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Spelling Policy April 2013 Lakenham Primary School: Spelling Policy Entitlement and curriculum provision Spelling at Lakenham Primary School is taught as part of a planned programme. In addition, handwriting lessons and shared and guided reading and writing sessions afford many opportunities for talking about spelling, revisiting and practicing strategies. The teaching of spelling of subject specific vocabulary occurs in all subjects and opportunities are made in these lessons to reinforce spelling work undertaken in literacy lessons. Aims: • • • • • • To guide each child towards becoming an effective speller To encourage children to see learning to spell as an integral part of the developmental process of learning to write. To understand the principles underpinning word construction (phonemic, morphemic and etymological) To encourage children to explore words and vocabulary. To be able to apply spelling strategies To encourage independence and self-evaluation as part of their spelling development. Teaching and Learning Foundation Stage and Key Stage 1 High quality phonic work will be taught systematically initially from Foundation to Year 2. Letters and Sounds will used together with Jolly Phonics resources. A discrete period of 30 mins will take place daily within Key stage 1 and Foundation. Children will be taught : the grapheme/phoneme correspondence in a clearly defined sequence the skill of segmenting words into their constituent phonemes to spell. that blending and segmenting are reversible processes. Overview of Phases 1-6 Phase One: supports the development of sound discrimination, rhythm and rhyme. Phase Two: marks the start of systematic phonic work. Grapheme/phoneme correspondence is introduced. The process of segmenting whole words and selecting letters to represent those phonemes is taught either writing the letters or using letter cards/magnetic letters to encode words. Phase Three: completes the teaching of the alphabet and then moves on to sounds represented by more than one letter, learning one representation for each of the 42 phonemes. Just one spelling for each phoneme is given at this stage. Phase Four: children start to read and spell words containing adjacent consonants. No new phonemes in this phase. Phase Five: looks at the alternative spellings for some phonemes. Phase Six: overlaps with the material within Support for Spelling. Word specific spellings e.g. see/sea. Spelling of words with prefixes and suffixes, doubling and dropping letters where necessary. The accurate spelling of words containing unusual GPCs e.g. laughs, two. High Frequency Words: Throughout each phase the tricky high frequency words will be taught. Children will use the Look Cover Write Check system for learning a new spelling. Each teacher uses a variety of methods to ensure the correct spelling of the high frequency words appropriate to each phase plus topic specific vocabulary. Teachers should recognise worthy attempts made by children to spell words but should also correct them selectively and sensitively. Developing Skills from Year 1 to Year 3 Children will have followed a programme of discrete phonics teaching in Foundation and in Year 1. By the end of Year 1, the expectation is that most children will be secure at phase 5, though further work will be required to ensure they have the knowledge and understanding of alternative spellings for each phoneme. Some children will be ready to move to the Support for Spelling materials in Year 2, others will continue to work towards being secure at phase 5. For some children it will be necessary to continue with regular phonics sessions whilst in KS2. Key Stage 2 An investigative approach is taken to the teaching of spelling, which is supported by Support for Spelling. Where necessary, some pupils will consolidate the phonic knowledge and skills from Key Stage 1. All children in KS2 have spelling journals which they use on a weekly basis to practice and develop their spelling vocabulary. Objectives for Years 2 to 6 Children will develop different strategies for memorising high-frequency or topic words. The children may continue to use the system taught in Key Stage 1. Look Cover Write Check. Memory strategies Syllables: To learn my word I can listen to how many syllables there are so I can break it into smaller bits to remember (e.g. Sep-tem-ber, ba-by) Base words: To learn my word I can find its base word (e.g. Smiling – base smile +ing, e.g. women = wo + men) Analogy: To learn my word I can use words that I already know to help me (e.g. could: would, should) Mnemonics: 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 orange peel like elephants) (See Appendix 1) Spelling Environment The spelling environment should support and challenge children to take an active role in learning to spell accurately, develop a wide vocabulary of known words and take risks when spelling a word for the first time, using a variety of strategies. Alphabet friezes with lower case and capital letters in R-6 to support all children when using a dictionary Subject specific vocabulary, technical terms and mathematical language Question words – what, which, where, when, who, how and why Spelling strategies to prompt children before asking an adult Common high frequency words arranged according to the needs of the children alphabetical, word families etc. Weekly ‘Challenge Words’ to try and include in writing Easy access to age appropriate dictionaries, spell checkers and word books Marking and Homework: Children’s work will be sensitively marked to enable all aspects of their creative writing to be assessed, particularly the use of interesting vocabulary. Attention will be drawn to the misspelling of high frequency words or those most recently studied. Correction of yet to be taught spelling rules is best avoided. Up to 3 misspelled words will be highlighted for children to correct and learn using a LCWC method. Children will be required to complete weekly spelling activities, investigations or dictionary work for homework. Helping children to spell, particularly by giving strategies such as breaking a word into syllables, is strongly encouraged. Different methods to learn spellings will be discussed with children and information provided for parents Assessment: Using Assertive Mentoring Assessments children are assessed on their phonic knowledge and awareness as part of an ongoing programme of assessment which enables individual targets for improvement to be identified. At the end of Year 1 the children will be assessed on their skills in phonics, those who do not meet the required standard will receive additional support in Year 2 and will have their progress closely monitored. Spelling assessments may be used throughout KS2 taking a range of forms including dictation, diagnostic tests and application of skills. Marking provides the opportunity to see how well individual children understand and apply what has been taught and should always relate to the specific focus for teaching. Teachers will: Analyse children’s errors. Provide feedback and time to respond. Links with Handwriting Developing a fluent joined style is an important part of learning to spell and the teaching of spelling and handwriting should be closely linked. Handwriting sessions As children are taught the basic joins they can practise joining digraphs as one joined unit. This can develop into practising letter strings and complete words linked to the specific focus for teaching in the spelling unit. High-frequency words can be demonstrated and practised as joined units (e.g. the, was, said). Appendix 1 Techniques for Learning Spellings: Fundamental issues In order to spell properly children need to be able to speak properly. Parents and teachers should sensitively correct poor articulation and mispronunciations. They should also assist pupils to recognise words that are slang (for example, gobsmacked). Joined handwriting helps spelling accuracy. As a general rule, children with neat, joined handwriting tend to be more competent at spelling than those who print, or those with poor handwriting Rainbow writing The link between the brain and the writing hand is the key, therefore when learning spellings pupils should write them out They should say the word before writing it They should write in a joined script As they write each letter they should say its name At the end of the word they should repeat the word This process should be repeated twice more using a different colour each time and tracing over the letters In this way a striking visual image (‘rainbow writing’) is created. This enhances the visual impact of the word on the child’s memory – a stronger imprint. Segmenting: Teach children to segment words rather than looking at individual letters diff-er-ent rather than d-i-f-f-e-r-e-n-t; dis-gust-ing rather than d-i-s-g-u-s-t-i-n-g Teach them to ‘get a feeling for the word in their mouth’. Speak the word out loud Repeating words out loud is very important Single letters rarely indicate and represent a sound in isolation. Letters work in combination with other letters – ensure that children know this. Encourage children to segment the target word Ask: do you recognise any of the segments? Ask: do you know how to write any of these segments? Encourage children to write down the segments they know how to write in order Leave a blank for those segments they don’t know and then work with a partner or adult to work out missing segments Visualisation: The secret to good spelling is being able to store words in a visual way The best way to remember a spelling is to visualise it, a little up and to your left in your mind’s eye, and store that picture When you see that word again it will “look right” or of it was spelt incorrectly it will “look wrong” Encourage children to think of something that feels comfortable Next ask them to look at the word they wish to remember Encourage them to see the word in their favourite colour, or in a place they really like Ask them to look away from the word, up and to their left and picture the word as best they can spelling it in their mind Encourage them to look back at the word and notice any letters they have missed until they can picture the whole word Encourage the childre to take a break and then test themselves again For longer words encourage children to chunk words into syllables. Appendix 2 Common Spellings and Patterns: Correct spelling I So they went which until some does before meant always could should would like might people believe really didn’t listen thought actually enough anyone happened different friend something everyone decide many very slowly heard someone quickly special tomorrow Common error i (grammatical error) Sow thay wet wich untill sum (homophone issue) dose befor ment allways cud shud wud lik mite peple belive realy did’nt lisen thort acshully enuf enyone happend diffrent frend somthing evryone dicide meny verry slowley herd (homophone issue) somone quickley speshall tommorow comfortable rough first calm eventually usually surprsie separate asked once tried get conftable ruff frist carm aventually ushually suprise seperate aksed wonce tryed git The 100 words most commonly mis-spelled by children (in order of error frequency) 1) their 2) too 3) there 4) they 5) then 6) until 7) our 8) asked 9) off 10) through 11) you’re 12) clothes 13) looked 14) people 15) pretty 16) running 17) believe 18) little 19) things 20) him 21) because 22) thought 23) and 24) beautiful 25) it’s 26) went 27) where 28) stopped 29) very 30) morning 31) something 32) named 33) came 34) name 35) tried 36) here 37) many 38) knew 39) with 40) together 41) swimming 42) first 43) were 44) than 45) two 46) know 47) decided 48) friends 49) when 50) let’s 51) mother 52) another 53) threw 54) some 55) its 56) bought 57) getting 58) going 59) course 60) women 61) animals 62) started 63) that’s 64) would 65) again 66) heard 67) received 68) coming 69) to 70) said 71) wanted 72) hear 73) from 74) frightened 75) for Common words that are frequently confused where and were than and then two, too and to 76) interesting 77) once 78) like 79) they’re 80) cousin 81) all right 82) happened 83) didn’t 84) always 85) surprise 86) before 87) caught 88) every 89) different 90) interesting 91) sometimes 92) friends 93) children 94) an 95) school 96) jumped 97) around 98) dropped 99) babies 100) money there, their and they’re will and well quite and quiet accept and except Two words that children hear as one word a lot all right in case in trouble Hearing issues could’ve ------ could have Pupils write could of should’ve ------ should have Pupils write should of Hearing the s in the third person singular: He needs, she wants, he thinks want, he think The difference between of (ov) and off The difference between are and our (ower) - He need, she Some spelling rules: Rules should never be taught in isolation. They must be backed up by practical activities. Most spelling rules have exceptions. It helps if the children are taught the exceptions. Every English word must contain at least one vowel No words in English end in i – we use y instead The letter q is always followed by the letter u (queen; quite, quintissential) The letter j is never used at the end of a word – we use ge instead No complete words ends in v – we use ve instead The doubling rule: words ending in f, l, s or z double the final consonant (stiff, bell, Miss, fuzzy) The lazy ‘e’ rule: Drop the ‘e’ before adding a suffix beginning with a vowel: like – liked hate – hating shake – shaking The ‘e’ that isn’t being lazy: Keep the ‘e’ before adding a suffix beginning with a consonant hope-hopeful, hopeless The lazy ‘e’ meets ‘a’: Keep the ‘e’ in words ending in ‘ce’ or ‘ge’ orange-orangeade manage-manageable shun endings: There are four different ways of spelling shun – but none are spelt as they sound: - ssion profession, progression, discussion - tion prevention, protection, station - cian musician, electrician - sion decision, confusion, revision Fifteen common word families in English: all ing ack ay at op ad ill in ump ent old ook ell et ball call fall hall stall tall wall king ring sing wing back lack pack rack sack bay day hay lay may pay ray say way bat cat fat hat mat pat rat sat hop mop pop top bad dad had lad mad pad sad bill fill gill hill kill mill pill will bin din fin pin tin sin win bump dump hump jump lump pump bent dent lent rent lent sent tent went bold cold fold hold sold told book cook hook look took bell cell fell hell sell tell well bet get jet let met pet set wet Eleven more common endings: ain augh(t) ful ight ite ous ough ow sion tion ture contain, complain, brain, drain, main, pain, rain, stain, train caught, daughter, naughty, slaughter, taught, laugh, laughing careful, thoughtful, painful, wonderful, resntful bright, fight, fright, light, night, right, sight, slight, tight, bite, kite, polite, satellite famous, cautious, ambitious, delicious although, cough, enough, rough, tough, thorough, though blow, follow, grow, low, slow, show, snow, yellow comprehension, confusion, decision, revision action, attraction, collection, direction, investigation, reaction, station capture, creature, fixture, furniture, future, mixture, nature, picture Silent letters Silent letter b c g h Common examples bomb, comb, crumb, doubt, thumb descent, discipline, science design, neighbour, sign honest, honour, hour i k l n t w business, marriage, parliament knee, knife, knight, knock, know, know, knot chalk, walk autumn, column castle, listen, whistle wrong, wrap, wriggle, write, wrist, wreck, whole Homophones: Homophones to, too, two there, their, they’re here, hear are, our one, won by, buy, bye sea, see meet, meat no, know wait, weight Examples of use We have two cars. He is too tired. Are you coming too? I go to school. Their dog is fierce They’re coming over There is a willow grows askance a brook. I can’t hear you. I’m over here. We are going on a trip. Our class is going to Richmond. I have one sister They won a prize. I go by car I must have a new pen He waved goodbye I can swim in the sea. Did you see the boy? I will meet you in London. We had to eat the meat. No you don’t Oooh I know . . ! I will wait here. Guess the weight of the cake? Teaching tips Use two when you mean the number 2 Too: means ‘more than enough’, or ‘as well’ In all other cases use ‘to’ Remember if there can be a ‘my’ spell their with an i. You can say ‘my house is big’, you can say ‘their house is big’. You hear with your ear. This is a ‘false homophone’. Correct speech distinguishes between the pronunciation of the two words. If you can win it then it has a w. Remember: we eat meat. No belongs with yes Mnemonics: Mnemonic – A device or system for improving memory Irregular words cause most trouble to children Word are beautiful beacuse believe build busy business could Mnemonic Are rhinos elegant Boys eat apples under trees in France until lunch Big elephants can always upset smaller elephants Never believe a lie u and i will build a house This bus is busy Do your business in the bus Oh u lucky dear or could old uncle lie down? Same rule for should/would does friend great intelligent island mother piece present special sure Wednesday Does Oliver eat sausages? i to the end will be your friend It is great to eat Tell the gent to come in An island is land Mother ate a moth The other lady was his mother Eat a piece of pie She sent a present A special agent is someone in the CIA Save up red elephants Nes was wed on Wednesday Creating spellings, rather than remembering them An alternative to asking pupils to learn a set list of words is to ask them to generate as many words as they can – this creates more ownership of the learning experience. Think of all the words you can that contain a particular pattern. For example: ight Bright, fight, fighting, height, light, lightening, might, mighty, night, nightly, right, rightly, sight, sighting, tight, tightly. Take a prefix: How many words can you create using the following prefix pre Pretend, pretending, present, presently, presentation, preview, prepare, prepared, preparation, predict, prediction, preposterous, preachg, preacher, precise, precisely, preoccupation, prescribe, prescription. Take a suffix: How many words can you create ending in the suffix: ly carefully thoughtfully, cowardly, terribly, seriously slowly, quickly, fortunately, unfortunately, casually, meaningfully, normally, dramatically, aggressively, amazingly, Take a common phoneme. For example: ir Bird, third, thirteen, thirty, thirst, thirsty, thirsty, first, shirt, skirt, dirt, dirty, birth, birthday, girl, firm, firmly, stir, stirred Take a vowel digraph. For example: ai chain, train, rain, rainy, brain, Spain, again, main, remain, pain, painful, explain, paint, painted, painter, painting, rail, railway, sail, sailing, sailor, wait, waiting Use a base word to generate as many words as you can. For example sign design signature signal Resign consign significant designer designing redesign signed signatory signalling Resignation consignment signify Resigning Resigned Segment a word and create other words by using the letter strings Unknowingly un underneath understand unhappy unhelpful unkink unknown unusual know known knowing knowingly knowledge ing cooking fighting hating sitting singing watching throwing ly badly carefully quickly slowly terribly seriously extremely