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St. Paul’s CE Primary Spelling Policy July 2013 John Howe English Coordinator Summer 2013 Spelling Policy This policy to be read in conjunction with English, Presentation, Marking and Feedback Policies. RATIONALE In St Paul’s CE Primary (“our school”) spelling is taught, practised and valued throughout the school. We consider the ability to be able to spell correctly an essential life skill and one that prepares children for real-life contexts. The English language is not a regular language but is systematic and patterned. Learning to spell is a process of working out such patterns and applying them to new words. Learning to spell is not just learning lists of words. It is a developmental process of learning to apply different strategies appropriately. Children should have organised, structured and appropriate support to improve their spelling skills. AIMS Encourage all children to be confident in reading and spelling. Know and use a variety of spelling strategies and apply these in their writing. To enable children to write independently. To enhance skills of proof reading for spelling errors and correction (editing and re-draft.) PROVISION We believe spelling must be taught as exercises, wordlists and spelling tests are not enough. Children need explicit and interactive teaching, which should: Draw their attention to the patterns and rules of English spelling. Help them remember these rules, and recognise exceptions and anomalies. Provide a variety of strategies for remembering spellings. Interest them in English language and its variety. Help them to apply correct spelling rules in their own writing. The Teaching of Spelling Foundation Stage During the Foundation Stage, children will be working towards using their phonic knowledge to write simple, regular words and make phonetically plausible attempts at more complex words. They will take part in a daily synthetic phonics lesson, using a combination of resources, for 20‐30 minutes. John Howe English Coordinator Summer 2013 Children will learn: A multi‐sensory approach linking the teaching and practising of letter shapes and patterns. At this early stage, children learn to discriminate and make connections between letter sounds. To recognise words that rhyme. To write beginning and ending sounds of words. To blend cv, vc, cvc words (c=consonant, v=vowel). ‘Tricky’ words and high frequency words. Key Stage 1 Children will learn to: Write each letter of the alphabet and regular vowel digraphs and begin to use irregular digraphs and trigraphs. Use their knowledge of sound symbol relationships and phonological patterns. Recognise and use simple spelling patterns. Write common letter strings. Spell common words and high frequency words. Spell words with common prefixes and suffixes. Check their spelling by using word banks and dictionaries. Use knowledge of word families. Synthetic phonic programme. Use the first hundred high frequency words. Use rhyming strings to help with spelling strategies. Key Stage 2 Pupils should be taught to use strategies for spelling unfamiliar words: Sounding out phonemes. Breaking words into syllables. Applying knowledge of spelling conventions. Use knowledge of common letter strings, visual patterns. Use word banks, dictionaries and spell‐checkers. Use and spell common prefixes and suffixes. The relevance of word families, roots and origins of words. Use appropriate terminology including vowel, consonant, homophone and syllables. Pupils should be taught to revise and consolidate words they can spell correctly and to check the spelling and meaning of words. John Howe English Coordinator Summer 2013 At St Paul’s, the preferred programme of study is Read, Write Inc, although staff adapt this to meet the needs of all children and, if necessary, use a variety of other tailored programmes in order to secure success. INTERVENTIONS Where pupils make limited progress in their confidence and ability to spell, intervention programmes are set up. For example - children in Years 3, 4, 5 and 6 will receive a tailored programme of synthetic phonics intervention. LSAs will lead these intervention groups, depending on the needs of the whole year group. Individual cases may be referred to the SENCo where necessary. MARKING SPELLING WITHIN A PIECE OF WRITING Children should be able to spell in context, not just in a spelling exercise, however it is very important that the teacher correcting every spelling mistake does not destroy a child’s piece of writing. Our marking approach is as follows: Teachers will highlight spelling errors in a child’s piece of writing if: the spelling rule has been taught recently. the words are high frequency/common words which the children should know. the same mistake has been repeated. The teacher writes ‘sp’ next to the word and the child will practice the spelling, three times at the end of the piece of writing. The teacher will monitor that these same mistakes are not repeated within the next piece of writing. If a mistake is recurrent then it will be included for targeted intervention. There will be an appropriate amount of words to practise for each child. Whole-School Consistent Approach/Building Confidence At KS2, where children are not part of a daily synthetic phonics programme, spelling must be taught discreetly, for at least three sessions of between 15-20 minutes, a week. Teachers and TAs are all responsible for creating a positive, independent ethos where children feel confident in their approach to spelling. An emphasis is placed on children applying their knowledge when carrying out any writing within the classroom. Peer and self-marking is encouraged for spelling improvement. For this reason and to foster independence, Personal Spelling books are used. Within their personal spelling book each child identifies and logs mis-spelt words from their work throughout the course of the week. During the week children are given time during the day to practise spelling these words using the ‘Look, Cover, Write, Check!’ (LCWC) approach. John Howe English Coordinator Summer 2013 Each week, class teachers in Years 2 - 6 hold a ‘Spelling Bee’ competition within their own classrooms. Children are tested on the homework spelling words that they have been learning from their differentiated ‘Tricky and High Frequency Words Bank’. A ‘Speller of the Week’ certificate is presented to one child within each class and their names are then displayed on a ‘Star Spellers’ display in the respective KS1 and KS2 halls. HOME LEARNING Children have their own LCWC spelling books for these and their weekly scores are logged on the relevant page to inform parents of their spelling test outcomes. From time to time, topic words may also form part of homework activities. ASSESSMENT Assessment of pupil progress is in the first instance, on-going by the class teacher as part of formative assessment. In addition to this, pupils are tracked on synthetic phonics tracking sheets from Foundation to year 2. Children are tested on their high frequency words at different points though the year. At the end of year 1 all children will take the Phonics Screening Check as part of the government statutory requirements. Formal summative assessments are carried at the end of KS1 in year 2 as well as optional SATs that take place at the end of year 3,4,5 and the spelling, punctuation and grammar test in year 6. MONITORING The school monitors the teaching of spelling at regular intervals, using the following strategies: lesson observations or drop- ins from the English Co-ordinator and the Senior Leadership Team Synthetic phonics sessions are also monitored by the SENCO. monitoring teachers’ planning pupil interviews evaluating pupils’ progress through assessment work sampling. John Howe English Coordinator Summer 2013 Scope and sequence Year 1 Revision of reception work eg ccvcc words, consonant diagraphs, words ending in nk Tch V sound at the end of words Adding s and es to words Adding endings –ing, -ed and –er to verbs/adjectives Vowel digraphs and trigraphs – eg ai, oi, ay, oy, ir, ur, oo, oo and ow, ow, ie, ie, igh Ear, ear Words ending –y New consonant spellings ph and wh Using k for the k sound Adding the prefix – un Compound words – football Year 2 The j sound as ge/dge Soft c – fancy N sound, spelt kn The r sound spelt wr L sound spelt le/el/al at the end of words Words ending –il The igh sound spelt y at the end of words Adding es to nouns and verbs ending in y Adding –ed, -ing, -er and –est to root words ending in consonant –y Adding the endings – ing, -ed, -er –est a –y to words ending in vowel consonant –e or single consonant letter after a single vowel letter. The aw sound spelt a before l and ll The u sound spelt o The ee sound spelt ey The o sound spelt a after w and qu The ur sound spelt or after w The aw sound splet ar after w The zh sould splet s John Howe English Coordinator Summer 2013 The suffixes –ment, -ness, -ful and –less Contractions Possessive apostrophe Words ending in-tion Homophones and near-homophones Common exception words Year 3 Revise work from Y2, particularly suffixes. Adding suffixes beginning with vowels to words of more than one syllable – forgotten The I sound spelt y elsewhere in word eg pyramid The u sound, spelt ou More prefixes – un, de, dis, mis, re, pre, sub, inter, super, anti, auto Further prefixes The suffix – ation The suffix – ly, ful, less Recap on basic rules for changing the spelling of nouns, when s is added Silent letters eg knee More compound words Homonyms Common homophones Irregular tense changes eg go/went Year 4 Revise work from Y3, particularly suffixes/prefixes Suffixes: ship, hood, mess, ment. Investigate what happens to words ending in f when suffixes are added. Spell words with common endings – ight Prefixes – al Words with endings sounding like zhuh or chuh eg treasure Endings which sould like zhun The suffix – ous Endings which sound like shun Endings – ible/able/ive To understand how diminutives are formed eg mini, ette, ling, micro, adjectives Words with the k spelt ch eg chemist Words with the sh sould spelt ch eg machine Words ending with the g sound spelt gue and k sound spelt que John Howe English Coordinator Summer 2013 Common letter strings, different pronounciations ough, ear, ight, ou, au, ice Words with the s sound spelt sc – scissors Words with the ai sound spelt ei, eigh, or ey Possessive apostrophe with plural words Homophones or near homophones Misspelt words when prefixes and suffixes are added – disappear, business. Year 5 Endings which sound like shus, cious, or tious. Endings which sound like shul. Words ending in –ant, -ance, ancy, -ent, -ence, ency Words ending in –able and –ible Adding suffixes beginning with vowels to words ending in –fer, referring. Use of the hyphen to link words eg co-rodinate Words with ee sound splet ei after c Words containing the letter string ough Words with silent letters Homophones Changing F to ves To explore spelling patterns of consonants and formulate rules – ll in ful becomes l Correct spelling of possessive pronouns. Year 6 Revision of spelling rules above, particularly through KS2. John Howe English Coordinator Summer 2013