Download spelling policy - Holy Family Catholic Primary School

Holy Family Catholic Primary School
SPELLING POLICY
1.
The aim of the spelling policy at Holy Family Catholic Primary School is
to ensure that the children are encouraged to develop spelling accuracy
in all their written work. The school believes that correctly spelt work
fosters a pride in writing and presentation, which in turn builds
confidence and leads to further success.
2. General Principles
2.1 Through the use of the Nelson Spelling Scheme, and the Spelling Lists
from Letters and Sounds, and under the guidance of the National
Literacy Strategy and Letters and Sounds, spelling is taught by
exploring:

Phonological awareness

Word morphology (roots and affixes)

Etymology

Syllabification

Semantics and syntax (word meaning)
2.2 In all classes, from YR to Y6, children have a weekly focussed spelling
lesson. This lesson enhances the pupils' memory skills, as well as their
understanding of word types and meanings. Teachers are aware of the
link between handwriting success and spelling success. Teacher’s use
mnemonics to help children learn irregular spellings as necessary. The
activities in each class are carefully differentiated to ensure all children
are making good progress. The spelling lesson is followed up, for Y1-Y6
by each child learning a list of words for homework (using the Look, Say,
Cover, Write, Check approach) which will be tested the following week.
This routine and structure is key to ensure good progress.
2.3 Spelling lists are taken from the Letters and Sounds Spelling
Progression, which is in line with National Literacy Strategy objectives.
2.4 Outside of the spelling lesson
Spelling is taught

as and when key words appear in all subjects;

through careful marking in all subjects;

through modelling of correct spelling by the teacher and TA;

through pupils own self correction

writing being celebrated and displayed around the school;

through the use of word walls, spelling mats and spelling cards;

through the use of dictionaries, personal dictionaries and
thesauri.
3. Special Educational Needs
3.1 Teachers who have pupils with specific spelling difficulty may introduce
them to the Simultaneous Oral Spelling technique (Appendix B). In
consultation with the SENCO, children with severe difficulties in spelling
will have an individual spelling assessment and use resources from an
earlier stage than their peers. Ideas to help children who have difficulty
learning Spellings can be found at Appendix C.
3.2 Children with IEP's in spelling have weekly small group support using
the 'focus' worksheets provided by the Nelson Spelling Scheme or
resources from specialist spelling schemes, guided by the SENCO.
4. Assessment and Record Keeping
4.1 Children have weekly spelling lessons and a check test based on the
words learnt in class using the Nelson spelling scheme word lists. This
is differentiated by number of words to learn, more able children also
learning more complex words. These weekly tests are recorded and
monitored in the teacher's mark book.
4.2 Each class will have a random check test, termly.
4.3 Children are grouped by ability, these groups are kept under review.
5. Spelling Approach
5.1 All classes will follow the agreed spelling approach for the school (see
Appendix A) using the Nelson Spelling Scheme for the appropriate year
group.
6. Homework
6.1 Spellings will be given to children as part of homework on a typed list
according to ability group.
Approved by Staff:
Approved by Governors:
Review Date:
Appendix A
Holy Family Catholic Primary School
Spelling Approach
1. Each class teacher will compile spelling lists using the Nelson Spelling
Scheme.
2. The teaching of spelling will be allocated a minimum of 1/2 hr. per week as
a class.
3. KS1 classes will have a word bank easily accessible for pupils to use in
each class. KS2 classes should have appropriate words from the NLS
high frequency word lists displayed prominently in the classroom.
4. Teaching of spelling will be supported by the use of workbooks at KS1 to
reinforce letter patterns and the LOOK, SAY, COVER, WRITE, CHECK
approach, will be taught throughout the school.
5. A typed spelling list will be given each week as homework and these will
be tested and scores recorded.
6. Word retention test scores will be taken from a random selection of words
tested each term (x6 per yr).
7. Differentiation will be achieved by giving suitable words for different
abilities using the allocated list and using words from Letters and Sounds
first 100 words and additional 200 words. The key word cards in
alphabetical and letter pattern order may also be used to assist less able
spellers in written work.
8. Each child will have a personal alphabetical order dictionary to collect
words and be taught how to use it to support writing.
9. Discussion of word meanings will be at the teacher’s discretion through
class discussion, dictionary work and writing words into a sentence.
10. There are many ways in which words can be investigated and learnt
through a multi-sensory approach. e.g: grouping by meanings, common
spelling patterns, sound patterns, locating them in dictionaries and other
texts, creating mnemonics, inventing and playing word games, proof
reading and checking them in independent writing.
11. The teacher must appropriately correct children’s spelling in marking as
often as possible.
12. Teachers will give children regular opportunities to spell words correctly
using appropriate dictated passages.
13. The teaching of spelling at FS & KS1 will include the following:-
Foundation Stage
YR1
a. Phonics every day
b. Letter cards
c. Sound book (activities)
d. Oxford Reading Trees
personal dictionary
e. Jolly phonics/Literacy
Strategy Phonics
Programme (Letters
& Sounds)
a.
b.
c.
d.
Simple dictated passages
Phonics worksheet
Word books to collect spelling in
From Easter – using published
dictionary (& alphabetical order)
e. Weekly test on spelling list and
key words
f. Literacy strategy phonics
programme (letters and sounds)
for Y1
YR 2
a.
b.
c.
d.
e.
Word books
Use of published dictionary (& alphabetical order)
Weekly test on spelling lists and key words.
SEN group – gaps in knowledge identified by screening.
Simple dictated passages
LOOK, SAY, COVER, WRITE, CHECK
The teaching of spelling at KS2 will be as follows:
a. Each child will have a spelling notebook (pages folded in half
lengthways.
b. Typed spellings will be stuck into the homework book along with
spelling pattern headings.
c. The child will LOOK at each word in turn, SAY the word, COVER it
and attempt to WRITE the word correctly on the next page. The
child will CHECK it and if correct will tick it. If incorrect then a
further attempt should be made.
d. When each word has been correctly written the child should add
new words with the same pattern to the list.
Other words within words may be spotted.
e. The teacher should reinforce letter patterns across abilities in the
class by writing all letter patterns on the board and asking children
to add new words to the list. Incorrect patterns should be written to
show how some words sound the same but are sometimes spelt
with different letter patterns. Spotting words within words on the
board heightens awareness of letter patterns.
f. Teach the correct use of dictionaries to check accurate spellings so
children develop a growing independence (using dictionaries at an
appropriate level to ability).
g. Reinforcement of alphabetical order.
Appendix B
Simultaneous Oral Spelling Technique
The child proposes the word which he wants to learn.
The teacher writes the word for him (or forms it with plastic letters).
The child then names the written word.
The child then writes the word himself, and at the same time names each
alphabetical letter (using letter names) as he writes it.
Then he names the word again. He checks to see that the word has been
written correctly by comparing it with the one written by the teacher. After that
steps 2-5 are repeated three times over.
The chid practises the word (and any others) in this way for six consecutive
days until eventually the child can write the word without looking at the
original word written by the teacher. He may achieve this on the first day with
some words, but more complex words take longer. When he can write the
word without having to copy it the first stage of the teaching, at any rate so far
as that word is concerned, is complete.
The next step depends, for obvious reasons, on the regularity of the word
itself, but is usually possible and, in our view, always helpful.
The child learns with the help of plastic letters to generalize from that word to
others which share the same sounds and the same spelling sequences.
Appendix C
Ideas for Learning Tricky Spellings
BECAUSE
Big Elephants Can Always Understand Small Elephants
NECESSARY
Not Every Cat Eats Sardines (Some Are Really Yummy)
A friend is always there when the end comes.
I before E except after C
And when saying "A" as in neighbour or weigh
And weird is weird.
Separate is A RAT of a word to spell
When two vowels go walking the first does the talking
For words like "oat" or "eat"). And:
The silent 'e' makes the vowel say its name
For words like cap/cape and hat/hate.
When you eat "dessert", you always want to come back for the second
"s".
The word "believe" has "lie" in it
"To get her" Remember how to spell "together" by noting that if you "get her,"
you'll be "together!"
Rhythm has your two hands moving!
our
Oh you are
said
Smelly Albert is dirty
To remember a word with silent g, put it in a sentence with one from the other
set, e.g.
a) A sign is a kind of signal
b) Put your signature on your design.
c) To resign from your job, hand in your resignation
A piece of pie
O
U lucky duck
(S h o u l d)