Anston Hillcrest Primary School Spelling Workshop

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Anston Hillcrest Primary SchoolSpelling
Workshop
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Aims

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

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Spelling.. a peace of cake?

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

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Key Principles

• Gradually builds vocabulary through patterns and
  conventions
• Short, lively focused and regular sessions (2 or
  3 times per week)
• 900am 9.15am
• Strategies are explicitly taught
• Cross curricular words and HFW
• Proofreading
• Links made with handwriting
• Fun, fast and systematic

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Objectives

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

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Teaching Sequence
Step 1 Revisit, Explain, Use
Step 2 Teach, Model, Define
Step 3 Practise, Explore, Investigate
Step 4 Apply, Assess and Reflect
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Differentiation

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

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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 pupils self image as spellers.

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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)

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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

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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
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Year 3

• 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

6. To develop knowledge of prefixes to generate
new words from root words. re (again)
Recycle pre (before) precook de (to do the
opposite) defrost mis (the opposite of) mistake
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Whats the rule?

• Move moving
• Shove shoving
• Change changing
• Hop hopping
• Slip slipping
• Tap tapping
• Step stepping

Remove the e and add ing
Double the final consonant after a short vowel
sound and add ing
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Year 4

• To distinguish between the spelling
• and meaning of homophones.
• beech / beach witch / which
• 2. To investigate, collect and classify
• spelling patterns related to the
• Formation of plurals.
• -f and fe endings
• thief thieves
• loaf loaves
• cliff cliffs
• irregular plurals
• goose geese
• tooth teeth

3. To investigate and learn to spell words with
common letter strings. -igh fright
-ough rough -ear
learn
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Year 4

• 4. To understand how suffixes
• change the function words.
• In to verbs (-ate, -en, -ify, -ise)
• pollen pollinate
• beauty beautify
• In to nouns (-tion, -ity, -ness)
• stupid stupidity
• lazy laziness
• - ible horror horrible
• -able comfort - comfortable

5. To understand the use of the apostrophe in
contracted forms and words. you have
youve 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)
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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.

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Which is which?

• Homophones
• stationary stationery
• practice practise
• wear where were

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Rhyme it

• Helps tune the children into listening carefully.
  
• Sick Stick
• Choose ea / ee / e consonant e
• Meat seat treat heat complete sleet

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Year 5

• 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

• To spell unstressed vowels in polysyllabic words.
  
• abandoned library poisonous
• champagne Wednesday raspberry

3. To explore the spelling pattern of consonants
and formulate rules. ci- cinema ce- ceiling cy-
mercy ca- cancel co- coat
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Year 5
Year 5

• 4. To explore less common prefixes and suffixes.
• in inactive
• im- immature
• ir- irregular
• il- 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

6. To identify word roots, derivations and
spelling patterns as a support for spelling
Prefixes Root Suffixes
Dis- -ance
Re- appear -ing
-ed
Mis- take -en
Prim-
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Words within Words

• Identifying words within words
• Archaeology
• Encourage
• Antidisestablishmentarianism!
• Rearranging letters to create new words
• Accidental
• International
• Performance

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Year 6

• 1.To embed the use to
• independent
• spelling strategies for
• Spelling unfamiliar
• words.
• 2.To investigate the
• meaning and spelling
• of connectives
• nevertheless
• consequently
• therefore

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
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Year 6
6. To revise and use word roots, prefixes and
suffixes as a support for spelling. aqua (water)
aquatic man (hand) manual min (small) minus mari
(sea) marine liber (free) liberty muliti (many)
multiply tri (three) triangle

• 4. To use what is known about
• prefixes and suffixes to
• transform words
• 5. To spell unfamiliar words by
• using what is known of word
• families and spelling patters.
• -mb comb
• -gue rogue
• -wr wrist
• -ctu fracture
• -tch watch
• -phy physics
• -pn pneumonia
• -gn foreign

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Taking a mental photograph

• Chant the letters
• Take a picture
• Practise
• Cover
• Check

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Finish

• st___ p
• 20 seconds to complete the word.
• stamp stoop strip steep strap stop
• ur er oi
• surpise urgent purchase furniture purpose

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Whats the rule?

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

Suffixes -able or -ible (capable of
being) -ess (female) -hood (state of
being) -less (without) -ous (full of)
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Reversibles

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

Palindromes!
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Word Blocks
s t p
a o l
b m r
stop stab stamp star lamp
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Word Ladders
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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.

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Right from Wrong

• Children identify the correct version of the
  spelling.
• Tomorrow Tommorow Tomoro

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Speed Write

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

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Hangman
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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.

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Spelling Strategies

• 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

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How to support your child?

• 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 childs teacher if you want to know
  more.

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Useful Websites

http//www.woodlands-junior.kent.sch.uk/interactiv
e/literacy.html http//www.bbc.co.uk/schools/ks2b
itesize/english/spelling_grammar/ http//www.scho
oljotter.com/showpage.php?id55486
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• Thank you for coming!