1. Spelling at
Croft Primary School

2. Spelling is all around us!
Mouk

3. I take it you already know Of tough and bough and cough and dough?
Others may stumble, but not you
On hiccough, thorough, Slough, and through.

4. 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.

5. 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)

6. A moth is not a moth in mother. Nor both in bother, broth or brother.
And here is not a match for there,
Nor dear and fear for bear and pear.

7. 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.

8. And do and go, then thwart and cart –
Come, come, I’ve hardly made a start.
A dreadful language? Why, man alive!
I’d mastered it when I was five!
And yet to write it, the more I try,
I’ll not learn how ‘til the day I die.
(Anon)

9. Rationale for the Revision of the Spelling Curriculum
We want to take the best aspects from previous, current and draft spelling frameworks.

10. Spelling has 2 main strands
Phonics, spelling patterns and conventions
fun funny
grease greasy
Investigating adding prefixes and suffixes
e.g. auto… anti….
….ful …less
Tricky / common words
the was you
way three
thought inside
pronunciation hindrance

11. Why children need to learn to spell correctly:
Poor spelling creates a bad immpresion; it's the first thing a reader notises.
impression;
notices.
Examiners, teechers and prospective employers offen place a lot of wait on spelling.
teachers
often
weight
Anxiety about spelling inhibits a child's writeing, especialy they’re choice of words.
writing,
especially
their
Even in these days of word procesors, their are still times when we need to right.
processors there
write.

12. To improve and develop their spelling children need to:
Develop an interest in words
Feel safe about trying new words, not just words they're sure about
Learn about, the way words are built up using syllables
Know about the basic spelling patterns of English
Have a range of memorizing strategies
Explore the meanings of words
Understand prefixes and suffixes
Write for their own enjoyment, without the fear that they will be criticized
Read for pleasure

13. How spellings will be taught at Croft Primary School
Foundation and Year 1 – Daily phonics session
Year 2 - Discrete phonics/ spelling session at least 4 times per week
Key Stage 2 - Spelling pre-test and direct teaching, then short opportunities planned throughout the week for consolidation.

14. This will show progress rather than just attainment
Why the Pre-test?
This will show progress rather than just attainment
In upper Key Stage 2 ensures that pupils are only learning NEW words
Helps pupils to look at where they went wrong with each word and focus on that specific part of it.

15. There is a variety of ways HOW spellings can be taught
How spellings will be taught at Croft Primary School
There is a variety of ways HOW spellings can be taught
Speed writing
mnemonics
Learning spelling patterns
Using coloured pens
Breaking words into syllables
Using prefixes and suffixes and their patterns
LSCWC

16. There is a variety of ways of how spellings can be reinforced at home
How spellings will be taught at Croft Primary School
There is a variety of ways of how spellings can be reinforced at home
Use teddies to help e n w t
Make letters out of play dough
Draw spellings in salt
Write words with missing letters
w nt
Look at tricky parts of words. e n w t
Test them!

17. What Next?
We are will now run 3 short spelling / phonics sessions ( approx 15 minutes in length) to go through the spellings your children will be studying and the different ways we will deliver them.
Rec/ Y1/Y2 will be held in Mrs Spratt’s Room
Y3/Y4 will be held in Mrs Mongan’s Room
Y5/Y6 will be held in Mrs Culliford’s Room

18. Thank you for listening.
What Next?
Thank you for listening.