Mastering Spelling: from the building blocks of phonics
A new spelling strategy
Made by teachers, for teachers
A new spelling strategy
Designed to provide progression throughout a school by understanding phonics decoding and spelling as a reversible process. (As identified by Ofsted in their English Curriculum Review 2022.)
From Y2 to Y6
Made by teachers, for teachers
A new spelling strategy
Created to pick up in Y2 after the 'Learning to read' phonics programs come to an end and spelling becomes more dominant.
(As set out specifically in the NC 2014.)
Made by teachers, for teachers
Made by teachers, for teachers
Made by teachers, for teachers
Developed specifically by expert teachers who understand how phonics and spelling are intertwined. Using pedagogical approaches that build upon Rosenshine's principles and an investigative / deductive strategy to understand the etymology and morphology of language to "nurture the word".
Strategy overview
The approach
Daily spelling sessions are run for children based on the lesson structure promoted through phonics teaching of 'Revisit and Review', 'Teach and Practise' and 'Practise and Apply'. Sessions run by covering the National Curriculum spelling expectations with spelling strategies specifically taught and 'challenge' words covered through repetition.
Etymology, morphology and investigation
Monday to Thursday sessions focus on morphology and Friday sessions focus on etymology with children investigating.
Supporting Lower Attaining Pupils
Slides are white and uncluttered to support with cognitive load. Simple pictures are given as scaffolding for comprehension. Reading is used in every session and linked to reading ages as set out in book bands from publishers linked to phonic programs.
Specific to your school context
All classes and schools are different. Resources are provided in an editable format to allow for schools to adapt them to meet their specific needs and contexts. PowerPoints are easy to add to, this allows for the common words in the class that are being misspelt to be addressed quickly and easily. Teachers can add a slide each day with the word that is a common misconception for their pupils. This means that children can be directly taught the words they need to focus on in their everyday classwork and it takes only moments to add these to the daily sessions.
Font
The font chosen for Y2 is a font that shows words printed with no lead in or out lines. From the summer of year 2 onwards, the font changes to a cursive script to reflect the expectation of children to be joining their writing in alignment with assessment.
Phonics Program
This scheme was developed by teachers who have been working with the SSP of Little Wandle. This means that the first term in Y2 shows expectations as set out in Little Wandle Y1 summer term. Other SSP programs are compatible with this approach. If you are using another strategy for phonics, we recommend you do a review of your approach in the first half of the autumn term for Y2. If your approach covers Y2, then this spelling program can be started in Y3.
Frequently Asked Questions
How do we support misconceptions and incorrect spellings identified in children’s daily work?
The easiest way to support these spelling inaccuracies is to add your own slide with this word into the PPT being used that week. This can be then copied across each day. Thus, exposing the children to that particular correct spelling every day. E.g. if the class were regularly spelling the word ‘which’ as ‘wich’ you could create a slide that has the word ‘which’ written, then highlight the ‘h’ to show where they are going wrong. It can then be added into their words to write in their book each day along with being added to the quick quiz on the Friday. If the spelling is then corrected in children’s work it can be removed. If this is still being done, then it could be continued through the following week. There would be a need to explain why this word has been added to the session for the children and that it will be a focus of feedback marking in their daily written work across all subjects.
How long are sessions?
Sessions should run between 20 and 25 minutes.
What about mixed age classes?
The NC objectives for KS2 are in LSK2 and UKS2. The approach shows year groups, but the Y3 and Y4 can be completed on a rolling program as can Y5 and Y6. The Y2 would need to be taught discretely
Timetabling is challenging, does it need to be 5 times a week?
The approach plans for 5 sessions a week and this is how the most impact will be had. However, the plans and resources are all editable and can be adjusted to suit your own school context and pupils.
Is there additional support or training available?
We have expert teachers who can support you in your own context if you feel your school and staff would benefit from face to face training. Please contact us if this is something that you would be interested in.