Spelling
Policies & Procedures
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SPELLING
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Introduction
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Policy Owner – Pre-Prep Director of Studies
We believe that spelling must be taught. Good teaching of spelling should be
multisensory and include:
• Attention and focus on the patterns and rules of English spelling • Memorising of these rules and recognition that there are exceptions • Strategies for remembering spelling • Encouragement to use ambitious vocabulary !
Organisation and Assessment
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We have adopted the ‘Read Write Inc.’ (Ruth Miskin), phonic programme, which
focuses on teaching the development of solid phonic skills to improve reading,
spelling and writing.
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Children are regularly assessed (every 6 weeks) and grouped into ability groups,
based on the RWI phonic testing.
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As part of these lessons, each classroom has RWI displays with common high
frequency words and banks of power words created from the work in the sessions.
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All classrooms are ‘print rich’ environments. We believe that it is important for print
to be displayed in a manner where pupils can read and use it effectively. Teachers
provide labels, signs, books, timetables, poems and mathematical vocabulary.
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Spelling lists for home learning are generated from the phonic continuum and the
RWI groups. The RWI ability groups are naturally differentiated. These are tested on
a weekly basis.
Through the year class teachers also check the spelling of high frequency words.
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Spelling is assessed in Year 1 and Year 2 in September and May each year, in line
with the whole school. We use the Hast 2 spelling test. These results are sent to Mrs.
J. Kenyon (SENCO in Prep School) and Mrs. S. King (Dir. of Studies in Prep School)
for the future monitoring of children. The Year 2 children also do Incas tests in
October which include a spelling assessment.
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Teaching and Learning
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We follow the principles of ‘Read Write Inc.’ when teaching spelling.
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Spelling
Policies & Procedures
• Pupils learn the 44 common sounds in the English language
• They learn how to sound blend for reading (decoding) and spelling (encoding)
• The RWI scheme also provides proof reading activities, close examination of
‘words within words’, exploration of rhyme, dictation exercises and the
revision and consolidation of spelling patterns
• The quicker they grasp the skill of encoding, the more they will be able to
write their own compositions
• Pupils need to have both good word recall and good oral language
comprehension in order to write
• Good word recall is dependent upon encoding rapidly and as writers we need
to encode rapidly before we can write even the simplest message.
• RWI has five underlying principles which are important when delivering the
scheme: PACE (for children to complete the programme as quickly as
possible), PRAISE (pupils learn more quickly when they are praised for what
they do), PURPOSE (each activity within the programme has a clear purpose)
PARTICIPATION (all pupils take part in all of the lessons), PASSION (staff
show the children how much they enjoy teaching the lessons).
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Foundation Stage
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The emphasis at this stage is on systematic, multi-sensory, high quality phonics work
that is embedded within a rich language experience. Phonics will be taught daily for
20 minutes initially and then for longer periods, from the RWI programme.
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The application of phonics in writing will be offered through shared and guided
writing and independent writing opportunities related to the six areas of learning.
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If a child is at risk of not meeting age-related expectations the teacher in partnership
with the RWI Manager will take action to support the pupil’s progress. If at the end of
the Reception year pupils have not met age-related expectations, the teacher and
SENCO will consider drawing up an Independent Education Plan (IEP).
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Key Stage 1 (Year 1 and Year 2)
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‘Read Write Inc.’ will be taught three times a week. It is expected that most pupils
will have completed the programme by the end of Year 2. For spelling purposes the
emphasis is on the pupil’s ability to segment words into phonemes and then match the
most likely letter or letters to each sound. Regular phonic spelling checks are a regular
part of the programme.
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The pupils continue to learn how to spell a number of high frequency words and
common irregular words, enabling them to write fluently. They investigate and learn
common spelling patterns, and frequently use prefixes, and inflectional endings in
their own writing.
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Spelling
Policies & Procedures
Pupils become increasingly independent. They identify reasons for misspellings in
their own work and are taught how to use a simple dictionary, a range of word banks
and their knowledge of word families.
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Children have personal dictionaries and are encouraged to ‘try’ to spell a word
independently before discussing and refining the spelling with a staff member. They
will build up personal word banks for use in their own writing.
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Spelling lists are derived from the Phonic Continuum and RWI lessons and the class
teacher tests these words on a weekly basis. The link with handwriting and spelling is
thought to provide important kinesthetic learning.
If children finish the RWI programme they will move onto work which has an
emphasis on developing a range of strategies to remember how words are spelt,
including mnemonics and spelling rules. It is recognized that some pupils will need to
consolidate the phonic knowledge and skills from earlier learning.
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Children with Additional Needs
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Using the ‘Read Write Inc.’ assessment any pupils who are identified by the class
teacher and RWI manager as having fallen behind the age expectations or remain at
the same RWI level for two cycles are given extra support by a staff member using the
‘1:1 tuition’ materials.
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Support will also be offered in class focusing on:
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• Auditory discrimination and memory
• Listening and attention
• Phonological awareness
• Visual discrimination and memory
• Visual perception skills
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It is recognized that children learn in different ways and a variety of strategies should
be used.
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A combination of schemes e.g. Spelling Made Easy, Steps to Literacy may be used to
support these pupils.
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The SENCO may be asked to assess pupils to investigate a particular spelling
difficulty. If necessary an IEP may be written with specific spelling targets. Children
may be offered extra lessons with the special needs teacher, when they will be
withdrawn from class.
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Spelling
Policies & Procedures
Marking
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Pupil’s work is sensitively marked to enable all aspects of their creative writing to be
assessed, particularly the use of interesting vocabulary. We encourage the use of good
vocabulary even if the child does not know how to spell the word. The child is told to
‘have a go’. In Year 1 and Year 2 the child is able to ‘have a go’ in a personal
dictionary for good copying into written work.
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Attention is drawn to the misspelling of high frequency words or those most recently
studied. Wherever possible spelling errors are tackled with pupils present.
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The Role of Parents
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Parents are introduced to the school’s spelling policy and the RWI programme at the
introduction meeting which is held at the beginning of the academic year. In addition
to this, the policy is on the school website. The Reception teachers in particular are
responsible for communicating the school’s policy about the place of spelling in the
writing process.
Parents are asked to support their children to learn the words in the weekly spelling.
The lists are a combination of phonically regular and high frequency words.
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Monitoring
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The school monitors the teaching of spelling using the following strategies:
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Lesson observations by the teachers
Observation by the RWI manager
Monitoring teachers planning of RWI
Evaluating progress through assessment, including SENCO assessment
Work sampling
CREATED: SPRING 2014
NEXT REVIEW: SPRING 2015
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