Transcript Phonics Workshop

SPELLING
PHONICS
Throughout Year 2
VOCABULARY
We use the correct terminology with the children right from
reception.
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.
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.
SECURING EARLIER LEARNING
Children will continue to practise recognition of
graphemes until they are able to use them
automatically when reading independently.
Some children will now be reading longer and less
familiar texts independently and with increasing
fluency.
They begin to move from learning to read to
reading to learn and to read for pleasure and
information.
READING
Most children are able to read hundreds of words, doing this in three
different ways
• Reading the words automatically if they are very familiar
• Decoding them quickly and silently because their sounding and
blending routine is well established
• Decoding them aloud
Increasing the pace of reading is important and children should be
encouraged to read aloud as well as silently for themselves.
Increasing the amount of reading is important too so that children
develop stamina and concentration on the meaning of what they read.
READING WITH UNDERSTANDING
Children learn to go beyond literal interpretation
They learn to make links to things they already know
Clarify meanings – learning to understand new words
Asking questions about what they read
Creating mental images when they are reading
Summarising what they have read – being able to say what
the most important events are in a story, or the most
useful piece of information.
SPLIT DIGRAPHS
An on-going focus of our phonics teaching
spine
lake
bone
tune
SPELLING
The way spelling is taught has changed since most
parents were at school!
Children used to practise lists of words and then
have a spelling test on a regular basis.
Research has shown that this method did not
allow children to make the connection between
what they learned for a spelling test and what
they needed to write for other purposes.
The new National Curriculum has placed greater emphasis
on acquiring spelling knowledge and skill and
developing it earlier in a child’s school career.
End of Key Stage assessment tests will include spelling.
SPELLING IN YEAR 2
Children will:
•
Continue to segment words into phonemes, choose the right grapheme from
several possibilities and use the frequency and position of graphemes to
make spelling choices.
•
Investigate and learn how to add suffixes (-ing, -ed, -er, -est, -ful,-ly, -y, ment,
ness).
•
Learn how to spell longer words (breaking a word into syllables or find a word
inside a word).
•
Learn to spell frequently confused homophones eg‘here’ and ‘hear’.
•
Find and learn the difficult bits in words (take a word apart and put it back
together. (Wed-nes-day)
•
Use analogy – learn new words using words already known (could: would
should).
•
Make up and learn mnemonics – making up sentences to help remember
how to spell a word
•
(people – people eat omelettes, people like eggs).
•
Children will also learn how to change words from singular to plural by
following some simple rules.
SPELLING STRATEGIES
Strategies
Explanations
1. Syllables
To learn my word I can listen to how many syllables there
are so I can break it into smaller bits to remember (e.g. Septem-ber,
ba-by)
2. Base words
To learn my word I can find its base word (e.g. Smiling –
base smile +ing, e.g. women = wo + men)
3. Analogy
To learn my word I can use words that I already know to
help me (e.g. could: would, should)
4. Mnemonics
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 omelettes people like eggs)
5. Rules
To learn my word I can use rules for adding suffixes
(just add the suffix, drop the e and add the suffix, change
the y to i and add the suffix)
6. Exceptions
I know there are words which do not follow any rules.
7. Visual
Discrimination
I can look at a word and say if it ‘looks right’.
CHOOSING THE RIGHT GRAPHEME
Children will explore familiar words and sort them
into groups.
play
pain
train
game
bake
day
stay
rain
Children then look for rules to help remember when to use
each grapheme.
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.
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)
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 add es changes the word from one
to more than one.
COMPOUND WORDS
Children will learn that compound words are
made when two words are joined together.
playground
hairbrush
somewhere
football
everybody
upstairs
LONGER WORDS
Children will learn to identify syllables in words
and spell each syllable.
pretending
powerful
grandmother
together
wonderful
tomorrow
TRICKY WORDS
The tricky words children learned to read are also
tricky words to spell.
It is very important to remind children that they
must be spelled correctly.
These words will continue to be practised
throughout Year 2.
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
HOW WILL THIS HAPPEN?
Children will have a four part spelling lesson each day:
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.
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
THANK YOU FOR COMING
Remember phonics, reading and spelling at
home should…
… be done little and often.
… be fun.
… link to your child’s interests.