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whole school spelling - how do you do it?

Discussion in 'Primary' started by groovyshell83, May 6, 2012.

  1. groovyshell83

    groovyshell83 Occasional commenter

    we are looking to improve the spelling in our school. Does anyone have any or use any whole school spelling schemes or ideas that work well besides Letters and Sounds?
    Thankyou
     
  2. groovyshell83

    groovyshell83 Occasional commenter

    anyone out there?
     
  3. We use the old spelling booklet (sorry, can't remember what it is called as it is at school) and the 'support for spelling document'. Our spellings are differentiated 3 ways for each year group.
     
  4. Beyond a very basic level (a cat sat on a mat), learning to spell English is mainly a matter of memorising quirks for at least 3700 individual words (said, once, speak, speech, very, merry) by age 16.
    See <font color="#0000ff">http://englishspellingproblems.blogspot.com/2010/11/english-spelling-rules.html</font>

    for all of them.
    The best spellers tend to be lucky and imprint them on their minds mainly by reading,
    others have trouble doing so, even if they go over the ones that keep tripping them up again and again.
    That's why whole school policies for spelling tend not do much good, because pupils need address their own weaknesses, but they all need try and learn at least the most HF tricky words.




    I have devided them into ones with regular
    spellings and the rest.

    Perhaps the list can be of use to u? (I'll pasting them in, so might end up looking odd.)

    Spellings for the ee-sound, for
    short and long oo </u>

    :



    been feet green keep need queen see sleep three tree trees

    even here these each eat please sea tea key be he he&rsquo;s me she we we&rsquo;re people




    could couldn&rsquo;t would book good look looked looking looks took
    pulled put


    food room school soon too do into to two who through

    home over
    clothes going boat cold don&rsquo;t most oh old
    only told


    go no so grow
    know snow window






    a am an and as at back bad began can cat dad
    gran grandad

    had has hat have magic man ran sat than that that&rsquo;s

    animals dragon (without doubled
    consonants as in &lsquo;granny, stagger&rsquo;)

    baby came gave made make place take again great

    away day may play say way they


    car dark garden hard park are laughed after asked can&rsquo;t fast last plants


    air there
    there&rsquo;s their where bear


    saw all called
    small water thought




    the bed best end get help her let let&rsquo;s new
    next red them then went when yes

    said head friends every
    everyone were


    better eggs fell
    tell well
    any many ready

    very ever never (no doubled consonants)



    big children did didn&rsquo;t different fish him his if in
    is it it&rsquo;s its king little miss still thing things think this which will wind
    wish with live lived river

    birds first girl work

    inside like liked cried time while by fly my
    why

    I I&rsquo;ll
    I&rsquo;m
    I&rsquo;ve night right



    across along box dog floppy fox from got hot

    long lots not of off on stop stopped top gone
    want wanted was what


    or for horse morning before more your
    door


    but duck fun jumped just much mum must run
    sun under up us another come (coming) mother other one
    once some something


    use you

    about around found house mouse our out round
    shouted down how now town





    Oddments:

    boy
    Mr Mrs giant
    suddenly








    </font>[/b]
     
  5. Katherinium
    Whole school policies for spelling tend not do much good, because pupils need address their own weaknesses, as I said earlier.
    The hard part of learning to spell English is memorising all the exceptions to basic spelling rules, rather than the rules themselves: bed, fed, led &ndash; said head; catch, dispatch &ndash; attach. Some patterns have very few exceptions (cat, mat - plait) and can almost be taught as rules.
    Some have so many exceptions, that they are essentially random. The worst are:
    Spellings for the /ee/ sound (seek - speak, shriek, eke, seize, police) long < (autumn &ndash; awkward, almost, bought, daughter)
    Consonant doubling (very merry, copy poppy)

    Strong patterns with quite a few exceptions are:
    <a-e> (gate &ndash; bait, great, straight, eight), <i-e> (bite - might, height, type, kind ) short <u> (cut &ndash; couple, come, compass, does, blood) (bed &ndash; said, head, any, friend)

    U can find free listings of words for all of them at
    [/URL]

     
  6. Katherinium
    I am going to try and see if I can restore some of my spacing.
    Whole school policies for spelling tend not do much good, because pupils need address their own weaknesses, as I said earlier.
    The hard part of learning to spell English is memorising all the exceptions to basic spelling rules, rather than the rules themselves:
    bed, fed, led &ndash; said head; catch, dispatch &ndash; attach.

    Some patterns have very few exceptions (cat, mat - plait) and can almost be taught as rules.
    Some have so many exceptions, that they are essentially random. The worst are:
    Spellings for the /ee/ sound (seek - speak, shriek, eke, seize, police)
    long < oo> (root &ndash; with <oo>in 90 common words, but not in 97 &ndash; fruit, brute, group, move,)
    <o-e> (stole &ndash; coal, bowl, roll, control)
    stressed /er/ sound (her, bird, burn, learn, worm, journey)
    <au> (autumn &ndash; awkward, almost, bought, daughter)

    Consonant doubling (very merry, copy poppy)

    Strong patterns with quite a few exceptions are:
    <a-e> (gate &ndash; bait, great, straight, eight),
    <i-e> (bite - might, height, type, kind )
    short <u> (cut &ndash; couple, come, compass, does, blood)
    (bed &ndash; said, head, any, friend)

    U can find free listings of words for all of them at
    http://englishspellingproblems.blogspot.com/2010/11/english-spelling-rules.html
     
  7. Judging by how few responses this query produced, suggests that few people have any idea how best to teach spelling.
    Perhaps it's because my separation of the 300 most HF ones into those with regular spellings and the rest makes it very clear that it is mainly a matter of learning by rote, word by word:
    <u>Spellings for the ee-sound, for short and long oo </u>
    :
    been feet green keep need queen see sleep three tree trees
    even here these each eat please sea tea key be he he&rsquo;s me she we we&rsquo;re people

    could couldn&rsquo;t would book good look looked looking looks took pulled put
    food room school soon too do into to two who through

    home over clothes going boat cold don&rsquo;t most oh old only told
    go no so grow know snow window

    a am an and as at back bad began can cat dad gran grandad had has hat have magic man ran sat than that that&rsquo;s
    animals dragon (without doubled consonants as in &lsquo;granny, stagger&rsquo;)
    baby came gave made make place take again great
    away day may play say way they
    car dark garden hard park are laughed after asked can&rsquo;t fast last plants
    air there there&rsquo;s their where bear
    because saw all called small water thought
    the bed best end get help her let let&rsquo;s new next red them then went when yes
    said head friends every everyone were
    better eggs fell tell well any many ready
    very ever never (no doubled consonants)
    big children did didn&rsquo;t different fish him his if in is it it&rsquo;s its king little miss still thing things think this which will wind wish with live lived river
    birds first girl work
    inside like liked cried time while by fly my why
    eyes find I I&rsquo;ll I&rsquo;m I&rsquo;ve night right
    across along box dog floppy fox from got hot
    long lots not of off on stop stopped top gone want wanted was what
    or for horse morning before more your door
    but duck fun jumped just much mum must run sun under up us another come (coming) mother other one once some something
    use you
    about around found house mouse our out round shouted down how now town
    Oddments:
    boy Mr Mrs giant suddenly


     
  8. wow, this website is fantastic, thank you for sharing!
     
  9. Thanks to everyone who replied, lots to think about!
     

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