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Defines phoneme, digraph, grapheme, vowels and consonants, plus CVC words and examples. Explains key reading skills such as segmenting, blending, decoding, retrieval, vocabulary, and inference. Includes core grammar and punctuation elements like sentence types and capital letters, full stops, question marks, and exclamation marks. 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A digraph is a grapheme where two letters represent one phoneme. A grapheme is a letter or combination of letters that corresponds to one phoneme in a word.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"How do children apply decoding and blending when reading?",{"text":118,"@type":114},"Decoding involves breaking a word down into its different phonemes to help read it. Blending puts the phonemes back together to form the word.",{"name":120,"@type":111,"acceptedAnswer":121},"Which grammar and punctuation marks are covered for Year 1?",{"text":122,"@type":114},"The organiser covers capital letters, full stops (.) for the end of a sentence, question marks (?) for questions, and exclamation marks (!) for exclamations.","https://schema.org",{"og:url":83,"og:type":125,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":127,"canonical":83},"index,follow",{"doc_id":129,"site_id":62},493184,1791673532,{"code":4,"msg":5,"data":132},{"doc_id":129,"user_id":133,"nickname":92,"user_avatar":134,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":34,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},3985747860484,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","| Spelling |  |\n| --- | --- |\n| Phoneme | A single unit of sound |\n| Digraph | A type of grapheme where two letters represent one phoneme (sound) E.g. tree/turn |\n| Grapheme | A letter, or combination of letters, that corresponds to a single phoneme within a word. E.g. ten |\n| Vowels | The letters a, e, i,o,u |\n| Consonants | The letters\u003Cbr>b,c,d,f,g,h,j,k,l,m,n,p,q,r,s,t,v,w,x,y,z |\n| CVC | A word made of consonant vowel [consonant E.g. cat/dad](consonant E.g. cat/dad) |\n| Common Exception Words | A word which can’t be phonetically decoded. |\n| Nonsense Word | Words used to check phonic decoding skills which are not real words. E.g. Meap |\n| Compound word | A word that contains two or more [root words E.g. news](root words E.g. news) + paper = newspaper |\n\nYear 1 English Knowledge Organiser  \n\n| Grammar and Punctuation |  |\n| --- | --- |\n| Sentences | Combining words to make sentences. |\n| Capital letters | Used at the start of the sentence and for names and places. |\n| Full Stop (.) |  Used to mark the end of the sentence.  |\n| Question marks (?) | Used to mark the end of a question |\n| Exclamation mark (!) | Used to mark the end of an exclamation |\n| Prefix | Added to the start of a verb or adjective to change the meaning of the word. E.g. un + happy = unhappy |\n| Suffix | Can be added to the end of verbs E.g.\u003Cbr>helped, helper, helping. |\n\n\n| Reading |  |\n| --- | --- |\n| Segment | Break a word into phonemes (sounds) |\n| Blend | Put the Phonemes back together |\n| Decoding | Breaking a word down into different phonemes to help read it. |\n| Retrieval | Finding information from a text. |\n| Vocabulary | Understanding the meaning of words within texts. |\n| Inference | Making assumptions about what is happening in a text from what you already know. |\n\n\n| Writing key concepts |  |\n| --- | --- |\n| Adjective | Used before a noun to make the noun’s meaning more specific E.g. The tall\u003Cbr>tree. |\n| Noun | Words to name people, places or ‘things’ E.g. table, chair. |\n| Verb | ‘Doing words’ to name an action that someone does [e.g. run](e.g. run), play |\n| Singular | [Used to describe one noun](Used to describe one noun e.g. dog)[ e.g. dog](Used to describe one noun e.g. dog) |\n| Plural | Used to describe more than one noun e.g. dogs (uses suffix –s or –es) |\n| Rhyme | Words which have the same end sound e.g. hat/cat |\n| Repetition | Repeating words for effect in sentences e.g. Thud, thud, thud went the\u003Cbr>giant |\n| Cursive | The formation of letters to allow joined handwriting |\n\n| \u003Cbr>Unit overview\u003Cbr>In this Our School unit, children will learn about the world, starting with their immediate environment. Children will explore their school environment using first-hand observation and experience. Children will also be following directions using a compass.\u003Cbr>Learning Outcomes Where do we go to school and what is it like there?\u003Cbr>What is it like in our local area?\u003Cbr>What is special about our local area?\u003Cbr>Where do people live and work in our local area?\u003Cbr>Can I map my local area?\u003Cbr>What is it like in our local area? | Subject: Geography\u003Cbr>Topic: Our local area\u003Cbr>\u003Cbr>Books linked to topic you may wish to read:\u003Cbr>The world around us – Collins.\u003Cbr>A school like mine – DK. Geography a children’s encyclopedia – DK. |\n| --- | --- |\n\n\n| \u003Cbr>Learning Outcomes\u003Cbr>-To act out the story of the creation of the world.\u003Cbr>-To sequence the story of the creation of the world.\u003Cbr>-To know the story of St Francis of Assisi.\u003Cbr>-To explore the harvest festival.\u003Cbr>-To hear scripture passages which reveals God love.\u003Cbr>-To write prayers to praise and thank God.\u003Cbr>| Subject: Religious Education\u003Cbr>Unit Name: Creation\u003Cbr>Unit overview\u003Cbr>This unit will support children in developing appreciation of themselves and the world around them as part of God’s creation. It helps children be thankful and praise God for his many gifts in the\u003Cbr>world.\u003Cbr>This unit builds on work in Nursery and Reception by learning more about God’s creation.\u003Cbr>Bible References\u003C","cbCaiqQj0h7bFy3b","https://ap.wps.com/l/cbCaiqQj0h7bFy3b","pdf",1401569,"English","# Year 1 English Knowledge Organiser\n## Spelling and phonics\n## Grammar and punctuation\n## Reading\n## Writing key concepts","[{\"question\":\"What is the difference between a phoneme, digraph, and grapheme?\",\"answer\":\"A phoneme is a single unit of sound. A digraph is a grapheme where two letters represent one phoneme. A grapheme is a letter or combination of letters that corresponds to one phoneme in a word.\"},{\"question\":\"How do children apply decoding and blending when reading?\",\"answer\":\"Decoding involves breaking a word down into its different phonemes to help read it. Blending puts the phonemes back together to form the word.\"},{\"question\":\"Which grammar and punctuation marks are covered for Year 1?\",\"answer\":\"The organiser covers capital letters, full stops (.) for the end of a sentence, question marks (?) for questions, and exclamation marks (!) for exclamations.\"}]","Year 1 English Knowledge Organiser - Grammar and Punctuation - Reading - Writing key concepts | PDF",1790877356,18]