Spelling Presented by Leading Literacy Teachers Aims To support - - PDF document
Lancashire Primary Strategy: Literacy Spelling Twilight Spelling Twilight Powerpoint slides Powerpoint slides and and Resources Resources Presented by Lancashire Presented by Lancashire Lea Leading Literacy Teachers ing Literacy Teachers
Presented by Lancashire Presented by Lancashire Lea Leading Literacy Teachers ing Literacy Teachers
Spelling
Presented by Leading Literacy Teachers Aims
and how to teach spelling;
spelling rules, conventions and strategies.
Spelling Programme
Expectations: By the end of Year 1 children should be working at:
trigraphs.
Spelling Programme
have covered the work in the spelling programme or up to page 20 in the Spelling Bank;
have covered the work in the Spelling Bank.
Progression
Foundation Stage/Year One:
Sounds; Year Two and Three:
Year Four, Five and Six:
Five-session spelling - Y2 and 3
weeks;
previous one;
sessions.
spelling in Years 4, 5 and 6.
The Teaching of Spelling
investigated using a multi-sensory approach;
applied to independent writing unless they have been thoroughly taught and investigated.
Benefits of Investigations
deconstructing words
applying correct spellings to their work than learning lists.
Spelling Tests
Limitations:
delivered knowledge and are not actively involved in the learning process;
process of writing and is taught as a discrete skill;
giving children lists to learn after sessions 1 and 3 which are assessed in sessions 2, 4 and 5.
Spelling – Possible Sequence
Name: Year Group: Class: Term: Week Beginning: Unit: Texts/Resources: THIS MODEL IS ONLY ONE SUGGESTION. The principle is that writing arises from reading, text analysis and teacher demonstration This can happen over a lesson, a few days or two to three weeks. Text Level Objs: Letters and numbers. Staple medium term plan to back for full objective. Sentence Level Objs: Letters and numbers. Staple medium term plan to back for full objective. Word Level Objs: Letters and numbers. Staple medium term plan to back for full objective. Speaking and Listening focus: See new QCA/NLNS document. Class Target: To write a <name of outcome> by <date> Outcomes: Listed on NLS medium term plans. Tell/show children at start. DAY Whole Class Shared Reading and Writing Whole Class Phonics, Spelling, Vocabulary and Grammar Guided Group Tasks Differentiated Independent Tasks Plenary Focus 1 Shared Reading Introduce children to text.Teaching Spelling in sessions 1 and 3
Tell the children the objective/strategy Introduce a set of relevant words Children to sort words and identify patterns Help children to hypothesise and test their ideas Explain the principle behind the pattern Practise the convention Explore and extend - exceptions, variations
Session One - Rules and Conventions
Whole class: Teach the convention through the games, activities and investigations suggested in the manuals - keep it lively and interactive! Independent: Further investigation of the rules and conventions using ideas from manuals. Plenary: Reinforcement and revision of rules and
Homework 1: List of words investigated in lesson.
Activity
Spelling ‘Battleships’
Y Ye ea ar r 3 3 T Te er rm m 1 1 G Ge en ne er ra at te e n ne ew w w wo
rd ds s f fr ro
m r ro
t w wo
rd ds s b by y a ad dd di in ng g p pr re ef fi ix xe es s ‘ ‘r re e’ ’, , ‘ ‘p pr re e’ ’, , ‘ ‘d de e’ ’. .
Session Three – Strategies
Whole class
do not conform to regular rules.
Independent: Further games and investigations to explore and identify strategies to learn the ‘tricky bits’ of words. Strategy cards Plenary: Discussion of strategies children have used to remember spellings. Homework 2: List of words investigated in lesson
Strategies
Sessions 2 and 4 Practise and Assess
Whole class - short session
1or 3
Session Five – Assessment
Whole class
Practise and assess words used in the whole unit through dictated sentences that contain the words from the unit and previously taught conventions.
Games and Activities
from those in the Year 2 and 3 Spelling Programme.
and then again in the independent session.
plastic wallets with the words under investigations.
ability groups by issuing different sets of words.
Spelling Journals
Use spelling journals to list:
Literacy Unit Plan – One example of planning for the Sequence from Reading to Writing
Name: Year Group: Class: Term: Week Beginning: Unit: Texts/Resources: THIS MODEL IS ONLY ONE SUGGESTION. The principle is that writing arises from reading, text analysis and teacher
two to three weeks. Text Level Objs: Letters and numbers. Staple medium term plan to back for full objective. Sentence Level Objs: Letters and numbers. Staple medium term plan to back for full objective. Word Level Objs: Letters and numbers. Staple medium term plan to back for full objective. Speaking and Listening focus: See new QCA/NLNS document. Class Target: To write a <name of outcome> by <date> Outcomes: Listed on NLS medium term plans. Tell/show children at start. DAY Whole Class Shared Reading and Writing Whole Class Phonics, Spelling, Vocabulary and Grammar Guided Group Tasks Differentiated Independent Tasks Plenary Focus 1 Shared Reading Introduce children to text.
Spelling 1 Focus Teach the specific spelling conventions and
rules, model and develop prediction and involvement by the children
to the spelling convention taught on the same day Share word level investigations done in the independent
Rules. 2
Sentence level objectives incorporated with shared reading if appropriate – separately if not. 3
Revise, practise and test words. Link to shared text where possible
Activities related to shared text
discretely at beginning of lesson.
activities
unit
Share reading activities. Reinforce strategies/objs. 4
Sentence level objectives incorporated with shared reading if appropriate – separately if not. Collate features gathered for writing. Scribe on flip chart 5
Sentence level objectives incorporated with shared reading/writing Well structured, focused reading pitched at the instructional level for the group. Plan for teaching a balance of reading strategies
Analysing/highlighting texts to gather features to use in own writing Note ideas on flipchart, writing journal, writing books, genre checklist Collate features gathered for writing. Scribe on flip chart. Set the context for next week. 6 Shared Writing Decide on form to match purpose and audience
Model planning, using different techniques over time Spelling 3 – Focus on spelling strategies. Develop independent approaches by the children to learning, revising and developing their spelling skills. Use of common words, cross curricular words
Independent spelling activity. Children investigate, practise and extend the independent spelling strategies for learning and identifying difficult parts of words Share word level investigations done in the ind. session. Any more? Rules. 7 Demonstrate composition Refer to texts read in shared reading Shared composition Supported composition Sentence level objectives incorporated with shared writing 8 Spelling 4 – practise, revise, extend spelling strategies from session 3 Demonstrate composition Shared composition Supported composition 9 Demonstrate composition Shared composition Supported composition Sentence level objectives incorporated with shared writing Children create their own plan Support less able and extend more able with this core task Children write as modelled in the shared session applying objective to their own writing. Editing and revising whilst writing. Review the children’s
What do they need to do next? Use pieces of work to make teaching points in context of children’s
contribute to review. WRITING ANALYSIS READING 10 Spelling 5 – Return to all spelling focus words and patterns for sessions 1 and 2.. Revise, test and practise Demonstrate editing and revising Shared editing and revising Support editing and revising Either: support groups in working on their unit
develop skills they may not achieve independently, or, identify groups of children with similar needs and teach aspects of writing they need to develop before they can move
contain a different mix
Children edit, revise and complete
Present and review
Cross Curricular Links: Can the text-type be used in another subject? Can the outcome be completed in history, geography, science, R.E? Evaluation of Objectives/Next Steps: What went well? What needs reinforcing? What to do differently next time. Individual children causing concern/exceeding expectations Blue represents reading activities Purple represents analysis activities Red represents writing activities Green represents spelling focuses. Spelling 2,4 and 5 sessions may be delivered in the first part of the session and on different days to those above
W WH HA AT T I IS S T TH HE E R RU UL LE E? ? H He el lp ps s c ch hi il ld dr re en n t to
le ea ar rn n h ho
w t to
sp pe el ll l w wo
rd ds s t th hr ro
ug gh h t th hi in nk ki in ng g a ab bo
ut t p po
ss si ib bl le e r ru ul le es s
r c co
nv ve en nt ti io
ns s. . Y Yo
u w wi il ll l n ne ee ed d: : A A s se el le ec ct ti io
n
f r re ea ad di in ng g b bo
ks s, , d di ic ct ti io
na ar ri ie es s ( (o
ne e b be et tw we ee en n t tw wo
). .
Wr ri it te e a a l li is st t
f w wo
rd ds s
n t th he e b bo
ar rd d. .
As sk k t th he e c ch hi il ld dr re en n t to
wo
rk k i in n p pa ai ir rs s t to
ge en ne er ra at te e t th he e r ru ul le e t th ha at t r re el la at te es s t to
th he em m. . e e. .g g. . h ho
p – – h ho
pp pi in ng g s sl li ip p – – s sl li ip pp pi in ng g t ta ap p
ta ap pp pi in ng g
Ex xt te en nd d t th he e g ga am me e b by y s se ea ar rc ch hi in ng g f fo
r t th he es se e i in n b bo
ks s t to
lo
k f fo
r e ex xc ce ep pt ti io
ns s. . E Ex xt te en ns si io
n C Ca an n t th he e c ch hi il ld dr re en n g gu ue es ss s w wh ha at t t th he e d di if ff fe er re en nt t p pr re ef fi ix xe es s a an nd d s su uf ff fi ix xe es s m me ea an n b by y l lo
ki in ng g a at t t th he e w wo
rd ds s c co
nt ta ai in ni in ng g t th he em m? ? e e. .g g. . m mi is sa ad dv ve en nt tu ur re e, , m mi is sf fo
rt tu un ne e, , m mi is sl la ay y, , m mi is st ta ak ke e, , m mi is sb be eh ha av ve e – – m mi is s m me ea an ns s – – w wr ro
ng g. . P Pr re ef fi ix xe es s S Su uf ff fi ix xe es s a an nt te e – – b be ef fo
re e
ab bl le e
r – –i ib bl le e – – c ca ap pa ab bl le e
f b be ei in ng g a an nt ti i – – a ag ga ai in ns st t
es ss s
fe em ma al le e d di is s – – n no
t
r a aw wa ay y
ho
d – – s st ta at te e
f b be ei in ng g e ex x – –
ut t
f
le es ss s
wi it th ho
ut t i in nt te er r – – b be et tw we ee en n
us s f fu ul ll l
f p pr re e – – b be ef fo
re e s su ub b – – u un nd de er r t tr ra an ns s – – a ac cr ro
ss s J Ju um mp ps st ta ar rt t K Ke ey y S St ta ag ge es s 2 2/ /3 3 L Li it te er ra ac cy y G Ga am me es s. . P Pi ie e C Co
rb be et tt t. .
D Do
ub bl le e t th he e f fi in na al l c co
ns so
na an nt t a af ft te er r a a s sh ho
rt t v vo
we el l s so
un nd d a an nd d a ad dd d i in ng g, ,
Rhyme It Tunes children into listening carefully to the sounds in a word. Being able to spell by analogy (if I can spell ‘sick’ I can spell ‘stick’ is a tactic most of us use – probably without knowing it.
as many rhyming words as they can in a given time, e.g. 30 seconds. Example Write up feet The children write as many words as they can in 30 seconds. They will come up with words containing ee, ea or e consonant
spelt eet, eat or ete you just have to learn each spelling through constantly memorising and using them. Extension
iven time, e.g. ake = cake, lake, bake, make, take, mistake,
ake, ame, ave, ace, ate, ail, ain, ine, ipe, ice, ight, oon, ool, oast, eet.
find a rhyme. Keep going till the rhymes run out.
fingers’. Say a word e.g. ‘ship’ and the children have to count silently the number of phonemes and hold up the relevant number of fingers, e.g. sh-i-p 3 phonemes. Jumpstart Key Stages 2/3 Literacy Games. Pie Corbett. David Fulton Press ISBN 1-84312-102-6
Speed write Helps children to learn how to spell a word through kinaesthetic learning. Simple but effective!
the word together considering different ways in which it might be learned – maybe there is a useful rhyme, perhaps it follows a pattern, could there be a mnemonic to help you to remember it?
as possible within 30 seconds – with the correct spelling. This is most powerful if they use joined up handwriting – the hand eventually learns the pattern of a word.
instance you might decide to focus on ‘would’, ‘could’ and ‘should’. Pick up on common patterns that the children find
have not been learned.
a word correctly before that word becomes part of their automatic vocabulary. Jumpstart! Key Stages 2/3 Literacy Games. Pie Corbett. David Fulton Press. ISBN 1-84312-102-6
Strategy Handwriting
“To learn my word I can remember and practise the direction and movement of my pencil when I am writing it.”
Strategy Analogy
“To learn my word I can find the word root. I can see whether the root has been changed when new letters are added. e.g. for a prefix, suffix or a tense change.” e.g. smiling – root smile + ing; woman = wo + men; signal = sign + al “To learn my word I can use words that I already know to help me.” e.g. could, would should
Strategy Mnemonics Strategy Roots
“To learn my word I can make up a sentence to help me remember it.” e.g. could – o u lucky duck; people – people eat
“To learn my word I can listen to how many syllables there are so I can break it into smaller bits to remember. Then I can identify the phonemes in each syllable.” e.g. Sep- tem-ber.
Strategy Syllables and Phonemes
W Wh ha at t c ca an n I I d do
if f I I g ge et t s st tu uc ck k
n a a s sp pe el ll li in ng g? ?
Pu ut t i in n e en no
ug gh h l le et tt te er rs s t to
do
fo
r n no
w, , u un nd de er rl li in ne e i it t a an nd d c co
me e b ba ac ck k t to
it t l la at te er r. .
Or r t tr ry y t th hr re ee e i id de ea as s l li is st te ed d h he er re e. . 1 1. . T Tr ry y u us si in ng g p ph ho
ne em mi ic c s st tr ra at te eg gi ie es s. . S Sa ay y t th he e w wo
rd d a an nd d s se eg gm me en nt t t th he e p ph ho
ne em me es s. . S Sp pl li it t a a l lo
ng ge er r w wo
rd d i in nt to
sy yl ll la ab bl le es s. . 2 2. . T Th hi in nk k a ab bo
ut t t th he e w wo
rd ds s t th ha at t s so
un nd d t th he e s sa am me e. . C Ca an n y yo
u u us se e w wh ha at t y yo
u k kn no
w a ab bo
ut t s sp pe el ll li in ng g s si im mi il la ar r w wo
rd ds s? ? 3 3. . L Lo
k a at t y yo
ur r s sp pe el ll li in ng g l lo
g, , w wo
rd d b ba an nk ks s
r d di is sp pl la ay ys s i in n t th he e c cl la as ss sr ro
m. . C Ca an n y yo
u f fi in nd d t th he e w wo
rd d y yo
u w wa an nt t? ? T Tr ry y l lo
ki in ng g f fo
r t th he e w wo
rd d
Grid refs
word
Grid refs
word
Grid refs
word