I feel your pain! I have Y1 / Y2 and I wonder what they did last year! Again, long story! I have given mine a 'word book' each and if they need to know a spelling, they have to ask a grown up to write it in for them. I notice now that they start to come up to me asking me to spell a word like 'some' that we have been looking at in phonics and they decide that it is less effort to just try and remember how we learned it than come and ask me and wait! Some of it with mine is sheer laziness! If they mispell words that we have been looking at in phonics, I get them to re-write it three times. I don't do this with more 'adventurous' words, as I don't want to stop them using exciting language. I also photograph their literacy work and show it on a flipchart. We all read it as a group and make (kind!) comments. One pupil today looked at her own work on the IWB and said 'oops! I forgot the 'sh' sound in 'sharp'! That says 'sarp'!' Halleluyah! They really like looking at their own and others work in this way and they can then spot things like 'wow' words and connectives, as well as punctuation. It did help when the Assistant Head came in today and saw someone's work on the IWB. He made lots of comments on the work and the child just glowed! My lower ability group are still struggling with CVC words, so I support them in different ways - they don't have word books yet and I wouldn't ask them to re-write spellings. I just want them to write!