Madginford Primary School Y 5 6 Supporting Spelling

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Madginford Primary School Y 5 & 6 Supporting Spelling Wednesday 4 th February 2015

Madginford Primary School Y 5 & 6 Supporting Spelling Wednesday 4 th February 2015

Expectations for Spelling The new curriculum has seen an increased emphasis on the teaching

Expectations for Spelling The new curriculum has seen an increased emphasis on the teaching of spelling. Children are expected to learn a variety of spelling rules and apply this knowledge to their written work. It is also expected that children will be able to proofread their work. It is expected that children should be able to recognise and correct basic errors in spelling and punctuation.

Spelling Rules for Year Five • Learn the rules for words ending in –cious

Spelling Rules for Year Five • Learn the rules for words ending in –cious or –tious • Learn the rules for words ending in –cial or –tial • Learn the rules for words ending in –ant, -ance, -ancy, -ent, -ence or –ency • Learn alternative ways of using ‘ough’ • Learn to spell words with letters which are not sounded • Continue to develop knowledge of homophones / near-homophones • Become familiar with words on the Y 5 & 6 word list

Spelling Rules for Year Six • Learn how to spell words ending in –able,

Spelling Rules for Year Six • Learn how to spell words ending in –able, -ible, -ably, -ibly • Adding suffixes to words ending in -fer • Using hyphens in compound words to show they are not a list of separate adjectives • Confidently spell words from Y 5 & 6 lists • Continue to extend knowledge of near-homophones and homophones. The spelling objectives for Y 5 & Y 6 are not split in the national curriculum. We are following guidance from K. C. C.

Spelling Lists In KS 2, there are spelling lists for Y 5 & 6.

Spelling Lists In KS 2, there are spelling lists for Y 5 & 6. Children are expected to recognise and spell these words in their independent writing. There will be some words children find more difficult – it is important that they keep revisiting these words again and again until they are confident in their use.

Spelling is Multi-Sensory Look at it • Recognise the shape of the word, spot

Spelling is Multi-Sensory Look at it • Recognise the shape of the word, spot letter patterns, identify similarities with known words Read it • Read the word – use phonic skills to segment it • Say the word – listen for the sounds at the beginning or end of the word. Identify the sounds in the middle. Break the words into syllables. Listen to it Feel it in your mouth • Exaggerate shape of mouth to reinforce links with phonic knowledge Write it • Write it again and again

Keep Going Back One of the key principles of phonics teaching is to ‘over

Keep Going Back One of the key principles of phonics teaching is to ‘over teach’ – children are constantly revisiting the different phonemes. This is a good strategy for supporting spelling as well. Encourage children to break smaller words into phonemes. Flashcards can help children to revise those phonemes they find difficult.

Syllables A syllable is a unit of pronunciation. Breaking a word into syllables can

Syllables A syllable is a unit of pronunciation. Breaking a word into syllables can help children to break down longer words into smaller chunks. • • Window Projector Table School Snow Yesterday Freezing Phonics Monosyllabic – words of one syllable Polysyllabic – words of three or more syllables What is the longest one syllable word you can think of?

Look, Say, Cover, Write, Check Research shows that children need to write words many

Look, Say, Cover, Write, Check Research shows that children need to write words many times before it transfers to the long term memory. Remember to say the word out loud so that children can hear the sounds at the beginning, in the middle and at the end of the word.

Learning New Words • Look for small words that are easy to spell yesterday

Learning New Words • Look for small words that are easy to spell yesterday weather together Yesterday = yes + ter + day Weather = we + at + her Together = to + get + her

Learning New Words • Rainbow writing Write each phoneme or syllable in a different

Learning New Words • Rainbow writing Write each phoneme or syllable in a different colour r ai n b ow rain bow Use a different colour to write the part of the word causing problems museum Write the word out and trace over it again and again using different colours

Making Links Encourage children to make links with words that they already know how

Making Links Encourage children to make links with words that they already know how to spell. Identify prefixes and suffixes. Think about word families… care - careful, carefully, uncaring fair - ?

Dictation Children need to hear the words they are learning to spell. Simple dictated

Dictation Children need to hear the words they are learning to spell. Simple dictated sentences help them to use a multi-sensory approach. • Listening • Saying (encourage children to say word silently to themselves – exaggerate the mouth movements if necessary) • Writing • Checking

Memory Aids Mnemonics are a good way to remember spellings Because – Big Elephants

Memory Aids Mnemonics are a good way to remember spellings Because – Big Elephants Can Always Understand Small Elephants Our – Orange Underwear – Really! Necessary – one collar, two socks Practice with a ‘c’ a noun can only be. Practise with an ‘s’ is just a verb, I guess. What about ways of remembering queue, minimum, accommodation?

Dictionaries All children need to know how to use a dictionary. They need to:

Dictionaries All children need to know how to use a dictionary. They need to: • Know the order of the letters of the alphabet • Be able to recognise the first phoneme or syllable of the word • Know how dictionaries are organised

Proof-Reading Ask children to read their writing out loud when they have finished. Encourage

Proof-Reading Ask children to read their writing out loud when they have finished. Encourage them to look for simple words that are wrongly spelt. Word mats or lists can help. Common mistakes … whent thay haf whith wos

Resources • • Alphabet Dictionaries Flashcards with key vocabulary Whiteboards/notebooks There are some great

Resources • • Alphabet Dictionaries Flashcards with key vocabulary Whiteboards/notebooks There are some great games online – Woodlands Junior School has lots of games and activities.

And Finally… What do you say to an upset English teacher? Their, there, they’re

And Finally… What do you say to an upset English teacher? Their, there, they’re