SUPPORT FOR SPELLINGRevised Approach to Learning and Teaching Spellings

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A QUICK SPELLING TEST!Fre

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desiccate

ecstasy

millenniumdumbbell

supersede

accidentallyPeddler

minuscule

coollyaccommodate

irresistible

liaisonharass

definitely

occurrence

pedlar

SUPPORT FOUR SPELLING

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A new publication to support spelling

We want our pupils to become fluent and effective writers; accurate spelling is a means to that end. Competent spellers need to spend less time and energy in thinking about spelling to enable them to channel their time and energy into the skills of composition, sentence structure and precise word choice.

RESIRCH CHOWS....

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A good spelling programme gradually builds pupils’ spelling vocabulary by introducing patterns or conventions and continually practising those already introduced. Experience has confirmed that short, lively, focused sessions are more enjoyable and effective than an occasional skills session.

Spelling strategies need to be taught explicitly and applied to high-frequency words, cross-curricular words and individual pupils’ words.

The keys to supporting our pupils to become confident spellers lie in teaching the strategies, rules and conventions systematically and explicitly, and helping pupils recognise which strategies they can use to improve their own spelling.

IN CLASS...

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• KS2 will have 3 short, lively, focused sessions each week

• Taught in specific Year Groups , according to the

framework gidelines

• 2 week rolling programme

•Week 1 – Spelling Objectives

•Week 2 – Spelling Strategies applied to topic words,

high-frequency words, cross-curricular words and

individual pupils’ words.

•Weekly Spelling Activity - set as homework

•Fornightly ‘Zapper’ Cards – linked to topic words, high-

frequency words, cross-curricular words and individual

pupils’ words.

ZAPPER CARDS

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ZAPPER CARDS

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Topic personal

beautiful nutty Reversible please

unusual dishonest irreversible went

trust unlucky chemicalsafety

SPELLING ACTIVITY

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Activity 1:

Have a Look at this set of words containing common letter patterns (e.g. • ight, ough, ear). Can you sort them into groups according to the pronunciation?

.

height fright slight weight bright hear eight rough bear learn through wear tough fear dreary

Which pronunciation is the most common? Which is the least common?

SPELLING ACTIVITY

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Extension Activity:

1. Can you explain any spelling rules to help us?

2. Create one new sentence with 3 of the most common words.

3. Create one new sentence with 3 of the least common words.

USEFULL WEBSIGHTS

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http://www.spellingcity.com/

http://www.nicoland.co.uk/