Phonics and Spelling Holy Family Catholic Primary School By

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Phonics and SpellingHoly Family Catholic
Primary School
By Lucy Moon
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Phonics
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Why Phonics? The way that spelling and reading
is taught in schools is as a result of the Jim
Rose report. It was found that the systematic
approach, which is generally understood as
'synthetic' phonics, offers the vast majority of
young children the best and most direct route to
becoming skilled readers and writers and that
phonic work is also essential for the development
of writing, especially spelling.
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It is a requirement that reception children
are taught 20 mins of letters and sounds per
day.It is recommended that Year 1 and 2
children also receive 20mins per day.
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Phonics Consists of
Identifying sounds in spoken words Recognising
the common spellings of each phoneme. Blending
phonemes into words for reading. Segmenting
words into phonemes for spelling.
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Segmenting (for spelling)
Identifying the individual sounds in a spoken
word (e.g. h-i-m , s-t-or-k) and writing down
letters for each sound (phoneme) to form the word
him and stork.
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Blending (for reading)
Recognising the letter sounds in a written word
e.g c-u-p sh-ee-p. Merging them into the
correct order to pronounce the word cup and sheep.
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Phonics at a glance
Skills of segmentation and blending
Knowledge of the alphabetic code.
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How do we teach phonics at Holy Family?

• At Holy Family we use a variety of different
  resources in order to teach phonics these
  include,
• The Jolly Phonics Programme a focused
  interactive published phonic programme
• The DCFS publication Letters and Sounds
  although not statutory, a recommended high
  quality phonics teaching programmes which meet
  the core criteria.

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• The 44 Phonemes
• There are approximately 44 phonemes (sounds) in
  the English language

Consonant Phonemes
Vowel Phonemes

• These phonemes are often represented by several
  different graphemes (letter patterns)

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Some Definitions
A Phoneme This is the smallest unit of sound in
a word
How many phonemes can you hear in cat?
Remember you hear a phoneme
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How many phonemes are in each of these words?
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• A grapheme
• These are the letters that represent the phoneme.

The grapheme could be 1 letter, 2 letters or
more! We refer to these as sound buttons. t
ai igh
Remember you see a grapheme
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Put the sound buttons under these words
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This is where it gets tricky!
Phonemes are represented by graphemes. A
grapheme can consist of 1, 2 or more letters. A
phoneme can be represented/spelled in more than
one way ( cat, kennel, choir) The same grapheme
may represent more than one phoneme ( me, met)
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Grapheme Key Vocabulary

• 2 letters making one sound ( ai, ee, oo)
• 3 letters making one sound ( igh , dge )
• Where the two letters are not adjacent
• ( a-e, e-e )

• Digraph
• Trigraph
• Split diagraph

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Finding out moreUseful websites
http//www.bbc.co.uk/schools/ks1bitesize/literacy
http//www.crickweb.co.uk
http//nationalstrategies.standards.dcsf.gov.uk/no
de/85357
http//www.johndavies.notts.sch.uk/children/docume
nts/44PhonemesVoiced.ppt257,1,The204420phonemes
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Spelling
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• Is spelling important?
• The use of conventional spelling in written text
  is unfortunately one of the means used by society
  to judge whether or not a person is literate.
• Spelling is a public activity, it is the first
  thing people notice about the writing and is
  often incorrectly associated with intelligence.
• Poor spellings skills can often lead to
• embarrassment
• low self esteem
• frustration
• pressure from adults
• anxiety which will inhibit a childs writing,
  leading to safe word choices

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• How do we learn to spell?
• Precommunicative stage the child uses letters
  and symbols but shows no knowledge of
  letter/sound correspondence
• Semi phonetic stage the child begins to show
  a simple awareness of letter/sound
  correspondence, but this is limited and very
  rudimentary , i.e u for you
• Phonetic stage children at this stage show a
  greater awareness of letters and sounds, but will
  represent every speech sound that they will hear
  in a word, kom for come
• Transistional Stage children have a more
  developed phoneme/grapheme understanding and
  become aware of letter patterns and word
  structures, egul for eagle
• Correct Stage at this stage the speller is
  aware of spelling rules and understands other
  conventions of the English language i.e. plurals,
  prefixes, etc
• Spelling is a visual skill, supported by phonic
  encoding - memory only comes into play when you
  understand how to spell the word!

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• Strategies for supporting children as spellers
• In addition to supporting children in acquiring a
  good phonic understanding, there are a number of
  different strategies that we can share with
  children that will help them with their spelling
• Which words should we target?
• Choose words that
• Will be needed often family names, interest
  words, high frequency words
• Words that are almost right
• Can be found in other words, like old, all
• Have common letter patterns, e.g like
• That children want to learn - dinosaur, dancing,
  etc

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• Looking with the intention of remembering
• Dashboard activity- describe the dashboard of
  your car to the person next to you
• Symbols draw the symbol commonly used to as the
  disabled sign
• Draw the symbol previously used to represent
  British Rail

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If only you could have had a quick look before
hand Spelling is like this It is about
transferring skills without pre-warning Poor
spellers do not have the skills to do this
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• Learning spellings
• I can spell whenever, wherever
• When helping your child to learn spellings there
  are a number of different strategies that you can
  employ to help
• Really study the word ask questions about the
  word, how many letters, how many are tall, have
  tails, does it have any double letters
• Look for letter patterns look, higher, etc
• If a child always forgets a certain letter (s),
  rewrite writing the missing letter in a different
  colour or much larger they
• For younger children, ask them to over write the
  word or write it in the air
• Write the word as many times as you can in thirty
  seconds (this will help with automaticity Write
  the word with your eyes shut you need to
  physically visualise the word before writing it
• Sing the word or add actions for each letter!
• Understand the word what does it mean?
• Start with words that the child knows or almost
  knows
• Revisit the words you have been learning to
  spell, at the table, in the bath, etc

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• Look, cover, write, check
• 'Look, Cover, Write, Check' Method is an
  effective way of learning unknown words. This
  encourages your child to 'see' and 'hear' the
  word, and to see for themselves if it is spelt
  correctly.
• Look at a spelling word.
• Cover the spelling word.
• Visualize the covered word in the mind.
• Write the word from memory.
• Check what has been written with the uncovered
  word.
• Dont focus on the negative, look at the
  positives how many did we get right?
• ????
• l i t t a l

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Mnemonics Mnemonics can often help children to
remember tricky words that dont follow a
pattern A mnemonic is a meaningful sentence
that relates to the word that should be easier
than trying to learn a string of isolated
letters A mnemonic could be a word associated
with a word that a child can already spell
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• Special Special People Eat Caviar In A
  Lamborghini
• A piece of pie
• Was what a silly spelling
• L ?? k
• There is Sugar Sugar in deSSert
• You hear with your ear
• Because Big elephants Cant always understand
  small elephants
• Make up your own mnemonics with your child that
  way they will have ownership of the and they will
  be more personal!

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Some useful spelling rules There is a vowel or
vowel digraph in almost every word and in every
syllable If in doubt use c and not k there is
always a k before an e or I, but a c before the
remaining vowels Take off the e before adding
ing English words never end in an i use a y or
a v use an e The sound of ee at the end of a
word is nearly always a y Q never stands by
itself it is always written as qu A silent/Magic
e is always needed if the vowel before it says
its name Plurals words that end with an F need
to be changed to ves. Words with a hissing end
buzz, hiss, fox, need an es at the end I before e
except after c and when making an a sound There
is no word in English that ends in full except
full (thankful, graceful, etc)
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Spelling Games Shannons Game same rules as
hangman, but you give every other letter starting
with the first encourages the child to think
about letter patterns, may want to play with
spelling lists Hangman use topic words/interest
words or spelling list words Spot the real word
- make a list of words with errors that could be
made when trying to learn a new word, ask the
child to pick out the correct word Word searches
Puzzlemaker a great website for making your
own word search Aunt Hetty Aunt Hetty likes
things with a letter pattern in the spelling, but
doesnt like them without the letter pattern
Silly Soup list ingredients which start with
the same letter/pattern that can go in the silly
soup Sparkle Start with a word and take it in
turns to spell the word a letter at a time, the
person who says the word sparkle after the last
letter wins the word
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Why do we need to spellthats what spellcheckers
are for!
A Little Poem Regarding Computer Spell
Checkers...   Eye have a spelling chequer It
came with my pea sea It plainly marques four my
revue Miss steaks eye can knot sea. Eye strike
a key and type a word And weight four it two say
Weather eye am wrong oar write It shows me
strait a weigh. As soon as a mist ache is maid
It nose bee fore two long And eye can put the
error rite Its rare lea ever wrong. Eye have
run this poem threw it I am shore your pleased
two no Its letter perfect awl the weigh My
chequer tolled me sew.