1. Spelling… getting it write, wright, right. Adapted from southglos. gov
Spelling… getting it write, wright, right! Adapted from southglos.gov.uk

2. Aims
To know the implications for spelling within the primary curriculum
To understand how spelling is being taught in school and what is considered to be good practise
To have the opportunity to ask questions
To know how you can support spelling at home

3. Task
In a puiltacibon of teh New Scnieitst it siad you cuold jublme all teh letetrs in a wrod adn as lnog as teh frist adn lsat were the smae, reibadailty wolud hadrly be aftcfeed. My ansaylis did not cmoe to mcuh beucase of teh thoery at the tmie but raserceh sugsegts we may hvae smoe pofrweul palrlael prsooscers at wrok, which seepd up regnicoiton. We olny need the frist and lsat letetrs to spot chganes in meniang.

4. Spelling is a mental process To support children well, we need to be aware of the mental processes involved
Say the word
Visual memory of the word
The feeling of correctness
Correct spelling

5. New Curriculum Expectations
Significant increase in expectations across all year groups
Greater focus on spelling rules and conventions
Greater focus on word roots and origins
Word lists are particularly demanding
Skills need to be embedded

6. Working towards…

9. Spelling Tests alone: Problems
Children rarely commit spellings learnt for a test to their long-term memory
Some get 10/10 but then fail to spell these words correctly in their writing
Can lead to poor self-esteem for children who practice but then don’t get many correct
Gives teachers little information about the spelling skills children need to develop

10. What Does The Research Say?
Teaching children strategies for correcting spelling is far more important than giving them the correct spelling of a word
Spelling strategies and major spelling patterns are taught much more effectively through lessons than through workbooks or spelling tests
If children learn spellings for tests and don’t use those words in their own writing, they will forget them within days
Individualised spelling dictionaries are useful as children are trying to get a grasp of new spellings 
There’s a need for both schools and parents to spend more time on the basics 

11. What Does The Research Say?
We often wrongly assume that if children read widely they will be good spellers. This presupposes they are understanding and processing every word
Children need to be taught why words are spelt as they are. They love to hear where words come from e.g. words like knight, knock were historically pronounced k-night and k-nock but it became unfashionable to say them as such but their spellings remained.

12. What Are Effective Schools Doing?
Arranging training for all staff
Structuring spelling so that it is taught across several sessions each week
Using the teaching sequence:
Revisit Teach Practice Apply
Providing opportunities for children to investigate, make generalisations, discover rules and embed their learning
Supporting the use of individual spelling logs
Using a range of visual, auditory and kinaesthetic approaches
Assessing spelling termly through children's writing and activities
Building the word list words into teaching as appropriate
Keeping parents informed and involved

13. FUNdamentals Being able to say the word correctly and grammatically
fing yer ven
thing there then
Model correct pronunciation
“ Yes you’re right, that thing was there then”
“They comed in and rit it when they seed it.”
“Yes you’re right, they came in and wrote it when they saw it.”

14. Word Families/Classes
Verbs – doing/action words
Nouns – names of objects, places, etc
Real Nouns –
Adjectives – describing words
Adverbs – How something is being done
These word families can be manipulated eg. an adjective into a noun
kind + ness = kindness
Therefore to manipulate spellings, children need to be able to talk about their functions

15. Vowels and ConsonANTS Important to know to help apply spelling rules
a e i o u (and sometimes… y)
Short vowels - ant egg igloo otter under
Long vowels – cake bean like bone cube
I mad a cak. I lik eting cak.
ConsonANTS – are all the rest

16. Common Exception Words
Some can be sounded out using phonics
Some are ‘tricky’
because
Shape – because
Singing - ♫ b-e-c-a-u-s-e ♫
Mnemonic - big elephants can’t always use small exits

17. Root Words (base words)
…from which many new words grow
root words + suffixes
hardest
kindness
jumped
quickly
hopeful
boxes
fearless

18. Rules, rules, rules (sometimes get broken)
Putting root words into past tense…
It’s all about the ending…
jump  jumped
ice  iced
hop  hoped  hopped
cry  cried

19. Plurals https://www.youtube.com/watch?v=lD1OaD4FBqM
y to i sound rules again
baby  babies
puppy  puppies
lolly  lollies
This rule applies to most suffixes..
happiest, silliness, happily, merriment
ey  drop it and add ies donkey - donkies

20. Contracted Words
Words are like muscles. We can contract them/make them shorter.
We use an apostrophe to show we’ve missed out sounds.
could not  couldnot  couldn’t
we will  wellwill  we’ll
I am  Iam  I’m
they have  theyhave  they’ve
It is  itis  it’s (no apostrophe needed when it’s not its thing)

21. Recommend Apps & Websites
Squeebles
Vocabulary Spelling City
Spell with Pip
Abc pocket phonics
Spelling Monster
Pirate Phonics
Nessy
Teach Your Monster to Read
Twinkl
Phonics Play
Good Old Fashioned Games (for when the Wifi is down)

22. Final Thought… A moth is not a moth in mother,
I take it you already know
Of tough and bough and cough and dough?
Others may stumble, but not you,
On hiccough, thorough, tough and through.
Well done! And now you wish, perhaps,
To learn of less familiar traps?
Beware of heard, a dreadful word
That looks like beard and sounds like bird,
And dead: it’s said like bed, not bead –
For goodness sake don’t call it deed!
Watch out for meat and great and threat
(They rhyme with suite and straight and debt).
A moth is not a moth in mother,
Nor both in bother, broth in brother,
And here is not a match for there
Nor dear and fear for bear and pear,
And then there’s dose and rose and lose –
Just look them up – and goose and choose,
And cork and work and card and ward,
And font and front and word and sword,
And do and go and thwart and cart –
Come, come, I’ve hardly made a start!
A dreadful language? Man alive!
I’d mastered it when I was five!

23. Go Forth and Conquer…
Learning…
spellings…
can…
be…
fun…