AIMS
 To share how phonics and spelling is taught at
Winklebury
 To teach the basics of phonics and some useful
phonics terms
 To outline the different stages in phonic
development
 To show examples of activities and resources we
use to teach phonics
1. What is phonics?
2. Why is the teaching of phonics so
important?
3. How is phonics taught?
•
•
Learning the letter sounds
• Blending/Segmenting
Identifying sounds in words
• Tricky words
4.Spelling
What is phonics?
Phonics is a way of teaching children to read quickly and skilfully. They
are taught how to:
recognise the sounds that each individual letter makes;
identify the sounds that different combinations of letters make - such
as ‘sh’ or ‘oo’;
blend these sounds together from left to right to make a word.
[Source: DfES]
Knowledge of 44 phonemes and 140 graphemes.
Skills of blending and segmenting.
Phonics = Skills of reading and spelling + knowledge of
the alphabet
Ready to have a go?
‘Ghoti’
Did you get it right?
TI – ‘sh’ as in station
Light - by - pie - find
side
Letters and Sounds
(5 distinct phases)
Support for Spellings
Letters and Sounds is a phonics resource published by the
Department for Education and Skills in 2007.
It aims to build children's speaking and listening skills as
well as to prepare children for learning to read by
developing their phonic knowledge and skills.
It sets out a detailed and systematic programme for
teaching phonic skills for children starting by the age of
five, with the aim of them becoming fluent readers by age
seven.
Resources for IWB
Big Books/Puppets
Sound Cards
Phonic trees
‘Pure Sounds’
Need to ensure that pure sounds are used at all times.
Do not add an “uh” or “er” sound to the end of sounds
such as t, j, p
Watch this space! The articulation of the pure sounds
will be available to listen to shortly.
Beware: Adjacent consonants are not digraphs – they have
two distinct sounds
S-t-a-m-p not st-a-m-p
igh
air
ure
ear
Sound buttons
r
.
i
.
ng
_
n
.
ch
i
ck
_
.
_
igh
t
_
.
3. Teach
4. Practise
5. Apply
Read or write sentences using new
digraph/HFW/tricky words
Using pure sounds/knowledge of digraphs
and trigraphs children are taught to say the
sounds and then blend them together
c-a-t
n-ee-d
m-igh-t
Some words unfortunately
have to be learnt by sight
these are called
‘Tricky words’
said
because
This is the opposite
S-t-r-e-t-ch-i-ng
the word out and applying the
corresponding grapheme (letter)
•Follows on from and assumes that children are secure with
their phonics up to the end of Phase 5;
•Termly objectives;
•Sessions for both the teaching of specific objectives and for
direct teaching of spelling strategies;
•Assessment activities included in every unit. Day-to-day
assessment is a principle of this programme;
•Objectives are phonological and morphological.
The teacher’s role is to
teach spellings, not to
give spellings
Discriminate
syllables in
multisyllabic
as an aid to
spelling
Understand how
suffixes change
the function of
words
To identify root
words, derivations,
spelling patterns
as a support for
spelling
Teaching Sequence
Revisit, Explain, Use
Teach, Model, Define
Practise, Explore, Investigate
Apply, Assess, Reflect
How will spelling be
taught at
Winklebury?
What strategies do the
children use?
How will spelling
be assessed?
Identify High Frequency Words for spelling
and reading.
Starting at YR – once first 45 can be read
spellings begin!
Split across 6 sets
Starts in Foundation Stage when the child is
ready, developing across Key Stage 1 and Key
Stage 2
Spellings are taught through regular 15 minute
phonics sessions or spelling groups using
LETTERS & SOUNDS
or
SUPPORT FOR SPELLINGS
Revisiting – Teaching - Practising – Applying
Children need to be able to read a word before they can spell it.
1.Write the word/check it can be read
2.Say a sentence using the word
3.Sound-talk the word
4.Ask children to do the same
5.Discuss grapheme for each phoneme – say letter name
Multiple graphemes may represent a single phoneme. These are called
digraphs (e.g. ‘ar’ - two graphemes for a single phoneme) and trigraphs (e.g.
‘igh’ - three graphemes). For example, the word ship contains four graphemes
(s, h, i, and p) but only three phonemes, because sh is a digraph.
1. Ask children to write word in the air
2.Rub the word off – children have a go!
To split up a word into it’s individual phonemes in
order to spell it –
e.g. cat has 3 c-a-t
ship has 3 sh-i-p
Say the word
Repeat using ‘sound talk’
Identify the initial phoneme – the first sound we
can hear at the start of the word?
How are these represented – which letter/digraph?
Repeat until word is completed
•Children are encouraged to ‘stretch’
words out for spelling applying their
knowledge of phonics from taught
sessions
•Children are encouraged to be
independent spellers – we do not have
word books or give spellings
because
big elephants can’t add up
so easily
Give children ownership - that way
they will remember them!
Look-Cover-Write-Check
• Children bring home the spelling sheet for the group
that they are on
•Children are tested each week on
ALL
of the spellings - quick fire spelling test
•In order to move on to the next group, spellings have
to be 100% correct twice in a row
AND
there has to be evidence of them being used in
their writing
Half-Termly - each child will be assessed using the
HFW to track progress made.
Each child will have their own record sheet which will
follow them from year group to year group – from
infant to juniors.
Spellings from the HFW list will be sent home to
be learnt.
Once your child has learnt the HFW’s then there
will be no spellings sent home except for any
relating to a topic.
Spelling investigations may be sent home.
Summary
 Spelling has to be taught;
 Children need to know how to learn;
 Sessions are active and investigative;
 Learning needs to be regular, in context and
applied.