1、Teaching Spelling and PhonicsA Handbook for TeachersContentsWhy do children need to spell correctly?What do children need to learn to spell correctly?What are the expectations of how spelling and phonics should be taught at XXX school?How should phonics and spelling should be taught?Useful memorisin
2、g strategiesKey spelling patterns The Importance of Syllables in Spelling Prefixes as an aid to spelling Suffixes - their importance in spelling Spelling words ending ic and ick Words ending -er, -or, and ar Words ending ical, icle and aclePractising Spellings At HomeSpelling PostersPhonic and spell
3、ing gamesWhy children need to learn to spell correctly?This section is based on material from Spelling it Right at http: /. Poor spelling creates a bad impression - its one of the first things a reader notices Examiners, teachers, prospective employers, often place a lot of weight on spelling Anxiet
4、y about spelling inhibits a childs writing, especially their choice of words Even in these days of word processors there are still times when we need to writeTo improve and develop their spelling children need to: Develop an interest in words Feel safe about trying new words, not just words theyre s
5、ure about Learn about, the way words are built up using syllables Know about the basic spelling patterns of English Have a range of memorizing strategies Explore the meanings of words Understand prefixes and suffixes Write for their own enjoyment, without the fear that they will be criticized Read f
6、or pleasureWhat are the expectations of how spelling and phonics should be taught at XXX school? In Foundation and Year 1, there should be a daily phonics lesson In Year 2,there should be a discrete phonics and/or spelling lesson at least 3 times a week. In Key Stage 2, there should be a discrete sp
7、elling lesson one a week, with planned opportunities at least 3 times a week for consolidation and re-enforcementHow should phonics and spelling should be taught? Teaching should be focussed and pacy There needs to be clear continuity and progression teaching should be based on childrens strengths a
8、nd weaknesses rather than their age or year group, and objectives should be drawn from the school schemes of work. A variety of groupings should be used including whole class teaching, group work and paired work. Children could work in ability groups, being set across a year group, if this would con
9、tribute to effective teaching and learning A variety of teaching methods should be used including direct exposition, games and investigation of spelling rules and patterns. Children should be taught methods to enable them to learn new spellingsUseful memorising strategiesWhen you come across a new w
10、ord ALWAYS use the LOOK - THINK - COVER - WRITE - CHECK method to memorize it.LOOK carefully at the new word. How can you break it into smaller bits? Do any of the smaller bits remind you of the patterns of letters from other words? THINK about the parts of the words, which might cause problems - do
11、uble letters for instance, or a vowel that isnt pronounced as you would expect. COVER the word and close your eyes. Try to see it in your minds eye. WRITE the word down without looking back. CHECK to see if youre right. If not, look carefully at where you went wrong and try again.More Hot Tips* When
12、ever you have to copy a new word from the whiteboard, from a book, or from the dictionary, always try to write the whole word in one go.Dont keep looking back after every few letters. * Try finger-writing: while youre THINKing about the word, pretend to write it with your finger, on your desk or on
13、your hand. Mnemonics are useful for particularly tricky words, or for key spelling patterns: Ould Oh, you, lucky duck (should, could, would) Ound Oh you naughty duck (ground, found) Laugh Laugh At Ugly Goat Hair Because Big Elephants Can Always Understand Small Elephants Island an island is land sur
14、rounded by water Necessary 1 collar and 2 sleeves are necessary Piece a piece of pie Parliament Liam went to the Houses of parliament Separate there is a rat in separate Secretary a good secretary can keep a secret Terrible Ribs feel terrible Business going by bus is good business Rhythm rhythm gets
15、 your 2 hips moving Accommodation 2 cats, 2 mice, 1 dog - accommodation Soldier soldiers sometimes die in battle Quiet keep quiet about my diet Guitar I only play guitar when Im drinking fruit juiceKey spelling patternsThis section is based on material from Spelling it Right at http:/ .Children need
16、 to be taught useful spelling patterns and rules. One good technique is to begin by giving children a list of words to sort. Then ask them to look carefully at how they sorted the words, and see if they can spot the spelling rule. Finish by explaining the rule, giving further words, and see if the c
17、hildren can use the rule to sort the words more quickly.If you are sending home spellings that follow a pattern, its a good idea to make that pattern explicit, so that parents can help their children to learn their spellings.The Importance of Syllables in SpellingAll good spellers are skilful at bre
18、aking words up into syllables.care-ful hos-pit-al u-ni-ver-si-tyBreaking a word into syllables makes it easier to deal with one small bit at a time.Prefixes as an aid to spellingA prefix is a group of letters placed at the start of a root word to change its meaning. Some complicated words are less d
19、ifficult to spell if you are familiar with prefixes. Here are some common examples in the following list:PREFIX MEANING EXAMPLESanti- against or opposite to anticlockwise, antibiotic auto- self autobiography, automatdis- not, or away dissimilar, disconnectin- not insane, inhumanil- not illogical, il
20、legalim- not immature, improbableir- not irrelevant, irregularinter- between international, intermarry mis- wrong misunderstand, misspellpost- after postnatal, postscript pre- before prenatal, prehistoricpro- for, or forward propose, pro-British re- again, or back rewrite, reconsidersub- under subma
21、rine, substandardsuper- above supervisor, superhumantrans- across transport, transplantun- not, or in reverse unfinished, unarmedSuffixes - their importance in spellingA suffix is simply an ending thats added to a base word to form a new word. A key thing to know about a suffix is whether it starts
22、with a consonant or a vowel. Adding a suffix to “magic e” wordsWhen you add a consonant suffix the base word doesnt change. When you add a vowel suffix, drop the silent e. Remember to drop the e when adding a vowel suffix. (Note that y is regarded as a vowel suffix, so laze + y = lazy)Base word+cons
23、onantsuffixBase word+vowelsuffixhope hopeless note notablestate statement calculate calculationspite spiteful reserve reservationlate lately late latestextreme extremely expense expensiveAdding suffixes to words ending -ce and -geThere are exceptions to the above “magic e” rule which is why its prob
24、ably better to call it a pattern rather than a rule. Heres the main one:Where the base word ends in -ce or -ge, then you keep the silent e before -able and -ous. So:enforce + able = enforceablenotice + able = noticeableservice + able = serviceablecourage + ous = courageousoutrage + ous = outrageousW
25、hen should you doubling consonants when adding a suffix?Luckily theres a very useful pattern to help us. If the base word has: one syllableone short vowel one consonant at the endyou double the final consonant when you add a vowel suffixbed + ing = bedding, flat + est = flattestfun + y = funny hot +
26、 er = hotterIf the base word has: one syllableone short vowel one consonant at the endyou keep the base word the same when you add a consonant suffixbag + ful = bagful, wet + ness = wetness Suffixes and Stressed SyllablesIf the stress is on the first syllable the base word doesnt change:Profit - pro
27、fitable Enter - entered Order - orderingIf the stress is on the last syllable, double the final consonant before adding a vowel suffix.No change if a consonant suffix is added.Begin - beginningEquip - equippedRegret - regretfulCommit - commitmentAdding a suffix to words ending yThere are two importa
28、nt patterns to learn:* If the word ends in a vowel +y, the base word doesnt change: delay + ed = delayedemploy + ment = employment* If the word ends in a consonant +y, when you add any suffix except -ing, then change the y to i: reply + ed = repliedbusy + ness = businesspity + ful = pitifulbut reply
29、 + ing = replyingSpelling words ending ic and ickSame sound but two spellings. However there is a simple way to spot the difference. The words with only one syllable end in -ick.The words having more than one syllable end in -ic.There are only a few exceptions to this pattern and these usually happe
30、n where two words are joined together as in homesick and candlestick.Words ending -er, -or, and -arThere are lots of words in English which end with the -er sound. But when you listen to these words you cant be sure whether the sound is made by -er, -or or -ar.Theres no easy rule but there are a few
31、 helpful word patterns: There are more than ten times as many words ending with -er than -or and -ar together.So, if you guess -er then theres a good chance that youll be right! Verbs ending in a silent e usually change to nouns by ending -er:dive/diver wade/wader write/writer avenge/avenger -er is
32、also the most common way of ending a word for someone carrying out an action: Action Person carrying out the actionreporting reporterplaying playerfighting fighter -or is used when the base word ends in -ate, -ct, -it :calculate calculator create creatorcontract contractor reflect reflectorvisit vis
33、itor exhibit exhibitor There is no especially useful pattern to recognise words that end in -ar except to say that many of them finish with -lar:regular popular similar pillarBut other than that its just a matter of memorizing the -ar words as you come across them. Mispronouncing the ending so that
34、it rhymes with the -ar- in market is a handy memory trick.Words ending ical, icle and acle Adjectives all end with -ical, and the nouns end with -acle or -icle. Handy Tip: Nearly all the words that end with this sound will be adjectives and will therefore end with -ical.Any more spelling patterns? C
35、heck with KS2 book.Practising Spellings At HomeIf you are sending spellings home, you may want to suggest ways in which parents could help their children. You could send home a sheet with a bank of ideas, or send a different one home each week with the new spelling list.A variety of games should hel
36、p to keep both children and parents interested and motivated. The games below have been designed for home learning, but you could also use them in the classroom.1) Word Search Create your own word searches using your spelling words. Or use this link to get your computer to do it for you. http:/ Draw
37、 your words on Lite-Brite. http:/ Air spelling: Choose a spelling word. With your index finger write the word in the air slowly, say each letter. Your parent needs to remind you that you need to be able to see the letters you have written in the air. When you have finished writing the word underline
38、 it and say the word again. Now get you parents to ask you questions the about the word. For example they could ask What is the first letter? What is the last letter? How many letters are there? ect.4) Media Search:Using a newspaper or magazine you have 15 minutes to look for your spelling words. Ci
39、rcle them in different coloured crayon. Which of your spellings words was used the most times?5) Shaving Cream Practice:An easy way to clean those dirty tables is to finger paint on them with shaving cream. Squirt some on the table (with your parents permission and supervision!) and then practice sp
40、elling your words by writing them with your finger in the shaving cream.6) Salt Box Spelling:Ask your parents pour salt into a shallow box or tray (about 3cm deep) and then practice writing you spellings in it with your finger.7) Scrabble Spelling:Find the letters you need to spell you words and the
41、n mix them up in the bag. Get your parents to time you unscrambling your letters. For extra maths practice you could find out the value of each of you words.8) Pyramid Power:Sort your words into a list from easiest to hardest. Write the easiest word at the top of the page near the middle. Write the
42、next easiest word twice underneath. Write the third word three times underneath again until you have built your pyramid9) Ransom Note:Cut the letters needed to for your words from a newspaper or magazine and glue them down to spell the words.10) Spell It With Beans:Use Lima beans (or any dried beans
43、 or lentils) to spell out your words. If you glue them onto separate pieces of card then you made a great set of flash cards to practice with for the rest of the week.11) Pipe Cleaners Or Tooth Picks:These are just a couple of suggestions of things you could use to for your spelling words.12) Tasty
44、Words:Just like above but this time try and find tasty things to spell your words with, like raisins. Then when you spell them right you get to eat them!13) Design A Word:Pick one word and write it in bubble letters. Colour in each letter in a different pattern.14) Sign Your Word:Practice spelling y
45、our words by signing each letter. To see the New Zealand Sign Language Alphabet http:/www.nzsign.co.nz/Downloads/fingerspelling.pdf15) Water wash:Use a paintbrush and water to write your words outside on concrete or pavements.16) ABC Order:Write your words out in alphabetical order. Then write them
46、in reverse alphabetical order.17) Story Time:Write a short story using all your words. Dont forget to check your punctuation!18) Simple Sentence:Write a sentence for each of your words. Remember each sentence must start with a capital letter and end with a full stop.19) Colourful Words:Use two diffe
47、rent coloured pens to write your words. One to write the consonants and one to write the vowels. Do this a couple of times then write the whole word in one colour.20) Memory Game:Make pairs of word cards. Turn them all over and mix them up. flip over two cards, if they match you get to keep them, if
48、 not you have to turn them over again. Try and match all the pairs.21) Finger Tracing:Use your finger to spell out each of your words on your mum or dads back. Then its their turn to write the words on your back for your to feel and spell.22) Spelling Steps:Write your words as if they were steps, adding one letter each time. (Its much easier doing this on squared paper)23) Scrambled Words: Write your words then write them again with all the letters mixed up.
