Spelling at

Croft Primary School

Spelling is all around us!

Mouk

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.

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.

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)

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.

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.

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)

Rationale for the Revision of the Spelling Curriculum

•We want to take the best aspects from previous, current and draft spelling frameworks.

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

Why children need to learn to spell correctly:

Poor spelling creates a bad immpresion; it's the first

thing a reader notises.

Examiners, teechers and prospective employers offen

place a lot of wait on spelling.

Anxiety about spelling inhibits a child's writeing,

especialy they’re choice of words.

Even in these days of word procesors, their are still

times when we need to right.

notices.

impression;

teachers

writing,

especially their

often

weight

write.

processors there

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

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.

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.

How spellings will be taught at Croft Primary School

There is a variety of ways HOW spellings can

be taught

mnemonics

Breaking words

into syllables

Learning spelling patterns

Using prefixes and

suffixes and their

patterns

Speed writing

LSCWC

Using coloured pens

How spellings will be taught at Croft Primary School

There is a variety of ways of how spellings can

be reinforced at home

Draw spellings in

salt

Use teddies to

help

en wt

e nw t

Make letters out of play dough

Write words with

missing letters

w nt

Look at tricky parts of words.

Test them!

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

What Next?

Thank you for

listening.