Transcript Phonics Workshop

Phase 6
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.
Phonemes: The sounds that are found within a word
Grapheme: The written phonemes – letters, digraphs, split digraphs and trigraphs
Digraph: Two letters that make one sound when read
Trigraph: Three letters that make one sound
CVC: Stands for consonant, vowel, consonant.
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.
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.
Reading with understanding
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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.
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.
Spelling in Year 2
Children will:
• Continue to segment words into phonemes, but will also learn to choose the right grapheme
from several possibilities.
( ai, ay, a-e; ie, igh, i-e; oa, ow, oe, o-e)
• Investigate and learn how to add suffixes
( -ing, -ed, -er, est, -ful, -ly, -y)
• Learn how to spell long words
(breaking a word into syllables)
• Find and learn the difficult bits in words
• (take a word apart and put it back together)
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.