SpellingBelle Vale

School Improvement Liverpool

9th MaySarah Williams

Phonics • Phonics should be taught in EYFS and KS1 • 20 minute sessions everyday• Phases 1 – 6• Children should be taught whichever phase they are up to – this is

usually done through ‘grouping’ or ‘streaming’.• Spelling should be taught when the children move on from phonics.• Children take a Phonics screening Check in year 1. if they don’t

‘pass’ then they retake it in year 2. • The results appear on the schools Raise Online. • Use data analysis to highlight gaps and inform teaching for Y1 and

Y2 from September/now.

Spelling objectivesPupils should be taught to:

En3.2d: proofread – check the draft for spelling and punctuation errors, omissions and repetitions.

En3.4 spelling strategies

Pupils should be taught:•to sound out phonemes•to analyse words into syllables and other known words•to apply knowledge of spelling conventions•to use knowledge of common letter strings, visual patterns and analogies to check their spelling•to revise and build on their knowledge of words and spelling patterns.

En3.4 morphology

Pupils should be taught:•the meaning, use and spelling of common prefixes and suffixes•the spelling of words with inflectional endings•the relevance of word families, roots and origins of words•the use of appropriate terminology, including vowel, consonant, homophone and syllable.

Phonemic knowledgeThis is the correspondence between letters (graphemes) and

sounds (phonemes). It includes knowledge about:

– phonics (e.g. knowledge about letter and sound correspondence, differences between long and short vowels, the identification, segmentation and blending of phonemes in speech and how these influence spelling);

– spelling patterns and conventions (e.g. how the consonant doubles after a short vowel, words with common letter strings but different pronunciations);

– homophones (e.g. words with common pronunciations but different spelling: to, two, too).

– Phonological knowledge. This relates to:

•syllables and rhymes•analogy

Morphological KnowledgeThis is the spelling of grammatical units within words (e.g. horse =

1 morpheme, horses = 2 morphemes). It includes knowledge about: – root words – contain one morpheme and cannot be broken

down into smaller grammatical units (e.g. elephant, table, girl, day) and are sometimes referred to as the stem or base form;

– compound words – two root words combined to make a word (e.g. playground, football);

– suffixes – added after root words, and change the spelling and meaning of a word (e.g. hope – hoping, walk – walked, happy – happiness);

– prefixes – added before a root word, and change the meaning but rarely affect the spelling of a word (e.g. replace, mistake);

– etymology (word derivations) – words in the English language come from a range of sources; understanding the origin of words helps pupils’ spelling (e.g. audi relates to hearing – audible, audience, audition).

Different Strategies• Look, cover, write and check• Spelling journals • Have a go pads – if the children are unsure, they can ‘try it out’ on the pad. Sometimes we

just need to see if it ‘looks right’ • Guided sessions – e.g. children identify incorrect spellings and analyse them from their

own work. Identify the ‘tricky bit’. “There are 6 letters in this word and you got 5 of the right – we just need to remember to add ____”

• Use mnemonics - create rhymes, songs or little stories to help remember tricky words or word patterns e.g. “You need to have a pie before you can have a piece of it.”

• Chant • Using phonic knowledge – segment the words • Use knowledge of root words• Derivations – audio, auditory, audible – hearing • Knowledge of spelling rules• Words within words• A word of the day – choose a word for the children to learn and display it somewhere. The

children have to try and use it in their work at some point. At the end of the day remove the word from display and test the children on how to spell it. This is good for extending vocabulary as well.

Spelling JournalsSpelling journals can be used by children as a self help device and a place to record their work on spelling.

The journal can include:•a log of personal errors•personal spelling lists to learn•aides-memoire of spelling conventions•working out from spelling investigations•dictionary of high frequency words learnt/unlearnt•spelling targets•spelling ‘tries’

Challenge

Prefixes Root Suffixes

mis- -en

over- take -ing

re-

Right from Wrong

wos waz

was

whas

Rhyme It

Feet

Countdown

K d w l o f e g a s

Useful Websites / Documents

• http://www.bbc.co.uk/bitesize/ks2/english/spelling_grammar/• http://www.topmarks.co.uk/Flash.aspx?b=english/compound_complex- higher order

game• http://www.topmarks.co.uk/Interactive.aspx?cat=47- grammar, punctuation, spelling

etc. home page for games• http://www.sheppardsoftware.com/grammar/verbs.htm• http://www.bbc.co.uk/skillswise/english• http://www.bbc.co.uk/skillswise/game/en29punc-game-beat-the-clock-apostrophes• http://www.offbyheart.co.uk/english/yr6_e_w.php#9• http://www.cybergrammar.co.uk• http://www.grammartogo.co.uk

• Grammar for Writing• Support for Spelling

Any Questions?