Spelling and Handwriting at Barrow Hill

Aims of this session To look at the National Curriculum regarding Spelling and Handwriting To share with you how we teach Spelling and Handwriting at Barrow Hill To share with you ideas for how to support your child with spelling and handwriting at home

National Curriculum for Writing Writing transcription Spelling and handwriting Writing composition articulating and structuring ideas Vocabulary, grammar and punctuation

Writing Transcription: Spelling Lower Key Stage 2 – years 3 and 4: Pupils’ spelling of common words should be correct, including common exception words and other words that they have learnt. Pupils should spell words as accurately as possible using their phonic knowledge and other knowledge of spelling. Upper Key Stage 2 – years 5 and 6: Pupils’ spelling of most words taught so far should be accurate and they should be able to spell words that they have not yet been taught by using what they have learnt about how spelling works in English. Year 6 SATS - SPaG test – approx. 30 – 40% of marks come from spelling - Writing assessment also has focus on accurate spelling Statutory requirements for y3/4 and for y5/6 – patterns / rules to be taught as well as 100 statutory word lists.

Examples of statutory requirements Years 3 and 4 Years 5 and 6

Hundred word lists The word-lists for years 3 and 4 and years 5 and 6 are statutory. The lists are a mixture of words pupils frequently use in their writing and those which they often misspell. Some of the listed words may be thought of as quite challenging.

How do we teach Spelling at school? 15 minute weekly lesson x 2 – followed up through homework Spelling taught through ‘investigations’ Words mostly grouped by patterns / rules Words contextualised within teaching sequence/relevant to current learning Investigations aid memory and are more likely to lead to children applying correct spellings to their writing , compared with weekly lists. Investigations include sorting / classifying / comparing / discussing spelling.

Example 1: Sorting words - table The sorting table can be used in many ways - teacher can read words aloud, children can brainstorm words / look through books / newspapers etc to find words to go into the table – ch can then check spellings in dictionary.

Example 2: Sorting words - venn Contextualising spellings within teaching sequence

Example 3: Word family diagrams Prefixes / suffixes / how the spelling changes when the meaning / tense is changed.

Assessing Spelling - Dictations It is important that children learn spelling for writing, rather than for tests. Research has shown that weekly lists followed by tests are largely ineffective in developing spelling skills. With words/patterns chosen according to relevance, children can apply their spelling learning to meaningful tasks.

Correcting Spelling Approx. 5 or 6 spellings for each piece of writing Teacher underlines the word, children are encouraged to use a dictionary to find the correct spelling Children are encouraged to underline their own spelling if they are not sure, and to check it when editing later

Correcting Spellings

Correcting Spellings

Editing opportunities Spelling support Word banks Working wall Editing opportunities Interventions Wordshark Phonographix Spelling support for strugglers – one to one intervention – Phonographix.

What can you do at home to support your child’s spelling? Read as much as possible! Don’t panic about spelling mistakes Encourage your child to always ‘ have a go’ first Ask your child to ‘sound out’ a spelling Count the syllables Discuss spellings / rules / ways to remember Play spelling games See handout

Writing Transcription: Handwriting Lower key stage 2 – years 3 and 4 Joined handwriting should be the norm; pupils should be able to use it fast enough to keep pace with what they want to say. Upper key stage 2 – years 5 and 6 Write legibly, fluently and with increasing speed Robinsfield – handwriting scheme that we adopted and continue from. Handwiritng needs to be automatic so the child can concentrate on the content of their writing rather than having to use a lot of energy on how to write the letters.

Writing Transcription: Handwriting • Quality: consistently sized letters equal word spacing ascenders and descenders are parallel • Speed: Improve speed of handwriting to allow creative writing to take precedence over the task of handwriting • Stamina: Have the strength and mobility to be able to write for longer periods of time without fatigue.

Handwriting at Barrow Hill Taught sessions each week – consolidating spelling Modelled writing Presentation policy Additional intervention for some children Y5 and 6 use pen; Y3 and 4 use pencil. A pen licence is awarded for consistent, neat, joined handwriting

Handwriting scheme - Letterjoin All letters start on the line All letters have an in-stroke and an out-stroke Interactive tool – worksheets – free log in for home – more details to follow!

Presentation Policy In each book Revisited at the start of each term

What can you do at home to support your child’s handwriting? Consider posture and seating position Left handers – page opposite direction to right handers ; use pen that doesn’t smudge; children are ‘pushing’ pen rather than ‘pulling it’ – it helps to hold the pen further up barrel

What can you do at home to support your child’s handwriting? Remind children of expectations when writing – try to copy words accurately! Provide praise and encouragement Log in to Letter-join at home…more information to follow! IXL English!