Transcript Staff Meeting Spelling through School

Anston Hillcrest Primary
School
Spelling Workshop
Aims
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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 phonemes marked
Phonics Teaching in FS & KS1
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15 minutes a day
Every single day
At the appropriate phase for the children
Y2 10 words per week
Learning environment
Fast
Fun
Systematic
Timetable for Expected Phases
Phase 1: FS1
Phase 2: Starts FS2 (6 weeks)
Phase 3: Starts FS2 (Oct 12 weeks)
Phase 4: FS2 (4-6 weeks)
Phase 5: Starts Y1 (1 Year)
Phase 6: Starts Y2 (1 Year)
44 Phonemes
Terminology
• A phoneme is the smallest unit of sound
in a word
• A grapheme is the letter, or letters,
representing a phoneme
t
ai
igh
Terminology
Two letters, making one sound
A consonant digraph contains two consonants
sh
ck
th
ll
A vowel digraph contains at least one vowel
ai
ee ar
oy
Three letters making one sound
igh
dge
Terminology
Split Digraphs
A digraph in which the two letters
making the sound are not adjacent,
(e.g. make)
Segmenting
• Segmenting
• Chopping up the word to spell it.
t a p
Phoneme frames
sh
o
p
Segmenting
shelf = sh – e – l – f = 4 phonemes
dress = d - r - e – ss = 4 phonemes
sprint = s – p – r – i – n – t = 6 phonemes
string = s – t – r – i – ng = 5 phonemes
Phase 1
• Exploring and experimenting with
sounds and words
• Distinguish between different sounds in
the environment and phonemes
• Learn to orally blend and segment words
Phase 2
• 19 phonemes and
graphemes
• VC and CVC words
• 2 syllable words,
simple captions and
some tricky words.
s
a
t
p
i
n
m
d
g
o
c
k
ck
e
u
r
h
b
f
ff
l
ll
ss
the
to
no
go
I
Phase 3
• Next 25 phonemes and graphemes
• Learn letter names
• New phonemes and 2 syllable words.
j
v
w
x
y
z zz
qu
ch
sh
th
ng
ai
ee
igh
oa
oo
ar
or
ur
ow
oi
ear
air ure
er
Phase 3
• Be able to blend and read
CVC words
• (i.e. single-syllable words
consisting of Phase Two and
Phase Three graphemes) e.g.
cheep
tooth
chair
sharp
north
coach
shock
thorn
light
yurk
quoam
zort
Reversibles
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pat
snip
strap
ward
Anna
Hannah
tap
pins
parts
draw
Palindromes!
Finish
st___ p
20 seconds to complete the word.
stamp stoop strip steep strap stop
‘ur’
‘er’
‘oi’
surpise urgent purchase furniture purpose
Word Blocks
stop
s
t
p
a
o
l
b
m
r
stab stamp star lamp
Phase 4
• Consolidation
• Consonants and polysyllabic words.
(CCVC, CVCC, CCVCC)
Step list clap grasp strap
Tricky words
the
to
I
no
go
he
she
we
me
be
was
my
you
her
they
all
are
Word Ladders
Rhyme it
Helps tune the children into listening
carefully.
Sick
Stick
Choose ea / ee / e consonant e
Meat seat treat heat complete sleet
Right from Wrong
Children identify the correct version of
the spelling.
Tomorrow
Tommorow
Tomoro
Phase 5
• Broaden knowledge of graphemes and
phonemes
• Learn new graphemes and alternative
pronunciations.
• Choosing appropriate graphemes when
spelling and begin to build up word
specific knowledge.
Phase 5 New graphemes
ay (day)
oy (boy)
wh (when)
a-e (make)
ou (out)
ie (tie)
ea (eat)
ir (girl)
ue (blue)
aw (saw)
ey (honey)
ph (photo)
ew (new)
oe (toe)
au (paul)
e-e (these)
i-e (like)
o-e (home)
u-e (rule)
Phase 5 – Alternative pronunciations
a: hat acorn fast was
e: bed he
i: tin find
o: hot no
u: but unit pull
ow: down low
ie: pie field
ea: sea head
er: fern farmer
ou: out soup could mould
y: yes my gym happy
ch: chin chef school
c: cat cell
g: got magic
ey: they money
Speed Write
Write the word out as many times as
possible within 30 seconds.
Muscle memory
Phase 6
Spelling
• Identify tricky bits in a word.
• Develop strategies for spelling longer
words.
• Develop guidelines for making choices
between spelling alternatives.
• Begin to explore spelling conventions
e.g. when using past tense, adding
suffixes.
What’s the rule?
Move – moving
Shove – shoving
Change – changing
Remove the ‘e’ and
add ‘ing’
Hop – hopping
Slip – slipping
Tap – tapping
Step – stepping
Double the final
consonant after a
short vowel sound
and add ‘ing’
Hangman
Spelling Strategies
• Colour phonemes
• Counting letters of challenging spellings
• Splitting the word into syllables / phonemes
Sep a rat e
separate
• Look for words within words / word families.
• Knowledge of prefixes and suffixes
• Mnemonics
because
• Big elephants can always understand small elephants
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 child’s teacher if you want to
know more.
Useful Websites
http://www.phonicsplay.co.uk/index.htm
http://www.topmarks.co.uk/EducationalGames.aspx
http://www.familylearning.org.uk/phonics_games.html
http://www.bbc.co.uk/schools/wordsandpictures/index.shtml
http://www.funbrain.com/kidscenter.html