Transcript Firfield Phonics and SPaG workshop October 2016

Welcome to our Phonics and
SPaG workshop
Thursday 6th October 2016
Aims for the workshop
By the end of the session we would like to achieve the
following aims:
• To show progression in phonics, spelling, punctuation and
grammar across the EYFS and Key Stage 1
• To share information about key assessment points for
each Key Stage
Phonics in Reception
Most children will have had pre-school experiences of
hearing, seeing and exploring sounds through songs,
rhymes, alliteration and stories. This is known as Phase 1
of the phonics programme ‘Letters and Sounds’ that we use
in school.
From October half term, children are taught phonics in 20
minute sessions, four times per week. Children are split
across three teaching groups to meet their individual
needs.
Phonics in Reception
Children will continue to learn letters and sounds using memory
games, songs and practical challenges as they progress through
Reception.
Phase 2
Introduce grapheme (letter shape) /phoneme (letter sound)
correspondence
* Set 1 sounds – s a t p
* Set 2 sounds - i n m d
* Set 3 sounds – g o c k
* Set 4 sounds – ck e u r
* Set 5 sounds – h b l f ff ll ss
Phonics in Reception
Reception chidlren
having fun
searching for
objects and sounds
in their Phonics
Cauldron!
Matching magnetic
letters to the
pictures and
creating words!
Finding letter sounds to
make jigsaw words.
Phonics in Reception
Segmenting and Blending
Children need to be able to hear the separate sounds in a word
and then blend them together to say the whole word.
We use robot arms and sound buttons to help the children to
segment a word into phonemes.
bed - b e d
segmenting
c a t - cat
blending
Within Phase 2, children also begin to learn ‘tricky words’ that
they are unable to segment and blend – the, I, to, no, go.
Phonics in Reception
Phase 3
Children will enter Phase 3 when they know the first 19 phonemes. They
will segment and blend to read and spell cvc words – map, sip, ten.
They will learn another 26 phonemes and further ‘tricky words’:
j, v, w, x, y, z, zz, qu, ch, sh, th, ng, ai, ee, igh, oa, oo,
ar, or, ur, ow, oi, ear, air, ure, er
A digraph is a phoneme that comprises of two letters to make one sound
– ch, sh, th, ai etc.
A trigraph is a phoneme that comprises of three letters to make one
sound – igh, ear, air etc.
Phonics in Reception
Phase 4
Children move on to Phase 4 when they know all of the phonemes from Phases 2 and
3 and can use them to read and spell simple words.
Phase 4 doesn’t introduce any new phonemes. It focuses on reading and spelling
longer words with the phonemes they already know. Many more ‘tricky words’ are
also introduced.
These words have consonant clusters in different places:
Beginning - spot, trip, clap, green, clown
End - tent, mend, damp, burnt
Both - trust, spend, twist
Phonics in Reception
Children in Reception and Year 1 will have their knowledge and
application of phonics continually reviewed using our individual
Letters and Sounds Records. This then allows us to ensure children
are always learning within a group matched most closely to their
needs.
Copies of this booklet are also available to download from our school
website along with a copy of the information for this afternoon.
www.firfield.derbyshire.sch.uk
Phonics in Year 1
Phase 5
In Year 1, children will continue to be grouped for their phonic sessions
using information from their Early Years teachers to ensure a smooth
transition.
Children are taught the following graphemes for reading:
ay, ou, ie, ea, oy, ir, ue, aw, wh, ph, ew, oe, au, a-e, e-e, i-e, o-e, u-e
They will also learn alternative pronunciations of graphemes for example:
Fin/find, hot/cold, cat/cent, got/giant, cow/blow, tie/field, eat/bread,
hammer/her, hat/what, yes/by/very, chin/school/chef,
Even up to 4 sounds for one grapheme! out/shoulder/could/you
Year 1 Phonics Screening Check
In June 2017, children in Year 1, and some Year 2
children, will take part in the Phonics Screening
Check.
This is not a reading test; the check is to test their
application of the phonic skills they have learnt. The
check will be delivered by a teacher on a 1:1 basis, in
a quiet room away from distractions.
The check will contain 40 words in total, divided into
two sections of 20 words. Each page will contain
either four pseudo-words (alien words) or four real
words; real words and pseudo-words will not be
mixed up on a page.
Year 1 Phonics Screening Check
Key points for the Screening Check:
• 40 words for the children to read (children will have a practise sheet
first)
• Pass mark threshold varies year on year (previously between 31-34)
• Screening check marks shared with parents/carers with their end of
year report
• If your child does not meet the expected standard they will take the
check again in Year 2
Phonics in Year 2
Phase 6
Children are taught the following throughout Phase 6:
• To read all of the 100 HF words
• To spell most of the 100 HF words accurately
• To use the phonemes and graphemes they have learnt to blend to read
decodable words and segment to spell with increasing accuracy
• To choose the correct grapheme when spelling in written work (e.g. train not
trayn)
• To understand how adding suffixes and prefixes changes words
• To understand and apply the rules for suffixes: plurals, past tense, ing, ful,
er, est, ment, ness, y, ly, en
• To clap out syllables to spell unfamiliar words
Spelling, Punctuation and
Grammar in Year 2
In Year 2, children are taught Phase 6 phonics and SPaG in their mixed
ability classes.
The introduction of SPaG in the National Curriculum 2014 created an
overlap of skills to be taught at Year 2 with the Letters and Sounds
Phase 6 programme. Children will continue to learn more complex
spelling patterns throughout the year.
The following information details the objectives expected of the
children for Spelling, Punctuation and Grammar by the end of Year 2.
Spelling, Punctuation and Grammar
objectives in Year 2
Spelling
To segment spoken words into phonemes and record these as graphemes.
To spell words with alternative spellings, including a few common homophones.
To spell longer words using suffixes such as ‘ment’, ‘ness’, ‘ful’, ‘less’, ‘ly’.
To use knowledge of alternative phonemes to narrow down possibilities for
accurate spelling.
To identify phonemes in unfamiliar words and use syllables to divide words.
To spell many common exception words and some words with contracted forms.
Punctuation
To use capital letters for names of people, places, days of the week and the
personal pronoun ‘I’.
To use question marks and exclamation marks correctly.
To use commas to separate items in a list.
To use apostrophes to show where letters are missing and to mark singular
possession in nouns.
Spelling, Punctuation and Grammar
objectives in Year 2
Text structure
To consistently use the present tense and past tense correctly.
To use the progressive forms of verbs in the present and past tense.
E.g. Past tense sentence - Jack read his book. The progressive past tense sentence
would be - Jack was reading his book.
Sentence structure
To use expanded noun phrases.
To say how the grammatical patterns in a sentence indicate its function.
To use subordination and coordination.
Subordination is when the conjunctions when, if, that or because are used in a
sentence – the second part of the sentence explains the first part.
E.g. I put my coat on because it was cold.
Coordination is when the conjunctions or, and or but are used in a sentence – the two
parts of the sentence are linked as an equal pair. E.g. I like apples but my sister likes
pears.
Year 2 Spelling, Punctuation and
Grammar test
In the Summer term, children will complete a grammar,
punctuation and spelling test. This will take place in the
classroom where the children feel comfortable and
relaxed.
The test will consist of two papers:
Paper 1 – Spelling
Children will have approximately 15 minutes to complete
the test (not strictly timed), writing the 20 missing
words in the answer booklet.
Paper 2 – Questions
Children will have approximately 20 minutes to complete
the questions in the test paper (not strictly timed).
Tick the word that completes the sentence.
We were
on our projects.
Tick one.
worked
works
working
work
Write one word on the line below to
complete the sentence in the past tense.
I
holidays.
to Scotland during the school
Thank you for taking the time to join
us this afternoon.