Spelling

Dear Parents,

We would like to clarify the situation with regard to the teaching of spelling.

When children first come into school it is important that they learn to read and spell all the high frequency and medium frequency words. As many of these words do not follow regular spelling patterns it is necessary to simply memorise the spelling, and because they are frequently used words, constant practise makes perfect. Children who cannot spell the high frequency and medium frequency words will continue to be given spelling lists to learn until this milestone has been achieved.

Although it has long been the practise in our school to give children lists of spellings to learn each week, we have found that pupils frequently fail to transfer this knowledge into their writing. In fact many children who achieve high marks in spelling tests are not ‘good spellers’ in their other work. It is impossible for children to simply memorise the spelling of every word they would ever wish to use, therefore the words need to be grouped into ‘families’ where similar sounds or spelling rules apply. Therefore by learning the spelling of one word they can successfully spell a whole family of words.

Each week pupils will be given a ‘word family’ or ‘spelling rule of the week’, with a few examples. They will then be asked to find more examples for themselves, for instance, in their reading. We hope parents will also get involved and help them add to their collection of words in the same family. Pupils will also be encouraged to add their words to lists in the classrooms. Housepoints and encouragement will be given for good ‘word collectors’ as well as successful spellers.

A typical task may read:
This week we are learning to spell ‘ough’ words.
Examples are rough, tough, though, bough. Have you noticed that sometimes ough sounds like ‘uff’ and sometimes it is silent? Make a list of as many ‘ough’ words as you can. On   -----day you will be asked to spell some ‘ough’ words to check you know this family.

Occasionally pupils will be given a list of words that they will be using frequently, relating to a particular topic, or making their own spelling list from words they have misspelt in their own work. Other year groups are taking a similarly interactive approach.

We hope that this interactive approach will encourage reluctant spellers as well as giving able spellers the opportunity to use more ambitious vocabulary, and that it will enable all the children to achieve greater spelling success with a wider range of words.

Yours sincerely,

J. White (Assistant head teacher)