Phonics and Spelling in Key Stage 1

Phonics and Spelling
in Key Stage 1
What do we need to know?
Spelling terminology for KS1
Phoneme – smallest linguistic sound
Grapheme – a symbol of a phoneme
Syllable - ways to split sounds into word sounds
split digraph – a vowel sound that has been split e.g. a-e as in
game
Segment – break the word down
Blend – put the sounds together
Digraph - two letters that make one sound
Trigraph – three letters that make one sound
Some important messages
Reading should be taught alongside spelling
In reading, pupils should be able to :
 read words without overt sounding and blending after a
few attempts
 re-read books to develop fluency in word reading
 read words with suffixes by building on the root words
that they can read already
 read back their writing to check that the words they
have written look and sound right
Some important messages:
In writing, pupils should be taught to:
 spell words using the 40+ phonemes
spell high frequency words
spell the days of the week
add prefixes and suffixes
use letter names to distinguish between alternative
spellings
 apply simple spelling rules and guidance
 write from memory simple dictated sentences that
include words taught so far
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Blending and
Segmenting
Blending
Segmenting
•Merging the individual
phonemes together to
pronounce a word.
•To read unfamiliar words a
child must recognise (sound
out) each grapheme, not
each letter, then merge the
phonemes together to make a
word
•Hear and say the individual
phonemes within words
•In order to spell, children
need to segment a word into
its component phonemes and
choose a grapheme to
represent each phoneme
d
(mmm-aaaa-nnnn)
(b-ir-d )
ir
b
https://www.youtube.com/watch?v=P-eTO8L3t40
Articulating the sounds
a e i o u ai ee igh oa oo oo ar or ur ow oi air ear er b c
d f g h j l m n p qu r s t v w x y z sh ch th th ng ure
Sound buttons
pain
bright
ditch
slaughter
Phase 1
1.
2.
3.
4.
5.
6.
7.
General sound discrimination – environmental
General sound discrimination – instrumental
General sound discrimination – body percussion
Rhythm and rhyme
Alliteration
Voice sounds
Oral blending and segmenting
Phase 2 - To introduce grapheme - phoneme
correspondence
 Know that words are constructed from phonemes
and that phonemes are represented by graphemes
 Introduces 19 grapheme-phoneme correspondences
 Decoding and encoding are taught as a reversible
processes
 As soon as children have a small number of
grapheme/phoneme correspondences, blending and
segmenting can start (/s/a/t/p/i/n)
 Typical duration: Up to 6 weeks
New Learning
at Phase 2:
At Phase 2 children will have been
introduced to the following 19 letters:
s, ss
a
t
p
i
n
m
d
g
o
c
k
ck
e
u
r
h
b
f, ff
l, ll
Phase 3 – To teach children one grapheme for each of the
44 phonemes in order to read and spell simple regular words
 Introduces another 25 graphemes – most
comprising two letters
 One representation of each of the 44 phonemes
 Recognise common digraphs and read some HF
words
 Reading and spelling two syllable words
and captions
 Typical duration: Up to 12 weeks
New learning at Phase 3:
At Phase 3 children will be introduced to these
additional letters:
j
v
w
x
y
z, zz
qu
and the following digraphs/trigraphs:
ch
sh
th
ng
ee
igh
oa
oo
or
ur
ow
oi
air
ure
er
ai
ar
ear
Phase 4 – To teach children to read and spell words
containing adjacent consonants
 Consolidates knowledge of grapheme/phoneme
correspondences (no new ones)
 Introduces adjacent consonants
 Able to blend and segment consonants in
words and to apply this skill when reading
unfamiliar texts and in spelling
 Typical duration: 4-6 weeks
Phase 5 – Teaching children to recognise and use
alternative ways of pronouncing graphemes and spelling
phonemes
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Introduces additional graphemes
Introduces alternative pronunciations for reading
Introduces alternative graphemes for spelling
Includes alternative ways of articulating the graphemes and
of spelling words corresponding to long vowel phonemes.
 Identify, read and spell parts of two-syllable and threesyllable words.
 Develops fluency
Alternative Pronunciations and
Alternative Spellings
 Look at ways of pronouncing “g”
phoneme e.g. gnat, gnu, giant, good
 Look at alternative ways of spelling “ai”
phoneme e.g. mail, male, made
Four Part Lessons
Revisit and review
recently and previously learned phoneme–grapheme correspondences, and
blending and segmenting skills as appropriate
Teach
new phoneme–grapheme correspondences; skills of blending and segmenting
Practise
new phoneme–grapheme correspondences; skills of blending and segmenting
Apply
new knowledge and skills while reading/writing
The Phonics
Screening Check
https://www.youtube.com/watch?v=IPJ_ZEBh1Bk
Examples of
children’s
responses to the
screening check
and scoring can
be observed on
line
Pseudo words
Half of the words in the Screening Test are pseudo
words so that children learn to isolate phonics from
reading strategies and it shows how a child blends
without knowing the word. e.g. trape, freem
Practising Pseudo Words
 BIN
TREASURE
Practice Sheets
New curriculum expectations for
spelling in Y1
 Recognition of the trigraph –tch (catch)
 Adding s and es to words (plural of nouns and third person
singular of verbs, cats,catches)
 If a word ends with a v sound, the letter e usually needs to
be added (have)
 Adding –ing, -ed and –er to verbs where no change is
needed to the root word (hunting)
 Adding –er and –est to adjectives where no change is
needed to the root word (grandest )
 Adding the prefix –un (unhappy)
A reliance on Letters and Sounds will not address these additional
requirements in the new spelling curriculum
Teaching Spelling
 Previously, children in Year 2 who were
secure at Phase 5 would move on to using
Support for Spelling
 In the new curriculum, the content of the Year
2 spelling appendix draws on learning from
across the different year groups in SfS
 Some activities in SfS can be adapted to meet
the demands of Year 1
New Curriculum for Year 2
 The –le, el, il and al spelling at the end of words (table, camel,
metal, pencil)
 Adding the suffixes –ment, -ness and –ly
 Contractions
 The possessive apostrophe (singular nouns e.g. Megan’s coat, the
man’s dog)
 Words ending in –tion (station, fiction)
 Homophones and near homophones
 The ‘s’ sound spelt c before e, i and y (ice, race, fancy)
 Adding –ed, -ing -er and –est to a root word ending in y with a
consonant before it (copy/ copied/ copier, but copying)
 Nouns ending in a vowel and y just add s e.g. key/keys
Spelling in Key Stage 2
 SWST = Single Word Spelling Test
 Each term tested
 Spelling errors analysed according to
patterns
 Individualised spellings 40 – 50 per child
Spelling made fun!!

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