Phonics and
Spelling
Mrs Lloyd - Assistant Head FS / Key Stage 1
Miss Wardle - Assistant Head Key Stage 2
Literacy Coordinator
What do we want for our Year 2 readers at Lime
Tree?
u  To
promote and encourage a lifelong love of reading
u  To develop an interest in and love of books,
encouraging children to become attentive listeners
and independent and reflective readers
u  To be able to read a variety of different words using
their phonetic knowledge and feel confident to have
a go
u  To be able to ask and answer questions about stories
and texts using literal understanding, comprehension
and inference skills
What is Phonics?
I have a spell in chequer
It came with my pea see
It plane Leigh Marx four my revue
Miss takes eye ken not sea
I’ve run this poem threw IT
I’m shore your plea zed too no:
It’s let a perfect in its weigh
My check her tolled me sew.
Knowledge, Skills and Understanding of…
› Blending
-Hearing phonemes (sounds) in
words and being able to merge them
together
› Segmenting – Splitting words into different
‘chunks’
› Alphabetic codes – Understanding which
letters represent different sounds in reading
and writing
Terminology
› Phoneme
t r ai n
– is the smallest unit of a sound
sh o p
qu ee n
› Grapheme
– is the letter that represents
the phoneme in written form i.e our
alphabet
English Phonetic System
26 letters of the alphabet
44 phonemes
140 representations
Types of Grapheme
Digraph – two letters which make one sound
ch, sh, ph, th, ng, nk, ll, ck, ff, ss, ay, ai, ee
Trigraph – three letters which make one sound – igh, tch
Quadgraphs – four letters which make one sound - eigh
Tricky Words
› 
Tricky words are those words that are partially
decodable but sound different to how they
look
e.g. he, she, said, the, of
› 
Not all the word is tricky just part of it.
After Phonics…It’s Spelling!
› The
emphasis is placed on ‘Spelling’ words correctly and
choosing the correct grapheme to represent the sound
› Much of this also built upon in Year 1
E.g. you would revisit the ai a_e ay phonemes and
graphemes, and place them correctly in words and
sentences to check for any patterns
This work also links with homophones – words that sound the
same but mean different things, and putting these words
into context – their, there, they’re
› Spelling Expectations List to take home if you would like
one
Read to your child - Establish a routine
for reading. Whether before bed or at
snack time, reading can fit into almost
any part of your daily routine.
FYI - This does not need to be a battle
with a ‘staged’ book!
Read aloud together –
Let the child benefit from hearing your voices for the characters
and intonation/expression.
Reading alone – Children need time to build up their reading
stamina, read longer texts, and are expected to be able to
read independently by the end of the year.
Build up: 5 mins, 7 mins, 9 mins etc.
To check reading: Ask questions about the story or ask to
summarise key events/put themselves in the characters
shoes etc. Can they retell and explain what they have read
accurately and answer these questions? Can they make
connections to what they are reading with their own life?
Current Reading Book System
2 books – 1 staged (basic skills progression) and 1 library book (for enjoyment)
Write in the blue tracking folder books that you are taking
Return to the big box or pop back on the shelf
Write in own yellow reading journal/diaries to keep another record of your books
reading at home
•  Change as often as needed – daily, weekly
•  If you cannot change regularly (x1 weekly) then please let your class teacher
know- they will change on their class’ designated day
• 
• 
• 
• 
•  New Reading Passport to support reading at home in line with new year group
reading expectations
•  Staged Books – the evidence and the views
Additional information and guidance
›  Reading
Passport
A document to use in order to ask questions, begin to understand the
curriculum, work on a home alongside reading. Build upon skills taught the
Year before.
›  Reading
SATs
Examples given out of the kinds of texts children will read/need to answer
and be assessed on at the end of the Year (May/June)
The importance of the inference and deduction of characters and the
stamina children need to have for reading
›  Spelling
Sending spellings home, children learning spelling rules in school, preparation
for the SATs test on Spelling
Useful Websites
u 
http://resources.woodlands-junior.kent.sch.uk/interactive/literacy.html
u 
Phonics, word and spelling games for all phases/ages. Interactive alphabets, links to
other useful games sites
u 
www.bbc.co.uk/schools/wordsandpictures/phonics/
Mix of very good interactive games and worksheets covering most phonic phases.
Recommend Sandcastle quiz for phase 3 and 5
u 
u 
u 
www.ictgames.com/literacy.html
A great selection of games that link well with games in Letters and Sounds.
www.phonicsplay.co.uk
u 
A selection of interactive games for all phonic phases. Mostly simple games but a
few to choose from.
u 
Espresso – school have signed up and is a free resource to use at home- there is also
an APP
u 
Login – student6779
password - limetree