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spelling S.W.S.T. structured spelling lists -gh s-r/thr db* db*/-le
ou ow aw -ew er ar ir or ur -y /i/ -y /e/ -ck/-ke compound al- de- re- non- dis- un- mis- anti -y -ly -ful -less -ness -er -est P*s/es -ing y+ing drop e/ing -d -ed S.W.S.T. Level 4 Teacher notes D.Bryant 2014
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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/16558431/96/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 -igh words. high bright brighten fight flight fright light
might night right sight tight Wight
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I can spell s-r thr words. scrap thrash scrape three shrimp throat
shrink throne shrug throttle shred thrush spring straight stream string strip stripe stroke
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I can spell db words. address lorry better mummy butter puppet button
puppy collect rabbit common rubber daddy sudden dinner Summer hammer supper happy tennis ladder letter lolly
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I can spell db/-le words. bubble apple scribble battle cuddle bottler
daddy kettle middle little muddle dazzle paddle drizzle puddle puzzle riddle saddle juggle smuggle
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I can spell -le words. bible ankle bundle grumble candle able dawdle
cable handle fable needle table noodle sample poodle simple chuckle prickle tickle uncle angle
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I can spell ou words. cloud our proud sour around house found mouse
ground out pound outside round about sound shout surround mouth wound south count flour hour
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I can spell ow words. bow powder allow towel brow owl cow growl how
flower now power brown shower clown tower crown down drown town crowd
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I can spell aw words. claw draw flaw in-law jaw law outlaw paw raw saw
straw lawn yawn
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I can spell -ew words. blew chew crew dew drew few flew grew Jew new
renew screw stew
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I can spell er words. her river after nerve paper serve water sister
herb other verb another term brother stern mother verse father under together over different never silver
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I can spell ar words. car arm far farm star harm hard part card start
barge target large dark mark market park shark spark
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I can spell ir words. fir dirt stir dirty bird shirt third skirt girl
thirteen swirl thirty twirl firm chirp first thirsty birth birthday
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I can spell or words. for cord fork form deform storm born corn
morning torn horse north port
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I can spell ur words. disturb purse church burst murder Thursday
murmur Saturday burn hurt burnt further return urgent Saturn turn surprise purpose curse nurse
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I can spell -y/i/ -y/e/ words. apply carry deny hurry rely marry reply
scurry supply tidy vary
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I can spell -ck -ke words. back like block pick bake pike brake shock
broke smack chick stuck choke smoke click spoke crack track coke trick flick take flake lick I can spell -ck -ke words.
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I can spell words. compound bedroom joystick blackbird outside bonfire
paintbrush cloakroom playground clockwise popcorn cupboard sandwich database tablecloth football upstairs goalkeeper waterproof goodnight weekend grandfather windmill handbag household I can spell compound words.
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I can spell al- words. almighty almost alone along already alright
also altogether always I can spell al- words.
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demist deflate de-ice defrost decode debug I can spell de- words.
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refill reform refresh refuse repay replace I can spell re- words.
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I can spell non- words. non-drip non-smoker non-starter non-stick
non-stop nonsense I can spell non- words.
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I can spell dis- words. disable disagree disarm disclose discover
disease disgrace dislike disobey disorder disown displease disrepair I can spell dis- words.
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I can spell un- words. unable unbeaten unblock uncover uncut undo
unfair unfit unfold unhappy unkind unload unlucky I can spell un- words.
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I can spell mis- words. misbehave misdeal misfire mishear mislead
misplace misread misspell mistake misunderstand misuse I can spell mis- words.
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antifreeze antibody anticlockwise anti-virus I can spell anti- words.
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I can spell -y words. bony flaky greasy lazy nosy prickly rosy scary
shiny slimy smily smoky sparkly I can spell -y words.
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I can spell -ly words. blindly bravely correctly fairly hardly kindly
lively lonely loudly proudly sadly shyly slightly I can spell -ly words.
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I can spell -ful words. boastful careful faithful forgetful grateful
handful harmful hateful helpful hopeful mouthful painful playful I can spell -ful words.
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I can spell -less words. ageless careless endless fearless helpless
homeless hopeless lifeless painless powerless seedless shameless smokeless I can spell -less words.
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I can spell -ness words. braveness childishness darkness fairness
foolishness kindness lateness suddenness wickedness willingness I can spell -ness words.
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I can spell -er words. brighter baker farmer braver faster closer
fighter dancer lighter driver neater larger prouder later reader liner slower maker starter nicer stronger rider teacher riper tighter ruder I can spell -er words.
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I can spell -est words. brightest fastest kindest neatest slowest
strongest weakest wildest bravest closest largest latest nicest I can spell -est words.
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I can spell P*s/es words. addresses angles bubbles churches diseases
farmers flowers horses houses markets murderers nights nurses I can spell P*s/es words.
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I can spell -ing words. burning counting discovering disturbing
drawing filtering frightening gleaming hurting murmuring parking renewing returning I can spell -ing words.
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I can spell y+-ing words. crying drying frying prying trying applying
carrying denying hurrying marrying relying replying scurrying I can spell y+-ing words.
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I can spell drop e +ing words. closing driving hoping joking liking
lining making naming poking saving scraping shaking sliding I can spell drop e +ing words.
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I can spell -d words. disused grumbled surprised included juggled
displeased replaced disabled misbehaved refused decoded stroked dawdled I can spell -d words.
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I can spell -ed words. assorted turned battled surrounded crowded
discovered disobeyed started displeased revisited disturbed drowned flawed frightened marked murdered powered sorted
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