Download BV spelling parent workshop

School Improvement Liverpool
Spelling
Belle Vale
9th May
Sarah Williams
Phonics
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Phonics should be taught in EYFS and KS1
20 minute sessions everyday
Phases 1 – 6
Children should be taught whichever phase they are up to – this is
usually done through ‘grouping’ or ‘streaming’.
Spelling should be taught when the children move on from phonics.
Children take a Phonics screening Check in year 1. if they don’t
‘pass’ then they retake it in year 2.
The results appear on the schools Raise Online.
Use data analysis to highlight gaps and inform teaching for Y1 and
Y2 from September/now.
Spelling objectives
Pupils should be taught to:
En3.2d: proofread – check the draft for spelling and punctuation errors, omissions and
repetitions.
En3.4 spelling strategies
Pupils should be taught:
• to sound out phonemes
• to analyse words into syllables and other known words
• to apply knowledge of spelling conventions
• to use knowledge of common letter strings, visual patterns and analogies to check their
spelling
• to revise and build on their knowledge of words and spelling patterns.
En3.4 morphology
Pupils should be taught:
• the meaning, use and spelling of common prefixes and suffixes
• the spelling of words with inflectional endings
• the relevance of word families, roots and origins of words
• the use of appropriate terminology, including vowel, consonant, homophone and
syllable.
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).
Different Strategies
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Look, cover, write and check
Spelling journals
Have a go pads – if the children are unsure, they can ‘try it out’ on the pad. Sometimes we
just need to see if it ‘looks right’
Guided sessions – e.g. children identify incorrect spellings and analyse them from their
own work. Identify the ‘tricky bit’. “There are 6 letters in this word and you got 5 of the right
– we just need to remember to add ____”
Use mnemonics - create rhymes, songs or little stories to help remember tricky words or
word patterns e.g. “You need to have a pie before you can have a piece of it.”
Chant
Using phonic knowledge – segment the words
Use knowledge of root words
Derivations – audio, auditory, audible – hearing
Knowledge of spelling rules
Words within words
A word of the day – choose a word for the children to learn and display it somewhere. The
children have to try and use it in their work at some point. At the end of the day remove the
word from display and test the children on how to spell it. This is good for extending
vocabulary as well.
Spelling Journals
Spelling journals can be used by children as a self help
device and a place to record their work on spelling.
The journal can include:
• a log of personal errors
• personal spelling lists to learn
• aides-memoire of spelling conventions
• working out from spelling investigations
• dictionary of high frequency words learnt/unlearnt
• spelling targets
• spelling ‘tries’
Challenge
Prefixes
Root
misoverre-
Suffixes
-en
take
-ing
Right from Wrong
wos
was
waz
whas
Rhyme It
Feet
Countdown
Kdwlofegas
Useful Websites / Documents
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http://www.bbc.co.uk/bitesize/ks2/english/spelling_grammar/
http://www.topmarks.co.uk/Flash.aspx?b=english/compound_complex- higher order
game
http://www.topmarks.co.uk/Interactive.aspx?cat=47- grammar, punctuation, spelling
etc. home page for games
http://www.sheppardsoftware.com/grammar/verbs.htm
http://www.bbc.co.uk/skillswise/english
http://www.bbc.co.uk/skillswise/game/en29punc-game-beat-the-clock-apostrophes
http://www.offbyheart.co.uk/english/yr6_e_w.php#9
http://www.cybergrammar.co.uk
http://www.grammartogo.co.uk
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Grammar for Writing
Support for Spelling
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Any Questions?