Transcript (PPTX, 2.26MB) - Usworth Colliery Primary School

Make Spelling Fun!
May 2016
Why learn to spell?
Spelling plays a supporting role in reading and vice versa. It
“forces” children to SLOW down and really focus on the letter
combinations that make up words.
Spelling takes words out of context and
this means young readers have to stop
and study the word.
Spelling helps kids read with more fluency
Spelling helps with comprehension of a text because if a child
can read more accurately and fluently spending less time
labouring through words, their minds can be freed up to focus
on understanding the text (the ultimate purpose of reading).
To start off this process :
In Early Years and KS1, children now need to be familiar with certain terms:
Phoneme –
Grapheme -
Diagraph -
A split diagraph -
Trigraph -
this is the smallest unit of sound e.g the word boat is made up of
three phonemes: /b/ at the start, /oa/ in the middle and /t/ at the
end.
this is a letter or a number of letters that represent a sound
(phoneme) in a word.
Another way to explain it is to say that a grapheme is a letter or
letters that spell a sound in a word. An example of a one letter
grapheme: c a t. The sounds /k/ is represented by the letter ‘c’.
A two letter grapheme: leaf. The sound /ee/ is represented by the
letters ‘e a’.
A digraph is a phoneme (single sound) that is made up of two
letters. The digraph above, /oa/, is a vowel digraph, because it is
made up of two vowels.
When a digraph is split by a consonant it becomes a split
digraph. For example: wrote – the 'oe' here make one sound. The
'oe' digraph is split by the 't'
A trigraph is a single sound can also be made up of three letters. For
example: light
Children learn these terms when they are taught Batty Phonics which is a phonic
strategy that we follow at Usworth Colliery.
The new National Curriculum has placed greater emphasis on
spelling and new guidance and word lists have been given to
schools.
The teaching of the phonics process continues
in KS1. Once pupils have learnt more than one
way of spelling particular sounds, choosing the
right letter/letters depends on the children
either having made a conscious effort to learn
the words or having absorbed them less
consciously through their reading.
In order to support the process of spelling in
KS1 the Government have now provided lists of words
embodying each pattern which is taught. All the words in the
lists are used frequently in pupils’ writing.
In year 1 they need to know words like:
catch
kitchen
quickest
brown
unhappy
In Year 2 they are expected to know words like:
bridge
village
happier
Monday
treasure
enjoyment
In KS2, phonic knowledge should continue to underpin spelling .
The word lists for years 3 and 4 and Years 5 and 6 are a mixture of
words pupils frequently use in their writing and those which they
often misspell.
Year 3 they are expected to know words like:
accept
grown
frantically
completely
Year 4 they are expected to know words like:
hesitation
favourite
electrician
occasion(ally)
Year 5 they are expected to know words like:
confidential
disastrous
embarrass
suspicious
Year 6 they are expected to know words like:
accommodate
conscious
ancient
guarantee
If children understand relationships between meaning of words
and spelling it can help them to work out the correct spelling of
words.
For example, understanding the relationship
between medical and medicine may help
pupils to spell the /s/ sound in medicine
with the letter ‘c’.
Pupils can also be helped to spell words
with prefixes and suffixes correctly if they
understand some general principles for
adding them.
How should we teach Spelling?
• We know that :
• Sending home spelling lists don’t work so we need to have a
much more fun approach so that children want to learn
about words.
• Spelling rules need to be explicitly taught;
• Rules and patterns should be investigated using a multisensory approach as spellings are rarely applied to
independent writing unless they have been thoroughly
taught and investigated.
What spelling strategies can we use?
Root words
To learn a word children can find the word root.
They can see whether the root has been changed when new
letters are added e.g. for a prefix, suffix or a tense change.
e.g.
smiling = smile + ing; smiles, smiled
Signal
=sign + al
Faith
=faithful, faithfully, unfaithfully, unfaithful
Beauty = beautiful, Beautifully, beautician
Use
= useless, usable, used, using, user, misuse.
Syllables and Phonemes
To learn a word children can listen to how many syllables
there are so they can break it into smaller bits to remember.
Then they can identify the phonemes in each syllable.
e.g. Sep-tem-ber.
Analogy
To learn a word children can use words that they
already know to help them
e.g. could, would, should
Mnemonics
To learn a word children can make up a sentence to help them
remember it. e.g.
• could – o u lucky duck;
• people – people eat orange peel like elephants.
Handwriting
To learn a word children can remember and practise the direction
and movement of their pencil when they am writing it.
So now it is over to you!
Vocabulary Bingo! Choose 6 words and write them
on your bingo card. You will then listen to a clip from
a film called ‘Pandora.’ You must listen carefully and
cross off the words as you hear them. There is a
prize for the winner. 
Exotic
beauty
amazon
creatures
strange
animals
several
system
solar danger
hunter
moon
Pandora
mountains
orbiting
world
mystery
tropical
canopy
light
scale
frightening
earth
Years
variety
prey magnetic
organism
several
rainforest
Joining Words
Use this activity to explore compound words – how many words can
your make? You’ll find this activity in your spelling booklet presented in
a slightly different form so that it can be played as more of a game.
sense
proper
im
vincible
popular
place
dis
like
behave
in
mis
visible
lucky
fiction
honest
kind
necessary
non
believe
appear
un
possible
do
agree
usual
Just to finish, we thought we would share how understanding
our language and noticing patterns can improve spelling.
With thanks to: http://.thespellingblog.blogspot.com for the following ideas
Spelling
–el, -al,
-le
endings
These 3 letter strings all make
the same sound – so how do
you know which one to use?
A huge factor in encouraging your child to
investigate spellings is to:
Make it fun
Identify patterns in words
Use highlighters, felt pens, coloured
pencils to make words
colourful
Let’s visit the website to show you where you
can access important information
http://www.usworthcolliery.co.uk/