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Spelling & Maths
Parent Information Evening
& Interactive Workshop
‘Looking at the End Goal’
May 2016
#onebigfamily #doingourbest #welovelearning
SPELLING WORKSHOP
MAY 2016
Good spelling teaching must give you the
power to spell words you have never
seen before.
“My spelling is wobbly. It’s good spelling but it
wobbles and letters get in the wrong place.”
What does this say?
ghoti
It says fish!
gh as in tough
o as in women
ti as in fraction
ghoti - fish
English is not phonetically regular
here are lots of ‘exceptions’ in English
Glossary of terms
digraph – a type of grapheme where two letters represent one phoneme
grapheme – a letter or combination of letters that corresponds to a single
phoneme in a word
phoneme – the smallest unit of sound – there are around 44 phonemes in
English; the exact number depends on regional accents (cat has 3 phonemes)
grapheme phoneme correspondences (GPCs) – the link between letters
(graphemes) and the speech sounds (phonemes) that they represent
homonym – two different words that look and sound exactly the same when
pronounced (bark/bark)
homophone – two or more different words sounding exactly the same
(here/hear)
Glossary of terms
etymology – a word’s history, many words in English come from Greek, Latin or French
morphology – a word’s internal make-up in terms of root words, suffixes or prefixes
prefix – added at the beginning of a word to turn it into another word (disappear, impossible,
literate)
uffix – an ending used at the end of a word to turn it into another word (jumping, helpless,
beautiful)
oot word – a word which stands alone, it cannot be shortened (play, ground, house, light)
compound word – made from two or more root words (playground, lighthouse)
yllable – sounds like a beat in a word (cat has 1 syllable, jumper has 2)
antonym/synonym – opposite meaning and same meaning
Some facts about spelling
We become more effective writers if we can spell easily.
Spelling is only one aspect of writing but people can make
judgements about our literacy and even intelligence based on our spelling.
The English language is not regular, it is patterned. Working out patterns makes
you a better speller.
Good spellers take responsibility and check their own words and use
dictionaries.
Learning to spell is a developmental process of learning to apply different
strategies.
What makes a good speller?
Good visual memory
Recognise patterns
Recognise rhyme and rhythm
Exception/tricky words
Distinguish sounds around them
Alphabet – sounds and names
Oral blending and segmenting
Link letters with sounds
Observe order of events
Handwriting/correct pencil grip
Recognise parts as a whole
Prefixes and suffixes
Identify syllables
Positive attitude
Rules/conventions/strategies
Perseverance
The Developmental Stages of Spelling
Preliminary Spelling: EYFS – 3-5 years
Semi-Phonetic Spelling: 5 & 6 years
Phonetic Spelling: 6 years
Transitional Spelling: 7 to 8 years
Independent Spelling: 8 or 9, at least by the end of Key Stage 2
Preliminary Spelling: EYFS – 3-5 years
Scribbles, letters and letter-like forms
No understanding of phoneme- grapheme correspondence
Writing shows a lack of understanding of conventions of print as in space
between words and left to right progression.
Semi-phonetic - 5 and 6 years
eveloping understanding of GPCs (grapheme phoneme correspondences
nd attempting to use them
se most obvious phonemes – initial and final (wt for went) or initial/medial/
nal (bab for baby).
hole words with 2 or 3 letters, mostly consonants (ktn for kitten)
Phonetic - 6 years
Choose GCPs on the basis of the sound of a word rather
than conventional spelling patterns (wen for wen, wich for witch)
Represent the phonemes (mostly) in a word (necst for next, peepl for
people)
Alternative graphemes insecure (ai, ay, a-e, eigh, a, ey)
Write as they speak (fink for think)
ransitional – 7 to 8 years
Move from sound to structures
se graphemes to represent all consonant and vowel phonemes with
owels in all syllables (castel for castle)
arting to use other strategies – knowledge of common letter patterns,
ritical features of words as in silent letters and double consonants and
making analogies (would, could, should)
uilding a growing bank of known words
dependent – 8 or 9 – at least by the end
Key Stage 2
areness of the many patterns and rules of English spelling , including
common patterns and irregular spellings
neralise and apply to unfamiliar words
e prefixes and suffixes
e a range of strategies
are when a word does not look right
ve a large bank of known words
What does phonics/spelling look like
at Brabyns?
An overview …
The Teaching Sequence
This sequence remains the same throughout the School
TEACH
PRACTISE
APPLY
EYFS
Nursery:
Reception:
Lots of listening games
Daily phonics (reading and writing)
Sound of the week
Lots of tricky / high frequency words
Letter sounds
Use Phonics Play
Name writing
Use Phonics Play
Key Stage 1
Unseen dictation at the beginning of the week (10 words Y2, 6 words Y1),
this includes the spelling rule and common exception words , example:
were.
Autumn and Spring in Year 1 linked to sound families and the spellings of
these: oa o-e ow oh o
Daily phonics and spelling activities – challenges and games – phonics
remaining central to teaching and activities.
Dictation repeated at the end of the week to show progress. Also look at
independent work and continue to revisit.
Lower Key Stage 2
Unseen dictation at the beginning of the week to introduce the
new spelling rule (some phonics intervention as appropriate) and the Year 3/4
statutory words.
Identify and investigate the rule and Year 3/4 statutory words.
Find other words which demonstrate the rule.
Always use words in context to develop understanding.
Short focused spelling activities/challenges/games (approx10 mins daily) to reinforce
the rule and Y3/4 words.
Dictation repeated to show progress.
Application of the rule in the course of the child’s own writing – will have to
revisit to reinforce/consolidate the rule.
Upper Key Stage 2
Unseen dictation at the beginning of the week to introduce the
new spelling rule and the Year 5/6 statutory words.
Identify and investigate the rule and Year 5/6 statutory words.
Find other words which demonstrate the rule.
Always use words in context to develop understanding.
Short focused spelling activities/challenges/games (approx10 mins daily) to
reinforce the rule and Y5/6 words.
Dictation repeated to show progress.
Application of the rule in the course of the child’s own writing – will have to
revisit to reinforce/consolidate the rule.
Children who struggle with spelling usually have no strategies
up their sleeve when they get stuck on a word. Ask any weak
spellers the question, “What do you do when you can not spell
a word?” They will have, at best, one strategy. But is it most
likely that they guess. To help them become better spellers
they need to acquire a range of different approaches to help
them.
Quote – Pie Corbett
How do ‘you’ know how to
to spell a word?
ust a few responses from the children
remember from my reading.
recall the full word.
use rhymes (mnemonics) to help me.
build it up in my mind.
say how it is spelt in my head.
f there are two options, I write them both and see which one looks right.
remember from colour chunking.
Basic structures of words in English
Simple Words – these words cannot be reduced any further
without destroying their meaning: wizard, quick, do
Complex Words – they have had prefixes or suffixes added
which changes their meaning: wizards, quickly, undo
Compound Words – two simple words joined together to form
a new word: greenhouse, playground, lighthouse
our main ways we process the
pelling of words:
sual – responding to shapes and patterns – ‘Does it look right?’
uditory – ‘sound it out’, recognising relationships between letters and groups
letters and their sounds.
guistics – awareness of relationships between words, origins of words or parts
words.
naesthetic – ‘motor memory’, accustomed to making specific hand
ovements to produce letter strings – research shows the joining of
ndwriting supports spelling.
o spell, the children need the following
emic Knowledge - The correspondence between letters/graphemes and sounds/phonemes (GPC
ics – knowing about letter/sound correspondence
ng patterns and conventions
ophones – words which sound the same but are written differently
ological knowledge – understanding syllables and rhymes
hological Knowledge - The spelling of grammatical units within words.
words – made up of one morpheme and can not be split into smaller grammatical units
pound words – two root words which when joined make another word
es – added at the end of root words and changing its meaning (sometimes its spelling)
es – added at the beginning of a root words to change its meaning (spelling usually unchanged)
ological Knowledge – The understanding of the origin of words.
ology – word derivations, knowing the different sources of English words
Time for you to ‘have a go’ at spelling
o you feel nervous?
can be demoralising – if just one letter is wrong,
he whole word is wrong.
Learning Objective: You have to guess later!
Dictation – cloze procedure
“ I need to ******** this ******.” said the ********* and I have
to ********* my lunchtime to have this ********.”
She was trying to get a ******* on a new musical ****** but
needed someone to ****** her on how to use it.
“ I ******** she will soon be ******** to play it,” stated her
boss
Learning Objective: You have to guess
soon!
Dictation – reveal
“ I need to practise this rhythm.” said the secretary. “I have
had to sacrifice my lunchtime to have this practice.”
She was trying to get a licence on a new musical device but
needed someone to advise her on how to use it.
“ I prophesy she will soon be licensed to play it,” stated her
boss.
Learning Objective: Can you
guess now?
Did you spot the three Year 5/6
words too?
Learning Objective: To spell
homophones and other words that
are often confused.
How does the rule work?
Discuss.
“ I need to practise this rhythm.” said the secretary. “I have
had to sacrifice my lunchtime to have this practice.”
She was trying to get a licence on a new musical device but
needed someone to advise her on how to use it.
“ I prophesy she will soon be licensed to play it,” stated her
boss.
In the pairs of words, nouns end in – ce and verbs in se. Advice
and advise provide a useful clue as the word advise (verb) is
pronounced with a /z/ sound which could not be spelt c.
Year 6 created rhymes to help them remember the ‘c’ for a noun
‘s’ for a verb rule.
‘s’ is for a verb,
‘c’ is for a noun
Practise this rule
And don’t be a clown.
Verbs have an ‘s’
Nouns have a ‘c’
This is a spelling rule
For you and me.
‘c’ is to noun
As ‘s’ is to verb
Just cos I know this
Don’t think me a nerd!
Now try to create a rhyme of your own .
Year 5/6 words
Did you spot them?
“ I need to practise this rhythm.” said the secretary. “I have had
to sacrifice my lunchtime to have this practice.”
She was trying to get a licence on a new musical device but
needed someone to advise her on how to use it.
“ I prophesy she will soon be licensed to play it,” stated her boss.
Year 5/6 statutory words:
rhythm
secretary
sacrifice (this fits in with this week’s objective too!)
What do they mean?
Can you make an interesting sentence containing these
three words?
Year 5/6 statutory words:
rhythm
secretary
sacrifice
rhythm
Apparently, rhythm is the longest English word without a vowel.
This mnemonic can help you to spell it.
rhythm helps your two hips move
secretary - has a secret in it.
I always say ‘Secret Harry’.
sacrifice
An exception to the weekly rule!
It can be used as a noun or a verb
but keeps the ‘c’.
Colour Chunking
rhythm
secretary
sacrifice
How would you chunk them?
Spell Checking
Look Say Cover Write Check
rhythm
rhythm
secretary
secretary
sacrifice
sacrifice
Can you find other words which
follow the rule?
‘c’ for a noun and ‘s’ for a verb
Discuss
Play unique and match
Share you words with another group. If you have a unique
word, it is worth 100 points. If you have a match word, it is
worth 1 point.
Write a short piece of text demonstrating this week’s rule.
Have a mixture of ‘c’ for a noun and ‘s’ for a verb words.
Focus on Spelling at Brabyns
Spelling Journals
New resources – Rising Stars
Before and after dictations
GL spelling assessments throughout the year
Spelling Bee to support home/School partnership
More to come – watch this space!
Useful websites
www.phonicsplay.co.uk
www.spellingplay.co.uk
www.woodlands-junior.kent.sch.uk
www.spellzone.com/games/
www.wordshark.co.uk
www.bbc.co.uk/cbeebies/show/alphablocks
www.spellingcity.com
www.phonicsplay.co.uk
How can we all help?
Be careful! Too much focus on correct spelling can lead to not writing a word they cannot spell.
SPELLING IS – DIFECULT, CHALLANGIN, HARD!
We need to encourage children to write words they cannot spell, using
what they know already.
Encourage and model correct pronunciation. If a child say ‘fink’ instead
of ‘think’, they are likely to spell it ‘fink’.
Rehearse words – Look, Say, Cover Write, Check is a useful method. These words need to
be used in context though.
Challenges, Games & Quizzes – games with scores/instant feedback and giving opportunities
to write a word (effective rehearsal). Children love quizzes too.
How can we all help?
nvestigate words - it appeals to their problem solving instincts. Deconstruct words
and promote discussion and collaborative talk and reasoning – it aids memory
and helps them apply the correct spellings.
xplore words – Listen to the syllables to break it up into smaller parts to remember
an – tas – tic), this can link to colour chunking of words.
nd the base word – hoping = hope + ing, plus the application of a spelling rule.
se what is known about other words – could is c +ould so should will be sh + ould and wo
ill be w + ould.
How can we all help?
Mnemonics – create a sentence to help
Big Elephants Can Always Understand Small Elephants – BECAUSE
SEPARATE has A RAT in it
DESSERT has an extra S for the spoon to eat it with (pudding!)
PARALLEL has two parallel lines in it
Key Stage 1
Think of 5 words ending in –FF
Think of 5 words ending in –EW.
How many syllables in the word
SUNSET?
Think of two words containing two syllables.
Think of three words containing 3 syllables.
Which two letters will fit in all these
words: ba – - thi – - ho- - su – - ? (2
answers)
Which words ending in –TCH mean 1)
get hold of 2) rabbit home 3) mark on
wood 4) bring
Which two letters do you add to an
adjective to show it means ‘more’?
e.g. more fast?
Think of one more word containing more
than 3 syllables.
How many words can you make using
letters in any order, but only once, from the
word FOOTBALL? 8 is good, 10 is excellent
and 12 or more is amazing
Lower Key Stage 2
Find three ready-made words inside
DESCRIBE. Clues: writer, cot, exist.
How many ready-made words can
you find in KNOWLEDGE? 5 is good, 6 is
excellent and 7 is amazing.
Which two months of the year ends in –
UARY?
Which other word can you make by
replacing the C in CAUGHT with a
different letter?
Rearrange the letters of HEART to make
a different word.
Arrive is a verb. What is its noun?
ENOUGH rhymes with stuff. Think of two other words
ending in –OUGH that also rhyme with stuff.
Find two ready-made words inside REMEMBER.
Use some of the letters in PROMISE once only to spell
the name of a capital city, a way of drinking, a
cleaning tool and a flower.
Which letter can put before OFTEN to make a new
word?
Upper Key Stage 2
Can you find a body part and something
nasty in PRIVILEGE?
How many ready-made words can you find
in APPARENT?
EEUUQ – Rearrange these letters to spell a
word meaning ‘wait in line’
Can you think of two words beginning with
RHY- which mean a) beat and b) sound
alike?
How many 4 letter words can you make
from the letters in DEVELOP, in any order
but used only once? 10 is good, 11 is
excellent, 12+ is amazing.
How many words can you make from the
letters in SOLDIER, in any order but used only
once? 11 is good, 13 is excellent, 15+ is
amazing.
SUGGEST is a verb. Can you spell the
noun?
Can you find 3 ready-made words in FORTY?
Can you find a golfing term in
GUARANTEE? Can you find any other
ready-made words?
How many words can you think of beginning
with APP-? 15 is good, 17 is excellent, 20 is
amazing.
SPELLING WORKSHOP
MAY 2016
Information Pack
Letters & Sounds Document
Letters & Sounds Phase One Ideas
Spelling Activities (Key Stages 1& 2) & Useful Websites
Year 1 & 2 Common Exception Words
First 100 High Frequency Words
Next 200 High Frequency Words
Year 3/4 & Year 5/6 Word Lists