Approaches to supporting spelling October 2015

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Presentation transcript:

Approaches to supporting spelling October 2015 -respect –responsibility –positivity –resilience –courage –honesty -aspiration -community –democracy –peace –freedom -diversity

Why children need to learn to spell correctly *Poor spelling creates a bad impression *Examiners and prospective employers place a lot of weight on spelling *Anxiety about spelling inhibits a child's writing, especially their choice of words *Even in this technological age there are still times when we need to write

Why is spelling a school priority? -‘Pupils’ spelling is not good enough.’ (Ofsted, March 2014) -Spelling scores in end of KS2 tests below the national average -Preparing children for the demands of secondary school

2015 Y6 spelling test afternoon paused happiest international frequent tapping unsure tough difference assistant knee postage lorries fracture occasion double judge system luckily potential

To improve and develop their spelling children need…. Research suggests… To improve and develop their spelling children need…. *to feel safe about trying new words, not just words they're sure about *to learn about the way words are built up using syllables *to know about the basic spelling patterns of English *to have a range of memorizing strategies *to explore the meanings of words *to understand prefixes and suffixes *to read for pleasure

Useful memorising strategies

Laugh – Laugh At Ugly Goat Hair Mnemonics are useful for particularly tricky words, or for key spelling patterns: Laugh – Laugh At Ugly Goat Hair Because – Big Elephants Can Always Understand Small Elephants Island – an island is land surrounded by water Piece – a piece of pie Parliament – Liam went to the Houses of parliament

Spelling patterns and rules *Spelling ‘sorts’/investigations black bag always date safe brat gate same plane packing flat slap Sort the words into piles Can you spot any spelling rules? Can you find any other words which fit the rules? Are there any ‘wildcards’ or exceptions to the rule?

Spelling patterns and rules *Spelling ‘sorts’/investigations black bag always date safe brat gate same plane packing flat slap Short vowel sounds a/consonant/e (magic ‘e’) wildcard

The Importance of Syllables in Spelling *All good spellers are skilful at breaking words up into syllables. care-ful = careful hos-pit-al = hospital u-ni-ver-si-ty = university Breaking a word into syllables makes it easier to deal with one small bit at a time *Clapping out syllables in names or places  

Prefixes as an aid to spelling A prefix is a group of letters placed at the start of a root word to change its meaning. Some complicated words are less difficult to spell if you are familiar with prefixes. Here are some common examples: PREFIX MEANING EXAMPLES anti- against or opposite to anticlockwise, antibiotic  auto-  self autobiography, automat dis- not, or away dissimilar, disconnect in- not insane, inhuman il- illogical, illegal im- immature, improbable ir- irrelevant, irregular mis- wrong misunderstand, misspell post- after postnatal, postscript  pre- before prenatal, prehistoric pro- for, or forward propose, pro-British  re- again, or back rewrite, reconsider sub- under submarine, substandard super- above supervisor, superhuman trans- across transport, transplant un- not, or in reverse unfinished, unarmed

How often can you write the word correctly in Speed Writing How often can you write the word correctly in one minute?

Look for small words inside the word   about - a, out, bout teacher – tea, each, her, ache

Words that look similar take is like … lake and fake

Write the word 3 times in different colours Three Times   Write the word 3 times in different colours three three three

Go back later and fill in the missing vowels Words without vowels b _ c _ _ s _   Write each word with a line instead of each vowel. Go back later and fill in the missing vowels

Create your own word searches using your spelling words. http://puzzlemaker.discoveryeducation.com/WordSearchSetupForm.asp Spelling Bank http://dera.ioe.ac.uk/4831/1/c4b989c553cc6dd6f2b6fab92f6cb310.pdf