Effective Phonics Teaching and Spelling Conventions through History
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Day 3 – Teaching Spelling
Teaching Reading (Part 1)
Find out how your school teaches phonics
and observe a phonics session. Write a
reflective log outlining how this has
developed your understanding of effective
phonics teaching.
How did your school transform and connect
subject knowledge?
Effect is a noun (outcome, consequence or
appearance)
Affect is a verb (to transform or to change)
“What .......... did it have on your class”
“Did the snow ............. your school?”
“It was clearly ..........ing your teaching”
The ........... of the medicine was sudden.
Watch out – there is a rare verb: to effect (to
bring into being)
◦
The new spelling policy will be effected from May
You will understand
◦
Spelling conventions
◦
How to teach spelling
◦
How to teach handwriting
◦
What reading is
◦
How to build a successful reading curriculum
◦
How to teach guided reading
Fæder ure þu þe eart on
heofonum
Si þin nama gehalgod
to becume þin rice
gewurþe ðin willa
on eorðan swa swa on
heofonum.
urne gedæghwamlican
hlaf syle us todæg
and forgyf us ure gyltas
swa swa we forgyfað
urum gyltendum
and ne gelæd þu us on
costnunge
ac alys us of yfele soþlice
Father our thou that art
in heavens
be thy name hallowed
come thy kingdom
be done thy will
on earth as in heavens
our daily bread give us
today
and forgive us our sins
as we forgive those who
have sinned against us
and not lead thou us into
temptation
but deliver us from evil
truly
Old English - Matching the Anglo-Saxon
tongue to the Roman alphabet
Middle English – from the Norman Invasion, a
vast influx of new words, prefixes and
suffixes
The Great Vowel Shift
1476 – William Caxton arrives
More Greek and Latin words from the
Renaissance
1500s - Spelling reform
1755 - Dr Johnson’s dictionary
Noah Webster’s dictionary
Words from Empire
Modern spelling
Globalisation and the internet
Phonics
Sight words
Spelling conventions
Morphology
Etymology
Visual discrimination
Mnemonics
Grammar related rules
Proof reading
Using a dictionary
From the KS1 sample
GPS test (July 2015)
Faster
Sunny
Face
Group
Fingers
Paints
Kitten
Thanked
Saturday
Sweets
Baking
Knew
Model
Whale
World
Hurried
Petal
Rainbow
Peaceful
Teddies
From the KS2 GPS
sample test (July 2015)
Discover
Mission
Loose
Sign
Country
Gymnastics
Edible
Posture
Sleigh
Delicious
Scent
Illusion
Re-enter
Parachute
Abundance
Unavoidably
Dissolve
Ominous
Drawer
Possession
The spelling of units of meaning within words
Root words e.g. cycle
Suffixes e.g. ing
Prefixes e.g. bi
Compound word e.g. motorcycle
Etymology e.g. Cycle is from the Latin ‘cyclus’
which is from from the Greek ‘kyklos’
meaning ‘circle, wheel, any circular body,
circular motion, cycle of events etc.’
Knowing the choice of graphemes for the
sound and which are more likely
Being able to break a word into phonemes,
morphemes and syllables and deal with them
one at a time
Having a ‘gut feeling’ about what looks right
Unusual or unique grapheme choices e.g.
bdellium
An inability to use analogy e.g. khaki
Too many tricky parts in one word
Lack of a clear convention
A word never seen before
Words that break the convention
‘Have-a-go’ pads
Teaching children to try out different spelling
options
Only phonetically irregular high frequency words
LCWC
Lots of practice and overlearning
See handout for full range
Display strategies in the classroom
Prompt cards
Using phonics
Using other spelling strategies
Using dictionaries
Trying out spelling options and making a
visual choice
In context
In all sections of the English lesson and
across the curriculum
Using a spelling teaching sequence across
one lesson or a series of mini lessons
Include spelling in success criteria
Revisit
◦
A chance to revisit conventions, HF words or
graphemes recently taught.
Teach / investigate
◦
A spelling investigation or direct teaching and
explanation of how spelling convention works.
Model examples and establish a definition.
Practise
◦
Interactive activities to practise spelling
convention. Could include whiteboard activities,
games and challenges.
Apply and reflect
◦
Will commonly include children writing dictated
sentences on whiteboards. These will contain
challenging words, words and spelling convention
words. Self assessment of what was correct and
what was incorrect. How can you improve? What
caused the issues?
Assess
◦
A final assessment on whiteboards of HF words,
words revisited and spelling convention words.
Make every word count.
Not letting children get ‘hung up’ on
spelling but keeping the challenge
Remembering that it is one small part of
writing
Developing a curiosity about words
Conventions not rules
Helps children to identify patterns in spelling
Best taught through spelling investigations
Look for tricks and patterns, especially with word
endings and suffixes
-le is the most common (table, apple)
These often have a ‘stick’ or a ‘tail’ letter before
the ending
-al is much less common but comes next (local,
usual)
-el is less common still (camel, tinsel, squirrel)
Both of these tend not to have a ‘stick’ or a ‘tail’
letter before the ending
-ol and –il are very rare (fossil, pistol)
-able is far more common
Without the ending what are you left with?
Agree- able
Legible –ible
Can you say “I am able to...”
If so, it is probably –able
Which ending: indestruct..., forgiv...,
respons..., break...?
Make conventions more rational
More interesting and active
Appeal to problem solving instincts
‘Support for Spelling’, ‘Spelling Bank’ and
the 2014 curriculum are good for this
approach
Make three lists of words which end in
f, ff
and
fe
What happens to nouns ending with ‘f’ when
suffixes are added?
Now put the nouns into the plural
What’s the convention?
Are there any exceptions?
My hypothesis is that -ie- is always correct
except when it follows a c. Then it is –ei-
Prove it or form a new hypothesis
Words within words
Acrossword
Shannon’s game
Finish (st.......p)
Phoneme challenge
Word stairs
Human words
Scrabble and Team Scrabble
Spelling tennis
Boxes
Spelling journals
Sending home spellings that the
child has actually got wrong
Partner testing
Synonyms for gifted spellers
Their work
Tests and assessments
Test analysis
Help for small groups
Common issues
Next steps?
Dictionaries for all abilities
Spelling strategies on display
Common words and ‘topic’ words on display
Mobiles
Word Tree
THRASS chart
Word of the day
Thesauri
Develop gross and fine motor skills first
Link to phonics
Join as soon as letters are formed correctly
Adopt the school’s style and use at all times
Teach handwriting lessons ‘little and often’
◦
Teacher models
◦
Children practise
Have consistent high expectations
Know the school expectations of pen/pencil use
and handwriting book use
Develop the tripod pencil grip. Watch out for
tense handwriting.
By the end of YR – Pencil grip is correct
By the end of Y1 – All letters formed correctly
By the end of Y2 – Letters joined
By the end of Y3 – Writing in pen
By the end of Y6 – Developed a personal style
Long ladder (down and off in another
direction) – i, l, j, t, u
One-armed robot (down and retrace upwards)
– b, h, k, m, n, p, r
Curly caterpillar (anticlockwise round) – c, a,
d, e, e, g, o, q, f, s
Zigzag letters – v, w, x, y, z
Ascenders and descenders
Developing Early Writing
Letters and Sounds
Support for Spelling
Spelling Bank
The 2014 Primary Curriculum
W
o
r
d
R
e
c
o
g
n
i
t
i
o
n
Language comprehension
P
O
O
R
G
O
O
D
G
O
O
D
P
O
O
R
W
o
r
d
R
e
c
o
g
n
i
t
i
o
n
Good language
comprehension, poor
word recognition
Good word
recognition, good
language
comprehension
Poor word
recognition, poor
language
comprehension
Good word
recognition, poor
language
comprehension
Language comprehension
P
O
O
R
G
O
O
D
G
O
O
D
P
O
O
R
Clarifying – Understanding what you have
read
Answering Questions – Answering
increasingly complex questions with evidence
Predicting – Suggesting what will happen next
Inferring – Reading between the lines
Linking – Making connections to other
knowledge
Summarising – Spotting the key points and
summing them up
Imagining – using imagination and empathy
to gain a better understanding
Understanding purpose and viewpoint –
recognising, comparing and explaining
Understanding text organisation - how and
why authors have structured, ordered and
organised their writing in certain ways
Understanding writers’ use of language - how
and why authors have used language for
effect
What sort of place is the story set?
How do you know that it is set in a different
time?
What order does the author tell you things in?
Why?
How do the townspeople feel?
Is the mayor the right man to solve the problem?
How does the writer use sentences to describe
the rats? What’s the effect?
What does the author want you to think about the
Pied Piper?
What are the key points in this introduction?
What will happen next?
How do you know?
What’s your evidence?
Independent reading
Active reading
Shared reading
Guided reading
One-to-one reading
Storytime
Phonics
Reading across
the curriculum
What is the point of each of these?
Which have you seen in your school?
No more than six
per group
Grouped according
to reading ability
Regular
opportunities for
sessions
20 minute sessions
Consistent structure
Book Introduction
Strategy Check
Independent
Reading
Return to text
Response
Next steps
What to teach?
Early readers
Fluent readers
Paired guided
reading
Poetry
Plays
Plan a guided reading session for the Pied
Piper text or a picture book
Choose your objective
What questions will you ask?
For an identified ability group, use your school’s
assessment sheets to assess their next steps in
reading. Use this information to plan, teach and
evaluate a guided reading session.
EYFS - Choose a focus group or individual and
use Development Matters assessment sheets to
assess their next steps in reading. Use this
information to plan, teach and evaluate a reading
based session.
Standard 6c - Use relevant data to monitor
progress, set targets, and plan subsequent
lessons
Explore the development of effective phonics teaching and spelling conventions through reflective logs and historical context. Discover the impact of phonics sessions on understanding and teaching practices, delving into Old English to modern-day practices. Learn about the evolution of language and spelling reform over the centuries, from Old English matching the Anglo-Saxon tongue to the spelling reforms of the 1500s. Gain insights into teaching spelling, handwriting, and reading strategies for building a successful reading curriculum. Uncover the differences between affect and effect in language usage.
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Presentation Transcript
Day 3 Teaching Spelling Teaching Reading (Part 1)
Find out how your school teaches phonics and observe a phonics session. Write a reflective log outlining how this has developed your understanding of effective phonics teaching. How did your school transform and connect subject knowledge?
Effect is a noun (outcome, consequence or appearance) Affect is a verb (to transform or to change) What .......... did it have on your class Did the snow ............. your school? It was clearly ..........ing your teaching The ........... of the medicine was sudden. Watch out there is a rare verb: to effect (to bring into being) The new spelling policy will be effected from May
You will understand Spelling conventions How to teach spelling How to teach handwriting What reading is How to build a successful reading curriculum How to teach guided reading
Fder ure u e eart on heofonum Si in nama gehalgod to becume in rice gewur e in willa on eor an swa swa on heofonum. urne ged ghwamlican hlaf syle us tod g and forgyf us ure gyltas swa swa we forgyfa urum gyltendum and ne gel d u us on costnunge ac alys us of yfele so lice Father our thou that art in heavens be thy name hallowed come thy kingdom be done thy will on earth as in heavens our daily bread give us today and forgive us our sins as we forgive those who have sinned against us and not lead thou us into temptation but deliver us from evil truly
Old English - Matching the Anglo-Saxon tongue to the Roman alphabet Middle English from the Norman Invasion, a vast influx of new words, prefixes and suffixes The Great Vowel Shift 1476 William Caxton arrives More Greek and Latin words from the Renaissance 1500s - Spelling reform
1755 - Dr Johnsons dictionary Noah Webster s dictionary Words from Empire Modern spelling Globalisation and the internet
Phonics Sight words Spelling conventions Morphology Etymology Visual discrimination Mnemonics Grammar related rules Proof reading Using a dictionary
Faster Sunny Face Group Fingers Paints Kitten Thanked Saturday Sweets Baking Knew Model Whale World Hurried Petal Rainbow Peaceful Teddies From the KS1 sample GPS test (July 2015)
Discover Mission Loose Sign Country Gymnastics Edible Posture Sleigh Delicious Scent Illusion Re-enter Parachute Abundance Unavoidably Dissolve Ominous Drawer Possession From the KS2 GPS sample test (July 2015)
The spelling of units of meaning within words Root words e.g. cycle Suffixes e.g. ing Prefixes e.g. bi Compound word e.g. motorcycle Etymology e.g. Cycle is from the Latin cyclus which is from from the Greek kyklos meaning circle, wheel, any circular body, circular motion, cycle of events etc.
Knowing the choice of graphemes for the sound and which are more likely Being able to break a word into phonemes, morphemes and syllables and deal with them one at a time Having a gut feeling about what looks right
Unusual or unique grapheme choices e.g. bdellium An inability to use analogy e.g. khaki Too many tricky parts in one word Lack of a clear convention A word never seen before Words that break the convention
Have-a-go pads Teaching children to try out different spelling options
Only phonetically irregular high frequency words LCWC Lots of practice and overlearning
See handout for full range Display strategies in the classroom Prompt cards
Using phonics Using other spelling strategies Using dictionaries Trying out spelling options and making a visual choice In context
In all sections of the English lesson and across the curriculum Using a spelling teaching sequence across one lesson or a series of mini lessons Include spelling in success criteria
Revisit A chance to revisit conventions, HF words or graphemes recently taught. Teach / investigate A spelling investigation or direct teaching and explanation of how spelling convention works. Model examples and establish a definition. Practise Interactive activities to practise spelling convention. Could include whiteboard activities, games and challenges.
Apply and reflect Will commonly include children writing dictated sentences on whiteboards. These will contain challenging words, words and spelling convention words. Self assessment of what was correct and what was incorrect. How can you improve? What caused the issues? Assess A final assessment on whiteboards of HF words, words revisited and spelling convention words. Make every word count.
Not letting children get hung up on spelling but keeping the challenge Remembering that it is one small part of writing Developing a curiosity about words
Conventions not rules Helps children to identify patterns in spelling Best taught through spelling investigations Look for tricks and patterns, especially with word endings and suffixes
-le is the most common (table, apple) These often have a stick or a tail letter before the ending -al is much less common but comes next (local, usual) -el is less common still (camel, tinsel, squirrel) Both of these tend not to have a stick or a tail letter before the ending -ol and il are very rare (fossil, pistol)
-able is far more common Without the ending what are you left with? Agree- able Legible ible Can you say I am able to... If so, it is probably able Which ending: indestruct..., forgiv..., respons..., break...?
Make conventions more rational More interesting and active Appeal to problem solving instincts Support for Spelling , Spelling Bank and the 2014 curriculum are good for this approach
Make three lists of words which end in f, ff and fe What happens to nouns ending with f when suffixes are added? Now put the nouns into the plural What s the convention? Are there any exceptions? f, ff fe
My hypothesis is that -ie- is always correct except when it follows a c. Then it is ei- Prove it or form a new hypothesis
Words within words Acrossword Shannon s game Finish (st.......p) Phoneme challenge Word stairs Human words Scrabble and Team Scrabble Spelling tennis Boxes
Spelling journals Sending home spellings that the child has actually got wrong Partner testing Synonyms for gifted spellers
Their work Tests and assessments Test analysis Help for small groups Common issues Next steps?
Dictionaries for all abilities Spelling strategies on display Common words and topic words on display Mobiles Word Tree THRASS chart Word of the day Thesauri
Develop gross and fine motor skills first Link to phonics Join as soon as letters are formed correctly Adopt the school s style and use at all times Teach handwriting lessons little and often Teacher models Children practise Have consistent high expectations Know the school expectations of pen/pencil use and handwriting book use Develop the tripod pencil grip. Watch out for tense handwriting.
By the end of YR Pencil grip is correct By the end of Y1 All letters formed correctly By the end of Y2 Letters joined By the end of Y3 Writing in pen By the end of Y6 Developed a personal style
Long ladder (down and off in another direction) i, l, j, t, u One-armed robot (down and retrace upwards) b, h, k, m, n, p, r Curly caterpillar (anticlockwise round) c, a, d, e, e, g, o, q, f, s Zigzag letters v, w, x, y, z Ascenders and descenders
Developing Early Writing Letters and Sounds Support for Spelling Spelling Bank The 2014 Primary Curriculum
G O O D Word Recognition POOR GOOD P O O R Language comprehension
Good word recognition, good language comprehension Good language comprehension, poor word recognition G O O D Word Recognition POOR GOOD Poor word recognition, poor language comprehension Good word recognition, poor language comprehension P O O R Language comprehension
Clarifying Understanding what you have read Answering Questions Answering increasingly complex questions with evidence Predicting Suggesting what will happen next Inferring Reading between the lines Linking Making connections to other knowledge Summarising Spotting the key points and summing them up
Imagining using imagination and empathy to gain a better understanding Understanding purpose and viewpoint recognising, comparing and explaining Understanding text organisation - how and why authors have structured, ordered and organised their writing in certain ways Understanding writers use of language - how and why authors have used language for effect
What sort of place is the story set? How do you know that it is set in a different time? What order does the author tell you things in? Why? How do the townspeople feel? Is the mayor the right man to solve the problem? How does the writer use sentences to describe the rats? What s the effect? What does the author want you to think about the Pied Piper? What are the key points in this introduction? What will happen next? How do you know? What s your evidence?
Independent reading Guided reading Shared reading Phonics Active reading Storytime One-to-one reading Reading across the curriculum
What is the point of each of these? Which have you seen in your school?
No more than six per group Grouped according to reading ability Regular opportunities for sessions 20 minute sessions Consistent structure
