable to those children in KS2 who have yet to secure PGC. High-frequency and tricky word cards should be accessible to children when writing to encourage self-checking and proofreading skills. The use of dictionaries and etymological reference dictionaries should be encouraged and freely available to children, particularly in KS2. Marking Spelling log books are to be used by all children from Year 2 to Year 6, to promote accuracy in spelling. When marking children’s work, staff will identify frequently misspelt words and write the word/s to be added to the child’s spelling log. The word/s will be accompanied by the symbol SP. These words are then to be added by the child to their spelling log to learn and to make reference to. Transition from KS1 to KS2 The children will have previously followed a programme of daily discrete phonics teaching in KS1. By the end of Year 2, the National expectation is that most children will be secure at phase 6, though further work will be required to ensure they have the knowledge and understanding of alternative spellings for each phoneme. The first term of Year 3 should be dedicated to the revisiting and reviewing of phrase 5 and 6 of Letters and Sounds. This should include the reading and spelling of de-codable and tricky words as well as high-frequency and common words. KS2 In KS2 the children will build upon their phonemic knowledge by learning alternative spelling patterns, rules, conventions and homophones. They will develop their morphological knowledge and be taught the principles underpinning word construction. This includes: base words, compound words, suffixes, prefixes and etymology (word derivations). The high-frequency/common words from phases 2 - 5 (Letters and Sounds) will be continually revisited throughout the curriculum. Searchlights for Spelling scheme Years 3 - 6, will use the Searchlights for Spelling scheme (Cambridge) to delivery discrete phonics. The learning resources and activities should be differentiated where appropriate. The Searchlights for Spelling is a comprehensive spelling scheme so therefore must be used and delivered as intended for it to be effective. Resources, learning materials and activities include: Teacher’s Book - This includes the teaching of ‘Oddbod’ words (‘tricky’ word that causes common difficulties) CD-ROM for Interactive Whole-Class Teaching (and individual learning where appropriate) Pupil’s Book (opportunities to practise, explore and investigate) Photocopy Masters (for the provision of homework, reinforcement and revision) Tracking Sheets (for assessment of progress) Test dictation (practice of spelling in context) Activities: Brush-ups (revisit objectives from previous year), Catch-you-out (a word that is an exception), Get Up and Go (children come out to the front to demonstrate something), Show Me (children respond on dry-wipe boards), Snip-snap (ideas for further practice or in learning key words), Think about/Extra challenge (exploring or applying a spelling concept) Spelling log (spellings which are specific to the individual: oddbod (tricky words), words they often get wrong, words arising from investigations, spelling targets, record strategies for remembering tricky words, e.g. mnemonics.) Children need frequent practise to apply what they have learnt for reading and spelling to become automatic. Opportunities should be made for children to practise and apply what they have learnt on a daily basis, ‘little and often’ being the key. Assessment and grouping The children will be grouped according to their phonic ability and as an outcome of on-going phonic assessment. This will ensure that children, who are performing below the majority of their peers, will have their learning needs met through daily intervention within small groups delivered by TAs. Additional support to help fast track a child, will be delivered by the SEN team where appropriate in meeting the individual needs of pupils. Involving parents and carers Parents and carers play an important role in supporting their child in learning the alphabetic system. It is our aim to keep parents informed as to what their child is learning so they can practise and consolidate their learning at home. An introduction pack will be made available to all new parents and carers. This will include: Madley Brook School’s Code Cracker Explanation of ‘Synthetic Phonics’ An overview of the progression in phonics throughout the school How best to support their child’s reading and spelling A list of useful web-links to support phonics Reference to the school’s KLP Shared Space - ‘How to support your child with reading and spelling’ In FS2 and KS1, each pupil will take home a phonic pack which is to be kept in their book bag for home school learning. This pack will include: a parent explanation page, GPC and accumulative word lists for reading and spelling. In KS2, pupils will take home the corresponding activity sheet from Searchlights to revisit and practise their learning as well as relevant spellings such as ‘Oddbod’ and high frequency words. Children, who are receiving intervention, will also take home the phonic pack for home school learning as previously mentioned above. Madley Brook School’s Progression in Phonics FS1 Phase 1 (Letters and Sounds) Aspect 1: General sound discrimination - environmental sounds Aspect 2: Instrumental sounds Aspect 3: Body percussion Aspect 4: Rhythm and rhyme Aspect 5: Alliteration Aspect 6: Voice sounds Aspect 7: Oral blending and segmenting FS2 Phase 2 (Letters and Sounds) Phonic: knowledge of letter and sound correspondence (GPC/PGC), segmenting and blending phonemes in speech and how these influence spelling. Phonological knowledge: syllables, rhyme and analogy Set 1: s, a, t, p Set 2: i, n, m, d Set 3: g, o, c, k Set 4: ck, e, u, r Set 5: h, b, f,ff, l,ll, ss Phase 2 – Decodable words a is dad him an it had his as of back not at off and got if on get up in can big mum but put Tricky words the to I n go into Phase 3 (Letters and Sounds) Set 6: j, v, w, x Set 7: y, z,zz, qu Graphemes ch sh th ng ai ee igh oa oo Sample word chip sho[ thin/then ring rain feet night boat boot/look Phase 3 - Decodable words will see that for this now then down them look with too Graphemes ar or ur ow oi ear air ure er Sample word farm for hurt cow coin dear fair sure corner Tricky words he she we me be was you they all are my her FS2 Revisit & Review Phase 3 (Letters and Sounds) Phase 4 CVCC, CCV, CCVC, CCVCC, CCCVC and CCCVCC words using sets 1-7 letters. Adjacent consonants (blending for reading and segmenting for spelling) CVCC adjacent consonants (sets 1-7) ft, lf, lk, lp, lt, mp, nt, nd, nk, pt, sk, sp, st, xt CVCC Phase 3 graphemes lsh, nch, nth, xth CCV and CCVC bl, cl, fl, gl, pl, sl, tw, br, cr, dr, fr, gr, pr, tr, st, sp, sn, sn, sw, sk, sc Phase 4 Decodable words went it’s from children just help Year 1 CCCVCC Phase 3 graphemes scr, shr, spr, str, thr, (final adjacent consonant - nch) Polysyllabic words Reading and spelling of two-syllable words. Tricky words said have like so do some come were there little one when out what Phase 5 New graphemes for reading ay - day oy - boy ou - out ir - girl ie - tie ue - blue ea - eat aw - saw wh - when ph - photo ew - new oe - toe au - Paul a-e - make e-e - these i-e - like o-e - home u-e - rule Known graphemes for reading: common alternative pronunciations i - fin, find ow - cow, blow y - yes, by, very o - hot, cold ie - tie, field ch - chin, school, chef c - cat, cent ea - eat, bread ou - out, shoulder, could, you g - got, giant er - farmer, her u - but, put (south) a - hat, what Alternative spellings for phonemes /c/ /ch/ /f/ /j/ /m/ /n/ /ng/ k tch ph g mb kn n(k) ck dge gn qu x ch /r/ wr /s/ c sc /sh/ ch t(ion) ss(ion, ure) s(ion, ious, ial) /v/ ve /w/ wh Year 1 continued Alternative spellings for phonemes /e/ /i/ /o/ /u/ (south) /ai/ ea y (w)a o ay ey a-e eigh ey ei /ar/ a (south) /or/ aw au al our /ur/ ir er ear /ow/ ou /oi/ oy /ee/ ea e-e ie y ey eo /igh/ y ie i-e /ear/ ere eer /oa/ ow oe o-e o /air/ are ear /oo/ ew ue ui ou /ure/ our /oo/ u oul o (north) /er/ our e u etc New phoneme /zh/ vision Phase 5 Decodable words don’t came old make I’m here by saw time very house put (south) day made Tricky words oh their people Mr Mrs looked called asked could Reading and spelling of two-syllable and three-syllable words. Year 2 Phase 6 Adding suffixes -ed Past tense, regular (e.g. looked) and irregular (e.g. go - went) -s/-es/-ies Plural - when to change base word -ing Identify if a base word needs to be changed before adding a suffix (e.g. words ending in: -e, -y, single consonant) -er -est -y -en -ful -ly -est -er -ment -ness -en As well as knowing how a word is constructed, additional aids to memory will be taught through investigation to help learn and practise spellings. Strategies Syllables Base word Analogy Mnemonics Explanations To learn my word I can listen to how many syllables (claps) there are so I can break it into smaller bits to remember (e.g. Sep-tem-ber) To learn my word I can find its base (root) word (e.g. Smiling - base smile + ing To learn a word I don’t know, I think of a word I do know. (e.g. could: would, should) To learn my word I can make up a sentence to help me remember it (e.g. could - O U Lucky Duck; people - people eat orange peel like elephants)