Phase 6Phase 6Phase 6Phase 6Throughout Year 2Throughout Year 2

Vocabulary

We use the correct terminology with the children right from reception.

It may sound complicated but it actually makes it easier!

It helps children to understand, explain and ask questions to support their learning.

Phonemes: The sounds that are found within a word

Grapheme: The written phonemes – letters, digraphs, split digraphs and trigraphs

Digraph: Two letters that make one sound when readTrigraph: Three letters that make one sound

CVC: Stands for consonant, vowel, consonant.

Blending: Seeing a word and merging the phonemes togetherto read the wordSegmenting: Chopping up a word into separate phonemes to spell it outTricky words: Words that cannot be decoded.

Securing earlier learning

• Children will continue to practise recognition of graphemes until they are able to use them automatically when reading independently.

• Some children will now be reading longer and less familiar texts independently and with increasing fluency.

• They begin to move from learning to read to reading to learn and to read for pleasure and information.

ReadingMost children are able to read hundreds of words, doing

this in three different ways

• Reading the words automatically if they are very familiar• Decoding them quickly and silently because their

sounding and blending routine is well established• Decoding them aloud

Increasing the pace of reading is important and children should be

encouraged to read aloud as well as silently for themselves.

Reading with understanding

• Children learn to go beyond literal interpretation • They learn to make links to things they already know• Clarify meanings – learning to understand new words• Asking questions about what they read• Creating mental images when they are reading• Summarising what they have read – being able to

say what the most important events are in a story, or the most useful piece of information.

Spelling• The way spelling is taught has changed

since most parents were at school!• Children used to practise lists of words and

then have a spelling test on a regular basis.• Research has shown that this method did

not allow children to make the connection between what they learned for a spelling test and what they needed to write for other purposes.

Spelling in Year 2Children will:• Continue to segment words into phonemes, but will

also learn to choose the right grapheme from several possibilities.

( ai, ay, a-e; ie, igh, i-e; oa, ow, oe, o-e)• Investigate and learn how to add suffixes ( -ing, -ed, -er, est, -ful, -ly, -y)• Learn how to spell long words (breaking a word into syllables)• Find and learn the difficult bits in words • (take a word apart and put it back together)

Choosing the right grapheme

Children will explore familiar words and sort theminto groups.

play train bake staypain game day rain

Children then look for rules to help remember when to use

each grapheme.

Learning how to add suffixes

Children will learn about verbs and how to change tenses.

Children learn how to add:

–ing for the present tense and –ed for the past tense.

I share my sweets with my friends. (present tense)I am sharing my sweets with my

friends.(drop the e and add ing)I shared my sweets with my friends.(drop the e and add ed)

Singular and PluralChildren will explore how to change

words from singular to plural.One doll, many dolls.

One dolly, many dolliesAdding –s or changing the

y into i and add es changes the word from one to more than one.

Compound WordsChildren will learn that compound

words are made when two words are joined together.

playground hairbrush everybody

somewhere football upstairs

Longer wordsChildren will learn to identify syllables

in words and spell each syllable.

pretending grandmother wonderful

powerful together tomorrow

Tricky WordsThe tricky words children learned to read

are also tricky words to spell.

It is very important to remind children that they must be spelled correctly.

These words will continue to be practised throughout Year 2.

Tricky Wordsthe I to no go intohe she me we be was youthey all are my her said have do some come were there one what their people could would should because

How will this happen?Children will have a four part spelling lesson each day:• They will practise what they have already learned• They will work on new learning• They will practise their new learning individually,

with a partner or group and as a whole class.• They will apply their learning in an activity.Children will learn together as a whole class, and will

alsohave opportunities to revisit and practise earlier

learning, asand when they need to.

Remember…• Phonics is the step up to word

recognition • Automatic reading of all words – decodable and tricky – is the

ultimate goal for reading• Writing words correctly so that

others can understand our writing – is the ultimate goal for spelling

Thank you for coming

Remember phonics, reading and spelling at home should…

… be done little and often.… be fun.… link to your child’s interests.