1. Spelling and beyond . . . 2.2 – Curriculum
Literacy
Toolkit
HGIOS 4
Where does it link to How Good is Our School?
2.2 – Curriculum
2.3 – Learning, teaching and assessment
2.4 – Personalised support
The notes section in each presentation is primarily for the facilitator, indicating additional requirements or information.
Spelling and beyond . . .
The objective of this PPT is to explore the research and views around spelling, answering the question How can we ensure that children can spell – but also have a sound understanding of and knowledge about words? through engaging in professional dialogue, with a view to improving experiences for the young people in school.
This PPT will address the following Quality Indicators from HGIOS 4:
QI: 2.2 – Curriculum – Themes:
Rationale and design
Development of the curriculum
Skills for learning, life and work
QI: 2.3 – Learning, teaching and assessment – Themes:
Learning and engagement
Quality of teaching
Planning, tracking and monitoring
QI: 2.4 – Personalised support – Themes:
Universal support
Removal of potential barriers to learning

2. Spelling and beyond . . . Literacy Toolkit Agenda
Activity 1 – Introduction / Starter Activity (5 mins)
Activity 2 – How’s it going / feedback (10-20 mins)
Activity 3 – New Learning (25-40 mins)
Activity 4 – Personal Action Planning (10 mins)
Activity 5 – Summary of Learning (5 mins)
This agenda is fixed and is the same for every presentation in the toolkit.

3. Spelling and beyond . . . Literacy Toolkit
Activity 1: Voice on the table
In a maximum of 30 seconds, what did you think of when you saw the title ‘Spelling and beyond . . .’?
To start the session choose an activity which is non-judgemental and everyone can contribute.
“What did you think of when you saw the title ‘Spelling and beyond . . .’?
You have 30 seconds per teacher to tell the group what it is. No teacher can ‘pass”
The role of the teachers when it is not their turn is active listening
You may use a stopwatch
Choose respondents to share their opinion -everyone must be involved in this activity
Some aspects which people may discuss:
Word roots, patterns, meanings in contexts, word choice etc.
Max 5 Minutes for this activity

4. Spelling and beyond . . . Literacy Toolkit Activity 2: How’s it going?
Independently, write down the planned opportunities that you provide for children to study words in your classroom.
Share your ideas with your shoulder partner.
Staff to share the experiences they currently give children to study words in their classroom.
Facilitator to ask staff to bring along any relevant literacy planning documents so they can reflect on these planned experiences.
Practice suggests that we are teaching spelling, but are not necessarily always studying words.
10 minutes

5. Spelling and beyond . . . Literacy Toolkit
Activity 3: New Learning
I explore sounds, letters and words, discovering how they work together, and I can use what I learn to help me as I read and write.
*Responsibility of all
ENG 0-12a/LIT 0-13a/LIT 0-21a
I can spell the most commonly-used words, using my knowledge of letter patterns and spelling rules and use resources to help me spell tricky or unfamiliar words.
LIT 1-21a
I can spell most of the words I need to communicate, using spelling rules, specialist vocabulary, self-correction techniques and a range of resources.
LIT 2-21a
I can use a range of strategies and resources and spell most of the words I need to use, including specialist vocabulary, and ensure that my spelling is accurate.
LIT 3-21a
I can use a range of strategies and resources independently and ensure that my spelling, including specialist vocabulary, is accurate.
LIT 4-21a
In pairs/ as a group, discuss:
What key learning can you identify from these Outcomes?
This may include: exploring sounds, exploring letters, spelling commonly-used words, identifying word patterns, using specialist vocabulary etc.
How confident are you that your current practice provides the breadth of experiences described in one or more of these Outcomes?
Participants to reflect on their list from the previous slide. You may want them to highlight where their practice is effective in relation to the Outcome(s). The participants should then identify any missed opportunities.
Facilitator should collect responses from all groups.
20 minutes
What key learning can you identify from these Outcomes?
How confident are you that your current practice provides the breadth of experiences described in one or more of these Outcomes?

6. Spelling and beyond . . . Literacy Toolkit
“Throughout their education, children and young people should experience an environment which is rich in language and which sets high expectations for literacy and the use of language. Children and young people need to spend time with stories, literature and other texts which will enrich their learning, develop their language skills and enable them to find enjoyment. Spoken language has particular importance in the early years. Teachers will balance play-based learning with more systematic development and learning of skills and techniques for reading, including phonics.”
Literacy and English: Principles and Practice
Following on from the previous exercise – the facilitator should share this quote from the Literacy and English Principles and Practice paper.
The following question should be asked:
How can we ensure that children can spell – but also have a sound understanding of and knowledge about words?
Staff should be given 2 minutes to discuss their thoughts with a partner; these should then be shared amongst the group.
Key points Some suggestions . . .
Ensure opportunities for the exploration of word sounds and patterns through play or focused activities.
The definitions of words should be clear to the children and they should have opportunities to show their understanding through using the words in different ways (cloze procedure, using the right word at the right time, creating interesting sentences)
Children should be taught word patterns and spelling rules – they should learn to see connections between words and make predictions as to how words are spelt from this.
Word study should include time for looking at the effectiveness of words in different situations and the impact they have so children learn to choose words carefully in their own writing.
10-15 minutes
How can we ensure that children can spell – but also have a sound understanding of and knowledge about words?

7. Spelling and beyond . . . Literacy Toolkit
Activity 4: Personal Action Planning
Over the coming weeks, look for opportunities to engage in ‘Spelling and beyond . . .’ in your teaching.
What is the one thing that is going to have the biggest impact on your children’s knowledge of and understanding about words?
Bring back your findings to the next session.
Using the Personal Action plan sheet each teacher chooses one or two elements s/he is going to explore and use during the next month. This may involve doing more of some things and less of others and teachers may need pushing on this.
Activity 4: Personal Action Planning
Have copies of My Personal Action Plan ready to distribute
Pair-share: two minutes sharing your plan with your partner then swap.
Randomly choose two or three
teachers to share with the group
what their partner is planning
5 – 10 minutes

8. Spelling and beyond . . . Literacy Toolkit
Activity 5: Summary of Learning
Write your name on the card or post-it and write down the idea that resonated most with you in this activity.
Leave your card or post-it on your way out.
EXIT CARDS
Distribute exit cards (pieces of card or post its) and ask each member to write their name on the card and one thing that they learned in the workshop on the card.
Collect in the exit cards.
Read through the cards so that you can feedback to the group at the start of the next workshop.

9. Literacy across learning - Principles and Practice
Spelling and beyond . . .
Literacy
Toolkit
FOLLOW UP LINKS:
Literacy across learning - Principles and Practice
Highland Literacy - Spelling and Phonics
FOLLOW UP LINKS
The facilitator should refer participants to the follow up links which can be accessed independently for further information.
Reading Rockets - Word Study