Anston Hillcrest Primary
School
Spelling Workshop
Aims
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How we teach spelling in school
Spelling strategies
Games
What you can do at home?
Spelling.. a ‘peace’ of cake?
• Linked to self esteem
• Specific difficulties
• Only taught spellings marked
Key Principles
• Gradually builds vocabulary through patterns
and conventions
• Short, lively focused and regular sessions (2
or 3 times per week)
9:00am – 9.15am
• Strategies are explicitly taught
• Cross curricular words and HFW
• Proofreading
• Links made with handwriting
• Fun, fast and systematic
Objectives
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6 objectives to be covered each year
2 objectives each term
1 objective each half term
Plus misconceptions and errors
Teaching Sequence
Step 1: Revisit, Explain, Use
Step 2: Teach, Model, Define
Step 3: Practise, Explore,
Investigate
Step 4: Apply, Assess and Reflect
Differentiation
• Phonic / spelling sessions in phases
• Year 5 & 6 + TA Phase 5 & 6
• Year 3 & 4 + TA Phase 3 & 5
Spelling in KS2
• Builds on spelling vocabulary
• Recognising how these principles apply
to each word, in order to learn to spell
words
• Practising and assessing spelling
• Applying spelling strategies and
proofreading
• Building pupil’s self image as spellers.
Spelling in KS2- balanced
programme
Phonemic Knowledge
• Phonics (Letter sound correspondence)
• Spelling patters and conventions (how
consonant doubles after a short vowel)
• Homophones (common pronunciations
but different spellings)
• Phonological knowledge (syllables and
rhymes / analogy)
Spelling in KS2
Morphological knowledge
(horse = 1 morpheme, horses =2 morphemes)
• Root words (elephant, table, girl, day)
• Compound words (2 root words combined
playground)
• Etymology (word derivations/ sources – audi
relates to hearing, audible, audience, audition)
• Prefixes and suffixes
Year 3
1. To consolidate knowledge
of adding suffixes and to
investigate the conventions
related to the spelling
pattern -le
candle / kettle / beetle
2. To spell regular verb
endings and to learn
irregular tense changes
(e.g. go / went)
skip - skipped
carry – carried
find – found
3. To know what happens to the
spelling of nouns when s is added.
tables
boxes
keys
armies
Year 3
4. To understand how words
change when the suffixes are added.
-ly (in this manner)
-ful (full of)
- less (without)
-able (able to)
- er (more or belonging to )
Nice nicer nicest
big bigger biggest
happy happier happiest
5. To embed the correct use
and spelling of pronouns
I me mine myself
6. To develop knowledge of prefixes
to generate new words from root
words.
re (again) Recycle
pre (before) precook
de (to do the opposite) defrost
mis (the opposite of) mistake
What’s the rule?
Move – moving
Shove – shoving
Change – changing
Remove the ‘e’ and
add ‘ing’
Hop – hopping
Slip – slipping
Tap – tapping
Step – stepping
Double the final
consonant after a
short vowel sound
and add ‘ing’
Year 4
To distinguish between the spelling
and meaning of homophones.
beech / beach
witch / which
2. To investigate, collect and classify
spelling patterns related to the
Formation of plurals.
-f and
thief
loaf
cliff
–fe endings
thieves
loaves
cliffs
irregular plurals
goose geese
tooth teeth
3. To investigate and learn
to spell words with common
letter strings.
-igh
-ough
-ear
fright
rough
learn
Year 4
4. To understand how suffixes
change the function words.
In to verbs (-ate, -en, -ify, -ise)
pollen pollinate
beauty beautify
In to nouns (-tion, -ity, -ness)
stupid stupidity
lazy
laziness
- ible horror – horrible
-able comfort - comfortable
5. To understand the use of the
apostrophe in contracted forms
and words.
you have
you’ve
6. To revise and investigate links
between meaning and spelling when
using affixes.
mis- (not)
ex – (outside)
re– (again)
auto- (self)
circ- (round)
tele- (distant)
trans- (across)
mini- -ette -ling micro- (Small)
Homonyms & Homophones
• Homonyms – share same spelling but have
different meanings.
The bat grabbed the bat and batted the ball.
• Homophones – sound the same but have
different spellings.
The hare had spiky hair.
Which is which?
Homophones
stationary
practice
wear
stationery
practise
where
were
Rhyme it
Helps tune the children into listening
carefully.
Sick
Stick
Choose ea / ee / e consonant e
Meat seat treat heat complete sleet
Year 5
1. To spell unstressed vowels in
polysyllabic words.
abandoned
champagne
library poisonous
Wednesday raspberry
3. To explore the spelling
pattern of consonants and
formulate rules.
ci- cinema
ce- ceiling
cy- mercy
ca- cancel
co- coat
2.To spell words with common
Letter strings and different
pronunciations.
-ight
–ear
–oo
–ough
–ie
–our
right / weight
pear / earn
mood / good
cough / though
field / pie
colour / hour
-cian optician
–sion extension
–tion fiction
–ssion session
Year55
Year
4. To explore less common
prefixes and suffixes.
in – inactive
im- immature
ir- irregular
il- illegal
6. To identify word roots,
derivations and spelling
patterns as a support for
spelling
Prefixes
Root
Dis-
5. To investigate and learn
spelling rules for adding
suffixes to words ending in e
or words ending in –y and
words containing ie
Re-
Suffixes
-ance
appear
-ing
-ed
MisPrim-
take
-en
Words within Words
Identifying words within words
Archaeology
Encourage
Antidisestablishmentarianism!
Rearranging letters to create new words
Accidental
International
Performance
Year 6
1.To embed the use to
independent
spelling strategies for
Spelling unfamiliar
words.
2.To investigate the
meaning and spelling
of connectives
nevertheless
consequently
therefore
3. To revise and extend work on
spelling patterns, including
unstressed vowels in polysyllabic
words.
Miniature parliament separate
desperate
Finding words within words
–ve get able
Linking word families
e.g. definite finite infinity
Syllables – choc o late
Year 6
4. To use what is known about
prefixes and suffixes to
transform words
6. To revise and use word roots,
prefixes and suffixes as a support
for spelling.
5. To spell unfamiliar words by
using what is known of word
families and spelling patters.
aqua (water) aquatic
man (hand) manual
min (small) minus
mari (sea) marine
liber (free) liberty
muliti (many) multiply
tri (three) triangle
-mb comb
-gue rogue
-wr wrist
-ctu fracture
-tch watch
-phy physics
-pn pneumonia
-gn foreign
Taking a mental photograph
Chant the letters
Take a picture
Practise
Cover
Check
Finish
st___ p
20 seconds to complete the word.
stamp stoop strip steep strap stop
‘ur’
‘er’
‘oi’
surpise urgent purchase furniture purpose
What’s the rule?
Prefixes
‘ante’ (before)
‘anti’ (against)
‘dis’ (not or away)
‘ex’ (out of)
‘inter’ (between)
‘pre’ (before)
‘sub’ (under)
‘trans’ (across)
Suffixes
‘-able’ or ‘-ible’
(capable of being)
‘-ess’ (female)
‘-hood’ (state of being)
‘-less’ (without)
‘-ous’ (full of)
Reversibles
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pat
snip
strap
ward
Anna
Hannah
tap
pins
parts
draw
Palindromes!
Word Blocks
stop
s
t
p
a
o
l
b
m
r
stab stamp star lamp
Word Ladders
Spelling riddles
Giving clues to what the spelling is with
out saying it.
This word is a fast movement. It has a
double letter in it and you are not
supposed to do it along the corridor.
Right from Wrong
Children identify the correct version of
the spelling.
Tomorrow
Tommorow
Tomoro
Speed Write
Write the word out as many times as
possible within 30 seconds.
Muscle memory
Hangman
Assessment & Homework
• 10 spelling words to be given each week
• Final assessment based on dictation
incorporating 20 key spellings.
• All assessments recorded in a spelling
book to show clear evidence of
progress.
Spelling Strategies
• Colour phonemes
• Counting letters of challenging spellings
• Splitting the word into syllables / phonemes
Sep a rat e
separate
• Look for words within words / word families.
• Knowledge of prefixes and suffixes
• Mnemonics
because
• Big elephants can always understand small elephants
How to support your child?
• Practise spellings and have fun with
words.
• Find the tricky bits and work on that.
• Read as much as possible to and with
your child.
• Encourage and praise – get them to have
a "good guess!
• Ask your child’s teacher if you want to
know more.
Useful Websites
http://www.woodlands-junior.kent.sch.uk/interactive/literacy.html
http://www.bbc.co.uk/schools/ks2bitesize/english/spelling_grammar/
http://www.schooljotter.com/showpage.php?id=55486
Thank you for
coming!