Teaching Spelling at Sidbury C of E Primary

Teaching Spelling at Sidbury C of E Primary

Aims for the workshop To inform parents of our focus on spelling and why To share the way we teach spelling in school To share ways you can help at home To demonstrate the way we teach spelling in school To direct you to information on our school website to support you further when you are at home

Why focus on spelling? Individuals: It supports reading Helps encourage fluent writing Good vocabulary choices can be made Supports positive learners Children sit a Spelling, Punctuation and Grammar Test at the end of Year 6 and from this year this will be introduced in Year 2 as well. SPaG (Spelling, Punctuation and Grammar)

SPaG Purchased a new scheme of work entitled No Nonsense Spelling Subscribed to Spellodrome with mixed reviews Purchased termly SPaG assessments to support children with the style of the test and enable us to continue to analyse progress Held a parent workshop sharing ways to support spelling.

Reception Year 2 We use Letters & Sounds to teach reading and spelling It is broken up into Phases 1-6 Phase 1 is covered in pre school / nursery prior to beginning Reception and revisited in Reception Phase 2-4 is covered in Reception Phase 4-5 is covered in Year 1 Phase 6 is covered in Year 2

Phoneme The smallest unit of sound - think phone Grapheme The symbol for a phoneme think graph Digraph When two or more letters come together to make a phoneme Trigraph When three letters come together to make a phoneme Segmenting The process that is involved in chopping the sounds in a word up to help to read it or write it. Blending The process that is involved in bringing the sounds together to make a word or a syllable and is how /c/ /a/ /t / becomes cat.

Phase 1 Activities to encourage children to listen to sounds around them Joining in with a range of nursery rhymes Read good books to increase vocabulary Phase 1 at Home Learning how to sound-talk c-a-t Play I spy I spy a p-e-g peg See their name written in lower case letters apart from the beginning letter.

Phase 2 A set of le)ers is taught each week, in the following sequence: Set 1: s, a, t, p Set 2: i, n, m, d Set 3: g, o, c, k Set 4: ck, e, u, r Set 5: h, b, f, ff, l, ll, ss Tricky Words: to, the, no, go, I Phase 2 at Home Magnetic letters on the fridge Make little words together using the letters introduced Break words up Make / buy an alphabet poster Practise writing child s name lower case Practise holding a pencil developing the pincer grip

Phase 3 A set of le)ers is taught each week, in the following sequence: Set 6: j, v, w, x Set 7: y, z, zz, qu Consonant digraphs: ch, sh, th, ng Vowel digraphs: ai, ee, igh, oa, oo, ar, or, ur, ow, oi, ear, air, ure, er Tricky Words: we, me, be, was, no, go, my, you, they, her, all, are Phase 3 at Home Playing pairs with tricky words Play I Spy using letter names as well as sounds Continue with magnetic letters and making words Praise for trying Continue to read and share books together

Phase 4 Read and spell CVCC tent, damp, toast, chimp CCVC swim, plum sport, cream, spoon Tricky Words: said, so, she, he, have, like, what, some, come, were, there, little, one, my, they, all, are, do, when, out, her Phase 4 at home Practise reading and spelling CVCC and CCVC words Look out for words in the environment which your child will find easy to read lunch, fresh milk, drink, fish and chips

Phase 5 New Graphemes: ay, oy, wh, a-e, ou, if, ph, e-e, ie, ue, ew, i-e ea, aw. oe, au, ue Tricky Words: oh, their, people, Mr, Mrs looked, called, asked, water, were, who, again, thought, through, work, moue, many, laughed, because, different, any, eyes, friends, once Phase 5 at home Practise reading and spelling CVCC and CCVC words Look out for words in the environment which your child will find easy to read lunch, fresh milk, drink, fish and chips

Phase 6 In spelling children are introduced to the adding of suffixes and how to spell longer words. Throughout the phase children are encouraged to develop strategies for learning spellings. s, ing,ed, Strategy Syllables Base Words Analogy Mnemonics Explanation To learn a word by listening to how many syllables there are so it can be broken into smaller bits. (e.g. Septem-ber) To learn a word by finding its base word. (e.g. jumping- base word jump +ing To learn a word use a word that is already learnt. (e.g. could, would, should) To learn a word by making up a sentence to help remember them. (e.g. could OU Lucky Duck; people eat orange peel like elephants