Spelling & Maths Parent Information Evening & Interactive Workshop

‘Looking at the End Goal’ May 2016 #onebigfamily #doingourbest #welovelearning

SPELLING WORKSHOP MAY 2016 Good spelling teaching must give you the power to spell words you have never seen before.

“My spelling is wobbly. It’s good spelling but it wobbles and letters get in the wrong place.”

What does this say? ghoti

It says fish!

gh as in tough o as in women ti as in fraction

ghoti - fish

English is not phonetically regular

here are lots of ‘exceptions’ in English

Glossary of terms digraph – a type of grapheme where two letters represent one phoneme grapheme – a letter or combination of letters that corresponds to a single phoneme in a word phoneme – the smallest unit of sound – there are around 44 phonemes in English; the exact number depends on regional accents (cat has 3 phonemes) grapheme phoneme correspondences (GPCs) – the link between letters (graphemes) and the speech sounds (phonemes) that they represent homonym – two different words that look and sound exactly the same when pronounced (bark/bark) homophone – two or more different words sounding exactly the same (here/hear)

Glossary of terms

etymology – a word’s history, many words in English come from Greek, Latin or French

morphology – a word’s internal make-up in terms of root words, suffixes or prefixes

prefix – added at the beginning of a word to turn it into another word (disappear, impossible, literate)

uffix – an ending used at the end of a word to turn it into another word (jumping, helpless, beautiful)

oot word – a word which stands alone, it cannot be shortened (play, ground, house, light)

compound word – made from two or more root words (playground, lighthouse)

yllable – sounds like a beat in a word (cat has 1 syllable, jumper has 2)

antonym/synonym – opposite meaning and same meaning

Some facts about spelling We become more effective writers if we can spell easily. Spelling is only one aspect of writing but people can make judgements about our literacy and even intelligence based on our spelling. The English language is not regular, it is patterned. Working out patterns makes you a better speller. Good spellers take responsibility and check their own words and use dictionaries. Learning to spell is a developmental process of learning to apply different strategies.

What makes a good speller? Good visual memory

Recognise patterns

Recognise rhyme and rhythm

Exception/tricky words

Distinguish sounds around them

Alphabet – sounds and names

Oral blending and segmenting

Link letters with sounds

Observe order of events

Handwriting/correct pencil grip

Recognise parts as a whole

Prefixes and suffixes

Identify syllables

Positive attitude

Rules/conventions/strategies

Perseverance

The Developmental Stages of Spelling Preliminary Spelling: EYFS – 3-5 years Semi-Phonetic Spelling: 5 & 6 years Phonetic Spelling: 6 years Transitional Spelling: 7 to 8 years Independent Spelling: 8 or 9, at least by the end of Key Stage 2

Preliminary Spelling: EYFS – 3-5 years

Scribbles, letters and letter-like forms No understanding of phoneme- grapheme correspondence

Writing shows a lack of understanding of conventions of print as in space between words and left to right progression.

Semi-phonetic - 5 and 6 years

eveloping understanding of GPCs (grapheme phoneme correspondences nd attempting to use them

se most obvious phonemes – initial and final (wt for went) or initial/medial/ nal (bab for baby).

hole words with 2 or 3 letters, mostly consonants (ktn for kitten)

Phonetic - 6 years Choose GCPs on the basis of the sound of a word rather than conventional spelling patterns (wen for wen, wich for witch) Represent the phonemes (mostly) in a word (necst for next, peepl for people) Alternative graphemes insecure (ai, ay, a-e, eigh, a, ey) Write as they speak (fink for think)

ransitional – 7 to 8 years

Move from sound to structures

se graphemes to represent all consonant and vowel phonemes with owels in all syllables (castel for castle)

arting to use other strategies – knowledge of common letter patterns, ritical features of words as in silent letters and double consonants and making analogies (would, could, should)

uilding a growing bank of known words

dependent – 8 or 9 – at least by the end Key Stage 2

areness of the many patterns and rules of English spelling , including common patterns and irregular spellings

neralise and apply to unfamiliar words

e prefixes and suffixes

e a range of strategies

are when a word does not look right

ve a large bank of known words

What does phonics/spelling look like at Brabyns? An overview …

The Teaching Sequence This sequence remains the same throughout the School

TEACH PRACTISE APPLY

EYFS Nursery:

Reception:

Lots of listening games

Daily phonics (reading and writing)

Sound of the week

Lots of tricky / high frequency words

Letter sounds

Use Phonics Play

Name writing Use Phonics Play

Key Stage 1 Unseen dictation at the beginning of the week (10 words Y2, 6 words Y1), this includes the spelling rule and common exception words , example: were. Autumn and Spring in Year 1 linked to sound families and the spellings of these: oa o-e ow oh o Daily phonics and spelling activities – challenges and games – phonics remaining central to teaching and activities. Dictation repeated at the end of the week to show progress. Also look at independent work and continue to revisit.

Lower Key Stage 2 Unseen dictation at the beginning of the week to introduce the new spelling rule (some phonics intervention as appropriate) and the Year 3/4 statutory words. Identify and investigate the rule and Year 3/4 statutory words. Find other words which demonstrate the rule. Always use words in context to develop understanding. Short focused spelling activities/challenges/games (approx10 mins daily) to reinforce the rule and Y3/4 words. Dictation repeated to show progress. Application of the rule in the course of the child’s own writing – will have to revisit to reinforce/consolidate the rule.

Upper Key Stage 2 Unseen dictation at the beginning of the week to introduce the new spelling rule and the Year 5/6 statutory words. Identify and investigate the rule and Year 5/6 statutory words. Find other words which demonstrate the rule. Always use words in context to develop understanding. Short focused spelling activities/challenges/games (approx10 mins daily) to reinforce the rule and Y5/6 words. Dictation repeated to show progress. Application of the rule in the course of the child’s own writing – will have to revisit to reinforce/consolidate the rule.

Children who struggle with spelling usually have no strategies up their sleeve when they get stuck on a word. Ask any weak spellers the question, “What do you do when you can not spell a word?” They will have, at best, one strategy. But is it most likely that they guess. To help them become better spellers they need to acquire a range of different approaches to help them. Quote – Pie Corbett

How do ‘you’ know how to to spell a word?

ust a few responses from the children

remember from my reading.

recall the full word.

use rhymes (mnemonics) to help me.

build it up in my mind.

say how it is spelt in my head.

f there are two options, I write them both and see which one looks right.

remember from colour chunking.

Basic structures of words in English Simple Words – these words cannot be reduced any further without destroying their meaning: wizard, quick, do

Complex Words – they have had prefixes or suffixes added which changes their meaning: wizards, quickly, undo

Compound Words – two simple words joined together to form a new word: greenhouse, playground, lighthouse

our main ways we process the pelling of words:

sual – responding to shapes and patterns – ‘Does it look right?’

uditory – ‘sound it out’, recognising relationships between letters and groups letters and their sounds.

guistics – awareness of relationships between words, origins of words or parts words.

naesthetic – ‘motor memory’, accustomed to making specific hand ovements to produce letter strings – research shows the joining of ndwriting supports spelling.

o spell, the children need the following

emic Knowledge - The correspondence between letters/graphemes and sounds/phonemes (GPC

ics – knowing about letter/sound correspondence ng patterns and conventions ophones – words which sound the same but are written differently ological knowledge – understanding syllables and rhymes

hological Knowledge - The spelling of grammatical units within words.

words – made up of one morpheme and can not be split into smaller grammatical units pound words – two root words which when joined make another word es – added at the end of root words and changing its meaning (sometimes its spelling) es – added at the beginning of a root words to change its meaning (spelling usually unchanged)

ological Knowledge – The understanding of the origin of words.

ology – word derivations, knowing the different sources of English words

Time for you to ‘have a go’ at spelling

o you feel nervous?

can be demoralising – if just one letter is wrong, he whole word is wrong.

Learning Objective: You have to guess later! Dictation – cloze procedure “ I need to ******** this ******.” said the ********* and I have to ********* my lunchtime to have this ********.” She was trying to get a ******* on a new musical ****** but needed someone to ****** her on how to use it. “ I ******** she will soon be ******** to play it,” stated her boss

Learning Objective: You have to guess soon! Dictation – reveal “ I need to practise this rhythm.” said the secretary. “I have had to sacrifice my lunchtime to have this practice.” She was trying to get a licence on a new musical device but needed someone to advise her on how to use it. “ I prophesy she will soon be licensed to play it,” stated her boss.

Learning Objective: Can you guess now? Did you spot the three Year 5/6 words too?

Learning Objective: To spell homophones and other words that are often confused. How does the rule work? Discuss.

“ I need to practise this rhythm.” said the secretary. “I have had to sacrifice my lunchtime to have this practice.” She was trying to get a licence on a new musical device but needed someone to advise her on how to use it. “ I prophesy she will soon be licensed to play it,” stated her boss.

In the pairs of words, nouns end in – ce and verbs in se. Advice and advise provide a useful clue as the word advise (verb) is pronounced with a /z/ sound which could not be spelt c.

Year 6 created rhymes to help them remember the ‘c’ for a noun ‘s’ for a verb rule.

‘s’ is for a verb, ‘c’ is for a noun Practise this rule And don’t be a clown.

Verbs have an ‘s’ Nouns have a ‘c’ This is a spelling rule For you and me.

‘c’ is to noun As ‘s’ is to verb Just cos I know this Don’t think me a nerd!

Now try to create a rhyme of your own .

Year 5/6 words Did you spot them?

“ I need to practise this rhythm.” said the secretary. “I have had to sacrifice my lunchtime to have this practice.” She was trying to get a licence on a new musical device but needed someone to advise her on how to use it. “ I prophesy she will soon be licensed to play it,” stated her boss.

Year 5/6 statutory words: rhythm secretary sacrifice (this fits in with this week’s objective too!) What do they mean? Can you make an interesting sentence containing these three words?

Year 5/6 statutory words: rhythm secretary sacrifice

rhythm

Apparently, rhythm is the longest English word without a vowel.

This mnemonic can help you to spell it.

rhythm helps your two hips move

secretary - has a secret in it. I always say ‘Secret Harry’.

sacrifice An exception to the weekly rule! It can be used as a noun or a verb but keeps the ‘c’.

Colour Chunking rhythm secretary sacrifice How would you chunk them?

Spell Checking Look Say Cover Write Check

rhythm

rhythm

secretary

secretary

sacrifice

sacrifice

Can you find other words which follow the rule? ‘c’ for a noun and ‘s’ for a verb Discuss

Play unique and match Share you words with another group. If you have a unique word, it is worth 100 points. If you have a match word, it is worth 1 point.

Write a short piece of text demonstrating this week’s rule.

Have a mixture of ‘c’ for a noun and ‘s’ for a verb words.

Focus on Spelling at Brabyns Spelling Journals New resources – Rising Stars Before and after dictations GL spelling assessments throughout the year Spelling Bee to support home/School partnership More to come – watch this space!

Useful websites www.phonicsplay.co.uk www.spellingplay.co.uk www.woodlands-junior.kent.sch.uk www.spellzone.com/games/ www.wordshark.co.uk www.bbc.co.uk/cbeebies/show/alphablocks www.spellingcity.com www.phonicsplay.co.uk

How can we all help? Be careful! Too much focus on correct spelling can lead to not writing a word they cannot spell. SPELLING IS – DIFECULT, CHALLANGIN, HARD! We need to encourage children to write words they cannot spell, using what they know already. Encourage and model correct pronunciation. If a child say ‘fink’ instead of ‘think’, they are likely to spell it ‘fink’. Rehearse words – Look, Say, Cover Write, Check is a useful method. These words need to be used in context though. Challenges, Games & Quizzes – games with scores/instant feedback and giving opportunities to write a word (effective rehearsal). Children love quizzes too.

How can we all help?

nvestigate words - it appeals to their problem solving instincts. Deconstruct words and promote discussion and collaborative talk and reasoning – it aids memory and helps them apply the correct spellings.

xplore words – Listen to the syllables to break it up into smaller parts to remember an – tas – tic), this can link to colour chunking of words.

nd the base word – hoping = hope + ing, plus the application of a spelling rule.

se what is known about other words – could is c +ould so should will be sh + ould and wo ill be w + ould.

How can we all help? Mnemonics – create a sentence to help Big Elephants Can Always Understand Small Elephants – BECAUSE SEPARATE has A RAT in it DESSERT has an extra S for the spoon to eat it with (pudding!) PARALLEL has two parallel lines in it

Key Stage 1 Think of 5 words ending in –FF

Think of 5 words ending in –EW.

How many syllables in the word SUNSET?

Think of two words containing two syllables. Think of three words containing 3 syllables.

Which two letters will fit in all these words: ba – - thi – - ho- - su – - ? (2 answers) Which words ending in –TCH mean 1) get hold of 2) rabbit home 3) mark on wood 4) bring Which two letters do you add to an adjective to show it means ‘more’? e.g. more fast?

Think of one more word containing more than 3 syllables. How many words can you make using letters in any order, but only once, from the word FOOTBALL? 8 is good, 10 is excellent and 12 or more is amazing

Lower Key Stage 2 Find three ready-made words inside DESCRIBE. Clues: writer, cot, exist. How many ready-made words can you find in KNOWLEDGE? 5 is good, 6 is excellent and 7 is amazing. Which two months of the year ends in – UARY? Which other word can you make by replacing the C in CAUGHT with a different letter? Rearrange the letters of HEART to make a different word.

Arrive is a verb. What is its noun? ENOUGH rhymes with stuff. Think of two other words ending in –OUGH that also rhyme with stuff. Find two ready-made words inside REMEMBER. Use some of the letters in PROMISE once only to spell the name of a capital city, a way of drinking, a cleaning tool and a flower. Which letter can put before OFTEN to make a new word?

Upper Key Stage 2 Can you find a body part and something nasty in PRIVILEGE?

How many ready-made words can you find in APPARENT?

EEUUQ – Rearrange these letters to spell a word meaning ‘wait in line’

Can you think of two words beginning with RHY- which mean a) beat and b) sound alike?

How many 4 letter words can you make from the letters in DEVELOP, in any order but used only once? 10 is good, 11 is excellent, 12+ is amazing.

How many words can you make from the letters in SOLDIER, in any order but used only once? 11 is good, 13 is excellent, 15+ is amazing.

SUGGEST is a verb. Can you spell the noun?

Can you find 3 ready-made words in FORTY?

Can you find a golfing term in GUARANTEE? Can you find any other ready-made words?

How many words can you think of beginning with APP-? 15 is good, 17 is excellent, 20 is amazing.

SPELLING WORKSHOP MAY 2016

Information Pack Letters & Sounds Document Letters & Sounds Phase One Ideas Spelling Activities (Key Stages 1& 2) & Useful Websites Year 1 & 2 Common Exception Words First 100 High Frequency Words Next 200 High Frequency Words Year 3/4 & Year 5/6 Word Lists