Parents play an important role in supporting their children s learning. Supporting your child Year 5 and 6. Spelling

Transcription

1 Parents play an important role in supporting their children s learning. Supporting your child Year 5 and 6 Spelling

2 Why is spelling important? Spelling is a key part of becoming a successful writer. We at Fountain value the Teaching and Learning of spelling since it helps children to write more fluently, dedicating more of their energies towards creative writing (rather than the mechanical process of spelling) gives our learners strategies to attempt to encounter unfamiliar words, enriching their vocabulary gives children opportunity to investigate and understand the true meaning of words develops confident writers develops confident readers supports children with dyslexic tendencies What do we expect children to be able to do by Year 5 and 6? By year 5 and 6 children are expected to know how to spell all the high frequency words correctly and make good attempts at unknown words. Children are expected to understand rules and patterns and know where the English language throws up exceptions.

3 How do we teach spelling at Fountain? In order for children to become competent spellers, the children are taught using a variety of methods: Carrying out spelling investigations e.g. How can we use the prefix un to change the meaning of words? To look for words within words. e.g. business is discussed as bus i ness. To use all the senses to LOOK at a word, LISTEN to how it sounds, THINK what parts they may be able to recall or what words are like it. To understand and use the terms letter, vowel, consonant, phoneme syllable, prefix and suffix. They will also know to break words into syllables and use known prefixes, suffixes and letter strings To use dictionaries and spell checkers To take personal responsibility for learning their own commonly misspelt words.

4 How can you help at home? In year 5 & 6 the children will be given a list of words to learn every week. These words will be linked to their weekly spelling lesson and relate to a spelling pattern or spelling rule. e.g. How can we recognise and spell words with prefixes? in, im, ir, il, pro, sus. inactive incapable inattentive inverted There will be other words that follow this rule or pattern. You can help your child by finding others. When the children are tested they will be given a word from their list in a sentence and asked to write the full sentence. This is to ensure the children can use them in context. The test will not include all the words in their list as we are testing that they understand and can apply the rule rather than learn a list of words. The test will be marked and give back to the child along with the spellings to be learnt the following week. This allows you to see just how well your child is doing and practice any mis-spelt words

5 Across and Down 1. Choose ten spelling words. 2. Write each word neatly across and down, sharing the beginning letter. Example when h e n Silly Sentences Write ten silly sentences using a spelling word in each sentence. Please underline your spelling words! Write your sentences neatly! Example My dog wears a blue and purple dress when he takes a bath. Spelling Scrabble Spell each of your words with scrabble tiles. Then add up the point value using the numbers on each tile. Write the words in order according to their point value from greatest to least. Which is Correct? Write words out for your child and include misspelled words. Can they identify the correctly spelt words? Adding My Words 1. Choose ten spelling words. 2. Add up each spelling word. 3. Write them neatly. *Consonants are worth 10. *Vowels are worth 5. Example Said = =30 There = =40 Mystery Letters Write words with missing letters. Your child figure out which mystery letters are missing in order to complete words. ABC Order Write your spelling words in alphabetical order. Be sure to look at the first letter of each word. If the first letter is the same, look at the second letter. Extra Extra Ask your child to find the word or letters in the magazine, cut it out and glue it to the appropriate word.

6 What do we mean? These are the definitions of some of the words your child will be used to: Phoneme-the smallest unit of sound in a word represented by letters or groups of letters (e.g. cat- has 3 phonemes, chip also has 3 phonemes ch-i-p). Grapheme- a written letter or group of letters that represent a sound e.g. the sound s can be represented by the graphemes s in sun, ce in dance, ss in dress, st in whistle, cy in cycle and so on. Digraph- 2 letters that make 1 sound (e.g. sh, ch, th) (Vowel digraphs contain 2 vowels that make 1 sound e.g. oo, oa, ea) Segmenting- to write or spell a word by listening for the sounds in the word (c-a-t) and deciding which letters represent those sounds. We use segmenting to help us spell. Blending- to say the individual sounds that make up a word and blend them together to hear the whole word for reading e.g. s-a-t becomes sat. We use blending to help us read. High frequency words- these are the words that occur most commonly in the English language. Some we can sound out like much whilst others are tricky words and cannot be sounded out like the (some refer to these as red alert words). Mnemonic- a phrase or saying that helps you remember a spelling (e.g. Big Elephants Can Always Use Small Exits helps with the spelling of because ).

7 Words your child should know High Frequency Words 1. about 2. across 3. after 4. again 5. almost 6. also 7. because 8. been 9. before 10. being 11. both 12. but 13. came 14. could 15. does 16. every 17. first 18. from 19. goes 20. gone 21. good 22. great 23. had 24. half 25. have 26. heard 27. here 28. how 29. just 30. knew 31. know 32. last 33. little 34. made 35. many 36. might 37. more 38. much 39. must 40. new 41. next 42. often 43. once 44. other 45. right 46. second 47. seen 48. should 49. some 50. something 51. sometimes 52. such 53. take 54. than 55. that 56. their 57. them 58. then 59. there 60. these 61. think 62. those 63. thought 64. though 65. took 66. used 67. very 68. want 69. were 70. what 71. when 72. where 73. while 74. who 75. why 76. with 77. write 78. would 79. your

8 Why is learning English so hard? Can you twist your tongue around these? The bandage was wound around the wound. There was a row amongst the oarsmen about how to row. They were too close to the door to close it. After a number of injections my jaw got number. Upon seeing the tear in my clothes I shed a tear. The dump was so full that it had to refuse more refuse. Whilst eating his dessert the soldier decided to desert in the desert. This was a good time to present the present.