1. ‘Have-A-Go’ is a commonly used spelling strategy term which means ‘Go and Try It Yourself’. From the very beginning, children are encouraged to try to write down words – they "have a go" and invent the spelling which may or may not approximate the word. J. Johami 2003

2. Memorising and learning to spell are two different processes J. Johami 2003

3. What to Do? 1. Use ‘Have-a-Go’ Log and keep it handy. The spelling log needs to be with them at ALL times – the best ideas are no good if they are not implemented. 2. The next time your child asks "How do you spell...? resist the temptation to automatically spell the word for your child. Give them the ‘Have a go’ sheet instead and say "You try it first and then come to me..." 3. If the child has spelt it wrongly, praise her for her attempt and for using the correct position of the letters in the words. The teacher then writes the correct spelling on the right side of the word. If the child spells the word correctly, just place a tick beside the word. J. Johami 2003

4. Build Confidence Praise and positive reinforcement helps a child feel good about their efforts, even if the results are not perfect. Prevent the build up of the child seeing themselves as a poor speller. Motivate them: by using words that cover topics that they find interesting (sports, hobbies etc) tangible rewards can be useful if they are not over used praise can work wonders for kids with low self esteem-it makes them feel good be interested and involved in their spelling and school work in general. We Need To… J. Johami 2003

5. Why? When the children are doing their own writing they ‘have a go’ at every word. They gain confidence as writers. They use the ‘best’ word rather than playing safe (by only using words they can spell). The struggle for their word is vital for their learning. Spelling does not get in the way of composing. They do not waste time on spelling cues and congas. J. Johami 2003

6. This is a whole school approach. Therefore, this spelling strategy will only succeed if we, the teachers, implement and use it in the classroom. J. Johami 2003