SCITT English course days

1. SCITT English course days Day 3 – Teaching Spelling Understanding Reading

2. Entry ticket – Give the definition

3. Task 2 • Find out how your school teaches phonics and observe a phonics session. Write a reflective log outlining how this has developed your understanding of effective phonics teaching. • How did your school transform and connect subject knowledge?

4. Easily confused words no.2 • Effect is a noun (outcome, consequence or appearance) • Affect is a verb (to transform or to change) • “What .......... did it have on your class” • “Did the snow ............. your school?” • “It was clearly ..........ing your teaching” • The ........... of the medicine was sudden. • Watch out – there is a rare verb: to effect (to bring into being) • The new spelling policy will be effected from May

5. Day 3 - Teaching SpellingUnderstanding Reading • You will understand • Spelling conventions • How to teach spelling • How to teach handwriting • How reading fluency develops • The reading comprehension skills

6. Teaching spelling

7. The beginnings • Fæderureþuþeeart on heofonumSi þinnamagehalgodto becumeþin ricegewurþeðinwillaon eorðanswaswa on heofonum.urnegedæghwamlicanhlafsyle us todægand forgyf us uregyltasswaswa we forgyfaðurumgyltendumand ne gelædþu us on costnungeac alys us of yfelesoþlice • Father our thou that art in heavensbe thy name hallowedcome thy kingdombe done thy willon earth as in heavensour daily bread give us todayand forgive us our sinsas we forgive those who have sinned against usand not lead thou us into temptationbut deliver us from evil truly

8. How spelling evolved • Old English - Matching the Anglo-Saxon tongue to the Roman alphabet • Middle English – from the Norman Invasion, a vast influx of new words, prefixes and suffixes • The Great Vowel Shift • 1476 – William Caxton arrives • More Greek and Latin words from the Renaissance • 1500s - Spelling reform

9. How spelling evolved • 1755 - Dr Johnson’s dictionary • Noah Webster’s dictionary • Words from Empire • Modern spelling • Globalisation and the internet

10. Spelling skills • Phonics • Sight words • Spelling conventions • Morphology • Etymology • Visual discrimination • Mnemonics • Grammar related rules • Proof reading • Using a dictionary

11. What do you need to know– KS1 Spelling Test 2019 • Wall • Gave • Bread • Boxes • Brother • Hair • Fuss • Buy • Again • Mice • Seat • Footprint • Scary • Change • Wrong • Switch • Metal • Fraction • Clapped • funniest

12. What do you need to know- KS2 Spelling Test 2019 • Creative • Enough • Reception • Numb • Division • Sighed • Navigation • Thoughtful • Offered • Muscle • Curiously • Courage • Disagreement • Pyramid • Excellent • Generous • Chorus • Tongue • Accidentally • Deceive

13. Types of words in the spelling curriculum • Phonically regular words • High frequency phonically regular words (easy words) • High frequency phonically irregular words (tricky words) • Words with spelling conventions • Words that have to be specifically learned (challenging words)

14. Morphological Knowledge The spelling of units of meaning within words • Root words e.g. cycle • Suffixes e.g. ing • Prefixes e.g. bi • Compound words e.g. motorcycle • Etymology e.g. Cycle is from the Latin ‘cyclus’ which is from from the Greek ‘kyklos’ meaning ‘circle, wheel, any circular body, circular motion, cycle of events etc.’

15. Count the morphemes • How many morphemes in each word • Horses • Anticlockwise • Prewashed • Unchangeable • Badger

16. Spelling – the basics • Knowing the choice of graphemes for the sound and which are more likely • Being able to break a word into phonemes, morphemes and syllables and deal with them one at a time • Having a ‘gut feeling’ about what looks right • With these a child can then tackle a full range of spelling conventions

17. What makes a spelling harder? • Unusual or unique grapheme choices e.g. bdellium • An inability to use analogy e.g. khaki • Too many tricky parts in one word • Lack of a clear convention • A word never seen before • Words that break the convention

18. 12 Key strategies to create ‘intelligent spellers’

19. 1. Developing visual discrimination ‘Have-a-go’ pads Teaching children to try out different spelling options

20. 2. Enable memorisation of high frequency words Lots of practice and overlearning

21. High frequency and challenging words • Quickwrite • Look, say, cover, write, check • Spelling scribble • Teach spelling strategies

22. 3. Teaching children to use a range of spelling strategies

23. Memorisation strategies • Words within words e.g. To-get-her • Beating the syllables e.g. Re-mem-ber • Over-articulation e.g. Wed-nes-day • Mnemonics e.g. Big elephants... • Picture mnemonics e.g. The ‘ee’ could become a pair of eyes in see • Saying the names of the letters in rhythm e.g. Nec-ess-ary

24. 4. Modelling as much as you can • Using phonics • Using other spelling strategies • Using dictionaries • Trying out spelling options and making a visual choice • In context

25. 5. Using a combination of discrete teaching and application • In all sections of the English lesson and across the curriculum • Using a spelling teaching sequence across one lesson or a series of mini lessons • Include spelling in success criteria

26. A spelling teaching sequence • Revisit • A chance to revisit conventions, HF words or graphemes recently taught. • Teach / investigate • A spelling investigation or direct teaching and explanation of how spelling convention works. Model examples and establish a definition. • Practise • Interactive activities to practise spelling convention. Could include whiteboard activities, games and challenges.

27. Apply and reflect • Will commonly include children writing dictated sentences on whiteboards. These will contain challenging words, words and spelling convention words. Self assessment of what was correct and what was incorrect. How can you improve? What caused the issues? • Assess • A final assessment on whiteboards of HF words, words revisited and spelling convention words. Make every word count.

28. 6. Keeping it in perspective • Not letting children get ‘hung up’ on spelling but keeping the challenge • Remembering that it is one small part of writing • Developing a curiosity about words

29. 7. Teaching conventions Conventions not rules Helps children to identify patterns in spelling Best taught through spelling investigations Look for tricks and patterns, especially with word endings and suffixes

30. /l/ at the end of words • -le is the most common (table, apple) • These often have a ‘stick’ or a ‘tail’ letter before the ending • -al is much less common but comes next (local, usual) • -el is less common still (camel, tinsel, squirrel) • Both of these tend not to have a ‘stick’ or a ‘tail’ letter before the ending • -ol and –il are very rare (fossil, pistol)

31. -Able or -ible • -able is far more common • Without the ending what are you left with? • Agree- able • Leg –ible • Can you say “I am able to...” • If so, it is probably –able • Which ending: indestruct..., forgiv..., respons..., break...?

32. Unpicking the tricky parts Antiseptic, anti-clockwise, antisocial, antibiotic, antidote, antifreeze, anticlimax, antithesis • After using phonics and understanding ‘anti’ as a convention, what is still tricky about these words?

33. 8. Using Investigations • Make conventions more rational • More interesting and active • Appeal to problem solving instincts • ‘Support for Spelling’, ‘Spelling Bank’ and the 2014 curriculum are good for this approach

34. Using spelling investigations • Tell the children the objective • Introduce a set of relevant words • Children sort the words and identify conventions / patterns. Help children to hypothesise and test their ideas • Explain the principle behind the convention / pattern and model it • Explore variations and exceptions

35. Example • You are learning the convention for adding the -ly suffix on to words • Look at the list of words • What is the convention and what are the exceptions?

36. The conventions for _ly • Usually added to an adjective to form an adverb • Simply added on to most root words • If the root word • Ends in a _y with a consonant before it • is more than one syllable long • Then change the _y to an i • If the root word ends in _le then change that to an _ly • If the root word ends in _ic then add _ally instead of _ly • There are exceptions!

37. Spelling sleuth • My hypothesis is that -ie- is always correct except when it follows a c. Then it is –ei- • Prove it or form a new hypothesis

38. 9. Combining visual, auditory and kinaesthetic learning

39. Quick spelling games • Words within words • Acrossword • Shannon’s game • Finish (st.......p) • Phoneme challenge • Word stairs • Human words • Scrabble and Team Scrabble • Spelling tennis • Boxes

40. 10. Personalising spelling Spelling journals Sending home spellings that the child has actually got wrong Partner testing Synonyms for outstandingspellers

41. 11. Knowing where the children are • Their work • Tests and assessments • Test analysis • Help for small groups • Common issues • Next steps?

42. 12. Using the classroom • Easy to navigate word displays • Word banks • Key words • Have-a-go pads • Phonic charts e.g. THRASS • Dictionaries at different levels of difficulty • The BIG teacher dictionary • Thesauri • Nightmare words!

43. Teaching handwriting • Develop gross and fine motor skills first • Link to phonics • Join as soon as letters are formed correctly • Adopt the school’s style and use at all times • Teach handwriting lessons ‘little and often’ • Teacher models • Children practise • Have consistent high expectations • Know the school expectations of pen/pencil use and handwriting book use • Develop the tripod pencil grip. Watch out for tense handwriting.

44. An ideal progression • By the end of YR – Pencil grip is correct • By the end of Y1 – All letters formed correctly • By the end of Y2 – Letters joined • By the end of Y3 – Writing in pen • By the end of Y6 – Developed a personal style

45. Handwriting formation • Long ladder (down and off in another direction) – i, l, j, t, u • One-armed robot (down and retrace upwards) – b, h, k, m, n, p, r • Curly caterpillar (anticlockwise round) – c, a, d, e, e, g, o, q, f, s • Zigzag letters – v, w, x, y, z • Ascenders and descenders Handwriting issues – Take a focused approach

46. Resources to know… • Developing Early Writing • Letters and Sounds • Support for Spelling • Spelling Bank • The 2014 Primary Curriculum

47. Understanding reading

48. The Big Five – The crucial components for the teaching of reading • Day 2 • Day 2 • Day 3 • Day 3 and 4 • Day 5 From ‘The National Reading Panel Report’, 2000

49. Developing fluency in reading A bridge between phonics and comprehension

50. 3 components of fluency (Tim Rasinski) • Accuracy in word recognition (word decoding). Approximately 95% word recognition accuracy is considered adequate for instructional level reading. • Automaticity in word recognition. Readers not only are accurate in word recognition, they are effortless or automatic in recognizing the words they encounter. The significance of achieving automaticity is that readers can devote their limited cognitive resources to the important task of comprehending the text.