At Heathfield, we want children to be efficient spellers, however, we recognise that this will not happen without effective direct instruction of spelling rules and exception rules.
At Heathfield, spelling is taught three times per week (2 x spelling rule and 1 x clued spelling (exception words).
Ultimately our aim is to ensure children’s spelling becomes automatic, reducing cognitive load, to focus on improving writing composition.
We do not do weekly spelling tests as we want to spend more time teaching not testing. The impact of the teaching can first and foremost be seen in children's writing and impact is measured on the 'end of term' spelling test.
SPELLING RULES
The spelling rule/patterns taught each week have been identified including opportunities for consolidation and revisiting based on assessment information from the spelling tracker.
Two English starters per week should be assigned to the teaching of spelling, however, all lessons can have an elements of quick fire retrieval spelling practice.
EXAMPLES OF TEACHING STRATEGIES
- PowerPoint to introduce the spelling rule – direct instruction
- Activities that fulfil retrieval practice principles
- Children are able to explain the reasons for how and why they work before progressing onto new spelling patterns, some of which may build upon these
- PiXL spelling in writing packages
- Silly sentences e.g. would - Oh You would forget that
- Look, cover, write, check
- Partner check
- Breaking down into syllables / split it up
- Link it – mouse, house
- Find the fiction – children identify which the correct/incorrect spelling
- Dictation (this is useful for SPAG also)
- Informal quizzes
- Exploring the etymology and morphology of rules
- Speed writing
- Flashcards
- Spelling reasoning
- Editing errors
- Pick a new word. Each session will have a minimum of two words
- Read the word
All children look at and read the word. Ensure that children’s’ understand the word’s meaning.
- Choose/say the clue
With the word still visible, the teacher should share the clue and all children should take part in saying it at least three times. Using funny voices or actions can help make the clue more memorable. Teachers must ensure that pupils understand how the clue relates to the ‘tricky’ part of the word.
- Teacher write – check
The teacher should hide the word and ask the class to remind him/her of the clue before writing it on the board. Children should then use the clue to check that the teacher has spelled the word correctly
- Child write – check
Teacher should hide the word and ask the class to say the clue and then write the word themselves. The word should then be displayed on the board again and the clue repeated to allow children to check their own/their partner’s spelling
- Speed test
The teacher should hide the word again and ask the class to write the word as fast as they can For the speed test, teachers should not remind children of the clue although children should be encouraged to say it to themselves in their head. (The teacher should then repeat the speed test for a previously taught word, recalling the ‘clue’)
LESS CONFIDENT SPELLERS
Children that are less confident at spelling may require additional scaffold and/or focus on a smaller number of words. Some children will need to focus on high frequency words as part of their spelling curriculum. This will be discussed in Pupil progress meetings and children will be discussed for ‘Precision teaching’
CLASSROOM ENVIRONMENT
The spelling rule/pattern being taught that week must be recorded on the vocabulary display.
FEEDBACK
In all books, children should be accountable for their spellings. High frequency words and words that children should be able to spell based on the taught curriculum will be underlined in orange and children will purple pen to make correct.