Owhata
Primary
School
Spelling and Wordstudy
Programme
Objectives
The students will
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Learn specific generalisations and rules and apply them in his/her writing.
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Develop an awareness of the structure of words.
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Develop an awareness of how words can be used.
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Work on developing independence in using dictionaries, and other reference
material.
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Work on developing a spelling mastery of the core writing vocabulary.
Rationale
With the advent of ‘process writing’ which over the years became the accepted way of
facilitating the development of writing skills, many teachers found that spelling
programmes suffered and that spelling became something that was caught, not taught.
Under this process of writing, the students are encouraged to ‘forget about the spelling’ in
their draft writing, because (the belief was/is) the content would suffer if the flow of ideas
was interrupted. Thus, they ‘invented’ their spelling. The belief in relation to this was/is
that they would develop a ‘spelling conscience’ through regular writing, and successive
attempts to spell words. This however is not the case, and educationalists now believe that
a planned, sequential approach is required for the learning of spelling to take place. The
students need to initially work with the sounds of the language… and they need to have a
range of ‘sounds to letter’ options in their spelling memories from which to choose, to
make appropriate choices.
Children are developing writers and spellers. They have a limited number of words in
their spelling vocabularies, and the ‘sound to letter’ options is similarly limited. It is the
responsibility of the teacher to assist the child to develop this range, and to provide them
with the strategies for solving spelling problems in a systematic, and increasingly
independent way. How do we do this? By activities that encourage thinking, by exploring
words and uses, by investigating homonyms, synonyms, antonyms, base words, puzzles
etc we develop their ‘word sense’. (We do exactly the same thing in mathematics in
developing the ‘number sense’.
Thus our programmes must provide the students with a sound basis of information and
methodology, with strategies that can be used to solve spelling problems. Research shows
there is a strong correlation between sound development, sound awareness, speech and
language development and reading and spelling. This aspect must be built into our
spelling programmes together with a basis of writing activities.
Learning to spell is a complex process and one that is never completed. It is clearly
impossible to learn to spell every word, even if someone was misguided enough to try. In
developing competent spellers then, we must teach them strategies that they can use for
dealing with new words. Failure to include specific instructions, will leave our students at
a severe disadvantage.
Considerations
… our sole purpose in teaching students to spell should be to enable them to write clearly,
confidently and accurately.
… the major focus should be on writing.
… most children will benefit from a properly conceived and carefully constructed
programme of word study and spelling (especially if it’s linked to their writing).
… high frequency writing vocabs must be mastered progressively during the primary
school years, preferably within the context of writing.
… personalised spelling lists…. Each child has a unique writing vocabulary, and thus a
unique set of possible misspellings.
…. the single most important feature is the extent to which each child may be induced to
be responsible for his/her own learning.
… a knowledge of meaning has been shown to be an important influence on the ability to
spell correctly.
… programmes should emphasise skills relating to meanings, uses and structure of
words….
… by improving knowledge of meanings we are laying the foundations for using a variety
of words when we write, and this continued use reinforces the learning of words mastered
and enables the words not yet mastered to be identified.
… the core vocabulary will be mastered as part of the process of learning to write…
… rote learning in isolation has little beneficial effect on accuracy of spelling during
writing.
… when spelling patterns and generalisations are learnt as part of the process of writing
to communicate, the initial learning may be slower, but the end result appears to be better
spelling during writing.
The Programme
We obviously need to apply appropriate ‘teaching techniques’. Just as a toddler masters
the art of walking before attempting to run, we need to consider the idea that students
must master any stage before moving on. Unfortunately, realistically this won’t happen
with a whole class who are at their own level, with their own strengths and weaknesses so
we need to also include a revision component into our spelling programme. (Just as we
have ‘maintenance’ as part of our maths programme).
Thus the programme requires:
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Mastery based learning.
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A strong ‘maintenance’ aspect.
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Catering for individual differences.
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Introduction of one new element in the sequence at a time.
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Develop a ‘word sense’.
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Build ‘word study’ aspects into other curriculum areas.
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A structured approach that develops in difficulty as the step before is mastered.
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Targeting of specific words, and lists of words.
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Phonetic awareness (as part of the foundation skills) developing into the teaching
of:
o The ‘concepts of print’ i.e. that spelling is putting letters in correct sequence
to form words, which are used to form sentences which develop into
paragraphs, which communicate ideas.
o Phonographic relationships: i.e. the association of sound with the appropriate
letter symbol.
o Graphonic knowledge: i.e. that written language has certain graphic patterns
e.g sentence, paragraph, poetic forms etc.
o The ability to use morphones (word sense) i.e. to see/hear words within words
and that new words may be built from simple base words.
o A knowledge of rules and generalisations: i.e. certain conventions apply to
English.
o An understanding of etymology: i.e the origin of words.
o Alphabetical skills
o Dictionary skills
o Proofreading skills
o Oral language forms which is the basis of written language.
The programme should run on three major components:
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Personal Spelling Lists
Word Study: with a meaning basis. Including
o Vocab extension
o Skills related to meanings and uses i.e homonyms, synonyms, antonyms,
correct usage.
o Skills related to structure: i.e. common beginnings, common endings, appear
the same, common sounds, common stems, common origins, shapes of words,
silent letters. (This would involve comparing, contrasting, identifying
significant parts, drawing outline shapes, identifying similarities.)
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Studying (and mastering) the ‘core vocab’ of written English. These words are a
vocab for writing not spelling.
Word Study Programme
(With instructional work on specific spelling rules being ongoing.)
A sequential word study programme may be based on the following.
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Alphabet study
Consonants/Vowels
Initial consonants
Vowel sounds – short/long
Consonant blends
Vowel blends
Soft/hard letters
Words containing double consonants
Sound of or, ir, er, ur
Compound words
Dictionary work
Alphabetical order
The place of capital letters
Basic punctuation
Silent letters
Rhyming words
Prefixes/suffixes
Base words
Antonyms/synonyms
Homonyms
Syllabification
Singular/plural
Verb families
Abbreviations
Word origins
Correct usage
Replacing phrase with one word
Putting letters/words in the correct order
Gender
Parents and young of
Countries and their inhabitants
Use of index/reference material
Colloquialisms
Proverbs
Editing/proofreading
General knowledge e.g Surname/Christian name
A study of grammar running alongside the above programme will give further
opportunities for learning to take place e.g. joining two simple sentences to form a
compound sentence.
Don’t underestimate the value of games and quizzes being an integral part of your
spelling programme.
The Week’s Programme could look like
Monday
*Develop
individual list for
the week using
core lists and
individuals own
errors.
List in class
spelling books.
Self Test – find
hot spots
Word Study e.g
homonyms,
prefixes, base
word etc
Spelling Rule /
Generalisation
Introduce one for
the week
Tuesday
Wednesday
Thursday
Activities using
the individual’s
own list words.
e.g meanings,
sentences, initial
consonant, vowel
blend etc
Buddy Test
Friday
Peer testing of
weeks list in
written form.
Errors added to
notebooks and
next weeks list
Self Test
Buddy Test
Revision of
activities.
Activities using
and practising the
rule e.g
identifying
exceptions
Vocab Extension
Games & puzzles
Formal Grammar
Sentence
structure, parts of
speech etc.
The spelling list can then become part of the individual’s homework programme to be
learned each night.
Spelling Words
The NZCER Essential Words are the core words children should know. It helps to form
their writing vocabulary. These should be tested at the beginning of the year and
unknown words should form their spelling list to learn. Retest them as required
throughout the year to move them on and to be able to gauge retention. You might also
include high frequency words from class that they might be using in their
writing/topic/reading etc.
Copies of the Essential Word lists can be found in teacherwrite/Literacy/Spelling
Or on our Literacy wiki – owhataliteracy.wikispaces.com
Class Spelling Profile:
List 1
List 2
Class:
List 3
Year Level:
List 4
Number of Students above expected spelling level:
Number of Students at expected spelling level:
Number of Students below expected spelling level:
Comment:
What are your Learning Intentions for each group?
List 5
Date:
List 6
List 7
Commonly
Misspelt Words
Other
Programme
Curriculum Expectations
By the end of the year the chn are
expected to be achieving at or above the
following levels…
End Year 2 Should know Lists 1-2
End of Year 4 Should know Lists 1-4
End of Year 6 Should know Lists 1-6
For Years 2-6
Schonell Graded Word Spelling Test A
Test A done in February and results go into Assembly, Pupil Data Book and
Achievement Books
net
sat
let
may
land
flower
ground
noise
damage
fitted
can
hit
doll
tree
how
son
lowest
remain
else
spare
fun
lid
bell
by
your
seem
brain
hoped
through
daughter
top
cap
yes
ill
cold
four
write
worry
entered
edge
rag
had
then
egg
talk
loud
amount
dancing
cough
search
concert
domestic
topic
method
freeze
avoid
duties
recent
type
instance
liquid
assist
readily
guess
attendance
description
welfare
various
genuine
interfere
accordance
mechanical
anxious
signature
allotment
approval
accomplished remittance financial
capacity
surplus
exceptionally successful preliminary resource
prologue
colonel
coarse
referring
courteous
exhibition affectionately attorney
pinnacle
toboggan
definite
guarantee
anniversary irresistible hydraulic
Schonell Graded Word Spelling Test B
Test B done in February and results go into Assembly, Pupil Data Book and
Achievement Books
see
bag
leg
good
time
boat
sight
mistake
yoke
iron
cut
ten
dot
till
all
mind
mouth
pair
island
health
mat
hat
pen
be
help
sooner
large
while
nerve
direct
in
dad
yet
with
week
year
might
skate
join
calm
ran
bed
hay
from
pie
dream
brought
stayed
fare
headache
final
circus
increase
slippery
lodge
style
bargain
copies
guest
policy
view
library
cushion
safety
patient
account
earliest
institution
similar
generous
orchestra
equally
individual
merely
enthusiastic
appreciate
familiar
source
immediate
breathe
permanent
sufficient
broach
customary
especially
materially
cemetery
leisure
accredited fraternally
subterranean apparatus portmanteau politician miscellaneous
mortgage
equipped exaggerate
amateur
committee
Spelling Age = Number of words correctly spelled – divide by 10 then
add 5 e.g 28 = 2.8 + 5 = 7.8
Conversion table to convert tenths of a year into months
.1
.2
.3
.4
.5
=
=
=
=
=
1
2
4
5
6
month
months
months
months
months
.6
.7
.8
.9
=
=
=
=
7 months
8 months
10 months
11 months
Spelling Tag for Achievement Books This could help you with analysing the test looking at needs.
Spelling Age:
Spelling Age:
Spelling Age:
Spelling Age:
* Using initial sounds
* Using initial sounds
* Using initial sounds
* Using initial sounds
* Using final sounds
* Using final sounds
* Using final sounds
* Using final sounds
* Using middle sounds
* Using middle sounds
* Using middle sounds
* Using middle sounds
* Using consonant blends
* Using consonant blends
* Using consonant blends
* Using consonant blends
* Using vowel blends
* Using vowel blends
* Using vowel blends
* Using vowel blends
* Using correct word to
match meaning (e.g for/four)
* Using rules to add
endings e,g
* Using correct word to
match meaning (e.g for/four)
* Using rules to add
endings e,g
* Using correct word to
match meaning (e.g
* Using correct word to
match meaning (e.g
* Using rules to add
endings e,g
* Using rules to add
endings e,g
* drop e to add ing
*doubling final consonant
*drop e to add ing
*doubling final consonant
for/four)
*drop e to add ing
*doubling final consonant
for/four)
*drop e to add ing
*doubling final consonant
Spelling Age:
Spelling Age:
Spelling Age:
Spelling Age:
* Using initial sounds
* Using initial sounds
* Using initial sounds
* Using initial sounds
* Using final sounds
* Using final sounds
* Using final sounds
* Using final sounds
* Using middle sounds
* Using middle sounds
* Using middle sounds
* Using middle sounds
* Using consonant blends
* Using consonant blends
* Using consonant blends
* Using consonant blends
* Using vowel blends
* Using vowel blends
* Using vowel blends
* Using vowel blends
* Using correct word to
match meaning (e.g for/four)
* Using rules to add
endings e,g
* Using correct word to
match meaning (e.g for/four)
* Using rules to add
endings e,g
* Using correct word to
match meaning (e.g
* Using correct word to
match meaning (e.g
* Using rules to add
endings e,g
* Using rules to add
endings e,g
*drop e to add ing
*doubling final consonant
*drop e to add ing
*doubling final consonant
for/four)
*drop e to add ing
*doubling final consonant
for/four)
*drop e to add ing
*doubling final consonant
Spelling Age:
Spelling Age:
Spelling Age:
Spelling Age:
* Using initial sounds
* Using initial sounds
* Using initial sounds
* Using initial sounds
* Using final sounds
* Using final sounds
* Using final sounds
* Using final sounds
* Using middle sounds
* Using middle sounds
* Using middle sounds
* Using middle sounds
* Using consonant blends
* Using consonant blends
* Using consonant blends
* Using consonant blends
* Using vowel blends
* Using vowel blends
* Using vowel blends
* Using vowel blends
* Using correct word to
match meaning (e.g for/four))
* Using rules to add
endings e,g
* Using correct word to
match meaning (e.g for/four)
* Using rules to add
endings e,g
* Using correct word to
match meaning (e.g
* Using correct word to
match meaning (e.g
* Using rules to add
endings e,g
* Using rules to add
endings e,g
*drop e to add ing
*doubling final consonant
*drop e to add ing
*doubling final consonant
for/four)
*drop e to add ing
*doubling final consonant
for/four)
*drop e to add ing
*doubling final consonant
Learning to Spell a Word
the word
the word
copy the word
from the list
the word from
memory
the word from
the list
Some Spelling Generalisations
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The sound of se and ce
se at the end of words often says z. e.g. noise (z)
ce at the end of words often says s e.g. voice (s)
Note: the e softens the preceding consonant.
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cl as in camel. Most words having two or more syllables and ending in the letter ‘l’
have only one ‘l’
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Words ending in le. To keep the short vowel sound the consonant is doubled in
words such as saddle.
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Words ending in le. Where only one consonant appears before the le e.g table, the
vowel sound is long.
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Hard and soft c. c followed by I, y or e sounds soft like s (ess). Followed by other
letters it sounds hard like k.
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Words ending in ge. When using the ge sound at the end of a word, dge is used after
a short vowel sound and ge for everything else.
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Using all, full and till. When the words, all, full and till are used as prefixes and
suffixes, one ‘l’ is dropped.
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Words ending in et. The suffix et is often used for the young of animals as in cygnet,
piglet.
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Words ending with l or ll. Most words ending in ‘l’ usually have two or more
syllables e.g. sandal. One syllable words will end with a double ‘ll’ e.g. tall.
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Words ending in tch and ch. ‘tch’ is used after the short vowel sound e.g. catch. ‘ch’
is used after the long vowel sound.
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Words ending in ze. After the short vowel sound, zz is generally used as in buzz.
Otherwise to make a z sound at the end of a word ze is sometimes used or se as in
cheese.
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Occupations with ist, er or or endings. These suffixes are often used to denote
occupations or may mean ‘the person who’.
Extra for Expertsome possible ideas to extend and challenge our more able students.
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Colloquialisms
Popular phrases
Proverbs
General knowledge
Countries
o Capitals
o People
o Languages
o Place names
o Currency
o Foods
Road signs
Reference material and their uses
Homes
o Persons
o creatures
Occupations
Receptacles – what would you find in a briefcase, desk drawer, cask
Sound and motions
o Creatures
o Objects
Classification of like objects
Gradation e.g. Place the following in order of smallest to largest: city, country,
town, continent, village
Association i.e. words associated with a given word
Analogies e.g. Spider is to fly, Cat is to ________
Putting simple stories in sequence
Absurdities e.g. If you don’t receive this letter please in form me at once.
Letters to the editor.
The list is obviously endless, and the further you get into grammar the more possibilities
become apparent, especially in areas of (for example) correct usage.
Games and Quizzes
Don’t underestimate the value of games in adding a valuable learning component to the
children’s spelling programme. They can be an invaluable way to help the child learn
letter/word sense. Consider these:
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Anagrams
Adding a letter to make a new word e.g word becomes sword
Removing a letter to make a new word e.g danger becomes range
Changing a letter to make a new word e.g find become fine
Word finds
Kriss kross activities
Hangman
Mastermind using a four letter word
Word tents e.g a
as
ask
task
Crosswords
A vegetable and fruit alphabet
Writing a sentence with the words beginning with all the letters of the alphabet.
The extension to that would be where the words begin with the letters of the
alphabet in the correct order.
Word squares where the letters form words across as well as down
Group/class spelling competitions
Secret codes
The same prefix – which can be added to three or more different words e.g.
______machine
____way
_______marine. The students need to
work out what the prefix is. This can be done with junior students with initial
consonants.
Identifying the speller of the week
Bingo
I spy
If today is Tuesday, think of all the words beginning with ‘t’ relating to a certain
theme e.g. fruit
Jumbling letters/words
Lettergrams
Backward words – words that say another word when written backwards e.g. saw,
wed, sag, trap, snap, emit
Last letter first
Word building – first child says a letter, to which each succeeding child must add a
letter (with a word in mind, or they can be challenged and disqualified), but they
must not complete a word or they lose.
There are many more ideas in teacherwrite/Literacy/Spelling
First write each word in pencil.
Then trace over each word three
times. Each time you trace, you
must use a DIFFERENT colour
crayon. Trace neatly and you will see
a rainbow!
Draw and color a picture. Hide your
spelling words inside your picture.
Show your picture to someone
and see if they can find your
hidden words!
Write silly sentences
using a spelling word in each
sentence. Please underline your
spelling words! Write neatly!
Example: My dog wears a blue and
purple dress when he takes a bath.
Write your spelling words forwards
and then backwards. Write neatly!
Example:
where
erehw