Transcript Read, Write, Inc. Spelling - St. Joseph`s RC Primary School

Ruth Miskin is one of the UK’s leading authorities on
teaching children to read. An experienced former
head teacher and trainer, she has over 25 years’
teaching experience.
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Complexity of the English language
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We write the ‘ay’ sound at least eight different ways –
play, rain, make, eight, straight, reign, rein, break
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In the past, many of our children were able to score
well on weekly spelling tests, but they were not
consistently able to spell the same words in their
independent writing. The spelling of words was
forgotten immediately after the test.
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For other children, the test was very stressful and
simply getting spellings wrong was demoralising.
What is different?
We are trying hard to make spelling fun, enjoyable and
interesting!
Read Write Inc. Spelling is a fast paced, systematic
spelling programme based on proven strategies of teacher
modelling, followed by partner work and independent work,
to embed learning. The programme covers all the word
structures and spelling requirements for Years 2–6 in the
new curriculum.
It is:
• Built around a series of short, progressive activities
• Uses partner work to help children learn effectively and
recall what they have learnt
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It is a spelling programme which is run in
daily sessions of approximately 15minutes.
Engaging online resources introduced by
aliens
There is a ‘Practice Book’ which has a range
of teacher-led activities, paired work and
independent activities.
Alongside this there is a Spelling Log where
children can record the words they find
difficult to spell.
For each unit, there is:
A Speed
Spell
Spelling
Log
Choose
the right
word
Spelling
Zone
Each unit lasts
for
1 week
Four in a
row game
Dots and
dashes
Word
changers
Dictation
Session
Activities
1
Speed Spell
Spelling Zone
Dots and dashes
2
Rapid recap (online only)
Word changers
3
Words to log and learn
Dictation
4
Four-in-a –row
Choose the right word
5
Team teach
Jumping red/orange words
Choose five words from activities 2 and 3 that you
find most difficult. Write them in the grid of your
spelling log book.
 Circle the part of the word that you find most
difficult to remember and explain why to your
partner.
 Explain to your partner how you will remember to
spell the word.
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Each week the children learn some ‘Red or Orange Words’,
and words which are spelt using the focus sound for the
unit.
Teaching and
class-based
activities
Identification of
tricky words
Extra practise
with tricky
words at home
Half –Termly Spelling
Challenge
A list of between 30 and 50 words will be sent home at the end of the penultimate
week of each half-term.
The children will work on these with their group the following week, learning to
spell them accurately.
Extra work at home over the weekend and the early part of the week will support
them in this task.
Individual challenge on
the words each child
finds difficult –these are
taken from the spelling
patterns taught and
other high frequency
words
Working in a group
encourages teamwork
and competition to
help each other
embed their learning
Each child can
have their
progress
assessed
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By regularly practising the words in their child’s spelling log.
Using a range of activities for learning challenging words:
Mnemonics use words and phrases to help children learn the tricky
bits of words. Would, could, should, shoulder (oh you (u) lovely
duck).
N. B. Don’t use too many mnemonics – it can sometimes be just as easy to
remember the word as the mnemonic!
Word in a word.
Sometimes it helps to notice that there is a word within a word and
that can help us to spell it e.g. busy on the bus; business on the bus
- Sticky letter
Some words are often spelt incorrectly because of one unexpected or
‘sticky’ letter. Write the word with the sticky letter really big and then
draw something in the shape of the letter e.g. o in people: draw a face
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Summary of school approaches to spelling
using read, Write, Inc
Spelling word lists for your child’s year group