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Mallard Primary School Policy for spelling Purpose The policy for spelling is to ensure the best possible classroom practice and to enable all pupils to make the best possible progress in spelling, ultimately raising standards in writing. Aims • Raise the quality of learning and as a result improve standards in writing • Provide clear guidance for teaching and learning ensuring consistency across the school • Provide a tool for monitoring, evaluation, accountability and school improvement • Set out expectations and best practice Principles • Competent spellers need to spend less time and energy thinking about spelling to enable them channel their time and energy into the skills of composition, sentence structure and effective word choice. • There are two factors that define the English Language; alphabetical knowledge and the history of the language. • The alphabetical system uses 26 letters creating 44 phonemes in 144 combinations to form about half a million words in current use. The alphabet includes 21 consonants (24 spoken consonant sounds) and 5 vowels (20 spoken vowel sounds.) • The key to successful spelling lies in the teaching strategies, rules and conventions taught systematically and explicitly, and helping pupils recognise which strategies to apply to improve their own spelling. • A good spelling programme follows the following five components-understanding the principles underpinning word construction (phonemic, morphemic end etymological) -recognising how these principles apply to each word -Practising and assessing spelling -applying spelling strategies and proof reading -building pupil self confidence and independence as spellers • There is a close link between handwriting and spelling and from the outset the two must be linked. ‘In particular, it is clear that pupils with a fluent cursive script are more likely to become good spellers.’ Moving English On, March 2012 Ofsted guidance. Effective Management and strategies to successful spelling • Each day, 15 minutes should be used as time for teaching spelling (in key stage one this will be integrated into ‘Letters and Sounds’ time.) • All sessions should be purposeful, brisk, positive and with pace. • The learning environment should be print rich with useful and interesting vocabulary clearly displayed. In key stage one and year three, all classrooms should have upper and lower case alphabet letters, relevant phoneme and alternatives display as well as ‘tricky’ high frequency words. In both key stages, pupils should be involved in generating word walls linking to their topics (days of the week, months, mathematical vocabulary, story language, scientific words, connectives etc) There may also be display of spelling rules/ rule breakers/ investigations / pneumonics to prompt memory. • All pupils from year two upwards will have a personal ‘Spelling Log. ’ This is used to collect grapheme charts and example words, identify words they need to learn, collect interesting vocabulary choices they may wish to use later in their writing, a collection of rules and examples. • Spelling Zappers are a fun approach to the ‘Look, cover, write, check’ method. They should be used daily for pupils to practise words following a similar rule or pattern or to learn words misspelt in their own writing. • Partner work is an invaluable strategy as in encourages discussion and oral work. All children should have a spelling partner; this should be reviewed and changed regularly. It is important that both partners are at a similar spelling ability and they both want success for each other. They should be encouraged to help each other find ways to learn spellings as well as assessing each other. • As new spelling patterns are introduced, pupils need to be taught how to join the graphemes in a cursive handwriting style. • Assessment is at the core of a good spelling programme. However the weekly spelling test can be daunting for most children and in most cases they do not apply the words the have spelt correctly to their independent writing. Children can be given words to learn but instead of weekly tests there should be ‘review’ sessions which are integral to the teaching sequence where pupils are asked to write dictated sentences. In addition to this pupils should keep a track of their progress in High frequency words by keeping their own individualists and frequently reviewing their progress on these lists. Time should be spent assessing pupils independent writing to identify their progress in spelling. • If necessary, pupils should be grouped according to their need and ability within each class and teaching adapted to meet the needs of pupils. • All pupils need a good Knowledge of the alphabet system. Dictionaries are a valuable resource but pupils should be encouraged to use them to check spelling at the end of the writing process to avoid the interruption of their flow. • Effective marking and feedback should follow school policy. When marking writing, teachers should respond to a common error by marking it with a ‘sp’ and either asking the child to correct the word or write the correct spelling in the margin. This can be done during or after the writing process. The teaching and learning process Revisit, Explain and Use What do we already know? Oral/ whiteboard activities to confirm prior knowledge Explain the purpose of the new learning, use vocabulary orally in context Teach, Model, Define How the pattern/ rule/ structure works Model spelling examples (also during modelled writing in English lesson) Define the rules, pattern and conventions Whole class/ individual whiteboard spelling practice Practise, Explore, Investigate A range of interactive activities for children to practise the new learning-whole class activities, partner work, extension, independent, homework. Apply, Assess, Reflect Revise new learning, Apply in writing and Reflect on learning. Add to learning wall or spelling logs Opportunities each week also to proof read their writing, identify words misspelt in their own work (either by teacher or by themselves), correct these words through the use of a dictionary and then practice them to avoid future errors (see use of’ Spelling Zappers’) Knowledge of the spelling system Phonemic knowledge This 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 knowledge This 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). Core learning within each year. Although children should be ability grouped, the following tables outline the word structure and spelling requirements of the Primary Framework for Literacy. Include3d in this information is the corresponding link to Read Write Inc. Programme used in key stage Two. From Foundation Stage to year one children are taught primarily to spell words using a phonics approach as outlined in ‘Letters and sounds: Principles and practice of High Quality Phonics.’ In addition to this there must also be a systematic approach to teaching ‘tricky’ words that can’t be spelt using phonics as the prime approach. Phase Two Spelling approach • Practising letter recall for spelling • Oral blending and segmentation • Segmentation using phoneme frames of vc and cvc words (suggested resources letter fans, phoneme frames, magnetic letters and boards, lists of cvc words see pages 69-70) Three Spell tricky words-the, to, I no, go Write each letter correctly when following a model Practising letter recall for spelling Oral blending and segmentation Segmentation using phoneme frames of cvc, ccvc, cvcc words containing phase three digraphs and trigraphs (suggested resources letter fans, phoneme frames, magnetic letters and boards, lists of words see pages 100-103) • Spell two syllable words • Practising letter recall for spelling • Oral blending and segmentation • Segmentation using phoneme frames of cvc, ccvc, cvcc words containing phase three digraphs and trigraphs (suggested resources letter fans, five or six phoneme frames, magnetic graphemes and boards, lists of words see pages 126-128) • Spell two syllable words Four Tricky words-he, she, me, be, was, my, you, her, they, all, are Write each letter correctly Segment and spell words containing adjacent consonants Five Tricky wordsSpell all alternative spelling for each phoneme Spell phonically decidable two and three syllable words Accurately spell most of the list of 100 high frequency words Form each letter correctly • • • • • Teach alternative spellings for phonemes (Suggested strategies-phoneme spotter, rhyme and word generation, Best Bet, see bank of words page 154) Spell and practice high frequency words(Suggested strategy- - write the word, say a sentence with the word, sound talk, discuss the letter names, trace the shape of the words, rub the word off and write from memory. suggested resources whiteboards and pens. Children must be • • able to read these words before they spell them) Two syllable and three syllable words Practice writing sentences. Year two-three transition Year two expectations apply to National curriculum level 2a. In year two children are introduced to phase six. This is also covered in the year two teaching programme within ‘Support for Spelling’. Transition from year two-three is crucial and thorough assessment is essential in order for pupils to build upon prior knowledge and skills. Year three needs to not only consolidate skills learnt in key stage one but also develop independent spelling strategies to new words. In year two children learn to spell with increasing accuracy and confidence, drawing upon word recognition and knowledge of word structure and spelling patterns. Year group Two Guidance materials Read Write Inc. ‘Get Spelling’ Book one Spelling objectives ‘Support for spelling’ pages-13-32 To understand and begin to learn the conventions for adding the suffix -ed for past tense and -ing for present tense ‘Letters and Sounds’ pages 170-195 To secure the reading and spelling of words containing different spellings for phonemesconsolidation of phase five alternative phonemes and tricky words. To split compound words into their component parts and use this knowledge to support spelling To learn how to add common inflections (suffixes) to words To add common prefixes to root words and to understand how they change meaning To discriminate syllables in multisyllabic words as an aid to spelling Three Guidance materials Read Write Inc. ‘Get Spelling’ Book two To consolidate knowledge of adding suffixes and to investigate the conventions related to the spelling pattern -le ‘Support for spelling’ pages-33-51 To spell regular verb endings and to learn irregular tense changes (e.g. go/went) To know what happens to the spelling of nouns when s is added To understand how words change when the suffixes are added. To embed the correct use and spelling of pronouns (n.b. phonemic and morphological) To develop knowledge of prefixes to generate new words from root words. Four Guidance materials Read Write Inc. ‘Get Spelling’ Book two-three To distinguish between the spelling and meaning of homophones To investigate, collect and classify spelling patterns related to the formation of plurals ‘Support for spelling’ pages-53-71 To investigate and learn to spell words with common letter strings To understand how suffixes change the function of words To understand the use of the apostrophe in contracted forms of words Five Guidance materials Read Write Inc. ‘Get Spelling’ Book two-three ‘Support for spelling’ pages-71-89 To revise and investigate links between meaning and spelling when using affixes To spell unstressed vowels in polysyllabic words To spell words with common letter strings and different pronunciations To explore the spelling patterns of consonants and to formulate rules To explore less common prefixes and suffixes To investigate and learn spelling rules for adding suffixes to words ending in e or words ending in y and words containing ie To identify word roots, derivations and spelling patterns as a support for spelling Six AQA ‘Writing’ pages To embed the use of independent spelling strategies for spelling unfamiliar words To investigate the meaning and spelling of To revise and extend work on spelling patterns, including unstressed vowels in polysyllabic words To use what is known about prefixes and suffixes to transform words (e.g. negation, connectives (e.g. furthermore, nevertheless) To spell unfamiliar words by using what is known of word families and spelling patterns To revise and use word roots, prefixes and suffixes as a support for spelling