1 / 38

spelling

spelling. S.W.S.T. structured spelling lists. S.W.S.T. Level 3. Teacher notes. D.Bryant 2013.

summersl
Download Presentation

spelling

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. spelling S.W.S.T. structured spelling lists S.W.S.T. Level 3 Teacher notes D.Bryant 2013

  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 ch-words. ch ch ch, chop the chips

  4. I can spell -chwords. ch ch ch, chop the chips

  5. I can spell sh words. sh sh sh, fish on a dish

  6. I can spell -shwords. sh sh sh, fish on a dish

  7. I can spell th-words. th th th, thorn in the thumb

  8. I can spell -thwords. th th th, thorn in the thumb

  9. I can spell eewords. ee ee, keep the jeep

  10. I can spell oo words. oo oo, a cool pool

  11. I can spell oo words. oo oo, look at a book

  12. I can spell a-e words. a-e, a-e, make a cake

  13. I can spell i-e words. i-e, i-e, nice smile

  14. I can spell o-e words. o-e, o-e, mole in a hole.

  15. I can spell u-e words. u-e, u-e, tube on a cube.

  16. I can spell a/a-e words. Just add the magic ‘e’

  17. I can spell i/i-e words. Just add the magic ‘e’

  18. I can spell o/o-e u/u-e words. Just add the magic ‘e’

  19. I can spell -ck words. Ck, ck, back on track

  20. I can spell -ke words. -ke, -ke, like my trike!

  21. I can spell old words. old, old, hold my gold!

  22. I can spell -i- words.

  23. I can spell -ay words. ay, ay, play all day!

  24. I can spell -ai- words. ai, ai, I’m in pain!

  25. I can spell -air words. air, air, that’s not fair!

  26. I can spell ea words. ea, ea, reach the beach!

  27. I can spell -ear words. ear, ear, hear with my ear.

  28. I can spell oa words. oa, oa, float my boat.

  29. I can spell ow words. ow, ow, throw the snow.

  30. I can spell oi words.

  31. I can spell oy words. oy, oy, enjoy the toy.

  32. I can spell -er words.

  33. I can spell -est words.

  34. I can spell plurals – just add ‘s’ words.

  35. I can spell plurals – add ‘es’ words [to words that end in ch, s, sh, ss, x, zz]

  36. I can spell ‘ing’ words

  37. I can spell ‘-d’ words [to words that end in ‘e’]

  38. I can spell ‘-ed’ words

More Related