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WOODHAM WALTER PRIMARY SCHOOL Spelling Policy ‘Excellence for Everyone’ This policy was agreed at a meeting of staff: Autumn 2016 It will be reviewed in line with the Policy review Cycle SPELLING POLICY Rationale At Woodham Walter Primary School we aim for all children to achieve the highest possible standards of spelling. We want children to spell well and to achieve satisfaction in spelling well. Whilst we do not want a fear of incorrect spelling to undermine children’s willingness and motivation to write using a broad range of ambitious vocabulary, we expect teachers to set clear expectations for children, so that all words previously taught are spelt correctly and that children have a range of strategies to help them spell unknown words. While it is important to remember that spelling is not the most important aspect of writing, confidence in spelling often has a profound effect on the writer’s self-image, therefore, we believe that a positive, motivating and interactive approach to spelling will encourage children to recognise their achievements. Through careful teaching and using specific strategies to develop spelling through its stages, we can encourage children to investigate and overcome spelling problems, thus becoming more confident writers. We recognise that spelling is a fundamental part of the writing process and believe that when spelling becomes automatic, more thought and creativity can be put into the exact content of what is written. Pupils can channel their time and energy into the skills of composition, sentence structure and precise word choice. The improvement of spelling is a focus for teaching and learning for the whole school. Aims At Woodham Walter we aim: To provide a rich and lively learning environment, supported by well-chosen word resources and interactive displays to enhance pupils’ learning. To teach spelling systematically throughout the school. To teach Phonological Awareness, Word Recognition, Graphic knowledge and Spelling knowledge. To encourage children to develop and learn a personal bank of frequently used words, as indicated in the National Curriculum for English. To equip children with a wide range of spelling strategies to enable them to be confident, competent and independent spellers. To make children aware of the Writing Process so that they can write fluently, confidently and independently, concentrating on Spelling when and where it is appropriate. Spelling Policy Roles and Responsibilities The Staff • To ensure that teachers plan for the teaching of spelling every week and that planning is shared with members of support staff, who are also responsible for encouraging children to spell correctly. • To ensure that spellings are set at an appropriate level for the child and build on what they already know and can apply. • To teach a range of approaches to learn spellings. • To provide children with a range of strategies to help them become secure with spelling rules. • To ensure children’s spelling is assessed on a regular basis and that this is used to inform future planning. • To ensure that everyone shares good practice, reviewing this on a regular basis, to ensure there is continuity. The Pupils • To use the strategies taught to them, to help secure spelling skills. • To be able to identify the most effective methods to help them to learn and recall spelling rules. • To transfer skills to their written work, correctly spelling words that have learnt. The Parents • To support their children in the learning of spelling. • To be familiar with the strategies that the children are encouraged to use to help them to learn their spellings. Teaching and Learning Foundation Stage and Key Stage 1 Teaching and learning in the Foundation Stage and Key Stage 1 is strengthened by the use of a high quality phonics programme, ‘Letters and Sounds’ alongside the EYFS and National curriculum for English requirements. A discrete period of 20 mins approximately will take place daily within EYFS and Key Stage 1. Children will be taught: the grapheme- phoneme correspondence in a clearly defined sequence, using Letters and Sounds as a basis for this sequence. the skill of segmenting words into their constituent phonemes to spell. that blending and segmenting are reversible processes. High Frequency Words Throughout each phase the tricky high frequency words will be taught. These will be referred to as Tricky Words (these are words which cannot be spelled using phonic knowledge alone at the phase they are introduced) Teachers use a variety of methods to ensure the correct spelling of the high frequency words appropriate to each phase plus subject specific vocabulary. Teachers should recognise worthy attempts made by children to spell words but should also correct them selectively and sensitively. Transition from Year 1 to Year 2 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. This is addressed in the spelling requirements for Year 2. For those children who are not yet secure at phase 5, it will be necessary to continue with daily phonics sessions. For phase 6, children are to use the No Nonsense Spelling Scheme. Key Stage 2 At Key Stage 2 there is an emphasis on the recognition of letter strings, visual patterns and analogies, the application of spelling conventions, the morphology of words and the use of a range of word resources, such as dictionaries and thesauri. Nevertheless, it is recognised that some pupils will need to consolidate the phonic knowledge and skills taught in Key Stage 1 Throughout KS2 children use a ‘cued spelling’ approach to consolidate their learning of specific spellings and No Nonsense Spelling as appropriate. The long term plans for teaching spelling in Key Stage 2 will be taken from the Spelling appendix in the National Curriculum for English. (Appendix A) from the children’s work (and if necessary from the high frequency/ tricky words from KS1). Learning and practising spelling (across the whole school) To become successful spellers, pupils need to be given opportunities for consolidation on a daily basis and should include the promotion of collaborative learning, The teaching of spelling should predominately be school based as the practice of giving lists of words solely to learn as homework has proven to be less than successful. Pupils will develop different strategies for memorising high (Tricky Words) or subject specific vocabulary. The children may continue to use the system taught in Key Stage 1 or other memory strategies or cues to support learning of high frequency (Tricky words) or subject specific vocabulary: 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 Children should be able to spell an ever-increasing number of words accurately and to check and correct their work. This process is supported through: shared writing: the teacher demonstrates how to apply spelling strategies while writing and teaches proofreading skills; guided and independent writing: the children apply what they have been taught. This is the opportunity to think about the whole writing process: composition as well as spelling, handwriting and punctuation; marking the children’s work: the teacher can assess their progress and their ability to understand and apply what has been taught, then identify targets for further improvement; teaching and practising handwriting: learning and practising a fluent joined style will support the children’s spelling development. When marking, teachers do not correct beyond what has been taught about in spelling. Children are assessed at the end of each phase during the Letters and Sounds programme before moving onto the next phase. Once a child is secure in their spelling of a word, it will not be accepted to be spelt incorrectly. Spellings which have been corrected in marking in Key Stage 2 should be rewritten by children and/or including in individual cued spelling lists. Marking of written work 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: Set clear expectations when the children start to write. Reminding them of the strategies, rules and conventions that they can apply. Analyse children’s errors. Provide feedback and time to respond. Teachers are expected to use their professional judgement as to the number of spelling mistakes corrected in any one single piece of writing. Corrections are made on the basis of the spelling focus the children have been concentrating on. Teachers base their assessment according to the objectives set out in the National Curriculum for English and set targets accordingly. Inclusion Some children, who may be experiencing difficulties, will be given additional support in small groups or one to one led by teachers or teaching assistants. Their progress will be closely monitored by the class teacher in conjunction with SENCo where relevant. The Classroom Environment The skills that children develop in spelling are linked to, and applied in, every subject of our curriculum. The children’s skills in spelling will enable them to communicate and express themselves in all areas of their work in school. The spelling of key vocabulary in all subject/topic areas and will be taught through the strategies already listed above. Children will be encouraged to read and spell new words relating to different topics taught across all areas of the curriculum, allowing their knowledge and vocabulary to be developed and extended further. To raise the profile of the importance of good spelling, it has been agreed that in any piece of written work completed by a child, the teacher should, where appropriate, mark or correct spellings accordingly. Examples of when this correction might be appropriate include: A common word, usually spelled correctly, has been incorrectly spelled. ‘Sloppy’ spelling, where a word given on the board or on a word bank has not been looked at properly to ensure correct spelling. A word given in previous tests that has been incorrectly spelled. As part of the child’s improvement work, following the teacher’s marking, the child should look at these spelling improvements. a) Children in Key Stage 1 and less able children in Key Stage 2 should have the words corrected fully by the teacher writing the word above the incorrect spelling or in the margin. It should be clear to the child how exactly to spell the word and their ‘improvement’ might be to copy that word or sentence underneath the piece of work marked or include it in their cued spelling list. b) Children in Key Stage 2 or more able children in Key Stage 1 should have an appropriate selection of incorrect spellings underlined. They should then attempt to spell the word correctly or use a dictionary to help. Teachers are signposted to appendix A ‘Supporting children with spelling’ November 2016 Reviewed in line with the Policy Review Cycle APPENDIX A Supporting Children with Spelling The bulk of the work on learning how to spell should be completed by the end of primary school. Different children learn in different ways. There is no blueprint for teaching children to spell. 1) 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 2) One technique for learning spellings – 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. 3) Key Issues when teaching spelling – Melvyn Ramsden Teach children to segment words rather than looking at individaul 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 – does your child know this? 4) Using the segmentation technique 1) Segment your target word 2) Ask: do I recognise any of the segments? 3) Ask: do I know how to write any of these segments? 4) Write down the segments you know how to write in order 5) Leave a blank for those segments you don’t know and ask a partner (parent) to help you with those segments 5) Visualisation and spelling Some researchers stress the importance of visualising spellings as key to learning them. They suggest an alternative to the look-cover-write-check methodology. Master strategy for programming’, 1994 teaching spelling Harry Alder ‘Neuro-linguistic 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 ‘feel right’, or, if it was spelt incorrectly, it will ‘look wrong’ or ‘feel wrong’ All top spellers that have been researched use some form of visualisation, usually looking up or straight ahead as they recall a word, then down as they confirmed that it felt right The strategy to follow: First, think of anything that feels familiar and comfortable Next, for a few seconds, look at the word you wish to remember See the word in your favourite colour, in a place you really like Look away from the word, up and to your left, and picture the word as best you can as you try to spell it in your mind Look back at the word, noticing any letters you have missed and repeat the process until you can picture the whole word To test yourself, after a short break, visualise the word and write it down Now look up at the word again and spell it backwards. This will confirm that you are learning through the best, visual strategy (you cannot learn to spell a word backwards if learned phonetically) For longer words chunk them down into smaller units of three or four letters. Visualise separate chunks 6) 50 common words that are frequently spelt incorrectly – a subjective list 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 Common error (grammatical error) sow thay whent 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 i different friend something everyone decide many very slowly heard someone quickly special tomorrow comfortable rough first calm eventually usually surprsie separate asked once tried herd diffrent frend somthing evryone dicide meny verry slowley (homophone issue) somone quickley speshall tommorow conftable ruff frist carm aventually ushually suprise seperate aksed wonce tryed 7) 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 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 8) Common words that are frequently confused where and were than and then two, too and to there, their and they’re will and well quite and quiet accept and except 9) Two words that pupils hear as one word a lot all right in case in trouble 10) 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 - He need, she want, he think The difference between of (ov) and off The difference between are and our (ower) 11) 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. a) Every English word must contain at least one vowel b) No words in English end in i – we use y instead c) The letter q is always followed by the letter u (queen; quite, quintissential) d) The letter j is never used at the end of a word – we use ge instead e) No complete words ends in v – we use ve instead f) The doubling rule: words ending in f, l, s or z double the final consonant (stiff, bell, Miss, fuzzy) g) Suffix rules i) The lazy ‘e’ rule Drop the ‘e’ before adding a suffix beginning with a vowel: like – liked hate – hating shake - shaking ii) The ‘e’ that isn’t being lazy Keep the ‘e’ before adding a suffix beginning with a consonant hope-hopeful, hopeless iii) The lazy ‘e’ meets ‘a’ Keep the ‘e’ in words enidng in ‘ce’ or ‘ge’ orange-orangeade manage-manageable j) 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 12) Fifteen common word families in English all ing ack ay at op ad ill in ump ent old ook ell et ball king back bay bat hop bad bill bin bump bent bold book bell bet call fall hall stall tall wall ring sing wing lack pack rack sack day hay lay may pay ray say way cat fat hat mat pat rat sat mop pop top dad had lad mad pad sad fill gill hill kill mill pill will din fin pin tin sin win dump hump jump lump pump dent lent rent lent sent tent went cold fold hold sold told cook hook look took cell fell hell sell tell well get jet let met pet set wet 13) Eleven more common endings ain contain, complain, brain, drain, main, pain, rain, stain, train augh(t) caught, daughter, naughty, slaughter, taught, laugh, laughing ful careful, thoughtful, painful, wonderful, resntful ight bright, fight, fright, light, night, right, sight, slight, tight, ite bite, kite, polite, satellite ous famous, cautious, ambitious, delicious ough although, cough, enough, rough, tough, thorough, though ow blow, follow, grow, low, slow, show, snow, yellow sion comprehension, confusion, decision, revision tion action, attraction, collection, direction, investigation, reaction, station ture capture, creature, fixture, furniture, future, mixture, nature, picture 14) Silent letters Silent letter b c g h i k l n t w Common examples bomb, comb, crumb, doubt, thumb descent, discipline, science design, neighbour, sign honest, honour, hour business, marriage, parliament knee, knife, knight, knock, know, know, knot chalk, walk autumn, column castle, listen, whistle wrong, wrap, wriggle, write, wrist, wreck, whole 15) 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 16) Using mnemonics Mnemonic – A device or system for improving memory Irregular words cause most trouble to children Word Mnemonic are Are rhinos elegant beautiful Boys eat apples under tress in France until lunch beacuse Big elephants can always upset smaller elephants believe Never believe a lie build u and i will build a house busy This bus is busy business Do your business in the bus could 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 17) 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 For all the above activities pupils need to have an alphabet close at hand. 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 Use a base word to generate as many words as you can. For example sign Sign design designer designing redesign signature signed signatory signal signalling resign resignation resigning resigned consign significant consignment signify