Spelling Information Evening - PowerPoint Presentation

Slide1

Spelling Information Evening

Tuesday 1

st

March 2016Slide2

During the evening, we will be covering:

Why spelling is important

The new national curriculum changes as regards spelling

Our new approach to teaching spellingHow we assess spelling How you can help your child at home with their spellings Slide3

Why is spelling important?Slide4

And the children said...

Getting a job

Passing exams

Don’t trust computers completely

People won’t understand what you have written (this included teachers, postcards, party invitations, older people writing shopping lists and instructions)

Helps with your speech/pronunciation

Passing spelling tests and getting a good scoreSlide5

Our teachers say:

Helps children with their reading

Helps with writing fluency

Improves vocabulary

Enhances comprehension

Pride

Self-esteem

Helps you to communicate effectively

A necessary skill for life

A requirement of the end of key stageSlide6

In a nutshell

“The more deeply and thoroughly a student knows a word, the more likely he or she is to recognise it, spell it, define it, and use it appropriately in speech and writing.“

Joshi, R.,

Treiman

, R.,

Carreker

, S., & Moats, L.. (2008-2009, Winter). The real magic of spelling: Improving reading and writing. American Educator , 9.

http://www.aft.org/sites/default/files/periodicals/joshi.pdf

  p. 10Slide7

Why is spelling important?

It is fluent readers who can figure out this highly predictable text .

The path to fluent reading includes a firm foundation in the sounds represented by letters and their spelling .Slide8

The new national curriculum changes as regards spelling

By end of Year 6:

Proofread for spelling and punctuation errors

Spell some words with ‘silent’ letters Continue to distinguish between homophones and other words which are often confused

Use knowledge of morphology and etymology in spelling and understand that the spelling of some words needs to be learnt specifically

Use dictionaries to check the spelling and meaning of words

Use the first 3 or 4 letters of a word to check spelling, meaning or both of these in a dictionary Slide9
Slide10

What makes a good speller?

An interest in

words

An appreciation of why spelling is important

An understanding of how words build up and the principles of combining morphemes

Can see patterns and links

A wide reader – good vocabulary

Active learner – take responsibility for own spelling

Can apply strategies they are taught independently

Good phonic knowledgeGood link between their speech and their spelling

See the image of the word in their head

A good memorySlide11

We need to help every child become a good speller

For the majority of children, reading extensively is not sufficient to secure accurate spelling; spelling must be taught explicitly and systematically.

The majority of children need to be taught spellings. They don’t catch them!Slide12

What does this say?

GHOTISlide13

What does this say?

GHOTI

enou

gh

= fSlide14

What does this say?

GHOTI

w

o

men =

iSlide15

What does this say?

GHOTI

sta

ti

on =

shSlide16

What does this say?

FISH!Slide17

Learn these...

324156

156312

875698

678901

789211

345678

567348

843765

123456234156Slide18

How do children remember spelling?

There are four main ways in which children process the spelling of words:

Visual:

Does it look right?‟ Writer responds to the shapes of words and the patterns of the letter-strings within words.

Kinesthetic

:

“Let the spelling come out of the end of your pencil!‟ Spelling as a

grapho

-motor skill: writer is accustomed to making specific hand-movements to produce particular words or letter strings.

Auditory:

“Sound it out!‟ Writer recognises the relationship between sounds and letters or groups of letters, and analyses words in these terms.

Linguistic:

“Why is it spelt like that?‟ Writer is aware of relationships between words or parts of words, based on meanings, syntax, derivations, etc. Slide19

Our new approach to teaching spelling

Teach, Model, Define

Practise and Investigate

Apply, Assess, ReflectSlide20

Teaching – The Rules!

How the pattern/rule/structure works

It is important that our children have an understanding of the patterns and structures of words.

They need to be able to apply their learning to their writing. There are still words that need to be learnt: e.g. words that the children find difficult, subject-specific words, exceptions to the rule, etc.However, the children will be encouraged to understand that most of our spelling follows rules and conventions and, by learning about these, they will be able to apply this knowledge to the spelling of new words.

Teach, Model, DefineSlide21

Teaching – What Rules?

We teach specific spelling rules – as prescribed by the National Curriculum

The lower and upper school rules are divided into distinct Year groups, with a revision of the previous year’s spellings (to deliver over-learning).

Teach, Model, DefineSlide22

The way Forward

The biggest change is that the children are now learning

about

words rather than given words to learn. Children now take responsibility for investigating spellings to learn. In school, children are given the opportunity to work independently and with others, to practise and consolidate new learning. Spelling is now taught discretely during the week

Practise and InvestigateSlide23

Practise and Investigate –Examples of activities in school (and home!)

Spelling the word out of scrabble letters.

Breaking the word up into individual letters and saying each letter out.

Feeling the word in your mouth – what is your tongue doing?Tapping each letter out on a finger and saying each letter.Breaking the word into chunks. Saying each chunk.

Saying the whole word in different ways – shouting it, whispering it, opera it!

Clapping the syllables.

Writing each syllable on a different post-it note

Colour coding different parts of the word.

Making a mnemonic.

Writing the word in the air/ on a partner’s backPractise and InvestigateSlide24

Sharing success and tips

Practise and InvestigateSlide25

Apply, Assess and Reflect

Children are given the opportunity to reflect on what they have learnt.

They are given the opportunity to apply the words orally and in writing.

Children are assessed through tests and dictation.

Apply, Assess and ReflectSlide26

How to help your child

Help them to investigate the rule they are learning.

Ensure they know the meaning of their words, and can use them in context.

Play spelling games with your child.Encourage your child to use some of the activities used in school.Help them to learn their spellings, using a range of strategies – e.g. silly sentences, odd one out, etc.Slide27

Silly Sentences

Wr

i

te silly sentences

using a spelling w

ord

in each sentence.

Under

line your spelling word

s!

Example

: My do

g

w

e

ar

s

a blue and pur

p

le dr

e

ss w

h

en he takes a bath.

 Slide28

Words

Without Vowels

Wr

i

te yo

u

r

spelling w

ords on a list, but replace all the vowels with a line. Then go back to

the beginning o

f

yo

u

r

list and see if yo

u

can fill in the co

rre

ct missing v

owe

ls.

 Slide29

Make Some Music

Write a song or rap that includes your words.

Share with a friend or family member.Slide30

Surround Words

Write your words on graph paper.

Write “middle” letters, one letter in each box. Use two boxes for “tall” letters like t and l and “low” letters like j and g.

Then outline the words using different colours.

 Slide31

ODD ONE OUT?

frost

cycle

build

placeSlide32

ODD ONE OUT?

defrost

recycle

rebuild

replaceSlide33

ODD ONE OUT?

right

threw

store

flowerSlide34

ODD ONE OUT?

right/write

threw/through

store

flower/flourSlide35

BOGGLE

!Slide36

Any questions?