spelling

1. spelling S.W.S.T. structured spelling lists S.W.S.T. Level 5 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 -tch words.

4. I can spell wh words.

5. I can spell wa words.

6. I can spell words with a silent k/b/h/t

7. I can spell words with a silent w/g/l.

8. I can spell qu words.

9. I can spell soft ‘c’ words.

10. I can spell soft -c- words.

11. I can spell soft g words.

12. I can spell oi/oy words.

13. I can spell au words.

14. I can spell ea /ee/ words.

15. I can spell ea /e/ words.

16. I can spell ear words.

17. I can spell ai words.

18. I can spell plurals: -ffs -ves words.

19. I can spell plurals: -os -oes words. # = either –os or -oes

20. I can spell plurals: -ys words.

21. I can spell plurals: -ies words.

22. I can spell drop e -ly words.

23. I can spell -ily words.

24. I can spell -er words with [db] double letters.

25. I can spell -est words with [db] double letters.

26. I can spell -ier words with [db] double letters.

27. I can spell -iest words with [db] double letters.

28. I can spell -ing words by dropping the ‘e’.

29. I can spell -ing words with double letters.

30. I can spell -ies words.

31. I can spell -ied words.

32. I can spell -d words.

33. I can spell -ed words with double letters.