PGCE Spelling Workshop Spelling in KS2 PGCE Spelling Workshop

What do you know? One of the most irregular spelling systems in current use. No one-to-one correspondence between letters and sounds. English tries to preserve meaning in related word forms. For example: Sign and signature –If written phonetically they would be spelt ‘sain’ and ‘signacher’ and the related meaning would be lost. Inconsistencies due to: changes in pronunciation, loan words and forced changes in spelling but not pronunciation. Commercial influences; lite instead of light, thru instead of through, smokey instead of smoky. The best example of its idiosyncratic nature – how many words do you know with ‘ou’? How many different pronunciations are there?

Spelling requirements Primary Framework Strand 6 - Word structure and spelling - focuses on teaching and developing children’s knowledge of word structure Phonemic knowledge (sound based) Etymology (word origins/history) and Morphology (meaning and units of meaning in words) In order that children extend their vocabulary and spell accurately. Furthermore, they need to use a range of strategies to secure spelling accuracy.

The Olympic games SATs Spelling Test (2004) Complete this spelling paper from the KS 2 SATs (you need to listen to me say each sentence and write in the word that I say but which is missing in your text). What do you think each of the words would tell you about that the child completing the paper knows about spelling? Now have a look at the related analysis sheet

Emily and the best bet Have a look at Emily’s writing. As you listen to the clip, what has she noticed about her own spelling of the word ‘down’? What benefit is there in spending this time with Emily helping her work out what she’s done? How can you make sure that this time is available in your own classrooms?

Teaching sequence Revisit Teach Practise Apply Explain, use Model, define Explore, investigate Assess, Reflect

An example lesson Year 4 term 1 (i) To distinguish between the spelling and meaning of homophones

Revisit, Explain, Use A homophone is a word that sounds the same as another, but is spelt differently. Can you think of any examples? mail/male see/sea red/read bare/bear knew/new Make up a sentence that uses each pair of words in context? Postman Pat put the mail through the letterbox. He has a male cat, called Jess.

Teach, Model, Define Look at this homophone: - goes before (precedes) a verb - a number - as well, also, more than to two too What does each spelling of the homophone mean? I am going to say a sentence. Using your whiteboards, can you hold up the correct spelling of to/two/too that fits in the sentence? Try the same task with a friend. What about these homophones: wear/where, see/sea, new/knew, eight/ate, know/no?

Practise, Explore, Investigate How can we remember the different meanings? Can you make up a mnemonic for each? – be/bee – new/knew – right/write – through/threw – hole/whole – are/our

Practise, Explore, Investigate their they’re there hole whole here hear see sea new knew right write through threw flour flower no know Which ones are you confident with? How can you remember which one when?

Apply, Assess, Reflect What is a homophone? Can you think of some examples of homophones? I am going to write two sentences. Can you pick the correct spelling of the homophone in each? I am going to dictate two sentences. Can you write them using the correct spelling in your books? Devise two sentences that include examples of common homophones. Show the children the sentences. Invite them to choose the correct homophone to help them write an account. For example: – You must meet Mr Jones at ate/eight o’clock.Heel/he’ll cell/sell you a cheep/cheap motor car. – I hear/here he has some grate/great cars at the moment. Dictate a sentence, for example: – I threw a ball it went right through the window. – When Jasmine came to tea she ate two pancakes.

How will I know what to plan for? http://www.devonldp.org/v.asp?rootid=17&depth=3&level1=17&level2=391&level3=872&folderid=872&level2id=391 A great site from Devon which has resources related to the PNS publication Support for Spelling Look out in school for hard copies of Support for Spelling Schools sometimes use THRASS in KS 2 http://www.thrass.co.uk and we have this publication in the School Resources Centre

Supporting children’s spelling Help children to ‘have a go’ – use initial sound/letter Have a word wall of tricky or topic words Have an agreed system for un______n words Support children in the writing process Draw attention to parts of words – clap out and refer to syllables Give three options and ask child to choose Assess children’s spelling and offer appropriate support Change your intervention according to the level of the child Encourage children to highlight incorrect spellings Have fun with words and spellings Use dictionaries at the re-drafting/revision stage Investigate spellings, keep spelling journals, check spellings Use Look, Cover, Write, Say, Check Practise getting them right!

Analysis of children’s spellings Frith (1985) – three stages of development; logographic, alphabetic and orthographic. Gentry (1987) – 5 stages. Pre-communicative, semi-phonetic stage, phonetic stage, transitional stage, correct stage. First Steps (1996) Developmental continuum. Peters and Smith (1993) – error analysis approach. Words which show little understanding of the spelling system Early phonetic, early visual spellings Phonetic spellings Errors associated with visual, structural or semantic aspects Words spelled in standard form