spelling S W S T structured spelling lists

spelling S. W. S. T. structured spelling lists ch- -ch ee oo u-e a/a-e -ke sh- -sh th- -th a-e i-e o-e i/i-e o/o-e u/u-e -ck old -i- -ay ai ea ear oa ow oi oy -er -est P*-s P*-es -ing -d -ed short oo S. W. S. T. Level 3 D. Bryant 2013 Teacher notes

Teacher notes - Suggested approach to whole class teaching of spelling [from SWST, intended to find gaps]. STRUCTURE Following a SWST spelling assessment, the class is put into three best-fit groups, [low, medium, & high]. [E. g. a Y 4 class may have 2 pupils on Level 1, 2 - Level 2, 4 - Level 3, 10 - Level 4, 8 - Level 5 and 2 on Level 6. So the groups might be low – Level 2/3, medium – Level 4, high – Level 5/6. The Level 1 could make a 4 th group working with a TA. ] WHOLE CLASS APPROACH - each group is given a new spelling target each week - each group is given a list of spellings from their appropriate level [SWST spelling lists]. SESSION 1 [15 mins] 1. Each list of words is looked at and discussed as a whole class [e. g. from SWST power-point]. During this time, any rules are made explicit through using verbal questions and answers. Useful questions could be [example words: hope, close, home, chose, broke, slope] 1. What do you notice about these words? 2. What does the letter O make? 3. What sounds can the letter O make? 4. Why do the letters O make the long vowel sound? 5. Can you make any rule to explain the spellings of these words? Teach any rule explicitly. SESSION 1 cont’d [or SESSION 2 [15 mins]] Children then focus on the above spelling lists at tables [e. g. prepared printed lists in spelling group folders]. During this session, they use the ‘look, say’ cover, write, check’ method for writing words in a Child’s Spelling Book practice]. They should repeat the ‘cover, write, check’ if not correct. [These can go home to help learning]. SESSION 2 cont’d [or SESSION 3 [15 mins]] After spelling the words correctly, children move on to using the words in sentences or in activities such as using a dictionary or thesaurus. At the end of the week pupils should be tested on their weekly spellings and rewarded if correct. At the end of each week, each group should be tested on their weekly spellings. These could be done on paper to form a loose-leaf folder or a Spelling Log and marked. Errors can be re-given. Half-termly/termly tests may be appropriate to see if correct spellings has been retained after a period of time. See SWST manual for guide-lines on when and which SWST test to use [page 1].

I can spell chwords. ch ch ch, chop the chips chap chat chess chest chicken chill chin chip chimp chuck

I can spell -ch words. ch ch ch, chop the chips arch bench drench rich much lunch brunch crunch such

I can spell sh words. sh sh sh, fish on a dish shaft shed shell shift shin ship shock shop shot shun shut shy

I can spell -sh words. sh sh sh, fish on a dish ash crash flash mash rash smash dish fish wish gosh brush crush hush rush selfish

I can spell thwords. th th th, thorn in the thumb than that them then there thing think this

I can spell -th words. th th th, thorn in the thumb bath path with both clothes

I can spell ee words. ee ee, keep the jeep see deed feed need seed weed feel heel seem been seen deep keep peep feet meet free three tree bleed speed cheek steel between green queen

I can spell oo words. oo oo, a cool pool too food mood roof cool fool pool room broom spoon moon soon boot

I can spell oo words. oo oo, look at a book good stood wood book brook cook hook look shook took wool foot soot

I can spell a-e words. a-e, make a cake made cage page cake lake make take came game name same date gate late mate gave save wave shade bake flake shake flame shame plane grape

I can spell i-e words. i-e, nice smile tide wide bike hike like time fine line mine nine pine wine pipe wise bite kite size inside slide smile stile while chime slim shine spine

I can spell o-e words. o-e, mole in a hole. coke joke poke woke hole dome home cope hope pope rope hose nose rose vote broken choke smoke spoken woken stone throne close those chosen frozen

I can spell u-e words. u-e, tube on a cube tube rude duke flume tune cute chute use abuse fuse

I can spell a/a-e words. Just add the magic ‘e’ mad can man pan cap scrap tap at fat hat made cane mane pane cape scrape tape ate fate hate mate

I can spell i/i-e words. Just add the magic ‘e’ rid slim fin pin spin win pip rip bit spit ride cane slime fine pine spine wine pipe ripe bite spite

I can spell o/o-e u/u-e words. Just add the magic ‘e’ rob cod rod cop hop pop not cub tub us cut robe code rode cope hope pope note cube tube use cute

I can spell -ck words. Ck, ck, back on track back crack lack rack stack track flick kick lick pick sick trick block cock rock shock smock duck luck stuck truck

I can spell -ke words. -ke, like my trike! bake cake flake make rake stake bike like pike spike trike bloke cake choke coke joke some duke

I can spell old words. old, hold my gold! bold cold fold gold hold sold scold told

I can spell -iwords. mild wild behind blind find kind mind wind pint

I can spell -ay words. ay, play all day! always today away tray clay way day Monday display gay holiday may play stay

I can spell -aiwords. ai, I’m in pain! nail pail sail again brain drain grain paint plain rain saint train

I can spell -air words. air, that’s not fair! air chair fair hair lair pair stair

I can spell ea words. ea, reach the beach! beach peach reach teach lead read speak weak deal real steal clean cheap beat cheat meat neat peat seat treat wheat ease speak

I can spell -ear words. ear, hear with my ear. dear fear hear near rear spear year

I can spell oa words. oa, float my boat. load throat road approach toad coach loaf poach cloak foal oak goal soak groan boat loan coat moan float boast goat coast gloat roast oat toast

I can spell ow words. ow, throw the snow. below blow follow grow low own show slow snow throw yellow

I can spell oi words. boil coin foil join oil point soil toil

I can spell oy words. oy, enjoy the toy. boy coy joy enjoy toy ahoy employ

I can spell -er words. colder longer older richer smaller smoother sweeter taller braver closer riper safer wider

I can spell -est words. coldest longest oldest richest smallest smoothest sweetest tallest bravest closest ripest safest widest

I can spell plurals – just add ‘s’ words. boats books chairs coins goals rooms seeds shops teams bikes games homes shapes tubes cages noises pages prizes roses sizes boasts cooks thinks sweets screams speaks

benches kisses I can lunches boxes spell beaches foxes peaches sixes plurals – gases taxes add ‘es’ buses buzzes brushes coaches words crashes teaches [to words that reaches end in ch, s, sh, fishes wishes fishes ss, x, zz] classes rushes dresses wishes glasses crushes

I can spell ‘ing’ words beating teaching boiling thinking coaching fishing floating joining looking painting preaching reading sailing shooting sleeping

I can spell ‘-d’ words [to words that end in ‘e’] /d/ amazed closed lined named saved smiled tuned used waved /t/ baked hoped joked liked shaped smoked /ed/ fated hated mated stated noted

I can spell ‘-ed’ words /d/ enjoyed joined moaned nailed opened played sailed /t/ cooked looked soaked /ed/ booted floated heated invented painted pointed shifted waited