spelling and grammar: getting it write, wright, right! the meadow school

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Spelling and Grammar: Getting it write, wright , right! The Meadow School

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Page 1: Spelling and Grammar: Getting it write, wright, right! The Meadow School

Spelling and Grammar:

Getting it write, wright, right!

The Meadow School

Page 2: Spelling and Grammar: Getting it write, wright, right! The Meadow School

Aims• To know the implications for SPaG

within the new primary curriculum

• To understand how spelling and grammar are taught at The Meadow

• To know how you can support SPaG at home

Page 3: Spelling and Grammar: Getting it write, wright, right! The Meadow School

PaG• We embed this into our teaching and the

children’s learning in literacy and guided reading. We plan our 3 week literacy units and we introduce the grammar and punctuation objectives within the reading phase of week 1, the sentence level phase of week 2 and the writing and editing phase in week 3.

• *See the new Grammar expectations for each year group*.

Page 4: Spelling and Grammar: Getting it write, wright, right! The Meadow School

Task• In a puiltacibon of teh New Scnieitst it siad

you cuold jublme all teh letetrs in a wrod adn as lnog as teh frist adn lsat were the smae, reibadailty wolud hadrly be aftcfeed. My ansaylis did not cmoe to mcuh beucase of teh thoery at the tmie but raserceh sugsegts we may hvae smoe pofrweul palrlael prsooscers at wrok, which seepd up regnicoiton. We olny need the frist and lsat letetrs to spot chganes in meniang.

Page 5: Spelling and Grammar: Getting it write, wright, right! The Meadow School

Spelling is a mental process

To support children well, we need to be aware of the mental processes

involved

Say the word

Visual memory of the word

The feeling of

correctness

Correct spelling

Page 6: Spelling and Grammar: Getting it write, wright, right! The Meadow School

New Curriculum Expectations

• An increase in expectations across all year groups from year2 to year 6• Greater focus on spelling rules and

conventions• Greater focus on word roots and origins• *Word lists are particularly demanding *• Skills need to be embedded

Page 7: Spelling and Grammar: Getting it write, wright, right! The Meadow School

Spelling Tests: Problems

• Children rarely commit spellings learnt for a test to their long-term memory

• Some get 10/10 but then fail to spell these words correctly in their writing

• Can lead to poor self-esteem for children who practice but then don’t get many correct

• Can create an unhealthy competition• Gives teachers little information about the

spelling skills children need to develop

Page 8: Spelling and Grammar: Getting it write, wright, right! The Meadow School

What Does The Research Say?• Teaching children strategies for correcting spelling is

far more important than giving them the correct spelling of a word

• Spelling strategies and major spelling patterns are taught much more effectively through lessons than through workbooks or spelling tests

• If children learn spellings for tests and don’t use those words in their own writing, they will forget them within days

• Individualised spelling dictionaries are useful as children are trying to get a grasp of new spellings 

• Children often get key rules wrong.

Page 9: Spelling and Grammar: Getting it write, wright, right! The Meadow School

What Does The Research Say?• We often wrongly assume that if

children read widely they will be good spellers. This presupposes they are understanding and processing every word

• Children need to be taught why words are spelt as they are. They love to hear where words come from e.g. ‘democracy’– from Greek demos (the people) –kratia (power/rule).

Page 10: Spelling and Grammar: Getting it write, wright, right! The Meadow School

So what are we doing?• Structuring spelling so that it is taught across several

sessions each week• Using the teaching sequence: Revisit - Teach - Practice - Apply• Providing opportunities for children to investigate,

make generalisations, discover rules and embed their learning

• Supporting the use of individual spelling logs• *Using a range of visual, auditory and kinaesthetic

approaches *• Assessing spelling termly through children's writing

and activities (e.g. close procedures)• Building the word list words into teaching as

appropriate

Page 11: Spelling and Grammar: Getting it write, wright, right! The Meadow School

Parents as Partners

• A guide for parents: Helping your child with spelling

• Word lists• Spelling strategies.• Spelling Policy is on the school

website• Spellodrome• Grammar terminology

Page 12: Spelling and Grammar: Getting it write, wright, right! The Meadow School

Final Thought…

I take it you already knowOf tough and bough and cough and dough?Others may stumble, but not you,On hiccough, thorough, tough and through.Well done! And now you wish, perhaps,To learn of less familiar traps?Beware of heard, a dreadful wordThat looks like beard and sounds like bird,And dead: it’s said like bed, not bead –For goodness sake don’t call it deed!Watch out for meat and great and threat(They rhyme with suite and straight and debt).

A moth is not a moth in mother,Nor both in bother, broth in brother,And here is not a match for thereNor dear and fear for bear and pear,And then there’s dose and rose and lose –Just look them up – and goose and choose,And cork and work and card and ward,And font and front and word and sword,And do and go and thwart and cart –Come, come, I’ve hardly made a start!A dreadful language? Man alive!I’d mastered it when I was five!