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Buryfields Infant School
Curriculum Evening
Phonics and Spelling Support Booklet
16
1
Most people read words more accurately than they spell
them. The younger pupils are, the truer this is.
By the end of year 1, pupils should be able to read a large
number of different words containing the graphemes that
they have learnt, whether or not they have seen these
words before. Spelling, however, is a very different matter.
Once pupils have learnt more than one way of spelling
particular sounds, choosing the right letter or letters
depends on their either having made a conscious effort to
learn the words or having absorbed them less consciously
through their reading. Younger pupils have not had enough
time to learn or absorb the accurate spelling of all the
words that they may want to write.
This booklet provides examples of words embodying each
pattern which is taught. Many of the words listed as
‘example words’ for years 1 and 2, including almost all
those listed as ‘exception words’, are used frequently in
pupils’ writing, and therefore it is worth pupils learning the
correct spelling. The ‘exception words’ contain graphemes
which have not yet been taught as widely applicable, but
this may be because they are applicable in very few
age-appropriate words rather than because they are rare in
English words in general.
2
15
There are approximately 44 phonemes in English
Need to know
Rules and guidance
Examples
The /n/ sound spelt
kn and (less often) gn
at the beginning of
words
The ‘k’ and ‘g’ at the
beginning of these
words was sounded
hundreds of years ago.
knock, know, knee,
gnat, gnaw
The /r/ sound spelt wr
at the beginning of
words
The /l/ or /əl/ sound
spelt –le at the end of
words
14
This spelling probably
also reflects an old
pronunciation.
The –le spelling is the
most common spelling
for this sound at the
end of words.
write, written,
wrote, wrong,
wrap
table, apple,
bottle, little,
middle
Vowel Phonemes:
PHONEME
EXAMPLES
a
cat
e
peg
bread
i
pig
wanted
o
log
want
u
plug
love
ae
pain
day
gate
station
ee
sweet
heat
thief
these
ie
tried
light
my
shine
oe
road
blow
bone
cold
ue
moon
blue
grew
tune
oo
look
would
put
ar
cart
ur
burn
fast
(regional)
first
term
or
torn
door
warn
(regional)
au
haul
law
call
er
wooden
circus
sister
ow
down
shout
oi
coin
boy
air
stairs
bear
hare
ear
fear
beer
here
3
heard
mind
work
Consonant Phonemes:
Year 2 Spelling
PHONEME
b
d
f
g
h
EXAMPLES
baby
dog
field
game
hat
j
judge
giant
barge
k
cook
quick
mix
l
lamb
m
monkey
comb
n
nut
knife
p
paper
r
rabbit
wrong
s
sun
mouse
t
tap
v
van
w
was
wh
where (regional)
y
yes
z
zebra
th
then
th
thin
ch
chip
watch
sh
ship
mission
zh
treasure
ng
ring
4
photo
please
Chris
Need to know
Rules and guidance
The /dʒ/ sound spelt
as ge and dge at the
end of words, and
sometimes spelt as g
elsewhere in words
before e, i and y
The letter j is never used
for the /dʒ/ sound at
the end of English
words.
badge, edge,
bridge, dodge,
fudge
At the end of a word,
the /dʒ/ sound is spelt –
dge straight after the
‘short’ vowels).
age, huge, change,
charge, bulge,
village
gnat
city
After all other sounds,
whether vowels or
consonants, the /dʒ/
sound is spelt as –ge
ge at
the end of a word.
science
In other positions in
words, the /dʒ/ sound is
often (but not always)
spelt as g before e, i,
and y. The /dʒ/ sound is
always spelt as j before
a, o and u.
is
The /s/ sound spelt c
before e, i and y
chef
sink
13
Examples
gem, giant, magic,
giraffe, energy
jacket, jar, jog,
join, adjust
race, ice, cell, city,
fancy
Need to know
Rules and guidance
Examples
Adding s and es to
words
If the ending sounds like /
s/ or /z/, it is spelt as –s.
If the ending sounds like /
ɪz/ and forms an extra
syllable or ‘beat’ in the
word, it is spelt as –es.
es
cats, dogs, spends,
rocks, thanks,
catches
–ing and –er always add
an extra syllable to the
word and –ed sometimes
does.
hunting, hunted,
hunter, buzzing,
buzzed, buzzer,
jumping, jumped,
jumper
Adding the endings
–ing, –ed and –er
to verbs where no
change is needed
to the root word
The past tense of some
verbs may sound as if it
ends in /ɪd/ (extra syllable), /d/ or /t/ (no extra
syllable), but all these
endings are spelt –ed.
ed
As with verbs (see above),
if the adjective ends in
two consonant letters (the
same or different), the
ending is simply added
on.
Phase 1
Seven Aspects: Three strands in each 1) tuning in to sounds
2) listening and remembering sounds 3) talking about sounds
Oral segmenting and blending introduced in Aspect 7
Continues through all Phases
Phase 2
19 grapheme-phoneme correspondences
Set 1: s a t p
Set 2: i n m d
Set 3: g o c k
Set4: ck e u r
Set 5: h b f, ff l, ll ss
If the verb ends in two
consonant letters (the
same or different), the
ending is simply added
on.
Adding –er and –
est to adjectives
where no change is
needed to the root
word
Order in which phonemes are introduced in ‘Letters and Sounds’
Phase 3
25 more grapheme-phoneme correspondences
Set 6: j v w x
grander, grandest,
fresher, freshest,
quicker, quickest
Set 7: y z, zz qu
Phase 3 two and three letter graphemes:
ch, sh th ng ai ee igh oa oo ar or ur ow oi ear air ure er
Phase 4
No new graphemes
Consolidation of above to read and spell words containing adjacent
consonants and to read and spell polysyllabic words-segmenting to
spell, blending to read
12
5
Phase 5
New graphemes, alternative pronunciations for those
already known and alternative spellings for phonemes
New graphemes:
ay (day) ou (out) ie (tie) ea (east) oy (boy) ir (girl) ue (blue)
aw (saw)
Year 1 Spelling
Need to know
The sounds /f/, /l/, /
s/, /z/ and /k/ spelt ff,
ll, ss, zz and ck
wh (when) ph (photo) ew (new) oe (toe) au (Paul)
Split digraphs
a-e (make) e-e (these) i-e (like) o-e (home) u-e (rule)
New pronunciations for known graphemes:
off, well, miss,
buzz, back
bank, think,
honk, sunk
Each syllable is like a
‘beat’ in the spoken word.
Words of more than one
syllable often have an
unstressed syllable in
which the vowel sound is
unclear.
pocket, rabbit,
carrot, thunder,
sunset
-tch
The /tʃ/ sound is usually
spelt as tch if it comes
straight after a single
vowel letter. Exceptions:
Exceptions
rich, which, much, such.
catch, fetch,
kitchen, notch,
hutch
The /v/ sound at the
end of words
English words hardly ever
end with the letter v, so if
a word ends with a /v/
sound, the letter e usually
needs to be added after
the ‘v’.
have, live, give
Phase 6
Children apply skills and knowledge learned above to
become fluent readers and increasingly accurate spellers.
Past tense words
Adding Suffixes/prefixes to make longer words
Tricky ‘bits’ in words and use of memory strategies
6
Examples
Division of words into
syllables
Alternative spellings for phonemes
Consolidation of all of above
sounds are usually spelt
as ff,
ff ll,
ll ss,
ss zz and ck if
they come straight after a
single vowel letter in
short words. Exceptions:
Exceptions
if, pal, us, bus, yes.
The /ŋ/ sound spelt n
before k
i (fin, find), o (hot, cold), c (cat, cent), g (got, giant), u (but,
put (in south of England), ow (cow, blow), ie (tie, field),
ea (eat, bread),
er (farmer, her), a (hat, what), y (yes, by, very),
ch (chin, school, chef), ou (out, shoulder, could, you)
Rules and guidance
11
Use a Phoneme Frame
e.g.
sh
i
p
ch
ai
n
s
Draw sound buttons –
we call them sausages and beans!
Practise reading and writing nonsense words
10
7
Correct posture for writing
Right handed
Left handed
Don’t forget to hold your pencil correctly too!
8
9