Phonics & Spelling

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Phonics

Phonics and the learning of phonics is one of the most important aspects of early learning in Park View Academy. We hold it in such high-regard that we rigorously plan, assess and monitor our children’s progress at often as we can so adjustments can be made to match the individual child’s needs. Park View Academy use the Read, Write Inc. scheme and all relevant staff have had the very latest training under the Ruth Miskin Scheme. This is so instrumental in assisting the children in learning how to read and making the expected progress throughout the early years of school. Substantial investment in the scheme has allowed us to purchase home reading books that match up to the individual child’s reading and phonics level. This has given parents, carers and guardians a clearer insight into the ability of their child(ren) and actively engaged them in the learning of reading.

Read, Write Inc. lessons occur daily and are structured to facilitate every reading need of children in Park View. The groupings are fluid and children move between classes so they get the very best support to match their reading level. From this, the school has seen increases in data of the Phonics Screening Test conducted in Year 1.

Spelling

At Park View we follow a set procedure for spellings that allows for daily practice in a variety of ways so the words are constantly studied. In Year 1, children are given specific words that are linked to their phonics and red word needs: these words are then practised daily as well as being sent home for further rehearsal.

In Year 2, there is a keener focus on independence and structure of the spelling week. Children are given up to 10 spellings that are linked to the statutory government guidelines for spelling rules and common misconception words that children are expected to know and use independently by the end of Year 2.

When children begin Key Stage 2, spelling list of up to 15 words are given out on a Monday and then tested on a Friday. Spelling rules and common misconception words – in line with the statutory government guidelines – are the key focus in each of the year groups. However, if a child requires subtle changes in the spelling structure to match their spelling age, then teachers are at liberty to alter the words. Children in Key Stage 2 follow a weekly timetable as identified below:

Day 1 – Monday

Hear and say: Introduce the words-

  • Ask the children what type of focus it is (homophone/ prefix/ suffix) where would you find this part of the word?
  • Does the child know the meaning if the word, use word in a sentence to clarify?
  • Children to create a word search using their spellings and ask a sibling or adult to find the words when completed.

Day 2 – Tuesday

  • Dictionary definitions – find the definitions to new words in dictionary/internet and then record them in their books.

 

Day 3 – Wednesday

  • Spelling sentences – create own sentences containing spelling word.

 

Day 4 – Thursday

  • Spelling menu activities – have a copy of spelling menu, children choose activities to complete and record in their books.

 

Day 5 – Friday

  • Spelling test of the week’s spellings. Record score in the back of their books.

Throughout this process, we believe that the children in Park View Academy leave ready to apply the age-appropriate spellings in their independent work in secondary school.

Throughout each year group, the children are assessed using a Single Word Spelling Test that gives the teachers an indication of where the children are in terms of their spelling knowledge and the test then gives the teacher a spelling age. From this result, teacher then identify children who need additional support through intervention strategies and plan accordingly with the Teaching and Learning lead and Teaching Assistants are then informed and have time to work with the individual children.

 

 

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