Words and word-building
The same but different
The same but different – here/Here, the/The
Substitution
come→some→same→came – using magnetic letters
Onset – all, ball, wall, call, small
Full circle - cat→cot→hot→hit→pit→pat→cat etc
Rhming
Rhyming soup – in goes a fox, a box, some socks
Odd one out – fox, box, hat
Find the rhyme in the bag – fox, box, hat
Patterns
Quickwrite patterns – she,he,we,me you,your, my,by, so,no,go same came
Word-building
Add inflections – play →playing→played→plays→player
Wordbuild – e.g. ear,hear,hears,heard,hearing,earphones, earring
What’s a word?
Roll the dice – pick up 3 words
Put a cube under 1,2,3 words on your page/under the first/last word on a page
Compare 3 words
Compare 3 words – come, comes, coming
Segmenting
Weakest link – listen to segmented word, 1st with hand up can choose someone
else to sit down
Look at a picture of an object and first to write the word
Countdown – who can spell the longest word in 1 minute from the selection of
magnetic letters on the table?
Phoneme dice – quickly make or write a word containing that phoneme
Missing phonemes – e.g. tr__n – what would fit? Children write on WBs or use
incomplete word cards and have phonemes on the table
Phoneme frame – write me words using previously taught phonemes
Sound buttons – write sound buttons under the phonemes in a word
On your marks – teacher shouts out a word with a focus phoneme. 2 teams
compete to be the first to write the word on the class WB.
On your marks – in groups, spell me.... . using phoneme flashcards
What’s in the box? I have a b-r-u-sh
Best bet spellings e.g. day, dai, dey, deighm daye
Read my lips – children say/write the word
Georgie’s Gymn- touch your l-e-g, n-e-ck
Quickspell letters – teacher calls out a word and children quickly use the magnetic
letters to spell the word
Syllables and Compound Words
Compound cards – make silly compound words
Cut words up into syllables/use magnetic letters to illustrate syllables
How many in 1 minute?
Against the timer – how many core words can you read in 1 minute?
Quickwrite – core or focus phoneme words – how many times in 1 min?
Word Hunt
Word sort/hunt – pupils search for words of patterns/sounds they are studying
Phonics and Spellings
Summer 2014
S. La Rosa, Reading Recovery Teacher
Knowledge of phonics by the end of Year 1
Reception
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Match capital and lower case letters - magnetic letters
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Form each letter correctly - BDP letter formation rhymes
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Blend sounds to read, segment sounds to spell CVC words
i, l, ll, t, u, y, v, w c, o, a, d, g, qu e, s, ss r, n, m, p h, b, k, ck x, z, zz j, f, ff
Instant recall of Ph3 Sounds
ch, sh, th, ng ai, ee, igh, oa oo, ar, or ur
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ow, oi, ear, air
ure, er
Blend and segment CVCC and CCVC words with the above sounds
Consonant cluster starts
pr,br,fr,tr,gr,cr,dr, fl,gl,sl,cl,sw,tw, sk,st,sn,sp, spr, scr, str, shr, thr
Consonant cluster ends
lt, lp, lk, lf, sp, st, ct, nt, ft, pt, xt, nd, nk, mp, mb
Year 1
Blend to read 2 &3 syllable words
Segment to spell 2 & 3 syllable words
Clap out syllables to aid spelling
Work on the ‘best fit’ phoneme when segmenting to spell e.g. ay, ai, a-e, ey
Graphemes:
ph, wh, k
ear, eer
air, ear, are, ere
or, ore, aw, au
y, ie, igh
ue, ew
ou, ow
oo, oo oa, ow, oe
er, ir, ur, ear
ar, ee, ea, ie, y, ea
ai, oi, ay, oy, ey
Vowels and a-e, e-e, i-e, o-e, u-e
Compound words
Add: unAdd: er, est to adjectives + root word
Add: ing, ed, er + root word
Plurals s, es
Word-building and Spellling Rules Year 2-6
Year 2
Word building
Homophones and near homophones
Possessive apostrophe—single nouns
Contractions
Endings: ment, ness, less,ful, ly
Endings: sion, sure, sual, tion
ar as ‘or’ sound e.g. warm
or as ‘ur’ sound after a w e.g. work
a as ‘o’ sound e.g. was, want
ey as the ‘ee’ sound at end of words e.g. money
o as ‘u’ sound e.g. other
all words e.g. tall
Adding ed, ing, er, est, y
y → ies and irregular plurals
Endings le, el, al, il e.g. circle, camel, metal, pencil,
kn, gn, wr
c as ‘s’ sound e.g. ice
Starts and endings: dge, ge, g, j
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Spelling Strategies
Say it slowly and think about the sounds you can hear e.g. w-e-n-t
Think about the phonics – how many sounds can you hear? a-f-r-ai-d
Split the word up into syllables - in-for-ma-tion
Can you hear a word you know inside the word? in-tell-i-gent
Think about the root word, prefixes and suffixes
friend→friends→friendly→unfriendly→friendship
Can you make up a mnemonic? laugh at ugly goats hair
Do you know a word that sounds or looks like it?
come→some make→cake
Spelling Games (continued on the back)
Letter Sort
 Sort letters by shape – those with ascenders/descenders
 Match the lower case and capital letters
Year 3
Irregular past tense
Suffixes beginning with vowels to words of more than one syllable
y as ’i’ sound e.g. mystery
ou as ‘u’ sound e.g. young
Prefixes: un, mis, dis, il, im, in, ir, re, inter, super, anti,auto
Year 3/4
Suffixes: tion, ation, cian, ssion, sion, sure ous, ture
ch as ‘c’ sound e.g. Christmas
ch as ‘sh’ sound e.g. Charlotte
Suffixes: gue, que
sc as ‘s’ sound e.g. science
ei, eigh, ey
Possessive apostrophe with plural words e.g. boys’
Homophones and near homophones e.g. see/sea
y, ily, ally
Year 5
Year 6
Suffixes: cious, cial, tious, tial
Suffixes: ant, ance, ancy, ent, ence, ency
Suffixes: able, ably, ible, ibly
Suffixes for vowels ending in fer
Hyphens
ei after ‘c’ e.g. ceiling
Words containing the letter string ‘ough’
Silent letters
Homophones and other words
that are often confused
Quick Recognition
 Sea of Sound – quickly pull magnetic letters down a WB – have 1 focus letter
 Describe the letter in the feely bag
 Phoneme orchestra – loudly, quickly, slowly to Frere Jacque tune
 Swat the phoneme
 Noisy phonemes – choose 10 children and have two copies of 5 focus sounds.
Children make their sound and have to find their partner
 Stations – teacher places grapheme cards around the hall. Children move
around the room/dance and they run to the correct phoneme when it is called
Formation
 Trace letters in glitter, sand, shaving foam
 Paint them, chalk them, trace them in the air to music
What’s a letter?
 Throw a dice – write me a word with 3 letters
 Show me the 1st/last letter in a word
 Show how letters join to make words → break up again to make how many
letters?
 Muddle the letters in words
Sound Spotting
 Swapshop – swap places if your word has ‘ai’ in it
 Listen and stand up when you hear a word with ‘ch’ in it
 Pass the beanbag when you hear a word with a focus phoneme in a song