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Spelling in KS2

Spelling in KS2. PGCE Spelling Workshop. What do you know?. One of the most irregular spelling systems in current use. No one-to-one correspondence between letters and sounds. English tries to preserve meaning in related word forms. For example:

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Spelling in KS2

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  1. Spelling in KS2 PGCE Spelling Workshop

  2. What do you know? • One of the most irregular spelling systems in current use. • No one-to-one correspondence between letters and sounds. • English tries to preserve meaning in related word forms. For example: Sign and signature –If written phonetically they would be spelt ‘sain’ and ‘signacher’ and the related meaning would be lost. • Inconsistencies due to: changes in pronunciation, loan words and forced changes in spelling but not pronunciation. • Commercial influences; lite instead of light, thru instead of through, smokey instead of smoky. • The best example of its idiosyncratic nature – how many words do you know with ‘ou’? How many different pronunciations are there?

  3. Spelling requirements Primary Framework Strand 6 - Word structure and spelling - focuses on teaching and developing children’s knowledge of word structure • Phonemic knowledge (sound based) • Etymology (word origins/history) and • Morphology (meaning and units of meaning in words) In order that children extend their vocabulary and spell accurately. Furthermore, they need to use a range of strategies to secure spelling accuracy.

  4. The Olympic games SATs Spelling Test (2004) • Complete this spelling paper from the KS 2 SATs (you need to listen to me say each sentence and write in the word that I say but which is missing in your text). • What do you think each of the words would tell you about that the child completing the paper knows about spelling? • Now have a look at the related analysis sheet

  5. Emily and the best bet • Have a look at Emily’s writing. • As you listen to the clip, what has she noticed about her own spelling of the word ‘down’? • What benefit is there in spending this time with Emily helping her work out what she’s done? • How can you make sure that this time is available in your own classrooms?

  6. Teaching sequence Explain, use Model, define Explore, investigate Assess, Reflect • Revisit • Teach • Practise • Apply

  7. An example lesson Year 4 term 1 (i) To distinguish between the spelling and meaning of homophones

  8. Revisit, Explain, Use A homophone is a word that sounds the same as another, but is spelt differently. Can you think of any examples? mail/male see/sea red/read bare/bear knew/new Make up a sentence that uses each pair of words in context?

  9. Teach, Model, Define to two too What does each spelling of the homophone mean? Look at this homophone: - goes before (precedes) a verb - a number - as well, also, more than I am going to say a sentence. Using your whiteboards, can you hold up the correct spelling of to/two/too that fits in the sentence? Try the same task with a friend.What about these homophones: wear/where, see/sea, new/knew, eight/ate, know/no?

  10. Practise, Explore, Investigate • How can we remember the different meanings? Can you make up a mnemonic for each? • – be/bee • – new/knew • – right/write • – through/threw • – hole/whole • – are/our

  11. Practise, Explore, Investigate

  12. Apply, Assess, Reflect What is a homophone? Can you think of some examples of homophones? I am going to write two sentences. Can you pick the correct spelling of the homophone in each? I am going to dictate two sentences. Can you write them using the correct spelling in your books?

  13. How will I know what to plan for? • http://www.devonldp.org/v.asp?rootid=17&depth=3&level1=17&level2=391&level3=872&folderid=872&level2id=391 • A great site from Devon which has resources related to the PNS publication Support for Spelling • Look out in school for hard copies of Support for Spelling • Schools sometimes use THRASS in KS 2 http://www.thrass.co.uk and we have this publication in the School Resources Centre

  14. Supporting children’s spelling • Help children to ‘have a go’ – use initial sound/letter • Have a word wall of tricky or topic words • Have an agreed system for un______n words • Support children in the writing process • Draw attention to parts of words – clap out and refer to syllables • Give three options and ask child to choose • Assess children’s spelling and offer appropriate support • Change your intervention according to the level of the child • Encourage children to highlight incorrect spellings • Have fun with words and spellings • Use dictionaries at the re-drafting/revision stage • Investigate spellings, keep spelling journals, check spellings • Use Look, Cover, Write, Say, Check • Practise getting them right!

  15. Analysis of children’s spellings • Frith (1985) – three stages of development; logographic, alphabetic and orthographic. • Gentry (1987) – 5 stages. Pre-communicative, semi-phonetic stage, phonetic stage, transitional stage, correct stage. • First Steps (1996) Developmental continuum. • Peters and Smith (1993) – error analysis approach.

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