QTS Literacy Skills Test Support for spelling www

QTS Literacy Skills Test Support for spelling www. steveslearning. com

Spelling strategies 1 1. 2. 3. 4. 5. Some spellings can be remembered by learning a rule, (e. g. “i” before “e” except after “c”, etc. ) Some spelling can be learned phonetically. If you pronounce the word correctly, you can often spell it correctly. . Some spelling can be learned by breaking the word into syllables or smaller sections. Some words can be learned by using “tricks” that are appropriate to your learning style. Some spelling words must, unfortunately, be memorized. www. steveslearning. com 2

Spelling Strategies 2 • Look carefully at words that you regularly get wrong – and break them down into bits • (this will help you to see how the part of the word that you got wrong works – it will also provide you with a mnemonic to help you to remember the word in the future. ) • Do you always hear this word correctly? • Sometimes people miss out or mispronounce syllables (e. g. Febuary instead of February) • It is essential to note and practice words or particular letter sequences within words that cause you problems - little and often is the rule. • A lot of being able to spell is using your visual memory. www. steveslearning. com 3

Spelling strategies 3 � LOOK – look carefully at the word breaking it down into its chunks in your head. � SAY – Say the word out loud – make sure you are saying correctly (spelling mistakes are often related to hearing mistakes) � COVER – Cover the word up – with paper or had – No peeping! � WRITE – Write the word down � CHECK - Success!!!!! No? Try again. www. steveslearning. com 4

Spelling – doubling consonants � Accommodation � Abbreviate � Apprentice � Challenge � Committee � Immeasurable � Professional � Disappear � Exaggerate � Curriculum � Success � Grammar � Harass � Vacillate � Assess � Succeed � Misspell � Permission � Occurrence � Parallel www. steveslearning. com 5

Awkward words � Illuminating � Anxiety � Independently � Exaggerated � Formally � Exhaustive � Procedural � Justifiable � Unnecessary � Omitted � Preference � Implementation � Ineffective � Mathematical � Predecessor � Perpetrator � Acknowledge � Commemorative � Grammatically � Relieved www. steveslearning. com 6

Homophones Beware!! � The children took too my personality. � People off all ages. What should they be? Mnemonic � Two days ago, I went to work despite feeling too tired to get up. www. steveslearning. com 7

Homophones verb • • Could have Should have Would have Must have contraction sounds like • Could’ve • Could of • Should’ve • Should of • Would’ve • Would of • Must’ve • Must of shudder (conditional verb) “I shudder gone to school today. ” www. steveslearning. com 8

Even more homophones • Allot • A lot • Meet • Meat • Aloud • Allowed • Pare • Pear • Ate • Eight • Practise • Practice • Dough • Read • Red • Due • Dew • Sore • Saw • Hare • Hair • Wait • Weight • Lead • Led • Wear • Where • Lent • Leant • Wheel • Weal www. steveslearning. com 9

And still they come! �ere �here n their This is a possessive pronoun �where �there These are words to do with place. These three words are not related in any way n they’re This is a contraction of ‘they are’ www. steveslearning. com 10

Chunking & mnemonics � � � � � committee superseded initiative activity demonstrable regrettably fuelled pursue automatically curriculum double, double supers eded initi ative activ ity demons trable regret tably double l pur sue auto matic ally curric ulum www. steveslearning. com 11

More chunking. . � � � � � exaggerated anxiety exhaustive justifiable omitted implementation mathematical perpetrator commemorative relieved double g anx iety exhaust ive justifi able double t imp lem ent ation math ematical per pet rator com mem reli eved www. steveslearning. com 12