Transcript Parent workshop spelling

Spellings
How To Help
At Home
National Curriculum 2014
Requirements
Every Time Spellings
It is really important that children can
consistently spell the common high
frequency words accurately. We have a list
of ‘Every Time’ spellings that the children
are responsible for checking and editing. If
your child finds spelling challenging, then
practising these at home will really help
them to master them.
As the year goes on, the number of words on
the ‘Every Time’ spelling list will grow!
Terminology
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Root word
Prefix
Suffix
Grapheme
Morpheme
Homophone
•help
•helpful
•unhelpful
•unhelpfulness
‘Phonics First’
Approach to
Spelling
Three spelling approaches:
• phonic
• graphic
• morphemic
Step 1
Focus on the root
word
Can the word be segmented (broken down into phonemes)
light
satisfy
dream
fairy
train
If so, approach the spelling of the word phonemically, discussing
alternative spellings of phonemes.
Best Bet!
ee
ea
y
ey
e
feet
feat
fyt
feyt
fet
sillee
sillea
silly
silley
sille
Step 2
Focus on the
root word
If the root word is not phonemic, teach the
spelling using graphic (visual) strategies.
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Photograph/Sparklers
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Display
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Speed write
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Decorate/illustrate a word
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Words in words
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Say it as it sounds
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Build it up
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Mnemonics
‘Look, Cover, Write, Check’ is not the only
option!
Step 3
Apply the
morphological rule
to the root word
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E.g. Adding ‘ed’ to make the past tense
For many words – just add ‘ed’
If the word ends in a short vowel and a
consonant – double the final consonant and
add ‘ed’
If the word ends in ‘e’, take off the ‘e’ and
add ‘ed’
If the word ends in a ‘y’, change the ‘y’ to
an ‘i’ and add ‘ed’
Homophones
Homophones are words that sound the
same but have a different spelling and
meaning.
E.g. maid, made
to, too, two
Children need to learn how to spell these
words and know which word to use in which
context.
Any questions?