Condensed - HIGHLAND LITERACY

Wraparound Spelling

Condensed

Many children struggle with spelling even when their reading is fluent and accurate. This can be for a number of reasons. One of the main factors could be due to a poor knowledge of the phonic code and in particular the skills of encoding. Reading and Spelling are opposite ends of the code. When reading we decode: breaking the word up into the individual codes to work out how the word should be read. When spelling, we encode: building up the written word using codes attached to the sound of the spoken word.

Reading goes from concrete written word to abstract thought and sound Spelling starts with abstract thought and sound and as it is written it takes on its

concrete form.

If we begin by showing our pupils the spelling list, then we are teaching reading. Not all pupils manage to make the connections between decoding the written word and encoding their thoughts into writing. We need to teach spelling explicitly, modelling the process.

Spelling Lists

You can use any spelling list or programme. The important thing is that we begin by dealing with one word at a time and saying it, not writing it down until the pupil has heard each sound in the word in sequence and has thought about the correct grapheme to represent the sound.

Working this way, means that it is possible to teach one lesson, to a whole class providing the differentiation needed for all.

You may either refer to the graphemes as `special friends' or use the correct terms.

Some technical Terms

Phoneme

The individual sounds Grapheme that make up a word.

The way that sounds are represented in the written word.

Digraph/Trigraphs OR Close friends

Two or more letters which together make one sound.

ch, igh, wh, ee

Split digraphs OR Distant friends

Two letters which together say the one sound but are split apart by another letter.

shape

Monday

(MT ? My turn; YT ? Your turn; TTYP ? Talk to your partner)

"Today class we are going to begin with the word happy."

happy

Say happy.

(MT, YT, TTYP)

I am going to stretch the word happy so that I can hear each of the sounds in it clearly.

h ? a ? pp ? y = happy

Now I want you to stretch the word happy. (MT, YT, TTYP)

I am going to count the sounds on my fingers.

h ? a ? pp ? y = happy

h ? a ? pp ? y = 4 sounds.

h ? a ? pp ? y = 4 sounds.

Can you count out the sounds on your fingers? Now let's work out how we are going to write each of the sounds.

happy

Can you see any digraphs or split digraphs (special friends)?

happy

If you can, underline them. I am going to rub out the word. I want you to say it, count the sounds and write it yourself. Once they have written the word, write it once more on the board and ask the children to check, tick or correct each sound they have written.

happy

With your shoulder partner think of a sentence to show what happy means.

Choose one sentence to become a dictation

I am happy when I play with my friends.

sentence which you will practice each day.

You may need to ask questions such as, why, when, how to encourage them to grow the sentence.

Talk about what kind of sentence it is and what punctuation is needed.

Now with your shoulder partner, I want you to think of another word that you can grow from the

word happy.

Unhappy, happiness, unhappily, unhappiness

Choose one or two of the grown words to stretch, count and write. These could provide differentiation for more able groups in the class. Words could be written in the letterbox grid. Instead of growing words from a root word, you could begin with a more challenging word. Ask your pupils find the root word and then grown the root word to provide differentiation and understanding of how words grow and change.

e.g. realistic real (root word) really unreal unrealistically

Tuesday

Go over the words in the spelling list that you covered Monday.

Choose two or three to clap out the syllables. Show how the number of syllables often changes as the word is grown. (MT, YT, TTYP)

Choose two or three of the words and ask the pupils with their shoulder partners to think of a rhyme. (TTYP)

Repeat the dictation sentence. Remind them of the sentence.

Ask them to write it.

Write it on the board and ask them to check, tick or correct their attempt.

I am happy when I play with my friends.

Give a tick for each correct word, capital letters and punctuation.

Wednesday

Go over the words in the spelling list that you covered on Monday.

Choose two or three to discuss what part of speech they are. This will depend on the level of the majority of the class.

Repeat the dictation sentence. Remind them of the sentence. Ask them to write it. Write it on the board and ask them to check, tick or correct their attempt.

Thursday

Go over the words in the spelling list that you covered on Monday.

Choose two or three of the grown words to discuss any prefixes or suffixes and what they mean and how they altered the meaning of the root word.

Repeat the dictation sentence. Remind them of the sentence. Ask them to write it. Write it on the board and ask them to check, tick or correct their attempt.

Friday

Assessment

Either read out the words for each group or read out the root word and then give pupils one minute to write as many of the words that they can grow from the root word. Give a tick for each grown word. Spelling scores can look like this. 42/10

Seize the moment

Each day practice one of the `seize the moment' mini lessons to reinforce some element of literacy.

Letterboxes (Example)

Say the word first then stretch it by saying each of the sounds that you hear in the word. Now write each sound in a box then write the whole word in the last box.

c ar p e t

carpet

w i n d ow

window

d oo r

door

c ei l i ng

ceiling

f l oo r

floor

w a ll

wall

r oo f

roof

ch i m n ey

chimney

d r ai n p i p e drainpipe

g u tt er

gutter

s t air s

stairs

lof t

loft

g ar a ge

garage

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