A PD on Spelling

1. Monday 1st June 2015

3. WALT
 Know the background behind syllable types, phonemes
and the structure and origins of the English Language.
 Understand the progression in spelling using the
BWPS Scope and Sequence.
 Develop a year group central agreement in line with
other year groups, on what we use to assist with
spelling.

4.  Spelling (encoding should be taught alongside decoding as part
of the English block)
 It needs to include morphology (meaning) and etymology (origin)
- Such as exit, exhale, exhaust, exhibit, extricate
- Ex- meaning out
- Origin – Latin 16th century (exitus)
 It should be explicit, multisensory, structured and systematic.
 Not just lists of words and weekly tests.
 Comprise of words which follow alphabetical principal and should
be explicitly taught, explaining their rules alongside irregular words
by sight. (LSCNWC).
 We can develop vocabulary while teaching spelling.

5. Phonemic Awareness v’s Phonological
Awareness
 Phonemic Awareness – The ability to hear, isolate, and
manipulate individual phonemes in spoken words.
 Phonological Awareness – Includes phonemic awareness
and the ability to hear and manipulate larger units of sounds
such as onset and rime and syllables.
 Phoneme is a speech sound and a grapheme is the written
representation of the speech sound (a letter or cluster of
letters)
 44 phonemes using the 26 letters- including, Digraphs,
blends- sl, st, nk ft; Vowel teams- ee, ai, oa; Dipthongs- ow,
oi

6. 6 Syllable Types

7. Language Origins

8. Our Scope and Sequence
 In your teams- look at the scope and sequence (and
hints!)
 Tick off what you have taught so far
 Circle anything they are unsure about – e.g.
Terminology
 Comment on any parts that you feel could sit at another
year level or need further discussion.

9. Spelling Strategies
Discuss what you use to help with spelling currently in
your year level.
So we can come to a central agreement for year levels.
Prep- 2 with Sarah
Grade 3-6 with Melissa

10. Points to discuss……
 BWPS approach to High frequency words
 The role of spelling tests
 Editing their own work- When are they able to do this and
recognise that a spelling is incorrect?
 Consistent approach to marking and correcting spelling
mistakes.
 Consistent approach to spelling to ensure there are no gaps.

11. Resources
 Resources- Finger spelling, Mini Whiteboards, Nessy clips, Alphablocks.
 Sail Away – picture of a boat sailing
 Boil the toy- Physically have a teddy in a pan!
 http://www.etymonline.com (word origins)
 http://ogforall.com/ (explains the rules)
 https://www.youtube.com/watch?v=-
nBh1DMIrDM&list=PL9KzDZeZLpPO9qFKopmOkBwJ4OyCmIoel
 https://www.youtube.com/watch?v=E9EGgLPmpXA&index=5&list=PL9KzDZe
ZLpPO9qFKopmOkBwJ4OyCmIoel