A Complete Spelling Programme Year 6 - St George, Bristol
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Raintree is an imprint of Capstone Global Library Limited, a company incorporated in Englandand Wales having its registered office at 7 Pilgrim Street, London, EC4V 6LB – Registeredcompany number: xt Capstone Global Library Limited 2016The moral rights of the proprietor have been asserted.All rights reserved. No part of this publication may be reproduced in any form or by any means(including photocopying or storing it in any medium by electronic means and whether or nottransiently or incidentally to some other use of this publication) without the written permissionof the copyright owner, except in accordance with the provisions of the Copyright, Designs andPatents Act 1988 or under the terms of a licence issued by the Copyright Licensing Agency,Saffron House, 6–10 Kirby Street, London EC1N 8TS (www.cla.co.uk). Applications for thecopyright owner’s written permission should be addressed to the publisher.Edited by Clare LewisDesigned by Richard Parker and HL StudiosPicture research by Eric GohlProduction by Helen McCreathOriginated by Capstone Global Library LtdPrinted and bound in the UKISBN 978 1 4747 1002 219 18 17 16 1510 9 8 7 6 5 4 3 2 1British Library Cataloguing in Publication DataA full catalogue record for this book is available from the British Library.AcknowledgementsNational Curriculum extract p. 11 Crown copyright information licensed under the OpenGovernment Licence v3.0.All images provided by ShutterstockEvery effort has been made to contact copyright holders of material reproduced in this book. Anyomissions will be rectified in subsequent printings if notice is given to the publisher.All the Internet addresses (URLs) given in this book were valid at the time of going to press.However, due to the dynamic nature of the Internet, some addresses may have changed, orsites may have changed or ceased to exist since publication. While the author and publisherregret any inconvenience this may cause readers, no responsibility for any such changes can beaccepted by either the author or the publisher.
No Nonsense Spelling ProgrammeContentsIntroduction4What is the No Nonsense Spelling Programme?4Assessment6Complementary Resources7Learning Spellings9Year 6 National Curriculum requirements12Year 6 Lesson plans13Year 6 Term 1 overview13Block 1 – autumn first half term15Block 2 – autumn second half term20Year 6 Term 2 overview25Block 3 – spring first half term27Block 4 – spring second half term32Year 6 Term 3 overview36Block 3 – summer first half term38Block 4 – summer second half term43Statutory word list for Years 5 and 648Year 6 Supporting Resources49
No Nonsense Spelling ProgrammeIntroductionWhat is the No Nonsense Spelling Programme?The No Nonsense Spelling Programme was devised to offer teachers a comprehensive yetaccessible progression in the teaching of spelling. Guidance, rather than prescription, is providedon how to teach the strategies, knowledge and skills pupils need to learn.The focus of the programme is on the teaching of spelling, which embraces knowledge of spelling conventions – patterns and rules; but integral to the teaching is the opportunity to promote thelearning of spellings, including statutory words, common exceptions and personal spellings.The programme delivers a manageable tool for meeting the requirements of the 2014 National Curriculum has a clear progression through blocks of teaching units across the year comprehensively explains how to teach spelling effectively.How No Nonsense Spelling is organisedThe programme consists of the following elements: The requirements of the National Curriculum, which have been organised into strands andthen broken down into termly overviews. The overall pathway can be found on the USB stick. Termly overviews that have been mapped across weeks as half termly plans. These follow amodel of five spelling sessions across two weeks, except in Year 2 where sessions are daily. Daily lesson plans for each session, with Supporting Resources, including word lists andguidance on conventions.The lesson plansThe lessons themselves then follow the structure below:LessonLesson typeLesson focusReference to year group, block of lessons and lesson number in e particular spelling focus for the dayResources neededA list of the resources that will be needed. These might be documents thatare photocopied or printed in advance so that flashcards can be prepared, orpresentations to display the task/activity on a whiteboard. The resources arefeatured at the end of each book for reference. Editable versions are availableon the USB stick, which can be copied and pasted into your own documentsand edited.Teaching activityKey teaching points, sometimes including extra notes and tips for the teacher
No Nonsense Spelling ProgrammeEach lesson is approximately 10 to15 minutes long, but lesson plans are flexible so that theteaching can reflect the extra time needed on a teaching point if required. The Supporting Resources at the back of each book can be used as appropriate to adjust the pace and focus of thelesson. Each lesson clearly signposts when additional resources from the Programme can beused.Supporting ResourcesThe Supporting Resources include pictures and word lists, which can be photocopied and madeinto flashcards or used in classroom displays, and pictures. They also include games and quizzes. The Resources are featured at the end of each book for reference and as editable Worddocuments on the USB stick, which can be copied and pasted to be used on classroom whiteboards and in other documents.Teaching sequenceThe programme has been written broadly following a teaching sequence for spelling, wherebyeach new concept is taught, practised and then applied and assessed. Frequently there is also a‘Revise’ session before the teaching session. A typical teaching sequence is as follows:ReviseActivate prior knowledgeRevisit previous linked learningTeachIntroduce the new roup workExtend/explore the concept ss through independent applicationExplain and demonstrate understandingWithin the lessons, the particular focus is identified, followed by suggested teaching strategies.By integrating activities for handwriting, the benefit of making a spelling activity kinaesthetic issecured. The pupil acquires the physical memory of the spelling pattern as well as the visual.Integral to the process is the scope to encourage pupils to learn spellings. The value of a schoolpolicy and possible approaches are explored further on page 9, ‘Learning spellings’.You will find the following referred to in the lessons:Modelling: An activity is described, and it is anticipated that the action expected of pupils is modelled to them first.Spelling partners: Pupils are asked to work in pairs, often to ‘test’ each other. They will be askedto work with their spelling partner from time to time.5
No Nonsense Spelling ProgrammeAssessmentPupils’ learning is assessed throughout the programme. The ‘Apply’ part of the sequence regularly includes assessment activities to identify if pupils have learnt the key concept taught. Theseactivities include: Testing – by teacher and peersDictationExplainingIndependent application in writingFrequent learning and testing of statutory and personal words.Error AnalysisError Analysis can be used to assess what strategies pupils are using in their day-to-day writing.It can also help identify where to put emphasis in the programme – for the whole class, groups orindividuals. Error Analysis can also be repeated to assess progress over a longer period of time.A template for a suggested grid for Error Analysis can be found in the Supporting Resources.How to complete an Error Analysis:1 Choose one piece of independent writing from each pupil.2 Identify all the spelling errors and record them on the grid. Decide what you think is the mainsource of the error and record the word in the corresponding column. It is a good idea to record the word as the pupil has spelt it.3 Identify any patterns. Quite quickly you will be able to see which aspect of spelling needs to beaddressed.The headings on the grid included are Common exception wordsGPCs (grapheme–phoneme correspondences) including rarer GPCs and vowel digraphsHomophonesPrefixes and suffixesWord endingsOther.These headings correspond to key strands within the National Curriculum. These could bechanged or further areas added if needed.
No Nonsense Spelling ProgrammeComplementary resourcesTo support the teaching, additional resources are recommended and referred to throughout theprogramme.Developing the use of spelling journals can support both teachers and pupilsin many ways. They enable pupils to take responsibility for their spelling learningpupils to refer back to previous learningteachers to see how pupils are tackling tricky bits of spellingteachers and pupils to discuss spelling with parents and carersSpelling journals can take many forms and are much more than just a wordbook. Spelling journals can be used forSpelling journals practising strategies learning words recording rules/conventions/generalisationsas an aide-memoire word lists of really tricky words (spellingenemies) ‘Having a go’ at the point of writing ongoing record of statutory words learnt investigations recording spelling targets or goals spelling tests.In the programme, there is flexibility forjournals to be set up in a variety of ways.Below are a few recommendations: Make sure that the journal can be usedflexibly. A blank exercise book gives muchmore scope for pupils to try out ideasand organise their learning than a heavilystructured format. Model different ways of using the journal.A class spelling journal or examples fromdifferent pupils could be used to do this. Give time for pupils to use their journalsand to review them. Do the majority of spelling work in thejournal.7
No Nonsense Spelling ProgrammeThese are a key component of Strategies at the point of writing. They areintroduced in the Year 2 programme and then revisited in Years 3, 4, 5 and6. Schools need to decide how Have a go will form part of their spellingpolicy, together with the use of spelling journals and establishing routines forattempting unknown spellings. A Have a go sheet template is provided in theSupporting Resources.Have a go sheets can take several different forms, for example: a large sheet of paper on a table that pupils write on when they need to. sheets stuck in all pupils’ books that fold out when pupils are writing a book placed on the table open at a clean sheet for pupils to use. a page in pupils’ spelling journals.Note: it is important that teachers have an enlarged version of a Have a gosheet displayed for modelling when writing in any curriculum area and at anytime in the school day.Have a go sheetsIntroducing Have a Go:1. Model writing a sentence and being unsure about how to spell a word. Talkabout the tricky part in the word and some of the choices you might have forthat part. You could refer to a GPC chart to find the choices if appropriate.2. Model writing the word with two or three choices on your own enlargedversion of a Have a go sheet and then model choosing the one that youthink looks right and using it in your sentence. It is important that pupilslearn to ask themselves the question ‘Does it look right?’ or ‘Have I seen itlike this in a book?’ to help them make their choices.3. If you are still unsure of the spelling, put a wiggly line under it in thesentence to signal that this needs checking by the teacher, or the pupil ifappropriate, during proofreading time.4. Model continuing with writing and not checking the correct version of thespelling at this point. This is important so that the flow of writing is notunnecessarily slowed.5. Make sure you model this process briefly in writing in all curriculum areas.6. Pupils use their own Have a Go sheet (or group sheet) whenever they writeand refer to GPC charts and other classroom displays as support, as wellas specific strategies that have been taught for using at the point of writing.7. Remind them never to make more than three attempts at a word.Misspelt words will need to be corrected in line with your school’s spellingand marking policy. Some of these words may be included in pupils’ individualword lists for learning.To see lessons where Have a go strategies are first introduced, please refer toYear 2 Block 1 Lessons 11 and 17.GPC (graphemephonemecorrespondence)choices chartThe teaching of spelling complements very much the teaching of phonics.It is anticipated that the school will draw upon the GPC charts used in theirphonics programme to work alongside the teaching of spelling.
No Nonsense Spelling ProgrammeIndividualwhiteboardsIndividual whiteboards these can be used in a variety of ways to supportlessons including checking spelling attempts, Quickwrite and Have a go.Working wallIt is really useful to have a small area of display space in the classroom thatcan reflect current teaching focuses and provide support for pupils’ spelling asthey write. GPC charts, reminders of common spelling patterns or conventionsand tricky words to remember could be part of a working wall for spelling.Learning spellingsA school policy can help inform the strategies for learning spellings that are being taught routines for learning spellings links with home learning.Learning needs to happen in school and at home. There is little evidence, though, that the traditional practice of learning spellings (usually 10) at home and being tested on them (usually on aFriday) is effective. However, there is a high expectation within the new National Curriculum thatpupils will learn many increasingly complex words. Within the programme, learning spellings isbuilt into each six-week block. Within the sessions a range of strategies for learning spellings areintroduced and practised. This enables pupils to choose the strategies they find most effective forlearning different words.Tips for learning spellings at homeLearning at home needs to be an extension of the practice in school. Consider limiting the number of words to five or less a week to ensure success and enable deeperlearning making sure pupils and parents have access to the range of learning strategies which havebeen taught in school, to use in home learning assessing spellings in context, for example: learning spellings in a given sentence, generatingsentences for each word, assessing through unseen dictated sentences keeping an ongoing record of words learnt and setting very high expectations ofcorrect application in writing once a word has been learned.The learning strategies on the next two pages are introduced incrementally throughout the programme and can then be used to support learning spellings at home.9
No Nonsense Spelling ProgrammeLook, say, cover,write, checkTrace, copy andreplicate(and then check)SegmentationstrategyQuickwriteThis is probably the most common strategy used to learn spellings.Look: first look at the whole word carefully and if there is one part of the wordthat is difficult, look at that part in more detail.Say: say the word as you look at it, using different ways of pronouncing it ifthat will make it more memorable.Cover: cover the word.Write: write the word from memory, saying the word as you do so.Check: Have you got it right? If yes, try writing it again and again! If not, startagain – look, say, cover, write, check.This is a similar learning process to ‘look, say, cover, write, check’ but is aboutdeveloping automaticity and muscle memory.Write the word out on a sheet of paper ensuring that it is spelt correctly and itis large enough to trace over. Trace over the word and say it at the same time.Move next to the word you have just written and write it out as you say it. Turnthe page over and write the word as you say it, and then check that you havespelt it correctly.If this is easy, do the same process for two different words at the same time.Once you have written all your words this way and feel confident, miss out thetracing and copying or the tracing alone and just write the words.The splitting of a word into its constituent phonemes in the correct order tosupport spelling.Writing the words linked to the teaching focus with speed and fluency. The aimis to write as many words as possible within a time constraint.Pupils can write words provided by the teacher or generate their ownexamples. For example, in two minutes write as many words as possible withthe /iː/ phoneme.This can be turned into a variety of competitive games including working inteams and developing relay race approaches.Draw around the words making a clear distinction in size where there areascenders and descenders. Look carefully at the shape of the word and theletters in each box. Now try to write the word making sure that you get thesame shape.Drawing aroundthe word to showthe shape10
No Nonsense Spelling ProgrammeThis strategy is all about making a word memorable. It links to meaning inorder to try to make the spelling noticeable.Drawing an imagearound the wordYou can’t use this method as your main method of learning spellings, but itmight work on those that are just a little more difficult to remember.Words withoutvowelsThis strategy is useful where the vowel choices are the challenge in the words.Write the words without the vowels and pupils have to choose the correctgrapheme to put in the space. For example, for the word field:This method of learning words forces you to think of each letter separately.Pyramid wordsYou can then reverse the process so that you end up with a diamond.Other methods can include:Other strategies Rainbow writing. Using coloured pencils in different ways can help to makeparts of words memorable. You could highlight the tricky part s of the wordor write the tricky part in a different colour. You could also write each letterin a different colour, or write the word in red, then overlay in orange, yellowand so on. Making up memorable ‘silly sentences’ containing the word Saying the word in a funny way – for example, pronouncing the ‘silent’letters in a word Clapping and counting to identify the syllables in a word.11
No NonsenseSpellingNo Nonsense Spelling ProgrammeYear 6 National Curriculum requirementsPupils should be taught to develop a range of personal strategies for learning new and irregular words* develop a range of personal strategies for spelling at the point of composition* develop a range of strategies for checking and proofreading spellings after writing* use further prefixes and suffixes and understand the guidance for adding them spell some words with ‘silent’ letters (rarer GPCs, for example: knight, psalm, solemn) continue to distinguish between homophones and other words which are often confused use knowledge of morphology and etymology in spelling and understand that the spelling ofsome words needs to be learnt specifically, as listed in English Appendix 1 use dictionaries to check the spelling and meaning of words use the first three or four letters of a word to check spelling, meaning or both of these in adictionary use a thesaurus proofread for spelling errors.* non-statutory12
No NonsenseSpellingNo Nonsense Spelling ProgrammeYear 6 lesson plansYear 6 Term 1 overviewBlock 1 – autumn first half termWeek1Lesson 1Revise/LearnWords from statutory wordlistsLesson 2Revise/LearnWords from statutory wordlistsWeek2Lesson 4PractiseStrategies at the point ofwriting: Have a goLesson 5ReviseWords ending ‘-able’/‘-ably’, and ‘-ible’/‘-ibly’Lesson 6PractiseStrategies for learningwords: words ending ‘-able’and ‘-ible’Lesson 7AssessWords ending ‘-able’ and ‘ible’Week4Lesson 9PractiseAdding suffixes beginningwith vowels to wordsending in ‘-fer’Lesson 10AssessAdding suffixes beginningwith vowels to wordsending in ‘-fer’Week5Lesson 11PractiseSATS practiceLesson 12PractiseSATS practiceWeek6Lesson 14TeachProofreading in smallerchunks (sentences,paragraphs)Lesson 15PractiseProofreading in smallerchunks (sentences,paragraphs)Week3Lesson 3ReviseStrategies at the point ofwriting: Have a goLesson 8TeachAdding suffixes beginningwith vowels to wordsending in ‘-fer’Lesson 13PractiseSATS practice13
No NonsenseSpellingNo Nonsense Spelling ProgrammeBlock 2 – autumn second half termLesson 1Revise/AssessWords from statutory wordlistsLesson 2Revise/AssessWords from statutory wordlistsLesson 4LearnHomophones (‘ce’/‘se’)Lesson 5PractiseHomophones (‘ce’/‘se’)Lesson 6AssessHomophones (‘ce’/‘se’):dictationLesson 7LearnStrategies for learningwords: words frompersonal spelling listsWeek4Lesson 9TeachEndings that sound like/ʃəs/ spelt ‘-cious’ or ‘-tious’Lesson 10PractiseEndings that sound like/ʃəs/ spelt ‘-cious’ or ‘-tious’Week5Lesson 11AssessEndings that sound like/ʃəs/ spelt ‘-cious’ or ‘-tious’:dictationLesson 12LearnStrategies for learningwords: words fromstatutory word listWeek6Lesson 14Assess/LearnLearnWords from statutory wordlistsLesson 15ReviseSpelling learning from thistermWeek1Week2Week314Lesson 3LearnStrategies for learningwords: words fromstatutory word listLesson 8AssessWords from personalspelling listsLesson 13LearnStrategies for learningwords: words fromstatutory word list
No NonsenseSpellingNo Nonsense Spelling ProgrammeBlock 1 – autumn first half termLessonLesson typeLesson focusResources neededYear 6, block 1, lesson 1Revise/LearnWords from statutory word listStatutory word lists for years 3 and 4 and Years 5 and 6 (page 48), personalspelling lists, spelling journalsThe purpose of this session and the following one is to begin to establish whichof the statutory words pupils can spell independently.By the end of the first term, pupils need to have revised the Year 3-4 list andidentified and begun to learn words from the Year 5-6 list which are not secure.Teaching activityLessonLesson typeLesson focusResources neededTest pupils on the Year 3-4 word list over the two sessions. This could be a classtest or the children could test each other in pairs.Pupils need to record any of these words that they have spelt incorrectly in theirspelling journals.These words will need to be revisited regularly over the term.Year 6, block 1, lesson 2Revise/LearnWords from statutory word listStatutory word lists for years 3 and 4 and Years 5 and 6 (page 48), personalspelling lists, spelling journalsContinue testing pupils on the Year 3-4 word list. This could be a class test orpupils could test each other in pairs.Teaching activityLessonLesson typeLesson focusResources neededTeaching activityPupils need to record any of these words which they have spelt incorrectly intheir spelling journals. These words will need to be revised regularly over theterm.Year 6, block 1, lesson 3ReviseStrategies at the point of writing: Have a goSupporting Resources 6.2 (Have a go sheet) and 6.3 (GPC chart)Remind pupils how to use Have a go sheets. See Introduction, page 8, forreminders on how to use this strategyModel writing using a Have a go sheet and remind pupils of the strategies youmight use to spell the word you want.Remind them that they don’t need to make more than three attempts at spellingbefore choosing the one they think looks right and continuing with their writing.Check that pupils know how to use a GPC chart and that they have access toone if they need it.If they are not sure they have the correct spelling, they should draw a line underthe word in their writing to alert you to this fact or for them to check themselvesduring proofreading.Words not spelt correctly can form part of the personal list of words to learn.15
No NonsenseSpellingNo Nonsense Spelling ProgrammeBlock 1 – autumn first half termLessonLesson typeLesson focusResources neededTeaching activityLessonLesson typeLesson focusResources neededYear 6, block 1, lesson 4PractiseStrateges at the point of writing: Have a goSupporting Resource 6.2 (Have a go sheet)Using their most recent writing, pupils review their spellings and practise usingthe Have a go sheet.Each pupil identifies a small list of personal spellings to learn over this half term.Year 6, block 1, lesson 5ReviseWords ending ‘-able’/‘-ably’ and ‘-ible’/‘-ibly’Supporting Resources 6.4 (cards ‘able’/‘-ably’ and ‘-ible’/‘-ibly’)and 6.5 (words ending ‘-ible’ and ‘-able’)Revisit the conventions for using ‘-able’/‘-ably’ and ‘-ible’/‘-ibly’ (see notes below).Play a game where pairs of pupils have ‘-able’/‘-ably’ and ‘-ible’/‘-ibly’ cards. Theteacher reads out a word from the list provided.Pupils have to decide if the word is spelt with ‘-able’ or ‘-ible’.Pupils raise the card they think is correct.Write the words on the board to check each time.Where there is disagreement, write both down and model applying the followingconventions to support the decision.Notes:Teaching activity ‘-able’ is more common than ‘-ible’. The ‘-able’ ending is usually used (but not always) if a complete root word canbe heard before it. In some cases the ending of the root word may change, forexample, rely/reliable. The ‘-ible’ root is common if a complete root word cannot be heard before it(but not without exception, for example sensible). The ‘-able’ ending is used if there is a related word ending in ‘-ation’, forexample, applicable/application.Show how, when you add ‘-ibly’ or ‘-ably’, the same conventions apply as above,but you drop the ‘e’ from the end of the word before adding ‘-ibly’ or ‘-ably’.16
No NonsenseSpellingNo Nonsense Spelling ProgrammeBlock 1 – autumn first half termLessonLesson typeLesson focusResources neededYear 6, block 1, lesson 6PractiseStrategies for learning words: words ending ‘-able’ and ‘-ible’Supporting Resource 6.5 (words ending ‘-able’ and ‘-ible’)Pupils work with a partner to learn the ‘-able’/‘-ible’ words from the last sessionthat were tricky.They apply some of the spelling strategies they have been taught to learn thewords.Pupils choose the strategy that works best for them from the following:Teaching activityLessonLesson typeLesson focusResources needed Pyramid wordsTrace, copy and replicateLook, say, cover, write, checkDrawing around the word to show the shapeDrawing an image around the wordWords without vowelsAny other methods that workYear 6, block 1, lesson 7AssessWords ending ‘-able’ and ‘-ible’Spelling journalsDictate the sentences below to test the pupils’ application of the conventions.Ask pupils to check with a spelling partner at the end. They record any tricky ‘able’/‘-ible’ words in their spelling journals.Teaching activityChildren can be adorable, but they can also be horrible! This isreversible by the use of sensible and enjoyable lessons.The gingerbread house is both edible and breakable. It’s also incrediblydelicious.Handwriting needs to be legible so that words are identifiable and it is possible toread it.17
No NonsenseSpellingNo Nonsense Spelling ProgrammeBlock 1 – autumn first half termLessonLesson typeLesson focusResources neededYear 6, block 1, lesson 8TeachAdding suffixes beginning with vowels to words ending in ‘-fer’Supporting Resource 6.6 (suffix and word cards), spelling journals, individualwhiteboardsRevisit the common suffixes that can be added to words (see list provided).Explain to pupils that sometimes changes have to be made to the end of theroot word when a suffix is added, for example changing ‘y’ to ‘i’ in happy/happily,mercy/merciful.Teaching activityExplore what happens when we add suffixes to words ending in ‘–fer’.Read out the word refer and discuss how to spell it and what it means.If we change this word to referral, how would we write it?Pupils try on their whiteboards.Discuss their attempts and explain the rule.Try with the word prefer, changing it to preferring.Now try with the word reference.Pupils try and then discuss why the ‘r’ doesn’t double in this case.Pupils note the rules in their spelling journals: The ‘r’ is doubled if the ‘-fer’ is still stressed when the ending is added’. The ‘r’ is not doubled if the ‘-fer’ is no longer stressed.LessonLesson typeLesson focusResources neededTeaching activityLessonLesson typeLesson focusResources neededTeaching activityYear 6, block 1, lesson 9PractiseAdding suffixes beginning with vowels to words ending in ‘-fer’Supporting Resource 6.6 (suffix and word cards), spelling journalsPupils work in pairs to build words by adding suffix cards to the words cards.How many real words can they make?They record in their spelling journals where the ‘r’ doubles and where it doesn’t.At the end, share the pupil’s findings as a class.Ensure that the rules have been applied correctly and that pupils understandthem.Year 6, block 1, lesson 10AssessAdding suffixes beginning with vowels to words ending in ‘-fer’Spelling journalsTest the spelling of the following words.referee, referred, transferring, preference, referral, transferredPupils record any words they spell incorrectly in their spelling journals.18
No NonsenseSpellingNo Nonsense Spelling ProgrammeBlock 1 – autumn first half termLessonLesson typeLesson focusResources neededTeaching activityLessonLesson typeLesson focusResources neededTeaching activityLessonLesson typeLesson focusResources neededYear 6, block 1, lesson 11PractiseSATs practiceExemplar materials or SATs papers (post 2016)Use exemplar materials or SATs papers (post 2016) with all pupils.Year 6, block 1, lessons 12 and 13PractiseSATs practiceSpelling journalsMark the SATs papers and then work through it with the whole class.Discuss tricky words and look at different attempts at spellings.Link words to previous teaching.Model applying different strategies to the paper, for example proofreading andHave a go.Pupils add a few of the words they spelt incorrectly to their personal
What is the No Nonsense Spelling Programme? 4 . Assessment 6 . Complementary Resources 7 . Learning Spellings 9 . Year 6 National Curriculum requirements 12 . Year 6 Lesson plans 13 . Year 6 Term 1 overview 13 . Block 1 – autumn first half term 15 . Block 2 – autumn second half term 20
Orthographic knowledge for spelling 70 Strategies for learning the spelling of words 87 Organising for spelling instruction 92 The spelling lesson 97 Writing and proofreading for spelling 98 The dictionary as a source of spelling knowledge 100 Case story 1 What works for me – Teaching spelling in Ye
Vocabulary and Spelling snapshot and lessons Lessons From all WordFlyers levels 3 Topic Lessons Compound words 7.0.7 Spelling 7.3.4 Spelling 8.0.1 Spelling 9.3.2 Spelling 10.0.10 Spelling 10.1.6 Spelling Descriptive language adjectives 7.1.11 Vocabulary 8.0.4 Vocabulary 9.0.2 Vocabulary 10.0.1 Vocabulary Descriptive language adverbs
Jan 03, 2021 · 3rd Grade Spelling Words Third Grade Spelling Words 2/22 The third grade spelling bee word list acts as the complete spelling bee guide for third grade students. This list contains spelling words that are often seen in spelling bees for third graders. This comprehensive list contains a lot of new
each week examining and writing the spelling words together. Make a game of spelling practice. Many simple games such as "Tic-Tac-Toe," "I Spy," and "Simon Says" can be adapted to include spelling words. The Spelling Study Strategyis a method for studying any spelling word. Help your child make a habit of using it for spelling practice.
to correctly spell previously studied words and spelling patterns. Temporary spelling of common spelling patterns should progress toward more conventional spelling by the end of second grade with the students mastering the conventional spelling of increasing numbers of words. Spelling instruction should help students understand how words are .
2 Contents Page The Song Tree Introduction 3-7 Programme 1 Fly, golden eagle 8 Programme 2 Magic hummingbird 9 Programme 3 It’s hard to believe 10 Programme 4 Another ear of corn 11 Programme 5 The door to a secret world 12 Programme 6 Song of the kivas 13 Programme 7 Mighty Muy’ingwa 14 Programme 8 Heavenly rain 15 Programme 9 Rehearsal 16 Programme 10 Performance 17
2 Contents Page Music Workshop Introduction 3 Programme 1 Loki the Joker 7 Programme 2 Odin, Mighty World-Creator 8 Programme 3 Goblins a Go-Go! 9 Programme 4 Sing us a Saga 10 Programme 5 Thor on a journey 11 Programme 6 Apples of Iduna 12 Programme 7 Birds of the North 13 Programme 8 Rehearsal and Performance (1) 14 Programme 9 Rehearsal and Performance (2) 15 .
Spelling Lessons 1-15 address 8 spelling words. However, on the test there will be 10 words. The two additional words will feature the same vowel pattern as those listed. Spelling Lessons 16-30 address a total of 12 words. Your child will only be tested on those 12 words. Spelling tests will occur every other Friday unless otherwise noted.
