An Active Approach to the Teaching of Spelling

Transcription

1 An Active Approach to the Teaching of Spelling 2012

2 SPELLING GUIDELINES Spelling is an integral part of the teaching of literacy, and as such, is given priority through a whole school approach. Our aim is to enable our pupils to become successful spellers. Pupils will be taught in a fun, motivating and interactive manner using a wide variety of activities. Opportunities for consolidation will be afforded through frequent learning opportunities and will be cross curricular. We will include the promotion of collaborative learning whilst, at the same time, pupils will be encouraged to become more independent and focussed learners. The teaching of spelling will predominately be school based practice although at times active home learning activities will be linked to spelling taught in class. A Curriculum for Excellence The spelling policy supports the following Literacy outcomes and experiences from A Curriculum for Excellence. Levels of development Levels P1-7 Early (Nursery- P1) First (P2-4) Second (P5-7) Tools for Writing ENG 0-12a/ LIT 0-13a/ LIT 0-21a LIT 1-21a LIT 2-21a

3 The Spelling Programme Our spelling programme includes: a progressive and systematic whole school approach supported by a published graduated spelling programme teaching and learning of high frequency words a marking policy showing how learners should respond to errors e.g. ask to write out again, add to their own personal spelling log or look up in a dictionary short sessions of regular practice (over learning as much as possible) interactive teaching of spelling rules, new vocabulary and commonly used words class word banks for topic-specific words use of supports such as dictionaries, thesauri or spell check facilities a personal spelling log for words causing difficulty, linked to learners own writing a consistent approach to monitoring progress

4 Main approaches in the teaching of spelling Throughout the school pupils will be taught to spell using a systematic approach. Spelling will be differentiated in both difficulty and also through the number of words to be learned. Spelling will in the main be taught in ability groups. At times individual direct teaching and whole class lessons will also be appropriate. Systematic Approach Pupils in P1-3 will follow the school phonics programme. This follows the progression in line with the Jolly Phonics programme used at P1 and the spelling rules taught through the Single Word Spelling Test structured spelling lists. P4-7 will follow the spelling rules from the SWST which includes structured lists for the spelling patterns as above. If possible no more than 3 groups should be made to enable effective management. Pupils will be given a list of spelling words from the appropriate level of the structured spelling lists. They will be given the opportunity to use the words in context and learning will be linked at times with handwriting. Common Words (High Frequency) The teaching and learning of the first 300 common words will be given high priority in all classes from P1-P7. The next 700 common words are recorded in the shared area and can be taught to children who have successfully learned the first 300. Writing / Spelling connection Pupils will be given opportunities to learn the words that they have misspelled in their own writing. These words will be highlighted for the pupils and will become tailor made, individual learning tasks which will be matched exactly to their needs. After writing lessons, key words which are appearing as misspelled words from more than one pupil will be noted. These words will then be the focus of a direct teaching session.as we still want to encourage pupils to write freely, the writing and spelling connection will be made regularly but not through every piece of writing. Pupils will also learn the spelling of subject specific vocabulary through cross curricular work e.g. topic related words. Assessment of phonics and spelling rules

5 Assessment Phonics and Spelling Rules P1-3 will follow the school phonic programme and assessment record sheets will be completed. For some pupils these might need to be continued beyond P3. In P2-7 the Single Word Spelling Test (SWST) will be administered by class teachers in August, earlier if a level is completed and children are secure in their learning. Results will be recorded in the SWST grid. P2 and P3 will be included in this testing. Common words An on-going assessment record of the common words will be started in P1 and continued until pupils are secure in all 300 high frequency words. All assessment records will be passed on at times of transition. Learning will be evidenced through Make, Say, Do, Write strategies. Every child will have a spelling folder in class which will contain evidence of learning. Short term assessment Pupils will be tested on a regular short term basis e.g. weekly Long term Assessment At the end of a block of teaching/end of term pupils will be tested to see if letter patterns have been learnt and to assess if they have been retained after a period of time. Annual testing Standardised test will be the Single Word Spelling Test. Pupil Assessment Pupils will self and peer-assess their spelling and track their progress and set next steps.

6 Additional support Interactive spelling sessions will support the spelling of all learners and give less able spellers the reinforcement needed to embed what they have learned. The teaching of spelling rules will be particularly useful for these children. Pupils who consistently find it difficult to learn spelling patterns should be referred to the PT with remit for ASL. When a referral has been made individual needs will be assessed and support put in place if necessary. Agreed Strategy Have-a-Go In class, pupils will be encouraged to Have-a-Go at spelling words and not be inhibited in their writing. They will use ICT, phonics or syllabification for independent spelling, or check by using a word bank or dictionary. We will encourage pupils to say, Is this how you spell? rather than, How do you spell? They will be encouraged to learn the skill of asking, does it look right?. Resources: Jolly Phonics programme SWST structured lists and rules folder given to every class Nelson Spelling books Interactive activity resources can be found in the Spelling Folder in the Shared Area alongside web addresses for computer use. Every class has been issued with spelling resources which should remain in the classroom. A list of these can be found in the spelling folder. Assessment record sheets for the first 300 common words and phonics programme for P1-3 can be found in the Shared Area.

7 Teaching of Phonics Assessment Guidelines The assessment record sheets are working documents and should be included in Forward Plans and passed on with the child at times of transition. They are suitable for class, group or individual assessment. Traffic s Assessment: Green- consistently able to demonstrate and apply knowledge and understanding of phonics Amber- can demonstrate and apply knowledge and understanding of phonics some of the time Red- cannot demonstrate or apply knowledge and understanding of phonics Additional Comments box This can be used to provide information about a particular child, group or class e.g. pace of learning, revisiting sounds, difficulties etc. At times sounds and spelling words will be taught as they arise in context and therefore although the programme might appear to be prescriptive there is also flexibility within the framework. Initially the writing of sounds will be in conjunction with the order of the learning but during handwriting lessons will be taught according to letter formation. Assessment of common words Green consistently able to spell word Amber- can spell the word some of the time Red- cannot spell the word

8 Phonics Teaching Assessment Record (Early Level P1) Single Sounds Class Group Individual Term 1 Blue Term 3 Pink Term 2 Green Term 4 Yellow Sound s a t i p n c k e h r m d g o u l f b ai Traffic Sound j oa ie ee or z w ng y x oo ch th qu ou oi ue er ar wh sh Traffic Additional Comments

9 Broomhill Primary School Phonics Teaching Assessment Record (Early Level P1) Word Families - Consonant Vowel Blends (cvc) Class Group Individual Term 1 Blue Term 3 Pink Term 2 Green Term 4 Yellow Sound ad ag am an ap at as ax ed eg en et es id if ig im in Traffic Sound ip is it ix od og on op ot ox ub ud ug um un up us ut Traffic Additional comments:

10 Phonics Assessment Record (First Level P(2)) Class Group Individual Term 1 Blue Term 3 Pink Sound Traffic Consonant Diagraphs ch sh wh th qu ng Consonant Blends bl cl fl gl pl sl br cr dr fr gr tr st sk sc sm sw Term 2 Green Term 4 Yellow Sound Traffic Final Bends -sk -sp -st -nd -nk -ft -lt -nt -pt -lk -lm -lp -mp -y Vowel Diagraphs oo ee Long Vowel a-ei-eo-eu-e- Additional Comments:

11 Phonics Teaching Overview (First Level P3) Class Group Individual Term 1 Blue Term 3 Pink Sound Traffic Vowel Diagraphs ee ea ai oa ou oi ow au aw ew ay oy oo Affective r ar er ir Term 2 Green Term 4 Yellow Sound Traffic or ur Consonant Diagraphs bb dd ff ll nn ss tt mm Endings ing ed d s (plurals) es (plurals) er/est Additional Comments At the end of this stage pupils should be tested on Level 3 of the Single Word Spelling Test.

12 C0MMON WORDS 1 st 100 I can spell the most commonly-used words, and using my knowledge of letter patterns and spelling rules, spell tricky or unfamiliar words. LIT 1-21a Name Reading Spelling R S R S R S R S the of and a to in is you that it he was for on are as with his they I at be this have from or one had by word but not what all were we when your can said there use an each which she do how their if will up other about out many then them these so some her would make like him into time has look two more write go see number no way could people my than first water been called who oil sit now find long down day did get come made may part Correct spelling (green) Incorrect spelling (red) Immediate recognition (green) Needs to sound word (amber) Unable to read word (red)

13 Common Words 2 nd Hundred I can spell the most commonly-used words, and using my knowledge of letter patterns and spelling rules, spell tricky or unfamiliar words. LIT 1-21a Name Reading Spelling R S R S R S R S over say set try new great put kind sound where end hand take help does picture only through another again little much well change work before large off know line must play place right big spell years too even air live means such away me old because animal back any turn house give same here point most tell why page very boy ask letter after follow went mother things came men answer our want read found just show need study name also land still good around different learn sentence form home should man three us Scotland thank small move world Correct spelling (green) Immediate recognition (green) Incorrect spelling (red) Needs to sound out word (amber) Unable to read word (red)

14 Common words 3 rd Hundred I can spell the most commonly-used words, and using my knowledge of letter patterns and spelling rules, spell tricky or unfamiliar words. LIT 1-21a Name Reading Spelling R S R S R S high saw important every left until near don t children add few side food while feet between along car own might mile below close night country seem walk plant last next white sea school hard began father open grow keep example took tree begin river never life four start always carry city those state earth both once eyes paper book light got hear thought group stop head often without under run second story something late together Correct spelling Immediate recognition (green) Incorrect spelling (red) word (amber) read word (red) (green) Needs to sound Unable to miss idea enough eat face watch far Indian real almost let above girl sometimes mountains cut young talk soon list song being leave family it s