Spelling at BWPS

Monday 1st June 2015

WALTKnow the background behind syllable types,

phonemes and the structure and origins of the English Language.

Understand the progression in spelling using the BWPS Scope and Sequence.

Develop a year group central agreement in line with other year groups, on what we use to assist with spelling.

Spelling (encoding should be taught alongside decoding as part of the English block)

It needs to include morphology (meaning) and etymology (origin)

- Such as exit, exhale, exhaust, exhibit, extricate

- Ex- meaning out

- Origin – Latin 16th century (exitus)

It should be explicit, multisensory, structured and systematic.

Not just lists of words and weekly tests.

Comprise of words which follow alphabetical principal and should be explicitly taught, explaining their rules alongside irregular words by sight. (LSCNWC).

We can develop vocabulary while teaching spelling.

Phonemic Awareness v’s Phonological Awareness

Phonemic Awareness – The ability to hear, isolate, and manipulate individual phonemes in spoken words.

Phonological Awareness – Includes phonemic awareness and the ability to hear and manipulate larger units of sounds such as onset and rime and syllables.

Phoneme is a speech sound and a grapheme is the written representation of the speech sound (a letter or cluster of letters)

44 phonemes using the 26 letters- including, Digraphs, blends- sl, st, nk ft; Vowel teams- ee, ai, oa; Dipthongs- ow, oi

6 Syllable Types

Language Origins

Our Scope and Sequence In your teams- look at the scope and sequence

(and hints!)

Tick off what you have taught so far

Circle anything they are unsure about – e.g. Terminology

Comment on any parts that you feel could sit at another year level or need further discussion.

Spelling Strategies Discuss what you use to help with spelling currently in your year level.

So we can come to a central agreement for year levels.

Prep- 2 with Sarah

Grade 3-6 with Melissa

Points to discuss……BWPS approach to High frequency words

The role of spelling tests

Editing their own work- When are they able to do this and recognise that a spelling is incorrect?

Consistent approach to marking and correcting spelling mistakes.

Consistent approach to spelling to ensure there are no gaps.

Resources Resources- Finger spelling, Mini Whiteboards, Nessy clips,

Alphablocks.

Sail Away – picture of a boat sailing

Boil the toy- Physically have a teddy in a pan!

http://www.etymonline.com (word origins)

http://ogforall.com/ (explains the rules)

https://www.youtube.com/watch?v=-nBh1DMIrDM&list=PL9KzDZeZLpPO9qFKopmOkBwJ4OyCmIoel

https://www.youtube.com/watch?v=E9EGgLPmpXA&index=5&list=PL9KzDZeZLpPO9qFKopmOkBwJ4OyCmIoel