2. Ruth Miskin is one of the UK’s leading authorities on teaching children to read. An experienced former head teacher and trainer, she has over 25 years’ teaching experience.

3.  Complexity of the English language  We write the ‘ay’ sound at least eight different ways – play, rain, make, eight, straight, reign, rein, break  In the past, many of our children were able to score well on weekly spelling tests, but they were not consistently able to spell the same words in their independent writing. The spelling of words was forgotten immediately after the test.  For other children, the test was very stressful and simply getting spellings wrong was demoralising.

4. We are trying hard to make spelling fun, enjoyable and interesting! Read Write Inc. Spelling is a fast paced, systematic spelling programme based on proven strategies of teacher modelling, followed by partner work and independent work, to embed learning. The programme covers all the word structures and spelling requirements for Years 2–6 in the new curriculum. It is: Built around a series of short, progressive activities Uses partner work to help children learn effectively and recall what they have learnt What is different?

5.  It is a spelling programme which is run in daily sessions of approximately 15minutes.  Engaging online resources introduced by aliens  There is a ‘Practice Book’ which has a range of teacher-led activities, paired work and independent activities.  Alongside this there is a Spelling Log where children can record the words they find difficult to spell.

6. For each unit, there is: A Speed Spell Spelling Zone Dots and dashes Word changers Dictation Four in a row game Choose the right word Spelling Log Each unit lasts for 1 week

7. SessionActivities 1Speed Spell Spelling Zone Dots and dashes 2Rapid recap (online only) Word changers 3Words to log and learn Dictation 4Four-in-a –row Choose the right word 5Team teach Jumping red/orange words

8.  Choose five words from activities 2 and 3 that you find most difficult. Write them in the grid of your spelling log book.  Circle the part of the word that you find most difficult to remember and explain why to your partner.  Explain to your partner how you will remember to spell the word.

9. Each week the children learn some ‘Red or Orange Words’, and words which are spelt using the focus sound for the unit. Teaching and class-based activities Identification of tricky words Extra practise with tricky words at home Half –Termly Spelling Challenge A list of between 30 and 50 words will be sent home at the end of the penultimate week of each half-term. The children will work on these with their group the following week, learning to spell them accurately. Extra work at home over the weekend and the early part of the week will support them in this task.

10. Individual challenge on the words each child finds difficult –these are taken from the spelling patterns taught and other high frequency words Each child can have their progress assessed Working in a group encourages teamwork and competition to help each other embed their learning where  key quay  see  tease tease l

11.  By regularly practising the words in their child’s spelling log.  Using a range of activities for learning challenging words: - Mnemonics use words and phrases to help children learn the tricky bits of words. Would, could, should, shoulder (oh you (u) lovely duck). - N. B. Don’t use too many mnemonics – it can sometimes be just as easy to remember the word as the mnemonic! - Word in a word. Sometimes it helps to notice that there is a word within a word and that can help us to spell it e.g. busy on the bus; business on the bus - Sticky letter Some words are often spelt incorrectly because of one unexpected or ‘sticky’ letter. Write the word with the sticky letter really big and then draw something in the shape of the letter e.g. o in people: draw a face

12.  Summary of school approaches to spelling using read, Write, Inc  Spelling word lists for your child’s year group