Download Spelling Programme

Athelstaneford Primary School
SPELLING PROGRAMME
Improved spelling will raise the standard of work in all areas of the curriculum and will impact on
self-esteem by allowing and enabling children to write freely and with confidence. Whilst 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.
Literacy is fundamental to all areas of learning, as it unlocks access to the wider curriculum.
Being literate increases opportunities for the individual in all aspects of life, lays the
foundations for lifelong learning and work, and contributes strongly to the development of all
four capacities of Curriculum for Excellence. (CfE Literacy Outcomes, Principles and Practice).
Within Curriculum for Excellence, literacy is defined as:
‘the set of skills which allows an individual to engage fully in society and in learning, through the
different forms of language, and the range of texts, which society values and finds useful’.
Long-term success in using literacy and English is closely linked to learners’ motivation and
capacity to engage with and complete tasks and assignments. For this reason, it is important to
observe and discuss their enthusiasm for stories, poetry and prose, their interest in words,
their preferences in reading, and their enthusiasm for sharing experiences through talk and
writing. Their progress can be seen, for example, in their increasingly creative use of language
and their developing appreciation of literature and culture.
Aim
To develop a range of strategies and teaching approaches, including phonics, sight words and
spelling rules to allow our children to become independent and confident writers.
We must plan for and develop at all stages from nursery to P7 a comprehensive and progressive
approach to spelling providing a variety of experiences.
The Spelling Lesson should consist of three parts:
Introduction – including a variety of interactive teaching methods, e.g. flash cards, white
boards, interactive whiteboard games, questioning and discussion.
Activity – Group or class work on the spelling pattern or rule using a variety of interactive
methods e.g. Look, Cover, Write and Check, dictation, written activities, mnemonics, flash cards,
white boards and handwriting. Children should be encouraged to visualise and verbalise the
words they are learning. (See Appendix for list of activities for teaching in class and use in
class and as homework)
Plenary – Discuss what has been learned, revisit success criteria, identify next steps.
Groupings for Spelling
Following various methods of assessment children are allocated a spelling group for optimal
learning. As a result of multi composite classes there is no hard and fast rule for the number of
groups each stage/class may have although a general rule would advise against any more than
three groups for each class to ensure that pupil needs are being met and children benefit from
maximum teacher input.
Naturally these groups are fluid and flexible and may result in children being assigned a group
where they have to revisit and consolidate words already covered.
Resources
Fry’s 100 words, Jolly Phonics, Achievement I Literacy, Nelson Spelling Scheme (Book A – early
level. Books 1-3 first level and Books 3 and 4 – second level), SWST Test
Nursery: begin to look at phase one phonics with a focus on immersing children in rhyme. The
final two terms of nursery more use is made of structured planning to focus on sounds and
taking a different initial sound each week to focus on. Nursery parents are provided with the
school spelling policy and the approach is explained to parents at their first P1 information
evening.
P1/2: Term 1 - Jolly Phonics Approach (Synthetic Phonics) in conjunction with Achievement in
Literacy Block 1. The Word List using phonic patters can be supplemented through Fry’s first
50 words and early levels of SWST. First 25 words by Feb break (1/3 of all items published).
First 50 words by end of P1. First 100 words by end of P2 (make up half of all publications)
P3/4/5 – P6/7: SWST – Teacher will assess children at the start and end of each academic
session in order to assign a level. Each of the seven levels consists of structured word lists
using spelling patterns. Be selective and do not each word lists if you are confident as part of
your initial or ongoing assessment that they know and are confident in this pattern. Following
completion of SWST assessments the teacher should analyse where common errors are to
ensure that any gaps in learning are addressed and planned for immediately.
Second one hundred words by end of P3
Third one hundred words by end of P4 (make up 65% of all written material)
P4 onwards to P6 – remainder of Fry’s Hundred Words. These words must be learned as sight
words and quickly recognised.
P6/7 looking at prefixes, suffixes etc
Approaches and emphasis at Early Level:
At all stages the learning environment provides word resources and interactive displays to
enhance pupils’ independence as spellers.
The emphasis at this stage is multi-sensory linking the teaching of letter shapes and patterns
with the development of pupil’s ability to listen to, and discriminate between, the constituent
sounds and shapes which make up a word. Much use should be made of games and activities,
building on what has been done in the nursery through focused listening in music, dance and PE
and literacy activities with a focus on rhyme, rhythm and alliteration.
Approaches and emphasis at First Level:
Phonics should continue to be taught in the developing and consolidating stages of first level and
for longer for those individuals who may require additional input, with the emphasis for spelling
gradually shifting to the ability to segment words into phonemes and then match the most likely
letter or letters to each sound by accessing the alphabetic code. Pupils continue to work on
development of their sight vocabulary through Fry’s words and begin to investigate common
spelling patterns, frequently used prefixes and suffixes.
Pupils should become increasingly independent using a dictionary and word banks. It is vital that
risk taking for the spelling of unfamiliar words is encouraged at this stage to ensure continued
confidence in themselves as a speller.
Approaches and emphasis at Second Level:
By the time our pupils reach P5-7 the emphasis is on application of spelling conventions,
recognition of letter strings although we need to ensure that our pupils are also able to read
and spell those words within the Fry’s lists with confidence. A minority of pupils may continue to
require additional phonics work where a particular need has been identified. Building on earlier
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approaches the focus remains on developing confidence and independence with all pupils
encouraged to develop good habits of checking their work for spelling errors, making reasoned
choices about likely alternatives based upon what they know and using a range of resources. All
pupils have access to dictionaries, thesaurus and taught how to use spellcheckers.
Nelson Spelling Teachers Book: This is a source of excellent advice on teaching of spelling as
is the SWST teachers’ manual located in SfL cupboard. As with every teaching manual it is
essential that every teacher reads and makes regular use of this to enhance teaching and
learning. This scheme works well when taught in conjunction SWST word lists.
Sight Words – Fry’s and Dolch Lists: It is essential that these are taught throughout the
year. See appendix for list of words to be taught at each stage.
Rules
The SWST book provides a comprehensive list of rules to be taught at each of the 7 stages.
The explicit learning of rules makes the task of learning to spell easier for many pupils. The
rules should be revisited and built upon regularly. Staff should create a spelling word wall to
display the rules being taught at their stage along with writing on the writing /VCOP wall.
Correction
Teachers should use their professional judgement with regard to what spelling errors are
corrected depending on individual pupil ability. Commonly used words which should be known,
words learned following a learned spelling rule and topic words displayed on the wall should be
corrected. See marking code for abbreviations to be used to indicate a spelling mistake. From
P3 words which have been misspelled should have an sp in the margin on the line of the incorrect
words. P1-2 should have the correct version written for them to copy and from P3 pupils should
be correcting the errors for themselves.
Homework
Spelling homework should reflect the teaching of the spelling rules, commonly used words (ORT
and Fry’s lists) and words relevant to topics. Homework should be given out on a Monday
following the teaching input.
Assessment
SWST to be carried out in May and August of each year. This will allow us to plan for groups
and gauge progression throughout the year. This test can also give a standardised score,
percentile rank and spelling age. It can be used to identify gaps in knowledge and will inform the
teacher of a pupil/group’s immediate targets.
When administering the test a list can be obtained from the school office with a class list giving
the pupils chronological age in years and months for that day. Pupils are given the relevant test
for their age group.
TEST
No. of Words
Age
Suggested Year Group
A
30
6yrs
P2
B
35
7yrs
P3
C
45
8yrs
P4
D
50
9yrs
P5
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E
50
10yrs
P6
F
50
11yrs
P7
G
50
12yrs
S1
Pupils should write name, class, gender, date and age in years and months on test sheet. Test is
administered by adult who reads each word in test, followed by a sentence, which puts word in
context. Pupil records responses on answer sheet.
Marking and Scoring: Tick if the spelling is correct, b/d or p/q reversals are marked correct.
Cross the errors. If less than 5 mistakes, you may want to try the next test. From the raw
scores, you might be able to group your class simply – no more than three groups.
Spelling errors should also be analysed as this provides you with diagnostic info.
Good Practice is to identify and note the nature of error on the pupils’ paper.
e.g.
whent
went
w
lirt
lift
ft
hom
home
o-e
Starting point will be where most errors are and most common types of errors.
Weekly spelling tests should reflect the spelling rule taught but need not be the actual words
set in homework/class tasks. They could also include ‘red herrings’ which the children should
already know, e.g. ‘blue’ in an ‘oo’ words test. Results of these tests should be kept for
assessment and should direct the next steps in learning for spelling although these are certainly
not regarded as the main method for teaching and assessing spelling.
Additional Support for Learning
Assessments and evaluations in daily and forward plans will help identify and record any
individuals who are having specific/exceptional difficulties and these should be discussed with
Support for Learning and at termly attainment meetings with Head Teacher.
Able Spellers
At all stages we will have able spellers who can work beyond the level expected for their age.
In the upper stages these children will have mastered spelling and be able to learn new words
and patterns quickly. They will have knowledge to use dictionaries, thesaurus and reference
books to assist them as necessary. These pupils should not persist with routine spelling
activities and should be given appropriately challenging activities to further develop interest in
words and word puzzles. e.g. 20 words associated with interdisciplinary, checking meanings of
word, investigating roots of words, using an etymological dictionary, and identifying their own
needs.
Resource
Appropriate for
stage
Located
No of copies
SWST
All
SfL base
ACE spelling
dictionaries
P5-7
P6/7 and SfL room
Jolly Phonics Handbook
Pre school – P1/2
P1/2 room
1
Collins Dictionaries
All stages from
nursery to P7
In relevant class
One per pupil
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Hot Dots Pens and
cards
All
Each class
3 pens in each
room
Nelson
P3-7
Teachers manual in P6/7.
Enough for pairs
Pupil books A,1,2,3,4 in
classes.
Alphabet Magic
Early
SfL room and P1/2 (red
and yellow folders)
2 of each
Toe By Toe Workbooks
Spelling and Reading
difficulties on a 1:1
basis
SfL room
1
Whiteboards
All
All classes
1 each
CVC board games,
bingo etc
All
P1/2
Plastic Letters, tiles
etc
All
P1/2
Laptops and spell
checkers
P3 onwards for
spellchecker
Computer trolley
16
Spelling Made Easy
Early/first
SfL room
1
Codecracker
Early/first
SfL room
1
Fuzzbuzz
Early/first
SfL room
1
A variety of more traditional workbooks, flashcards and teachers manuals are located in SfL room
Catriona McKinnon
25 January 2011
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Early Level:
Multi sensory approach
Picture coding
Rhyme and analogy
Word banks/Classroom display/labelling
Personal wordbooks
Flashcards
Introduction of look, cover, write, check
Fry’s word lists
Introduction of nelson spelling
Daily reinforcement
Weekly tests
Encourage children to look for words which don’t look right
Introduce correction code
Simple Collins dictionaries
Teacher takes in work with pleasure and encouragement then gradually takes on the role of
editor, scribing where appropriate and encouraging all to ‘have a go’ at writing.
First Level:
Nelson Spelling
Daily reinforcement
Weekly spelling tests
Fry’s lists
Personal wordbooks Collins dictionaries
Link with handwriting – letter strings and patterns in cursive style
Topic words displayed
Teacher with role of editor, models and encourages children to ‘edit’ own work
Increased use of school marking code
Use of different strategies – letter strings, rules, words within words, sound, phonics,
mnemonics, picture clues.
Regular and varied, multi-sensory home learning tasks (see appendix for examples)
Second Level:
Nelson Spelling
Daily reinforcement
Weekly spelling tests
Fry’s lists
Personal Wordbooks, dictionaries and thesauri
Computer spell checkers
Pupils now edit own work
Continued and consistent use of marking code in all areas of curriculum
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