Spelling – work for Year 2

“Once pupils have learnt more than one way of spelling particular sounds, choosing the right letter or letters depends on their either having made a conscious effort to learn the words or having absorbed them less consciously through their reading. Younger pupils have not had enough time to learn or absorb the accurate spelling of all the words that they may want to write.”

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Spelling – work for Year 1

“By the end of year 1, pupils should be able to read a large number of different words containing the GPCs that they have learnt, whether or not they have seen these words before. Spelling, however, is a very different matter. Once pupils have learnt more than one way of spelling particular sounds, choosing the right letter or letters depends on their either having made a conscious effort to learn the words or having absorbed them less consciously through their reading. Younger pupils have not had enough time to learn or absorb the accurate spelling of all the words that they may want to write.”

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How not to teach spelling

“Familiarity is not easily distinguished from truth.”

― Daniel Kahneman, Thinking, Fast and Slow

 


If you allow a child to spell ‘he’ as ‘hee’ or ‘they’ as ‘thay’, they’re going to practise misspelling these words.  They’ll become so familiar with their invented spellings that they may struggle to unlearn the inaccurate sound-spelling correspondences.  I use ‘invented spelling’ because the notion of ‘phonetically plausible’ spelling is flawed.Read More »