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spelling S.W.S.T. structured spelling lists ch- -ch sh- -sh th- -th ee
oo short oo a-e i-e o-e u-e a/a-e i/i-e o/o-e u/u-e -ck -ke old -i- -ay ai ea ear oa ow oi oy -er -est P*-s P*-es -ing -d -ed S.W.S.T. Level 3 Teacher notes D.Bryant 2013
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Teacher notes - Suggested approach to whole class teaching of spelling [from SWST, intended to find gaps]. STRUCTURE Following a SWST spelling assessment, the class is put into three best-fit groups, [low, medium, & high]. [E.g. a Y4 class may have 2 pupils on Level 1, 2 - Level 2, 4 - Level 3, 10 - Level 4, 8 - Level 5 and 2 on Level 6. So the groups might be low – Level2/3, medium – Level 4, high – Level 5/6. The Level 1 could make a 4th group working with a TA.] WHOLE CLASS APPROACH - each group is given a new spelling target each week - each group is given a list of spellings from their appropriate level [SWST spelling lists]. SESSION 1 [15mins] 1. Each list of words is looked at and discussed as a whole class [e.g. from SWST power-point]. During this time, any rules are made explicit through using verbal questions and answers. Useful questions could be [example words: hope, close, home, chose, broke, slope] 1. What do you notice about these words? 2. What does the letter O make? 3. What sounds can the letter O make? 4. Why do the letters O make the long vowel sound? 5. Can you make any rule to explain the spellings of these words? Teach any rule explicitly. SESSION 1 cont’d [or SESSION 2 [15mins]] Children then focus on the above spelling lists at tables [e.g. prepared printed lists in spelling group folders]. During this session, they use the ‘look, say’ cover, write, check’ method for writing words in a Child’s Spelling Book practice]. They should repeat the ‘cover, write, check’ if not correct.[These can go home to help learning]. SESSION 2 cont’d [or SESSION 3 [15mins]] After spelling the words correctly, children move on to using the words in sentences or in activities such as using a dictionary or thesaurus. At the end of the week pupils should be tested on their weekly spellings and rewarded if correct. At the end of each week, each group should be tested on their weekly spellings. These could be done on paper to form a loose-leaf folder or a Spelling Log and marked. Errors can be re-given. Half-termly/termly tests may be appropriate to see if correct spellings has been retained after a period of time. See SWST manual for guide-lines on when and which SWST test to use [page 1].
![Teacher notes - Suggested approach to whole class teaching of spelling [from SWST, intended to find gaps].](http://slideplayer.com/slide/16243596/95/images/2/Teacher+notes+-+Suggested+approach+to+whole+class+teaching+of+spelling+%5Bfrom+SWST%2C+intended+to+find+gaps%5D..jpg "STRUCTURE Following a SWST spelling assessment, the class is put into three best-fit groups, [low, medium, & high]. [E.g. a Y4 class may have 2 pupils on Level 1, 2 - Level 2, 4 - Level 3, 10 - Level 4, 8 - Level 5 and 2 on Level 6. So the groups might be low – Level2/3, medium – Level 4, high – Level 5/6. The Level 1 could make a 4th group working with a TA.] WHOLE CLASS APPROACH - each group is given a new spelling target each week - each group is given a list of spellings from their appropriate level [SWST spelling lists]. SESSION 1 [15mins] 1. Each list of words is looked at and discussed as a whole class [e.g. from SWST power-point]. During this time, any rules are made explicit through using verbal questions and answers. Useful questions could be [example words: hope, close, home, chose, broke, slope] 1. What do you notice about these words. 2. What does the letter O make. 3. What sounds can the letter O make. 4. Why do the letters O make the long vowel sound. 5. Can you make any rule to explain the spellings of these words. Teach any rule explicitly. SESSION 1 cont’d [or SESSION 2 [15mins]] Children then focus on the above spelling lists at tables [e.g. prepared printed lists in spelling group folders]. During this session, they use the ‘look, say’ cover, write, check’ method for writing words in a Child’s Spelling Book practice]. They should repeat the ‘cover, write, check’ if not correct.[These can go home to help learning]. SESSION 2 cont’d [or SESSION 3 [15mins]] After spelling the words correctly, children move on to using the words in sentences or in activities such as using a dictionary or thesaurus. At the end of the week pupils should be tested on their weekly spellings and rewarded if correct. At the end of each week, each group should be tested on their weekly spellings. These could be done on paper to form a loose-leaf folder or a Spelling Log and marked. Errors can be re-given. Half-termly/termly tests may be appropriate to see if correct spellings has been retained after a period of time. See SWST manual for guide-lines on when and which SWST test to use [page 1]..")
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I can spell ch- words. chap chat chess chest chicken chill chin chip
chimp chuck ch ch ch, chop the chips
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I can spell -ch words. arch bench drench rich much lunch brunch crunch
such ch ch ch, chop the chips
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I can spell sh words. shaft shed shell shift shin ship shock shop shot
shun shut shy I can spell sh words. sh sh sh, fish on a dish
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I can spell -sh words. ash cash crash flash mash rash smash dish fish
wish gosh brush crush hush rush selfish sh sh sh, fish on a dish
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I can spell th- words. than that the them then there thin thing think
this th th th, thorn in the thumb
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I can spell -th words. bath path with both cloth clothes th th th,
thorn in the thumb
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I can spell ee words. see deed feed need seed weed feel heel seem been
seen deep keep peep feet meet free three tree bleed speed cheek steel between green queen ee ee, keep the jeep
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I can spell oo words. too food mood roof cool fool pool room broom
spoon moon soon boot oo oo, a cool pool
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I can spell oo words. good stood wood book brook cook hook look shook
took wool foot soot oo oo, look at a book
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I can spell a-e words. made cage page cake lake make take came game
name same date gate late mate gave save wave shade bake flake shake flame shame plane grape a-e, a-e, make a cake
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I can spell i-e words. tide wide bike hike like time fine line mine
nine pine wine pipe wise bite kite size inside slide smile stile while chime slim shine spine i-e, i-e, nice smile
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I can spell o-e words. coke joke poke woke hole dome home cope hope
pope rope hose nose rose vote broke broken choke smoke spoke spoken woken stone throne close those chose chosen froze frozen o-e, o-e, mole in a hole.
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I can spell u-e words. cube tube rude duke flume tune cute chute use
abuse fuse u-e, u-e, tube on a cube.
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I can spell a/a-e words. mad made can cane man mane pan pane cap cape
scrap scrape tap tape at ate fat fate hat hate mat mate Just add the magic ‘e’
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I can spell i/i-e words. rid ride slid cane slim slime fin fine pin
pine spin spine win wine pip pipe rip ripe bit bite spit spite Just add the magic ‘e’
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I can spell words. o/o-e u/u-e rob robe cod code rod rode cop cope hop
hope pop pope not note cub cube tub tube us use cut cute Just add the magic ‘e’
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I can spell -ck words. back block crack clock lack cock rack rock
stack sock track shock flick smock kick duck lick luck pick stuck sick tuck tick truck trick Ck, ck, back on track
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I can spell -ke words. bake cake choke flake coke lake joke make some
rake duke stake bike like pike spike trike bloke -ke, -ke, like my trike!
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I can spell old words. bold cold fold gold hold old sold scold told
hold my gold!
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I can spell -i- words. mild wild behind blind find kind mind wind pint
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I can spell -ay words. always today away tray clay way day Monday
display gay hay holiday may pay play say stay ay, ay, play all day!
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I can spell -ai- words. nail pail sail again brain drain grain pain
paint plain rain saint train ai, ai, I’m in pain!
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I can spell -air words. air chair fair hair lair pair stair air, air,
that’s not fair!
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I can spell ea words. beach cheap each beat peach eat reach cheat
teach heat lead meat read neat speak peat weak seat deal treat real wheat steal ease clean ea, ea, reach the beach!
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I can spell -ear words. dear ear fear hear near rear spear year
hear with my ear.
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I can spell oa words. load throat road approach toad coach loaf poach
cloak foal oak goal soak groan boat loan coat moan float boast goat coast gloat roast oat toast oa, oa, float my boat.
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I can spell ow words. below blow flow follow glow grow low own show
slow snow throw yellow ow, ow, throw the snow.
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I can spell oi words. boil coil coin foil join oil point soil toil
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I can spell oy words. boy coy joy enjoy toy ahoy employ oy, oy,
enjoy the toy.
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I can spell -er words. colder longer older richer smaller smoother
sweeter taller braver closer riper safer wider
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I can spell -est words. coldest longest oldest richest smallest
smoothest sweetest tallest bravest closest ripest safest widest
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I can spell plurals – just add ‘s’ words. boats tubes books cages
chairs noises coins pages goals prizes rooms roses seeds sizes shops boasts teams cooks bikes thinks games sweets homes screams shapes speaks
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I can spell plurals – add ‘es’ words benches kisses lunches boxes
[to words that end in ch, s, sh, ss, x, zz] benches kisses lunches boxes beaches foxes peaches sixes gases taxes buses buzzes brushes coaches crashes teaches fishes reaches wishes classes rushes dresses glasses crushes
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I can spell ‘ing’ words beating teaching boiling thinking coaching
fishing floating joining looking painting preaching reading sailing shooting sleeping
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I can spell ‘-d’ words [to words that end in ‘e’] /d/ /t/ amazed baked
closed hoped lined joked named liked saved shaped smiled smoked tuned /ed/ used fated waved hated mated stated noted
![I can spell ‘-d’ words [to words that end in ‘e’] /d/ /t/ amazed baked](http://slideplayer.com/slide/16243596/95/images/37/I+can+spell+%E2%80%98-d%E2%80%99+words+%5Bto+words+that+end+in+%E2%80%98e%E2%80%99%5D+%2Fd%2F+%2Ft%2F+amazed+baked.jpg "closed. hoped. lined. joked. named. liked. saved. shaped. smiled. smoked. tuned. /ed/ used. fated. waved. hated. mated. stated. noted.")
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I can spell ‘-ed’ words /d/ /ed/ enjoyed booted joined floated moaned
heated nailed invented opened painted played pointed sailed shifted /t/ waited cooked looked soaked
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