Holy Family Catholic Primary School SPELLING POLICY 1. The aim of the spelling policy at Holy Family Catholic Primary School is to ensure that the children are encouraged to develop spelling accuracy in all their written work. The school believes that correctly spelt work fosters a pride in writing and presentation, which in turn builds confidence and leads to further success. 2. General Principles 2.1 Through the use of the Nelson Spelling Scheme, and the Spelling Lists from Letters and Sounds, and under the guidance of the National Literacy Strategy and Letters and Sounds, spelling is taught by exploring: Phonological awareness Word morphology (roots and affixes) Etymology Syllabification Semantics and syntax (word meaning) 2.2 In all classes, from YR to Y6, children have a weekly focussed spelling lesson. This lesson enhances the pupils' memory skills, as well as their understanding of word types and meanings. Teachers are aware of the link between handwriting success and spelling success. Teacher s use mnemonics to help children learn irregular spellings as necessary. The activities in each class are carefully differentiated to ensure all children are making good progress. The spelling lesson is followed up, for Y1-Y6 by each child learning a list of words for homework (using the Look, Say, Cover, Write, Check approach) which will be tested the following week. This routine and structure is key to ensure good progress. 2.3 Spelling lists are taken from the Letters and Sounds Spelling Progression, which is in line with National Literacy Strategy objectives. 2.4 Outside of the spelling lesson Spelling is taught as and when key words appear in all subjects; through careful marking in all subjects; through modelling of correct spelling by the teacher and TA; through pupils own self correction writing being celebrated and displayed around the school; through the use of word walls, spelling mats and spelling cards; through the use of dictionaries, personal dictionaries and thesauri.
3. Special Educational Needs 3.1 Teachers who have pupils with specific spelling difficulty may introduce them to the Simultaneous Oral Spelling technique (Appendix B). In consultation with the SENCO, children with severe difficulties in spelling will have an individual spelling assessment and use resources from an earlier stage than their peers. Ideas to help children who have difficulty learning Spellings can be found at Appendix C. 3.2 Children with IEP's in spelling have weekly small group support using the 'focus' worksheets provided by the Nelson Spelling Scheme or resources from specialist spelling schemes, guided by the SENCO. 4. Assessment and Record Keeping 4.1 Children have weekly spelling lessons and a check test based on the words learnt in class using the Nelson spelling scheme word lists. This is differentiated by number of words to learn, more able children also learning more complex words. These weekly tests are recorded and monitored in the teacher's mark book. 4.2 Each class will have a random check test, termly. 4.3 Children are grouped by ability, these groups are kept under review. 5. Spelling Approach 5.1 All classes will follow the agreed spelling approach for the school (see Appendix A) using the Nelson Spelling Scheme for the appropriate year group. 6. Homework 6.1 Spellings will be given to children as part of homework on a typed list according to ability group. Approved by Staff: Approved by Governors: Review Date:
Appendix A Holy Family Catholic Primary School Spelling Approach 1. Each class teacher will compile spelling lists using the Nelson Spelling Scheme. 2. The teaching of spelling will be allocated a minimum of 1/2 hr. per week as a class. 3. KS1 classes will have a word bank easily accessible for pupils to use in each class. KS2 classes should have appropriate words from the NLS high frequency word lists displayed prominently in the classroom. 4. Teaching of spelling will be supported by the use of workbooks at KS1 to reinforce letter patterns and the LOOK, SAY, COVER, WRITE, CHECK approach, will be taught throughout the school. 5. A typed spelling list will be given each week as homework and these will be tested and scores recorded. 6. Word retention test scores will be taken from a random selection of words tested each term (x6 per yr). 7. Differentiation will be achieved by giving suitable words for different abilities using the allocated list and using words from Letters and Sounds first 100 words and additional 200 words. The key word cards in alphabetical and letter pattern order may also be used to assist less able spellers in written work. 8. Each child will have a personal alphabetical order dictionary to collect words and be taught how to use it to support writing. 9. Discussion of word meanings will be at the teacher s discretion through class discussion, dictionary work and writing words into a sentence. 10. There are many ways in which words can be investigated and learnt through a multi-sensory approach. e.g: grouping by meanings, common spelling patterns, sound patterns, locating them in dictionaries and other texts, creating mnemonics, inventing and playing word games, proof reading and checking them in independent writing. 11. The teacher must appropriately correct children s spelling in marking as often as possible. 12. Teachers will give children regular opportunities to spell words correctly using appropriate dictated passages. 13. The teaching of spelling at FS & KS1 will include the following:-
Foundation Stage YR1 a. Phonics every day a. Simple dictated passages b. Letter cards b. Phonics worksheet c. Sound book (activities) c. Word books to collect spelling in d. Oxford Reading Trees d. From Easter using published personal dictionary dictionary (& alphabetical order) e. Jolly phonics/literacy e. Weekly test on spelling list and Strategy Phonics key words Programme (Letters & Sounds) f. Literacy strategy phonics programme (letters and sounds) for Y1 YR 2 a. Word books b. Use of published dictionary (& alphabetical order) c. Weekly test on spelling lists and key words. d. SEN group gaps in knowledge identified by screening. e. Simple dictated passages LOOK, SAY, COVER, WRITE, CHECK The teaching of spelling at KS2 will be as follows: a. Each child will have a spelling notebook (pages folded in half lengthways. b. Typed spellings will be stuck into the homework book along with spelling pattern headings. c. The child will LOOK at each word in turn, SAY the word, COVER it and attempt to WRITE the word correctly on the next page. The child will CHECK it and if correct will tick it. If incorrect then a further attempt should be made. d. When each word has been correctly written the child should add new words with the same pattern to the list. Other words within words may be spotted. e. The teacher should reinforce letter patterns across abilities in the class by writing all letter patterns on the board and asking children to add new words to the list. Incorrect patterns should be written to show how some words sound the same but are sometimes spelt with different letter patterns. Spotting words within words on the board heightens awareness of letter patterns. f. Teach the correct use of dictionaries to check accurate spellings so children develop a growing independence (using dictionaries at an appropriate level to ability). g. Reinforcement of alphabetical order.
Appendix B Simultaneous Oral Spelling Technique The child proposes the word which he wants to learn. The teacher writes the word for him (or forms it with plastic letters). The child then names the written word. The child then writes the word himself, and at the same time names each alphabetical letter (using letter names) as he writes it. Then he names the word again. He checks to see that the word has been written correctly by comparing it with the one written by the teacher. After that steps 2-5 are repeated three times over. The chid practises the word (and any others) in this way for six consecutive days until eventually the child can write the word without looking at the original word written by the teacher. He may achieve this on the first day with some words, but more complex words take longer. When he can write the word without having to copy it the first stage of the teaching, at any rate so far as that word is concerned, is complete. The next step depends, for obvious reasons, on the regularity of the word itself, but is usually possible and, in our view, always helpful. The child learns with the help of plastic letters to generalize from that word to others which share the same sounds and the same spelling sequences.
Appendix C Ideas for Learning Tricky Spellings BECAUSE Big Elephants Can Always Understand Small Elephants NECESSARY Not Every Cat Eats Sardines (Some Are Really Yummy) A friend is always there when the end comes. I before E except after C And when saying "A" as in neighbour or weigh And weird is weird. Separate is A RAT of a word to spell When two vowels go walking the first does the talking For words like "oat" or "eat"). And: The silent 'e' makes the vowel say its name For words like cap/cape and hat/hate. When you eat "dessert", you always want to come back for the second "s". The word "believe" has "lie" in it "To get her" Remember how to spell "together" by noting that if you "get her," you'll be "together!" Rhythm has your two hands moving! our Oh you are said Smelly Albert is dirty To remember a word with silent g, put it in a sentence with one from the other set, e.g. a) A sign is a kind of signal b) Put your signature on your design. c) To resign from your job, hand in your resignation A piece of pie O U lucky duck (S h o u l d)