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Anston Hillcrest Primary School Spelling Workshop

Anston Hillcrest Primary School Spelling Workshop. Aims. 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 spellings marked. Key Principles.

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Anston Hillcrest Primary School Spelling Workshop

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  1. Anston Hillcrest Primary SchoolSpelling Workshop

  2. Aims • How we teach spelling in school • Spelling strategies • Games • What you can do at home?

  3. Spelling.. a ‘peace’ of cake? • Linked to self esteem • Specific difficulties • Only taught spellings marked

  4. Key Principles • Gradually builds vocabulary through patterns and conventions • Short, lively focused and regular sessions (2 or 3 times per week) 9:00am – 9.15am • Strategies are explicitly taught • Cross curricular words and HFW • Proofreading • Links made with handwriting • Fun, fast and systematic

  5. Objectives • 6 objectives to be covered each year • 2 objectives each term • 1 objective each half term • Plus misconceptions and errors

  6. Teaching Sequence Step 1: Revisit, Explain, Use Step 2: Teach, Model, Define Step 3: Practise, Explore, Investigate Step 4: Apply, Assess and Reflect

  7. Differentiation • Phonic / spelling sessions in phases • Year 5 & 6 + TA Phase 5 & 6 • Year 3 & 4 + TA Phase 3 & 5

  8. Spelling in KS2 • Builds on spelling vocabulary • Recognising how these principles apply to each word, in order to learn to spell words • Practising and assessing spelling • Applying spelling strategies and proofreading • Building pupil’s self image as spellers.

  9. Spelling in KS2- balanced programme Phonemic Knowledge • Phonics (Letter sound correspondence) • Spelling patters and conventions (how consonant doubles after a short vowel) • Homophones (common pronunciations but different spellings) • Phonological knowledge (syllables and rhymes / analogy)

  10. Spelling in KS2 Morphological knowledge (horse = 1 morpheme, horses =2 morphemes) • Root words (elephant, table, girl, day) • Compound words (2 root words combined playground) • Etymology (word derivations/ sources – audi relates to hearing, audible, audience, audition) • Prefixes and suffixes

  11. Year 3 1. To consolidate knowledge of adding suffixes and to investigate the conventions related to the spelling pattern -le candle / kettle / beetle 2. To spell regular verb endings and to learn irregular tense changes (e.g. go / went) skip - skipped carry – carried find – found 3. To know what happens to the spelling of nouns when s is added. tables boxes keys armies

  12. Year 3 4. To understand how words change when the suffixes are added. -ly (in this manner) -ful (full of) - less (without) -able (able to) - er (more or belonging to ) Nice nicer nicest big bigger biggest happy happier happiest 5. To embed the correct use and spelling of pronouns I me mine myself 6. To develop knowledge of prefixes to generate new words from root words. re (again) Recycle pre (before) precook de (to do the opposite) defrost mis (the opposite of) mistake

  13. What’s the rule? Move – moving Shove – shoving Change – changing Hop – hopping Slip – slipping Tap – tapping Step – stepping Remove the ‘e’ and add ‘ing’ Double the final consonant after a short vowel sound and add ‘ing’

  14. Year 4 To distinguish between the spelling and meaning of homophones. beech / beach witch / which 2. To investigate, collect and classify spelling patterns related to the Formation of plurals. -f and –fe endings thief thieves loaf loaves cliff cliffs irregular plurals goose geese tooth teeth 3. To investigate and learn to spell words with common letter strings. -igh fright -ough rough -ear learn

  15. Year 4 4. To understand how suffixes change the function words. In to verbs (-ate, -en, -ify, -ise) pollen pollinate beauty beautify In to nouns (-tion, -ity, -ness) stupid stupidity lazy laziness - ible horror – horrible -able comfort - comfortable 5. To understand the use of the apostrophe in contracted forms and words. you have you’ve 6. To revise and investigate links between meaning and spelling when using affixes. mis- (not) ex – (outside) re– (again) auto- (self) circ- (round) tele- (distant) trans- (across) mini- -ette -ling micro- (Small)

  16. Homonyms & Homophones • Homonyms – share same spelling but have different meanings. The bat grabbed the bat and batted the ball. • Homophones – sound the same but have different spellings. The hare had spiky hair.

  17. Which is which? Homophones stationary stationery practice practise wear where were

  18. Rhyme it Helps tune the children into listening carefully. Sick Stick Choose ea / ee / e consonant e Meat seat treat heat complete sleet

  19. Year 5 2.To spell words with common Letter strings and different pronunciations. -ight right / weight –ear pear / earn –oo mood / good –ough cough / though –ie field / pie –our colour / hour -cian optician –sion extension –tion fiction –ssion session • To spell unstressed vowels in polysyllabic words. • abandoned library poisonous • champagne Wednesday raspberry 3. To explore the spelling pattern of consonants and formulate rules. ci- cinema ce- ceiling cy- mercy ca- cancel co- coat

  20. Year 5 Year 5 4. To explore less common prefixes and suffixes. in – inactive im- immature ir- irregular il- illegal 5. To investigate and learn spelling rules for adding suffixes to words ending in e or words ending in –y and words containing ie 6. To identify word roots, derivations and spelling patterns as a support for spelling

  21. Words within Words Identifying words within words Archaeology Encourage Antidisestablishmentarianism! Rearranging letters to create new words Accidental International Performance

  22. Year 6 1.To embed the use to independent spelling strategies for Spelling unfamiliar words. 2.To investigate the meaning and spelling of connectives nevertheless consequently therefore 3. To revise and extend work on spelling patterns, including unstressed vowels in polysyllabic words. Miniature parliament separate desperate Finding words within words –ve get able Linking word families e.g. definite finite infinity Syllables – choc o late

  23. Year 6 6. To revise and use word roots, prefixes and suffixes as a support for spelling. aqua (water) aquatic man (hand) manual min (small) minus mari (sea) marine liber (free) liberty muliti (many) multiply tri (three) triangle 4. To use what is known about prefixes and suffixes to transform words 5. To spell unfamiliar words by using what is known of word families and spelling patters. -mb comb -gue rogue -wr wrist -ctu fracture -tch watch -phy physics -pn pneumonia -gn foreign

  24. Taking a mental photograph Chant the letters Take a picture Practise Cover Check

  25. Finish st___ p 20 seconds to complete the word. stamp stoop strip steep strap stop ‘ur’ ‘er’ ‘oi’ surpise urgent purchase furniture purpose

  26. What’s the rule? Prefixes ‘ante’ (before) ‘anti’ (against) ‘dis’ (not or away) ‘ex’ (out of) ‘inter’ (between) ‘pre’ (before) ‘sub’ (under) ‘trans’ (across) Suffixes ‘-able’ or ‘-ible’ (capable of being) ‘-ess’ (female) ‘-hood’ (state of being) ‘-less’ (without) ‘-ous’ (full of)

  27. Reversibles • pat tap • snip pins • strap parts • ward draw Anna Hannah Palindromes!

  28. Word Blocks stop stab stamp star lamp

  29. Word Ladders

  30. Spelling riddles Giving clues to what the spelling is with out saying it. This word is a fast movement. It has a double letter in it and you are not supposed to do it along the corridor.

  31. Right from Wrong Children identify the correct version of the spelling. Tomorrow Tommorow Tomoro

  32. Speed Write Write the word out as many times as possible within 30 seconds. Muscle memory

  33. Hangman

  34. Assessment & Homework • 10 spelling words to be given each week • Final assessment based on dictation incorporating 20 key spellings. • All assessments recorded in a spelling book to show clear evidence of progress.

  35. Spelling Strategies • Colour phonemes • Counting letters of challenging spellings • Splitting the word into syllables / phonemes Sep a rat e s e p a r a t e • Look for words within words / word families. • Knowledge of prefixes and suffixes • Mnemonics because • Big elephants can always understand small elephants

  36. 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.

  37. Useful Websites http://www.woodlands-junior.kent.sch.uk/interactive/literacy.html http://www.bbc.co.uk/schools/ks2bitesize/english/spelling_grammar/ http://www.schooljotter.com/showpage.php?id=55486

  38. Thank you for coming!

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