1. Investigating how language works: spelling strategies
Language Detectives
Investigating how language works: spelling strategies

2. Spelling ‘test’ superlicious ponfescration rumstanying transopter
Slide is animated: before showing answers one by one, ask students to write down the spellings of four invented words as you read each one out, using what they know about typical sounds and combinations of letters. Stress that they aren’t real words but they do follow typical spelling patterns. Repeat each word three times, stressing each syllable clearly. Invite them to spell the word 2 different ways if they can’t decide on one version. Encourage ‘best guesses’.
The words are:
superlicious (su-per-lic-ious)
ponfescration (pon-fes-cra-tion)
rumstanying (rum-stan-y-ing)
transopter(trans-opt-er)
Provide answers and invite students to supply real words that follow a similar sound-letter patterns e.g.
delicious, station; copying; helicopter
Ask which one they found hardest to spell and why that might be.
If you want, you can ask them to guess from the endings of the words, which they think would be an adjective (1); a noun (2, 4) and a verb (3)

3. Better spelling
Spellings can be tricky, but most words stick to predictable patterns and rules.
There are lots of strategies you can use to help you learn and remember tricky words.
By the end of this lesson you will be able to teach someone else how to spell 8 hard words:
environment science definite separate
photosynthesis weight unnecessary business
TASK: Individually: write down the words on the slide.
In pairs: check each other has copied them down correctly. Rewrite for each other any that were wrong.
Individually: ask students to decide which words they think are going to be easiest to teach to someone else and which words will be hardest. They can number them from easiest (1) to hardest (10) or give them a star rating to show the level of challenge. Ask them to underline/highlight/annotate to show which part of the word they think will be the most difficult to learn/remember.

4. How can we learn and remember tricky spellings?
1. Break it down and sound it out.
Break the word down into manageable chunks, say each chunk and write each one down:
definite
def – in – ite
Use the following slides to model different spelling strategies. Each time, ask students to try out the strategy on one of the words on their list of 10 i.e. a different one to the one you’ve modelled.

5. How can we learn and remember tricky spellings?
2. Say it in a way you will remember:
business
sounds like there’s a BUS in it
Use the slide to model different spelling strategies. Ask students to try out the strategy on one of the words on their list of 8 i.e. a different one to the one you’ve modelled.

6. How can we learn and remember tricky spellings?
3. Invent a memory trick that works for you.
separate
there’s a rat in separate
Use the slide to model different spelling strategies. Ask students to try out the strategy on one of the words on their list of 8 i.e. a different one to the one you’ve modelled.

7. How can we learn and remember tricky spellings?
4. Find the stem and see what’s added on.
Some words have a prefix (at the start) or a suffix (at the end) that’s added to the main stem. Try to remember common patterns:
photosynthesis
photo + syn+ thesis (like photograph or
synthetic)
Use the slide to model different spelling strategies. Ask students to try out the strategy on one of the words on their list of 8 i.e. a different one to the one you’ve modelled.

8. How can we learn and remember tricky spellings?
5. Look, say, cover, write, check.
Look carefully at the word, say it, cover it up, write it down, check if you’re right.
You might need to learn science like this.
Use the slide to model different spelling strategies. Ask students to try out the strategy on one of the words on their list of 8 i.e. a different one to the one you’ve modelled.

9. Spelling strategies Break it down and sound it out.
Say it in a way you will remember.
Invent a memory trick that works for you.
Find the stem and see what’s added on.
Look, say, cover, write, check.
environment science definite separate
photosynthesis weight unnecessary business
Display slide to remind of strategies, and words to teach someone else.
Individuals: Give students a few minutes to review spellings and the strategies they’ve been using to learn them.
Join into pairs for a spelling ‘test’ – see next slide.

10. Better spelling enviroment sciense definate separte
photosinthesis wieght unecessary buisness
Each of these words has one tiny spelling mistake – either a letter missing or the wrong letter used.
With a partner, take it in turns to:
point out the mistake
teach the correct spelling and a strategy to remember it
“take it in turns” means take 4 words each.
Consolidate: You could end with a ‘look, say, cover, write, check’ on the words students have found hardest.
Extend: students nominate key words from current topic in English or another subject for each other to spell and suggest a good strategy for remembering them.