1. Spelling Information Workshop October 2010

2. Aims of this evening  To identify strategies for teaching and supporting spelling at home.  To clarify our expectations for practice in spelling.  To develop a consistent approach to this throughout our school.

3. How did you learn to spell? What are your feelings about spelling?

4. Why children need to learn to spell correctly:  Poor spelling creates a bad impression: It's the first thing a reader notices. It's the first thing a reader notices. Examiners, teachers, prospective employers, often place weight on spelling Examiners, teachers, prospective employers, often place weight on spelling  Anxiety about spelling inhibits a child's writing especially their choice of words.  Even in these days of computers there are still times when we need to write.  Children learn spelling lists for tests but may not remember them in their writing and many words are forgotten.  Weekly spelling list+weekly spelling test =quick fix, but short term gain only.  Understanding words+structured teaching =lifelong spelling skill

5. Our teaching :  Builds pupils’ spelling vocabulary by introducing basic patterns or conventions in literacy.  Spelling strategies taught explicitly and applied to high frequency words, cross curricular words and individual pupil’s words.  Continually practise those already introduced.  Short lively sessions – different games and activities.  Proof-reading taught as a spelling skill in Literacy.  Linked to handwriting. Remember spelling tests are always separate To other literacy testing, i.e. QCA and SAT tests.

6. Extra help for those who find spelling difficult.. Specific targeted approaches for children identified as requiring Our Programmes in school:  Acceleread/ Accelewrite  Spelling Made Easy  Direct phonics  Letters and sounds (continuation from KS1)

7. To improve and develop their spelling children need to:  Develop an interest in words first and foremost.  Feel safe about trying new words and not just words they're really sure about.  Learn about: the way words are built up using syllables the way words are built up using syllables basic spelling patterns of English basic spelling patterns of English memorising strategies memorising strategies the meanings of words – etymology the meanings of words – etymology prefixes and suffixes prefixes and suffixes  Write for their own enjoyment without the fear that they will be criticised.  Reading for pleasure regularly helps with spelling.

8. Identifying the Key Spelling Pattern Children need to be taught useful spelling patterns and rules.  One good technique is to begin by giving children a list of words to sort.  Then ask them to look carefully at how they sorted the words, and see if they can spot the spelling rule.  Can they come up with other words that use the same rule?  Finish by explaining the rule, giving further words, and see if the children can use the rule to sort the words more quickly.

9. Another way to help…  Most children love to play with computers, so they may enjoy practicing their spelling words by typing them.  Using basic word processing software allows kids to type their spelling words and have them well in mind.  Kids can experiment with different fonts and colours as they type words from the word list. They can even make the words appear tiny or large.

10. And another way for tricky spellings  If you have old newspapers and magazines lying around the house, they can put them to good use by helping a child prepare for an upcoming spelling test.  Let them cut letters from the magazines and newspapers and then use the letters to spell the spelling words.

11. …and another!  Some kids might like to make a spelling word memory game.  Children can write their words on index cards. Each spelling word should be written on two cards so that they become a pair.  Play Matching Pairs or Kim’s Game. By using these methods, children can learn the words and have a better chance of knowling them for life!

12. You can also help your children by:  Encouraging them to look closely at words and talking to them about words encouraging them to try new words Tip: they won't do this if you're always criticising their spelling Tip: they won't do this if you're always criticising their spelling  Play word games with them, such as: Hangman Hangman Boggle Boggle Scrabble Scrabble  Encouraging spare time reading Pointing out interesting newspaper items Pointing out interesting newspaper items Encouraging visits to the library Encouraging visits to the library Buying comics, magazines and books as treats Buying comics, magazines and books as treats

13. The Importance of Syllables in Spelling All good spellers are skilful at breaking words up into syllables: All good spellers are skilful at breaking words up into syllables:  care-ful  hos-pit-al  u-ni-ver-si-ty Breaking a word into syllables makes it easier to deal with one small bit at a time.

14. Useful memorising strategies  When you come across a new word ALWAYS use the LOOK - THINK - COVER - WRITE - CHECK method to memorise it.  LOOK carefully at the new word. How can you break it into smaller bits? Do any of the smaller bits remind you of the patterns of letters from other words?  THINK about the parts of the words, which might cause problems - double letters for instance, or a vowel that isn't pronounced as you would expect.  COVER the word and close your eyes. Try to see it in your mind's eye.  WRITE the word down without looking back.  CHECK to see if you're right. If not, look carefully at where you went wrong and try again.

15. Mnemonics are useful for particularly tricky words, or for key spelling patterns:  piece – a piece of pie  because – Big Elephants Can Always Understand Small Elephants  ould – Oh, you, lucky duck (should, could, would)  ound – Oh you naughty duck (ground, found)  laugh – Laugh At Ugly Goat Hair  island – an island is land surrounded by water  necessary – 1 collar and 2 sleeves are necessary  parliament – Liam went to the Houses of parliament  separate – there is a rat in separate  secretary – a good secretary can keep a secret  terrible – Ribs feel terrible  business – going by bus is good business  rhythm – rhythm gets your 2 hips moving  accommodation – 2 cats, 2 mice, 1 dog - accommodation  soldier – soldiers sometimes die in battle  quiet – keep quiet about my diet  guitar – I only play guitar when I’m drinking fruit juice

16. Respecting "good mistakes" :  Those which use letter patterns which do make the right sound, even though they are not right for that particular word. So, for "purpose": "purpus" would be a good guess - like "focus" "purpus" would be a good guess - like "focus" "prupos" would be a less good guess "prupos" would be a less good guess  Ensuring a dictionary is on hand for homework.

17. WORD WEBS Word webs are likely to have more impact: autobiography biology biological graph graphic graphical autograph graphological automobile automatic autocrat autograph automaton Challenging more able spellers!

18. WORD WEBS Sign Consign Consignment Consigned Design Designer Designing Designed Designation Designate Redesign Resign Resignation Resigning Resigned Signature Signatory Assign Assignment Assignation Reassign Signal Signalling

19. Presentation Modelling good presentation as children will learn from our writing Look at a badly presented page in a child’s English book   What is wrong with it? More spelling errors?   What does the child need to do to improve?   What do you need to do to facilitate this?   What do we model?

20. When your child is writing creatively…  Dot words that are incorrect when they are writing. E.g. catastofee  >>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>  Do not correct every spelling as it is demoralising – 3-5 is a good guide.  Praise, praise, praise and more praise for trying!!

21. Different ways to help your child Taking a spelling test can be a scary prospect for any child in school, but there are ways that parents can help their child practice the words so they'll be ready for the test and applying this new found knowledge in their writing.  Using an arsenal of games and interactive activities will help children learn their spelling words and have fun at the same time. These activities will strengthen the spelling lessons children learn in the classroom. Have a play!!!

22. And finally…  Questions? Come and see us…  Post-it notes – use these to comment on whether you found this helpful and future training/information workshops that you would find useful! Thanks for coming along!