Anston Hillcrest Primary School

Spelling Workshop

Aims

• How we teach spelling in school• Spelling strategies • Games• What you can do at home?

Spelling.. a ‘peace’ of cake?

• Linked to self esteem• Specific difficulties • Only taught spellings marked

Key Principles • Gradually builds vocabulary through

patterns and conventions• Short, lively focused and regular sessions

(2 or 3 times per week) 9:00am – 9.15am• Strategies are explicitly taught• Cross curricular words and HFW • Proofreading • Links made with handwriting• Fun, fast and systematic

Objectives

• 6 objectives to be covered each year • 2 objectives each term• 1 objective each half term • Plus misconceptions and errors

Teaching Sequence

Step 1: Revisit, Explain, Use

Step 2: Teach, Model, Define

Step 3: Practise, Explore, Investigate

Step 4: Apply, Assess and Reflect

Differentiation

• Phonic / spelling sessions in phases• Year 5 & 6 + TA Phase 5 & 6• Year 3 & 4 + TA Phase 3 & 5

Spelling in KS2

• Builds on spelling vocabulary • Recognising how these principles

apply to each word, in order to learn to spell words

• Practising and assessing spelling• Applying spelling strategies and

proofreading• Building pupil’s self image as spellers.

Spelling in KS2- balanced programme

Phonemic Knowledge• Phonics (Letter sound correspondence)• Spelling patters and conventions (how

consonant doubles after a short vowel)• Homophones (common pronunciations

but different spellings)• Phonological knowledge (syllables and

rhymes / analogy)

Spelling in KS2

Morphological knowledge(horse = 1 morpheme, horses =2

morphemes)• Root words (elephant, table, girl, day)• Compound words (2 root words combined

playground)• Etymology (word derivations/ sources – audi

relates to hearing, audible, audience, audition)

• Prefixes and suffixes

Year 3

1. To consolidate knowledge of adding suffixes and to investigate the conventions related to the spelling pattern -le

candle / kettle / beetle

2. To spell regular verb endings and to learn irregular tense changes (e.g. go / went)

skip - skipped carry – carried find – found

3. To know what happens to the spelling of nouns when s is added.

tables boxes keys armies

4. To understand how words change when the suffixes are added.

-ly (in this manner) -ful (full of) - less (without) -able (able to) - er (more or belonging to )

Nice nicer nicest big bigger biggest happy happier happiest

5. To embed the correct use and spelling of pronouns

I me mine myself

Year 3

6. To develop knowledge of prefixes to generate new words from root words.

re (again) Recyclepre (before) precook de (to do the opposite) defrost mis (the opposite of) mistake

What’s the rule?

Move – movingShove – shovingChange –

changing

Hop – hoppingSlip – slippingTap – tappingStep – stepping

Remove the ‘e’ and add ‘ing’

Double the final consonant after a short vowel sound and add ‘ing’

To distinguish between the spellingand meaning of homophones.

beech / beach witch / which

2. To investigate, collect and classifyspelling patterns related to the Formation of plurals.

-f and –fe endingsthief thievesloaf loavescliff cliffs

irregular plurals goose geese tooth teeth

Year 4

3. To investigate and learn to spell words with common letter strings.

-igh fright -ough rough -ear learn

4. To understand how suffixes change the function words.

In to verbs (-ate, -en, -ify, -ise)pollen pollinatebeauty beautify

In to nouns (-tion, -ity, -ness)stupid stupiditylazy laziness

- ible horror – horrible

-able comfort - comfortable

Year 4

5. To understand the use of the apostrophe in contracted forms and words.

you have you’ve

6. To revise and investigate links between meaning and spelling when using affixes.

mis- (not) ex – (outside)re– (again) auto- (self)circ- (round) tele- (distant)trans- (across)

mini- -ette -ling micro- (Small)

Homonyms & Homophones• Homonyms – share same spelling but have

different meanings.

The bat grabbed the bat and batted the ball.

• Homophones – sound the same but have different spellings.

The hare had spiky hair.

Which is which?

Homophones

stationary stationerypractice practisewear where were

Rhyme it

Helps tune the children into listening carefully.

Sick Stick

Choose ea / ee / e consonant eMeat seat treat heat complete

sleet

2.To spell words with common Letter strings and different pronunciations.

-ight right / weight–ear pear / earn–oo mood / good–ough cough / though–ie field / pie –our colour / hour

-cian optician –sion extension –tion fiction–ssion session

Year 5

3. To explore the spelling pattern of consonants and formulate rules.

ci- cinemace- ceilingcy- mercyca- cancelco- coat

1. To spell unstressed vowels in polysyllabic words.

abandoned library poisonous champagne Wednesday

raspberry

Year 5

4. To explore less common prefixes and suffixes.

in – inactiveim- immatureir- irregularil- illegal

5. To investigate and learn spelling rules for adding suffixes to words ending in e or words ending in –y and words containing ie

Year 5

Prefixes Root Suffixes

Dis- -ance

Re- appear -ing

-ed

Mis- take -en

Prim-

6. To identify word roots, derivations and spelling patterns as a support for spelling

Words within Words

Identifying words within wordsArchaeologyEncourageAntidisestablishmentarianism!

Rearranging letters to create new wordsAccidentalInternational Performance

1.To embed the use toindependentspelling strategies forSpelling unfamiliarwords.

2.To investigate themeaning and spellingof connectives neverthelessconsequently therefore

Year 6

3. To revise and extend work on spelling patterns, including unstressed vowels in polysyllabic words.

Miniature parliament separate desperate

Finding words within words –ve get able

Linking word families e.g. definite finite infinity

Syllables – choc o late

4. To use what is known aboutprefixes and suffixes totransform words

5. To spell unfamiliar words byusing what is known of wordfamilies and spelling patters.

-mb comb-gue rogue-wr wrist-ctu fracture-tch watch-phy physics-pn pneumonia -gn foreign

Year 6

6. To revise and use word roots, prefixes and suffixes as a support for spelling.

aqua (water) aquaticman (hand) manualmin (small) minusmari (sea) marineliber (free) libertymuliti (many) multiplytri (three) triangle

Taking a mental photograph

Chant the lettersTake a picture

PractiseCoverCheck

Finish

st___ p

20 seconds to complete the word.

stamp stoop strip steep strap stop

‘ur’ ‘er’ ‘oi’surpise urgent purchase furniture purpose

Prefixes‘ante’ (before)‘anti’ (against)‘dis’ (not or away)‘ex’ (out of)‘inter’ (between)‘pre’ (before)‘sub’ (under)‘trans’ (across)

What’s the rule?Suffixes‘-able’ or ‘-ible’ (capable of being)‘-ess’ (female)‘-hood’ (state of being)‘-less’ (without)‘-ous’ (full of)

• pat tap• snip pins• strap parts• ward draw

Anna Hannah

Reversibles

Palindromes!

Word Blocks

s t p

a o l

b m r

stop stab stamp star lamp

Word Ladders

Spelling riddles

Giving clues to what the spelling is with out saying it.

This word is a fast movement. It has a double letter in it and you are not supposed to do it along the corridor.

Right from Wrong

Children identify the correct version of the spelling.

Tomorrow Tommorow Tomoro

Speed Write

Write the word out as many times as possible within 30 seconds.

Muscle memory

Hangman

Assessment & Homework

• 10 spelling words to be given each week

• Final assessment based on dictation incorporating 20 key spellings.

• All assessments recorded in a spelling book to show clear evidence of progress.

• Colour phonemes• Counting letters of challenging spellings• Splitting the word into syllables / phonemes Sep a rat e s e p a r a t e

• Look for words within words / word families.• Knowledge of prefixes and suffixes• Mnemonics

because• Big elephants can always understand small

elephants

Spelling Strategies

• Practise spellings and have fun with words.

• Find the tricky bits and work on that.• Read as much as possible to and with

your child.• Encourage and praise – get them to

have a "good guess!• Ask your child’s teacher if you want

to know more.

How to support your child?

Useful Websites

http://www.woodlands-junior.kent.sch.uk/interactive/literacy.html

http://www.bbc.co.uk/schools/ks2bitesize/english/spelling_grammar/

http://www.schooljotter.com/showpage.php?id=55486

Thank you for coming!