1. SCITT English course days
Day 3 – Teaching Spelling
Teaching Reading (Part 1)

2. Which book?
Flat Stanley Jeff brown, the rainbow Fish Marcus Pfister, Winnie the Pooh A.A. Milne, The Wind in the Willows Kenneth Grahame, Voices in the Park Anthony Browne

3. Task 2
Find out how your school teaches phonics and observe a phonics session. Write a reflective log outlining how this has developed your understanding of effective phonics teaching.
How did your school transform and connect subject knowledge?

4. Easily confused words no.2
Effect is a noun (outcome, consequence or appearance)
Affect is a verb (to transform or to change)
“What did it have on your class”
“Did the snow your school?”
“It was clearly ing your teaching”
The of the medicine was sudden.
Watch out – there is a rare verb: to effect (to bring into being)
The new spelling policy will be effected from May
Remember affect verb effect noun

5. Day 3 - Teaching Spelling Teaching Reading (1)
You will understand
Spelling conventions
How to teach spelling
How to teach handwriting
What reading is
How to build a successful reading curriculum
How to teach guided reading

6. Teaching spelling

7. The beginnings
Father our thou that art in heavens be thy name hallowed come thy kingdom be done thy will on earth as in heavens our daily bread give us today and forgive us our sins as we forgive those who have sinned against us and not lead thou us into temptation but deliver us from evil truly
Fæder ure þu þe eart on heofonum Si þin nama gehalgod to becume þin rice gewurþe ðin willa on eorðan swa swa on heofonum. urne gedæghwamlican hlaf syle us todæg and forgyf us ure gyltas swa swa we forgyfað urum gyltendum and ne gelæd þu us on costnunge ac alys us of yfele soþlice

8. How spelling evolved
Old English - Matching the Anglo-Saxon tongue to the Roman alphabet
Middle English – from the Norman Invasion, a vast influx of new words, prefixes and suffixes
The Great Vowel Shift
1476 – William Caxton arrives
More Greek and Latin words from the Renaissance
1500s - Spelling reform
Sr – det dett dette deytt to debt

9. How spelling evolved 1755 - Dr Johnson’s dictionary
Noah Webster’s dictionary
Words from Empire
Modern spelling
Globalisation and the internet

10. Spelling skills Phonics Sight words Spelling conventions Morphology
Etymology
Visual discrimination
Mnemonics
Grammar related rules
Proof reading
Using a dictionary
Bontebok South African antelope

11. What do you need to know? KS1
Faster
Sunny
Face
Group
Fingers
Paints
Kitten
Thanked
Saturday
Sweets
Baking
Knew
Model
Whale
World
Hurried
Petal
Rainbow
Peaceful
Teddies
From the KS1 sample GPS test (July 2015)

12. What do you need to know? KS2
Discover
Mission
Loose
Sign
Country
Gymnastics
Edible
Posture
Sleigh
Delicious
Scent
Illusion
Re-enter
Parachute
Abundance
Unavoidably
Dissolve
Ominous
Drawer
Possession
From the KS2 GPS sample test (July 2015)

13. Morphological Knowledge
The spelling of units of meaning within words
Root words e.g. cycle
Suffixes e.g. ing
Prefixes e.g. bi
Compound word e.g. motorcycle
Etymology e.g. Cycle is from the Latin ‘cyclus’ which is from from the Greek ‘kyklos’ meaning ‘circle, wheel, any circular body, circular motion, cycle of events etc.’

14. Spelling – the basics
Knowing the choice of graphemes for the sound and which are more likely
Being able to break a word into phonemes, morphemes and syllables and deal with them one at a time
Having a ‘gut feeling’ about what looks right
hypogastrium

15. What makes a spelling harder?
Unusual or unique grapheme choices e.g. bdellium
An inability to use analogy e.g. khaki
Too many tricky parts in one word
Lack of a clear convention
A word never seen before
Words that break the convention
Bdellium type of tree

16. 12 Key Strategies

17. 1. Developing visual discrimination
‘Have-a-go’ pads
Teaching children to try out different spelling options

18. 2. Enable memorisation of tricky words
Only phonetically irregular high frequency words
LCWC
Lots of practice and overlearning

19. 3. Teaching children to use a range of spelling strategies
See handout for full range
Display strategies in the classroom
Prompt cards

20. 4. Modelling as much as you can
Using phonics
Using other spelling strategies
Using dictionaries
Trying out spelling options and making a visual choice
In context

21. 5. Using a combination of discrete teaching and application
In all sections of the English lesson and across the curriculum
Using a spelling teaching sequence across one lesson or a series of mini lessons
Include spelling in success criteria

22. A spelling teaching sequence
Revisit
A chance to revisit conventions, HF words or graphemes recently taught.
Teach / investigate
A spelling investigation or direct teaching and explanation of how spelling convention works. Model examples and establish a definition.
Practise
Interactive activities to practise spelling convention. Could include whiteboard activities, games and challenges.

23. Apply and reflect Assess
Will commonly include children writing dictated sentences on whiteboards. These will contain challenging words, words and spelling convention words. Self assessment of what was correct and what was incorrect. How can you improve? What caused the issues?
Assess
A final assessment on whiteboards of HF words, words revisited and spelling convention words. Make every word count.

24. 6. Keeping it in perspective
Not letting children get ‘hung up’ on spelling but keeping the challenge
Remembering that it is one small part of writing
Developing a curiosity about words

25. 7. Teaching conventions Conventions not rules
Helps children to identify patterns in spelling
Best taught through spelling investigations
Look for tricks and patterns, especially with word endings and suffixes

26. /l/ at the end of words -le is the most common (table, apple)
These often have a ‘stick’ or a ‘tail’ letter before the ending
-al is much less common but comes next (local, usual)
-el is less common still (camel, tinsel, squirrel)
Both of these tend not to have a ‘stick’ or a ‘tail’ letter before the ending
-ol and –il are very rare (fossil, pistol)

27. -Able or -ible -able is far more common
Without the ending what are you left with?
Agree- able
Legible –ible
Can you say “I am able to...”
If so, it is probably –able
Which ending: indestruct..., forgiv..., respons..., break...?

28. 8. Using Investigations Make conventions more rational
More interesting and active
Appeal to problem solving instincts
‘Support for Spelling’, ‘Spelling Bank’ and the 2014 curriculum are good for this approach

29. Have a go Make three lists of words which end in f, ff and fe
What happens to nouns ending with ‘f’ when suffixes are added?
Now put the nouns into the plural
What’s the convention?
Are there any exceptions?

30. Spelling sleuth
My hypothesis is that -ie- is always correct except when it follows a c. Then it is –ei-
Prove it or form a new hypothesis

31. 9. Combining visual, auditory and kinaesthetic learning

32. Quick spelling games Words within words Acrossword Shannon’s game
Finish (st p)
Phoneme challenge
Word stairs
Human words
Scrabble and Team Scrabble
Spelling tennis
Boxes

33. 10. Personalising spelling
Spelling journals
Sending home spellings that the child has actually got wrong
Partner testing
Synonyms for gifted spellers

34. 11. Knowing where the children are
Their work
Tests and assessments
Test analysis
Help for small groups
Common issues
Next steps?

35. 12. Supporting through the classroom environment
Dictionaries for all abilities
Spelling strategies on display
Common words and ‘topic’ words on display
Mobiles
Word Tree
THRASS chart
Word of the day
Thesauri

36. Teaching handwriting Develop gross and fine motor skills first
Link to phonics
Join as soon as letters are formed correctly
Adopt the school’s style and use at all times
Teach handwriting lessons ‘little and often’
Teacher models
Children practise
Have consistent high expectations
Know the school expectations of pen/pencil use and handwriting book use
Develop the tripod pencil grip. Watch out for tense handwriting.

37. An ideal progression By the end of YR – Pencil grip is correct
By the end of Y1 – All letters formed correctly
By the end of Y2 – Letters joined
By the end of Y3 – Writing in pen
By the end of Y6 – Developed a personal style

38. Handwriting formation
Long ladder (down and off in another direction) – i, l, j, t, u
One-armed robot (down and retrace upwards) – b, h, k, m, n, p, r
Curly caterpillar (anticlockwise round) – c, a, d, e, e, g, o, q, f, s
Zigzag letters – v, w, x, y, z
Ascenders and descenders

39. Resources to know… Developing Early Writing Letters and Sounds
Support for Spelling
Spelling Bank
The 2014 Primary Curriculum

40. An overview of reading

41. Language comprehension
Word Recognition
GOOD
POOR
GOOD
Two dimensions of reading  four possible outcomes.
POOR
Language comprehension

42. Good language comprehension, poor word recognition
Good word recognition, good language comprehension
GOOD
POOR
GOOD
Poor word recognition, poor language comprehension
Good word recognition, poor language comprehension
Two dimensions of reading  four possible outcomes.
POOR
Language comprehension

43. Reading comprehension in the EPK
Clarifying – Understanding what you have read
Answering Questions – Answering increasingly complex questions with evidence
Predicting – Suggesting what will happen next
Inferring – Reading between the lines
Linking – Making connections to other knowledge
Summarising – Spotting the key points and summing them up

44. Imagining – using imagination and empathy to gain a better understanding
Understanding purpose and viewpoint – recognising, comparing and explaining
Understanding text organisation - how and why authors have structured, ordered and organised their writing in certain ways
Understanding writers’ use of language - how and why authors have used language for effect

45. Question time What sort of place is the story set?
How do you know that it is set in a different time?
What order does the author tell you things in? Why?
How do the townspeople feel?
Is the mayor the right man to solve the problem?
How does the writer use sentences to describe the rats? What’s the effect?
What does the author want you to think about the Pied Piper?
What are the key points in this introduction?
What will happen next?
2,7,4,3,5,6
Clarifying, linking, text organisation, imagining, inference, use of language, purpose and viewpoint, summarising, predicting
How do you know?
What’s your evidence?

46. The Reading Curriculum

47. A varied reading diet Independent reading Guided reading
Shared reading
Phonics
Active reading
Storytime
One-to-one reading
Reading across
the curriculum

48. Balancing the diet What is the point of each of these?
Which have you seen in your school?

49. Guided Reading

50. Key aspects of guided reading
No more than six per group
Grouped according to reading ability
Regular opportunities for sessions
20 minute sessions
Consistent structure

51. Guided reading structure
Book Introduction
Strategy Check
Independent Reading
Return to text
Response
Next steps
What to teach?

52. Variations Early readers Fluent readers Paired guided reading Poetry
Plays

53. Guided reading in action

54. Recording guided reading

55. Trying it out
Plan a guided reading session for the Pied Piper text or a picture book
Choose your objective
What questions will you ask?

56. Task 3
For an identified ability group, use your school’s assessment sheets to assess their next steps in reading. Use this information to plan, teach and evaluate a guided reading session.
EYFS - Choose a focus group or individual and use Development Matters assessment sheets to assess their next steps in reading. Use this information to plan, teach and evaluate a reading based session.
Standard 6c - Use relevant data to monitor progress, set targets, and plan subsequent lessons

57. Thoughts and questions