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spelling

spelling. S.W.S.T. structured spelling lists. S.W.S.T. Level 2. Teacher notes. D.Bryant 2014.

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spelling

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  1. spelling S.W.S.T. structured spelling lists S.W.S.T. Level 2 Teacher notes D.Bryant 2014

  2. Teacher notes- Suggested approach to whole class teaching of spelling [from SWST, intended to find gaps].STRUCTUREFollowing a SWST spelling assessment, the class is put into three best-fit groups, [low, medium, & high]. [E.g. a Y4 class may have 2 pupils on Level 1, 2 - Level 2, 4 - Level 3, 10 - Level 4, 8 - Level 5 and 2 on Level 6. So the groups might be low – Level2/3, medium – Level 4, high – Level 5/6. The Level 1 could make a 4th group working with a TA.]WHOLE CLASS APPROACH- each group is given a new spelling target each week- each group is given a list of spellings from their appropriate level [SWST spelling lists].SESSION 1 [15mins]1. Each list of words is looked at and discussed as a whole class [e.g. from SWST power-point]. During this time, any rules are made explicit through using verbal questions and answers.Useful questions could be [example words: hope, close, home, chose, broke, slope]1. What do you notice about these words?2. What does the letter O make?3. What sounds can the letter O make?4. Why do the letters O make the long vowel sound?5. Can you make any rule to explain the spellings of these words? Teach any rule explicitly.SESSION 1 cont’d [or SESSION 2 [15mins]]Children then focus on the above spelling lists at tables [e.g. prepared printed lists in spelling group folders]. During this session, they use the ‘look, say’ cover, write, check’ method for writing words in a Child’s Spelling Book practice]. They should repeat the ‘cover, write, check’ if not correct.[These can go home to help learning]. SESSION 2 cont’d [or SESSION 3 [15mins]]After spelling the words correctly, children move on to using the words in sentences or in activities such as using a dictionary or thesaurus. At the end of the week pupils should be tested on their weekly spellings and rewarded if correct.At the end of each week, each group should be tested on their weekly spellings. These could be done on paper to form a loose-leaf folder or a Spelling Log and marked. Errors can be re-given. Half-termly/termly tests may be appropriate to see if correct spellings has been retained after a period of time.See SWST manual for guide-lines on when and which SWST test to use [page 1].

  3. I can spell -ck words.

  4. I can spell -all -ell -ill words.

  5. I can spell -ff words.

  6. I can spell -ss words.

  7. I can spell bl- & cl- words.

  8. I can spell fl- & gl- words.

  9. I can spell pl- & sl- words.

  10. I can spell br- & cr- words.

  11. I can spell dr- & fr- words.

  12. I can spell gr- & pr- words.

  13. I can spell tr- words.

  14. I can spell sm- sn- words.

  15. I can spell sp- words.

  16. I can spell sw- tw- words.

  17. I can spell c/ sc- words.

  18. I can spell k/ sk- words.

  19. I can spell st- words.

  20. I can spell -st words.

  21. I can spell -ast words.

  22. I can spell -ass -ask words.

  23. I can spell -ft -pt words.

  24. I can spell -lp -lk words.

  25. I can spell -lt words.

  26. I can spell -mp words.

  27. I can spell -nd words.

  28. I can spell -ng words.

  29. I can spell -nk words.

  30. I can spell -nt words.

  31. I can spell -y /ie/ words.

  32. I can spell -y /ee/ words.

  33. I can spell plurals-s words.

  34. I can spell -ing words.

  35. I can spell -ed words.

  36. I can spell -ed /ted/ words.

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