At Birdwell, we believe that learning to spell is important and in the new National Curriculum, which we are following, correct spelling is stated as a key objective in all subjects.
As an inclusive school, we are committed to dyslexia-friendly approaches to spelling and advocate multi-sensory learning strategies. Every child is different and will learn in his/her own unique way. It is important that every individual learns to use a range of strategies and identify those that work for them, personally.
In Key Stage 1, the emphasis is on learning to read and spell sounds, then putting these together to make words. This is known as ‘blending’. Children are encouraged to have a go, sounding out words as they write and at other times making use of their sight words.
In Key Stage 2, we continue to encourage children to have a go and use their phonic strategies to spell as well as learning a bank of more irregular words individually. In addition, we teach spelling rules and patterns. Pupils are encouraged to use a wider range of strategies to spell words including:
Breaking words down into syllabic chunks
Using a dictionary or spellchecker
Independently discovering, learning and recalling rules such as ‘i before e except after c’
Using mnemonics such as ‘Big Elephants Can Always Understand Small Elephants’ to learn the word ‘because’
We take a very active approach to the learning of spellings at Birdwell and encourage pupils to improve through a variety of games and activities which may be kinaesthetic and ‘get up and go’, or through the identification of rules and patterns that can be applied. The emphasis is always on ‘having a go’ and celebrating what is, rather than what is not, correct in the word. We believe that making the meanings of words integral to their acquisition alongside the practice of spelling words in context is fundamental to success.
Many parents have asked how they can support their children with spelling at home. These ideas have been designed to help!
Using mnemonics as an aid to memorising an irregular word and (e.g. people: people eat orange peel like elephants; enough: even naughty octopi usually get haribo.)
Dividing the word into syllables, say each syllable as they write the word (e.g. re-mem-ber).
Finding words within words (e.g. a rat in separate); highlight these with a highlighter pen and even make up a short story linking the embedded word to the whole word meaning.
Making links between the meaning of words and their spelling (e.g. sign, signal, signature).
With spelling flashcards:
Pairs: Create a double set of the words your child is finding tricky. Pick up two cards at a time until they find a pair. Can they verbally spell it out to you?
Multi-media: Copy/trace words from flashcards using dough, pasta shapes. Magnetic letters on your fridge with which to make words can also add variety.
Finger-writing: Spell out words in sand, salt or flour using your finger.
With pen, pencil, marker and paper:
Spelling Word Race: Create two teams with one player from each team taking the pen at a time. Someone calls out the word and the two players race to write this word first.
Spelling Puzzle: Make a home-made puzzle by writing the words in large on a piece of card. Get your child to cut it up and then see if they can piece it back together again?
Stairs: Write the words as if they are stairs, adding one letter each time: S, Sp, Spe, Spel, Spell
Rainbow write: Build each word up with a different-coloured letter at a time.
Tic-Tac-Toe: This game is a favourite of the children’s and is often best known as Os and Xs. Using the spelling words in place of an O or an X, the players must get three in a row, with the chosen word spelt correctly each time.
Chalk: If you have any chalk (and don’t mind getting your paving a bit messy) get your child to write the words on the ground and then the rain will wash it away.
Glass pens: Write spellings on the windows with wipe-clean glass pens.
Water Paint: Use water and a paintbrush to water paint the spelling words. On a hot sunny day, the words disappear quickly so they need to paint fast!
Catch/Kick: Kick or throw a ball, or pass an object between you, taking it in turns to say the next letter.
Newspaper: Cut out letters from a newspaper to make words.
Games: Scrabble, Boggle, hangman.
Look, Cover, Write, Check: Look at a word and say it out aloud then cover it, write it and check to see if it is correct. If not, highlight or underline the incorrect part and repeat the process.
With a computer or tablet:
Some children, and particularly those with dyslexia, benefit from cream paper and different-coloured ink. Try using different backgrounds when word-processing and encourage your child to consider which colours, backgrounds and fonts are best for them. We have used Sassoon Primary Infant as our chosen font for this document.
Remember, just sitting learning meaningless words by rote is not fun and encourages neither a love of writing or an interest in the rich vocabulary of our language. Acquiring more words must be fun and motivating. One of the very best ways is just to encourage your child to read, read and read some more so that they absorb language and spelling in context. Don’t forget that ‘reading’ also can include listening to audio books, hearing stories read aloud by family members, encouraging children to read to their younger siblings and even their pets!
Every week your child will be bringing home a list of spellings which are the class focus for that week. Please help support spelling at school by taking some time to try a few of the above activities at home with your child. Little and often is far better than all at once; concentrating on a few words each day is best and will really go a long way in helping your child to meet national standards.
If you come up with any other enjoyable, successful and motivating ideas to get those spellings learnt, please let us know and we can add them to the list.
We aim to promote a love of reading for all of our children at Birdwell. Children have a reading record to keep track of their reading at home and school. Particularly in the Early Years and Key Stage 1, adults frequently hear children read either as part of a group, individually or within discrete reading and phonics sessions. This helps us to monitor progress and put in place interventions for those who need extra support. In Key Stage 2, daily guided reading sessions also enable children to develop their comprehension and inference skills as a reader.
In the EYFS and KS1, we use the North Somerset Phonics into Spelling scheme. In Reception, children begin to learn sounds and use them to begin to read (and write) words. Throughout Key Stage 1 children are taught all of the different sounds and how these are recorded as letters. They use these to help them read (and write) more difficult words. Where appropriate, phonics is continued into KS2 for any children who require additional support. We hold parent workshops in EYFS and Year 1 to inform and support parents and carers.
We are lucky to have a well-stocked library where children can access a wide range of fiction and non-fiction books. Each classroom has access to books and there are many opportunities across the day for children to read.
We always enjoy celebrating World Book Day together in March each year!
We are fortunate to have a large number of reading books, from a variety of reading schemes. Children have access to fully decodable phonics books as well as books that practise Common Exception Words (words that are frequent in English but don't follow the rules of phonics). Children read books that come from schemes such as Rigby Star, Usborne, Phonics Bugs and The Oxford Reading Tree.
The reading we do in class, whether picture books or novels, regularly inspires our writing. We often use the 'Power of Reading' approach to provide our children with purposeful opportunities to write and apply the skills taught.