anston hillcrest primary school spelling workshop
DESCRIPTION
Anston Hillcrest Primary School Spelling Workshop. Aims. How we teach spelling in school Spelling strategies Games What you can do at home?. Spelling.. a ‘peace’ of cake?. Linked to self esteem Specific difficulties Only taught spellings marked. Key Principles. - PowerPoint PPT PresentationTRANSCRIPT
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Anston Hillcrest Primary School
Spelling Workshop
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Aims
• How we teach spelling in school• Spelling strategies • Games• What you can do at home?
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Spelling.. a ‘peace’ of cake?
• Linked to self esteem• Specific difficulties • Only taught spellings marked
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Key Principles • Gradually builds vocabulary through
patterns and conventions• Short, lively focused and regular sessions
(2 or 3 times per week) 9:00am – 9.15am• Strategies are explicitly taught• Cross curricular words and HFW • Proofreading • Links made with handwriting• Fun, fast and systematic
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Objectives
• 6 objectives to be covered each year • 2 objectives each term• 1 objective each half term • Plus misconceptions and errors
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Teaching Sequence
Step 1: Revisit, Explain, Use
Step 2: Teach, Model, Define
Step 3: Practise, Explore, Investigate
Step 4: Apply, Assess and Reflect
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Differentiation
• Phonic / spelling sessions in phases• Year 5 & 6 + TA Phase 5 & 6• Year 3 & 4 + TA Phase 3 & 5
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Spelling in KS2
• Builds on spelling vocabulary • Recognising how these principles
apply to each word, in order to learn to spell words
• Practising and assessing spelling• Applying spelling strategies and
proofreading• Building pupil’s self image as spellers.
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Spelling in KS2- balanced programme
Phonemic Knowledge• Phonics (Letter sound correspondence)• Spelling patters and conventions (how
consonant doubles after a short vowel)• Homophones (common pronunciations
but different spellings)• Phonological knowledge (syllables and
rhymes / analogy)
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Spelling in KS2
Morphological knowledge(horse = 1 morpheme, horses =2
morphemes)• Root words (elephant, table, girl, day)• Compound words (2 root words combined
playground)• Etymology (word derivations/ sources – audi
relates to hearing, audible, audience, audition)
• Prefixes and suffixes
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Year 3
1. To consolidate knowledge of adding suffixes and to investigate the conventions related to the spelling pattern -le
candle / kettle / beetle
2. To spell regular verb endings and to learn irregular tense changes (e.g. go / went)
skip - skipped carry – carried find – found
3. To know what happens to the spelling of nouns when s is added.
tables boxes keys armies
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4. To understand how words change when the suffixes are added.
-ly (in this manner) -ful (full of) - less (without) -able (able to) - er (more or belonging to )
Nice nicer nicest big bigger biggest happy happier happiest
5. To embed the correct use and spelling of pronouns
I me mine myself
Year 3
6. To develop knowledge of prefixes to generate new words from root words.
re (again) Recyclepre (before) precook de (to do the opposite) defrost mis (the opposite of) mistake
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What’s the rule?
Move – movingShove – shovingChange –
changing
Hop – hoppingSlip – slippingTap – tappingStep – stepping
Remove the ‘e’ and add ‘ing’
Double the final consonant after a short vowel sound and add ‘ing’
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To distinguish between the spellingand meaning of homophones.
beech / beach witch / which
2. To investigate, collect and classifyspelling patterns related to the Formation of plurals.
-f and –fe endingsthief thievesloaf loavescliff cliffs
irregular plurals goose geese tooth teeth
Year 4
3. To investigate and learn to spell words with common letter strings.
-igh fright -ough rough -ear learn
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4. To understand how suffixes change the function words.
In to verbs (-ate, -en, -ify, -ise)pollen pollinatebeauty beautify
In to nouns (-tion, -ity, -ness)stupid stupiditylazy laziness
- ible horror – horrible
-able comfort - comfortable
Year 4
5. To understand the use of the apostrophe in contracted forms and words.
you have you’ve
6. To revise and investigate links between meaning and spelling when using affixes.
mis- (not) ex – (outside)re– (again) auto- (self)circ- (round) tele- (distant)trans- (across)
mini- -ette -ling micro- (Small)
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Homonyms & Homophones• Homonyms – share same spelling but have
different meanings.
The bat grabbed the bat and batted the ball.
• Homophones – sound the same but have different spellings.
The hare had spiky hair.
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Which is which?
Homophones
stationary stationerypractice practisewear where were
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Rhyme it
Helps tune the children into listening carefully.
Sick Stick
Choose ea / ee / e consonant eMeat seat treat heat complete
sleet
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2.To spell words with common Letter strings and different pronunciations.
-ight right / weight–ear pear / earn–oo mood / good–ough cough / though–ie field / pie –our colour / hour
-cian optician –sion extension –tion fiction–ssion session
Year 5
3. To explore the spelling pattern of consonants and formulate rules.
ci- cinemace- ceilingcy- mercyca- cancelco- coat
1. To spell unstressed vowels in polysyllabic words.
abandoned library poisonous champagne Wednesday
raspberry
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Year 5
4. To explore less common prefixes and suffixes.
in – inactiveim- immatureir- irregularil- illegal
5. To investigate and learn spelling rules for adding suffixes to words ending in e or words ending in –y and words containing ie
Year 5
Prefixes Root Suffixes
Dis- -ance
Re- appear -ing
-ed
Mis- take -en
Prim-
6. To identify word roots, derivations and spelling patterns as a support for spelling
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Words within Words
Identifying words within wordsArchaeologyEncourageAntidisestablishmentarianism!
Rearranging letters to create new wordsAccidentalInternational Performance
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1.To embed the use toindependentspelling strategies forSpelling unfamiliarwords.
2.To investigate themeaning and spellingof connectives neverthelessconsequently therefore
Year 6
3. To revise and extend work on spelling patterns, including unstressed vowels in polysyllabic words.
Miniature parliament separate desperate
Finding words within words –ve get able
Linking word families e.g. definite finite infinity
Syllables – choc o late
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4. To use what is known aboutprefixes and suffixes totransform words
5. To spell unfamiliar words byusing what is known of wordfamilies and spelling patters.
-mb comb-gue rogue-wr wrist-ctu fracture-tch watch-phy physics-pn pneumonia -gn foreign
Year 6
6. To revise and use word roots, prefixes and suffixes as a support for spelling.
aqua (water) aquaticman (hand) manualmin (small) minusmari (sea) marineliber (free) libertymuliti (many) multiplytri (three) triangle
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Taking a mental photograph
Chant the lettersTake a picture
PractiseCoverCheck
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Finish
st___ p
20 seconds to complete the word.
stamp stoop strip steep strap stop
‘ur’ ‘er’ ‘oi’surpise urgent purchase furniture purpose
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Prefixes‘ante’ (before)‘anti’ (against)‘dis’ (not or away)‘ex’ (out of)‘inter’ (between)‘pre’ (before)‘sub’ (under)‘trans’ (across)
What’s the rule?Suffixes‘-able’ or ‘-ible’ (capable of being)‘-ess’ (female)‘-hood’ (state of being)‘-less’ (without)‘-ous’ (full of)
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• pat tap• snip pins• strap parts• ward draw
Anna Hannah
Reversibles
Palindromes!
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Word Blocks
s t p
a o l
b m r
stop stab stamp star lamp
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Word Ladders
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Spelling riddles
Giving clues to what the spelling is with out saying it.
This word is a fast movement. It has a double letter in it and you are not supposed to do it along the corridor.
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Right from Wrong
Children identify the correct version of the spelling.
Tomorrow Tommorow Tomoro
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Speed Write
Write the word out as many times as possible within 30 seconds.
Muscle memory
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Hangman
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Assessment & Homework
• 10 spelling words to be given each week
• Final assessment based on dictation incorporating 20 key spellings.
• All assessments recorded in a spelling book to show clear evidence of progress.
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• Colour phonemes• Counting letters of challenging spellings• Splitting the word into syllables / phonemes Sep a rat e s e p a r a t e
• Look for words within words / word families.• Knowledge of prefixes and suffixes• Mnemonics
because• Big elephants can always understand small
elephants
Spelling Strategies
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• Practise spellings and have fun with words.
• Find the tricky bits and work on that.• Read as much as possible to and with
your child.• Encourage and praise – get them to
have a "good guess!• Ask your child’s teacher if you want
to know more.
How to support your child?
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Useful Websites
http://www.woodlands-junior.kent.sch.uk/interactive/literacy.html
http://www.bbc.co.uk/schools/ks2bitesize/english/spelling_grammar/
http://www.schooljotter.com/showpage.php?id=55486
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Thank you for coming!