Teaching Spelling and Phonics

A Handbook for Teachers

Contents
Why do children need to spell correctly? What do children need to learn to spell correctly? What are the expectations of how spelling and phonics should be taught at XXX school? How should phonics and spelling should be taught? Useful memorising strategies Key spelling patterns
The mportance of !yllables in !pelling "refixes as an aid to spelling !uffixes # their importance in spelling !pelling words ending ic and ick Words ending #er$ #or$ and %ar Words ending ical$ icle and acle

Practising Spellings At Home

Spelling Posters "honic and spelling games

Why children need to learn to spell correctly?

This section is based on material from Spelling it Right at http: //www.spelling.hemscott.net.

"oor spelling creates a bad impression # it&s one of the first things a reader notices 'xaminers$ teachers$ prospecti(e employers$ often place a lot of weight on spelling Anxiety about spelling inhibits a child)s writing$ especially their choice of words '(en in these days of word processors there are still times when we need to write

To impro(e and de(elop their spelling children need to*

+e(elop an interest in words ,eel safe about trying new words$ not -ust words they)re sure about .earn about$ the way words are built up using syllables Know about the basic spelling patterns of 'nglish Ha(e a range of memori/ing strategies 'xplore the meanings of words Understand prefixes and suffixes Write for their own en-oyment$ without the fear that they will be critici/ed 0ead for pleasure

What are the expectations of how spelling and phonics should be taught at XXX school?
In Foundation and Year 1, there should be a daily phonics lesson In Year 2,there should be a discrete phonics and/or spelling lesson at least 3 times a week. In Key tage 2, there should be a discrete spelling lesson one a week, with planned opportunities at least 3 times a week !or consolidation and re"en!orcement

How should phonics and spelling should be taught?

#eaching should be !ocussed and pacy #here needs to be clear continuity and progression $ teaching should be based on children%s strengths and weaknesses rather than their age or year group, and ob&ecti'es should be drawn !rom the school schemes o! work. ( 'ariety o! groupings should be used including whole class teaching, group work and paired work.

)hildren could work in ability groups, being set across a year group, i! this would contribute to e!!ecti'e teaching and learning ( 'ariety o! teaching methods should be used including direct e*position, games and in'estigation o! spelling rules and patterns. )hildren should be taught methods to enable them to learn new spellings

Useful memorising strategies

When you come across a new word A.WA1! use the .22K # TH 3K # 425'0 # W0 T' # 4H'4K method to memori/e it6 LOOK carefully at the new word6 How can you break it into smaller bits? +o any of the smaller bits remind you of the patterns of letters from other words? THINK about the parts of the words$ which might cause problems # double letters for instance$ or a (owel that isn)t pronounced as you would expect6 COVER the word and close your eyes6 Try to see it in your mind)s eye6 WRITE the word down without looking back6 CHECK to see if you)re right6 f not$ look carefully at where you went wrong and try again6 ore Hot Tips 7 Whene(er you ha(e to copy a new word from the whiteboard$ from a book$ or from the dictionary$ always try to write the whole word in one go6 +on)t keep looking back after e(ery few letters6 7 Try finger#writing* while you)re TH 3King about the word$ pretend to write it with your finger$ on your desk or on your hand6

8nemonics are useful for particularly tricky words$ or for key spelling patterns* 2uld % Oh$ !o"# lucky duck 9should$ could$ would: 2und % Oh !o" naughty duck 9ground$ found: .augh % Laugh At $gly %oat Hair ;ecause % &ig Elephants Can Always $nderstand Small Elephants sland % an island is land surrounded by water 3ecessary % < collar and = slee(es are necessary "iece % a piece of pie "arliament % Liam went to the Houses of parliament !eparate % there is a rat in separate !ecretary % a good secretary can keep a secret Terrible % Ri's feel terri'le ;usiness % going by '"s is good '"siness 0hythm % rhythm gets your ( hips mo(ing Accommodation % ( cats$ ( mice$ ) dog # accommodation !oldier % soldiers sometimes die in battle

>uiet % keep ?uiet about my diet @uitar % only play g"itar when &m drinking fr"it -"ice

This section is based on material from Spelling it Right at http://www.spelling.hemscott.net .

Key spelling patterns

4hildren need to be taught useful spelling patterns and rules6 2ne good techni?ue is to begin by gi(ing children a list of words to sort6 Then ask them to look carefully at how they sorted the words$ and see if they can spot the spelling rule6 ,inish by explaining the rule$ gi(ing further words$ and see if the children can use the rule to sort the words more ?uickly6 f you are sending home spellings that follow a pattern$ it&s a good idea to make that pattern explicit$ so that parents can help their children to learn their spellings6

The mportance of !yllables in !pelling

All good spellers are skilful at breaking words up into syllables6 care#ful hos#pit#al u#ni#(er#si#ty ;reaking a word into syllables makes it easier to deal with one small bit at a time6

"refixes as an aid to spelling

A prefix is a group of letters placed at the start of a root word to change its meaning6 !ome complicated words are less difficult to spell if you are familiar with prefixes6 Here are some common examples in the following list* PRE*I+ anti# auto# dis# in# il# im# ir# inter# mis# post# pre# pro# re# sub# EANIN% against or opposite to self not$ or away not not not not between wrong after before for$ or forward again$ or back under E+A PLES anticlockwise$ antibiotic autobiography$ automat dissimilar$ disconnect insane$ inhuman illogical$ illegal immature$ improbable irrele(ant$ irregular international$ intermarry misunderstand$ misspell postnatal$ postscript prenatal$ prehistoric propose$ pro#;ritish rewrite$ reconsider submarine$ substandard

super# trans# un#

abo(e across not$ or in re(erse

super(isor$ superhuman transport$ transplant unfinished$ unarmed

!uffixes # their importance in spelling

A suffix is simply an ending that)s added to a base word to form a new word6 A key thing to know about a suffix is whether it starts with a consonant or a (owel6 Adding a s",,i- to .magic e/ 0ords When you add a consonant suffix the base word doesn)t change6 When you add a (owel suffix$ drop the silent e6 0emember to drop the e when adding a (owel suffix6 93ote that y is regarded as a (owel suffix$ so la/e A y B la/y:

&ase 0ord hope state spite late extreme

1consonant s",,ihopeless statement spiteful lately extremely

&ase 0ord note reser(e late expense

12o0el s",,inotable reser(ation latest expensi(e

calculate calculation

Adding s",,i-es to 0ords ending 3ce and 3ge There are exceptions to the abo(e Cmagic eD rule % which is why it&s probably better to call it a pattern rather than a rule6 Here)s the main one* Where the base word ends in #ce or #ge$ then you keep the silent e before #able and #ous6 !o* enforce A able notice A able ser(ice A able courage A ous outrage A ous B B B B B enforceable noticeable ser(iceable courageous outrageous

When sho"ld !o" do"'ling consonants 0hen adding a s",,i-4 .uckily there)s a (ery useful pattern to help us6 f the base word has* one syllable one short (owel one consonant at the end you double the final consonant when you add a (owel suffix bed A ing fun A y B bedding$ B funny flat A est hot A er B flattest B hotter

f the base word has* one syllable one short (owel one consonant at the end you keep the base word the same when you add a consonant suffix bag A ful B bagful$ wet A ness B wetness

S",,i-es and Stressed S!lla'les f the stress is on the first syllable the base word doesn)t change* Profit # profitable Enter # entered Order # ordering

f the stress is on the last syllable$ do"'le the final consonant before adding a (owel suffix6 3o change if a consonant suffix is added6 ;egin 3 beginning '5"ip 3 e?uipped 0egret 3 regretful 4ommit 3 commitment

Adding a s",,i- to 0ords ending ! There are two important patterns to learn* 7 f the word ends in a (owel Ay$ the base word doesn)t change* delay A ed B delayed employ A ment B employment 7 f the word ends in a consonant Ay$ when you add any suffix except #ing$ then change the y to i* reply A ed B replied busy A ness B business

pity A ful B pitiful but reply A ing B replying

Spelling 0ords ending ic and ic6

!ame sound but two spellings6 Howe(er there is a simple way to spot the difference6 The words with only one syllable end in #ick6 The words ha(ing more than one syllable end in #ic6 There are only a few exceptions to this pattern and these usually happen where two words are -oined together as in homesick and candlestick6

Words ending 3er# 3or# and 3ar

There are lots of words in 'nglish which end with the #er sound6 ;ut when you listen to these words you can)t be sure whether the sound is made by #er$ #or or #ar6 There)s no easy rule but there are a few helpful word patterns* There are more than ten times as many words ending with #er than #or and #ar together6 !o$ if you guess #er then there)s a good chance that you)ll be rightE 5erbs ending in a silent e usually change to nouns by ending #er* di(eFdi(er wadeFwader writeFwriter a(engeFa(enger #er is also the most common way of ending a word for someone carrying out an action* Person carr!ing o"t the action reporter player fighter

Action reporting playing fighting

#or is used when the base word ends in #ate$ #ct$ #it * calculator contractor (isitor create reflect exhibit creator reflector exhibitor

calculate contract (isit

There is no especially useful pattern to recognise words that end in #ar except to say that many of them finish with #lar* regular popular similar pillar ;ut other than that it)s -ust a matter of memori/ing the #ar words as you come across them6 8ispronouncing the ending so that it rhymes with the #ar# in market is a handy memory trick6

Words ending ical# icle and acle

Ad-ecti(es all end with #ical$ and the nouns end with #acle or #icle6 Hand! Tip* 3early all the words that end with this sound will be ad-ecti(es and will therefore end with #ical6 Any more spelling patterns? 4heck with K!= book6

"ractising !pellings At Home

f you are sending spellings home$ you may want to suggest ways in which parents could help their children6 1ou could send home a sheet with a bank of ideas$ or send a different one home each week with the new spelling list6 A (ariety of games should help to keep both children and parents interested and moti(ated6 The games below ha(e been designed for home learning$ but you could also use them in the classroom6 )7 Word Search 4reate your own word searches using your spelling words6 2r use this link to get your computer to do it for you6 http*FFpu//lemaker6disco(eryeducation6comFWord!earch!etup,orm6asp (7 8ra0 !o"r 0ords on Lite3&rite9 http*FFwww6sfpg6comFanimationFlite;rite6htmlGHI4H'0' :7 Air spelling; 4hoose a spelling word6 With your index finger write the word in the air slowly$ say each letter6 1our parent needs to remind you that you need to be able to )see) the letters you ha(e written in the air6 When you ha(e finished writing the word underline it and say the word again6 3ow get you parents to ask you ?uestions the about the word6 ,or example they could ask )What is the first letter?) )What is the last letter?) )How many letters are there?) ect6 <7 edia Search; Using a newspaper or maga/ine you ha(e <J minutes to look for your spelling words6 4ircle them in different coloured crayon6 Which of your spellings words was used the most times? =7 Sha2ing Cream Practice; An easy way to clean those dirty tables is to finger paint on them with sha(ing cream6 !?uirt some on the table 9with your parents permission and super(isionE: and then practice spelling your words by writing them with your finger in the sha(ing cream6 >7 Salt &o- Spelling; Ask your parents pour salt into a shallow box or tray 9about Kcm deep: and then practice writing you spellings in it with your finger6 ?7 Scra''le Spelling; ,ind the letters you need to spell you words and then mix them up in the bag6 @et your parents to time you unscrambling your letters6 ,or extra maths practice you could find out the (alue of each of you words6 @7 P!ramid Po0er;

!ort your words into a list from easiest to hardest6 Write the easiest word at the top of the page near the middle6 Write the next easiest word twice underneath6 Write the third word three times underneath again until you ha(e built your pyramid

A7 Ransom Note; 4ut the letters needed to for your words from a newspaper or maga/ine and glue them down to spell the words6 )B7 Spell It With &eans; Use .ima beans 9or any dried beans or lentils: to spell out your words6 f you glue them onto separate pieces of card then you made a great set of flash cards to practice with for the rest of the week6 ))7 Pipe Cleaners Or Tooth Pic6s; These are -ust a couple of suggestions of things you could use to for your spelling words6 )(7 Tast! Words; Lust like abo(e but this time try and find tasty things to spell your words with$ like raisins6 Then when you spell them right you get to eat themE ):7 8esign A Word; "ick one word and write it in bubble letters6 4olour in each letter in a different pattern6 )<7 Sign Co"r Word; "ractice spelling your words by signing each letter6 To see the 3ew Mealand !ign .anguage Alphabet http*FFwww6n/sign6co6n/F+ownloadsFfingerspelling6pdf )=7 Water 0ash; Use a paintbrush and water to write your words outside on concrete or pa(ements6 )>7 A&C Order; Write your words out in alphabetical order6 Then write them in re(erse alphabetical order6 )?7 Stor! Time; Write a short story using all your words6 +on)t forget to check your punctuationE )@7 Simple Sentence; Write a sentence for each of your words6 0emember each sentence must start with a capital letter and end with a full stop6 )A7 Colo"r,"l Words; Use two different coloured pens to write your words6 2ne to write the consonants and one to write the (owels6 +o this a couple of times then write the whole word in one colour6 (B7 emor! %ame; 8ake pairs of word cards6 Turn them all o(er and mix them up6 flip o(er two cards$ if they match you get to keep them$ if not you ha(e to turn them o(er again6 Try and match all the pairs6

()7 *inger Tracing; Use your finger to spell out each of your words on your mum or dad)s back6 Then it)s their turn to write the words on your back for your to feel and spell6

((7 Spelling Steps; Write your words as if they were steps$ adding one letter each time6 9 t)s much easier doing this on s?uared paper: (:7 Scram'led Words; Write your words then write them again with all the letters mixed up6 (<7 +3Words; ,ind two of your spelling words with the same letter in and write them so they criss cross6 (=7 Am'ide-tro"s; !wap your pen into the hand that you don)t normally write with6 3ow try writing out your spellings with that hand6 (>7 Telephone Words; Translate your words into numbers from the telephone keypad6 (?7 Secret Agent; Write out the alphabet$ then gi(e each letter a different number from < to =N6 9a B <$ b B =$ c B K ect6: 3ow you can spell out your words in secret code6 (@7 issing Letters; Ask your mum or dad to write out one of your words loads of times on piece of paper$ but each time they ha(e to miss out a letter or two6 Then you ha(e to fill in the missing letters6 After you ha(e checked them all try it again with another word6 (A7 Listen Care,"ll!; Ask your parents to spell out one of your words then you ha(e to say what the word is they)(e spelt out6 :B7 Acrostic; Use words that start with each letter in you spelling word6 1our more likely to remember it if it makes senseE :)7 spell D a D doodle 4reate a picture and use yor spelling words to fill in the detail6 'ach word must be written three times6 e6g6 a picture of clouds would ha(e the lines formed with spelling words6 1ou can add to the challenge by gi(ing specific picture topics6

Learning how to spell

SUS Study the word Underline the

difficult part(s)

Say the word

carefully

Learning how to spell

Writing the word

n someone!s bac" n your des"
(large)

#ith your eyes

Learning how to spell

Speed #riting
$ow often can you write the word correctly in one minute%

&age '( of )*

Learning how to spell

+nemonics
+a"ing up a story, to help spell a word

was - was auntie sad%

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Learning how to spell

Syllables//hun"s

0rea"ing the words into parts / clapping the sounds going running returned
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go/ing run/ning re turn ed

Learning how to spell

Look for small words

inside the word about 2 a3 out3 bout teacher - tea3 each3 her3 ache
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Learning how to spell

0e positi4e
#e shall try our best

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Learning how to spell

Words that look the same

bac" is li"e 8 Think pac" and sac"

&age 67 of )*

Learning how to spell

Use of colours
Use a different colour for each 9etter

&age 6' of )*

Learning how to spell

dd one out
#or" with others :rom a list of three words3 thin" of reasons why each word is different going
&age 66 of )*

green

big

Learning how to spell

!ifferent si"es of letters

woman - #o+a; returning 2
&age 6> of )*

ReTuRn<n=

Learning how to spell

Shapes of words
?raw the shape of the word table

&age 6) of )*

Learning how to spell

#aking words with letters

&ut all the letters in an arc 9isten to word &lace letters in bo@es
&age 6( of )*

Learning how to spell

<n sand
or using different materials (paint) different te@tures (sandpaper)
&age 6. of )*

Learning how to spell

Aisualising
9oo" at your word Throw, it at the wall /an you still see, it% Spell it aloud
&age 61 of )*

Learning how to spell

#riting the word in fancy letters

0ubble writing /ursi4e <talics
&age 6* of )*

Learning how to spell

Use a spelling rule

i, before e, e@cept after c, change the y, to i, and add es,

&age 65 of )*

Learning how to spell

Look$ Sa%$ &o'er$ Write$ /hec"2

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9earning how to spell

Using post$its
place post2its in suitable places at eye le4el
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9earning how to spell

Recording %our own 'oice

say the word spell the word listen echo

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9earning how to spell

Three Times
#rite the word > times in different colours three three three

9earning how to spell

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(%ramid Writing
#rite your word in the shape of a pyramid w wa was
9earning how to spell
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&onsonant &ircles a e i #rite the word then circle all the consonants

9earning how to spell

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)lue 'owels
a e i o u

#rite the word then go o4er each 4owel in blue because

9earning how to spell
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Words without 'owels

b * c * * s *
Write each word with a line instead of each 'owel. +o back later and fill in the missing 'owels

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Phonic and Spelling %ames

A bank of ideas to aid the teaching of phonics and spelling6

So"nd E"mp Aim* grapheme identi,ication '?uipment* grapheme cards$ # one for each child @ame 4hildren sit in circle$ gi(e e(ery child a card which is placed on the floor in front of them6 'ach child identifies their phoneme 9sound:$ with help from others if necessary6 Teacher calls out a phoneme and the child with corresponding grapheme 9letter: -umps up ?uickly 8eanwhile the rest of the class has to try to point to that grapheme before its owner has -umped upE &o- o, so"nds Aim* grapheme F initial so"nd identi,ication '?uipment* grapheme cards$ # one for each child$ ob-ects with initial sounds to match cards @ame 4hildren sit in circle6 .ook at the ob-ects and identify initial sounds6 "lace ob-ects in centre of circle6 "ass a box grapheme cards around the circle singing C;ox of sounds$ pass it round$ pass it round$ pass it round6 ;ox of sounds pass it round$ what sound is it?D 9C.ondon bridge is falling downD tune: 4hild holding box at the end of the song takes out the top card$ identifies sound and places it next to corresponding ob-ect6 &ag o, o'Gects Aim* grapheme F initial so"nd identi,ication '?uipment* grapheme cards$ ob-ects with initial sounds to match cards$ bag for ob-ects @ame 4hildren sit in circle6 .ook at grapheme cards$ identify sounds and arrange in centre of circle "ass a bag of ob-ects around the circle singing C;ag of ob-ects$ pass it round$ pass it round$ pass it round6 ;ag of ob-ects pass it round$ what&s in the bag?D 9.ondon bridge is falling downD tune: 4hild holding bag at the end of the song takes out an ob-ect$ identifies it and it&s initial sound$ then places it next to the corresponding card6 Alliteration Hinitial so"nd7 match Aim* grapheme F initial so"nd identi,ication '?uipment* grapheme cards$ # one for each child$ alliteration cards @ame 4hildren sit in circle$ gi(e e(ery child a card which is placed on the floor in front of them6 'ach child identifies their phoneme 9sound:$ with help from others if necessary6 Teacher looks at an alliteration card and calls out the sub-ects 9e6g6 whales in the water:
&age >* of )*

4hild with corresponding grapheme card calls out the sound and holds up their card6

No"ghts and crosses Aim* grapheme identi,ication '?uipment* whiteboard$ K coloured markers @ame +i(ide class into = groups 9e6g6 name them = different colours:$ and sit them apart6 n black$ draw a noughts O crosses grid and write in P graphemesFdigraphs6 A member from first team calls out a phoneme from the s?uare he wants to go first6 !omeone else from his team has to call out a word with a corresponding initial sound6 Teacher then rubs out the grapheme and replaces it with a smiley face in that team&s colour6 4ontinue with other team until either team win by winning K smiley faces in a row6 Stepping Stones Aim* grapheme identi,ication '?uipment* grapheme cards @ame "lace cards in a large circle 4hildren step from card to card while singing Cwalk around and find a sound$ QQQQQQQ What will stop on?D @oing round the circle$ each child -umps back off their card and immediately calls out the sound6 S9 9 Sa! a so"nd Aim* grapheme F initial so"nd identi,ication '?uipment* alliteration cards @ame Hold up alliteration card while children sing the rhyme !tarting with the adult$ e(eryone has to think of something beginning with the sound on the card S9 9 *ind a so"nd Aim* grapheme F initial so"nd identi,ication '?uipment* grapheme cards in a box @ame 4hildren sit in a circle The box of cards are passed around the circle while singing* Cpass the sound box round and round etc QQQ what can you find?D 4hild identifies the phoneme and then finds something in the room beginning with that sound and places the card next to the ob-ectF brings it back to the circle S9 9 Who can cross the ri2er4 Aim* grapheme identi,ication F c2c 'lending '?uipment* white board$ marker pens @ame +raw a ri(er across the board6 Write K letters at the top 9ones which make up a c(c word: +raw a crocodile in the ri(er and a child&s name next to the c(c word !ing Cwho can cross the ri(er$ who can cross the ri(er$ who can cross the ri(er and reach the other side?D 4hild has to identify sounds and blend to make the c(c word
&age >5 of )*

S9 9

When child is successful$ then sing CQQQQQQQhas crossed the ri(er QQQQQ and reached the other sideD6 Write child&s name on other side of ri(er6 ALTERNATIVE VERSION; lay out = ropes to represent ri(er6 "lace K carpet s?uares as stepping stones across the ri(er$ place K grapheme cards # one on each carpet s?uare6 4hild sounds out the phonemes as sFhe steps across the ri(er$ then blends the sounds together to hear the word6

Pairs Aim* grapheme identi,ication '?uipment* grapheme cards # = sets 9select no more than J# R different letters: @ame !it children in horse shoe in front of you dentify phonemes with group as you hold up the cards$ then place them upside down in a grid pattern in centre of horse shoe facing the children6 ,acing into the horse shoe so the group can all see$ let each child turn o(er K cards$ identifying phonemes as each card is turned o(er6 'nsure cards are replaced in same position if not CwonD6 Wining cards are placed in front of successful children6 C!ound -umpD game could be played at end of game6 Pic6 a letter Aim* grapheme F initial so"nd identi,ication '?uipment* grapheme cards$ # one for each child$ in a box @ame !it children in a circle and gi(e first child the box6 4hild picks a card from the box$ identifies phoneme 9sound: and thinks of something beginning with that phoneme6 "ass box to next child and repeat6 Try to keep the pace fast6 I sp! 0ith m! little e!e Aim* grapheme F initial so"nd identi,ication '?uipment* grapheme cards in a box$ and ob-ectsFpictures with initial sounds to match graphemes6 @ame !it children in a circle and place ob-ects in centre6 @i(e first child the box6 4hild picks a card from the box$ and says$ C spy with my little eye something beginning with QQ 9says sound on card: and looks for a corresponding ob-ect6 4ollects ob-ect and places it with card in front of him6 4ontinue game round circle6 edial Vo0els Aim* grapheme F medial so"nd identi,ication '?uipment* ob-ects #with c(c construction 9 in basket:$ the J (owel grapheme cards @ame !it children in horse shoe in front of you dentify (owel graphemes and place in horse shoe$ facing children "ass basket of ob-ects while singing abcdefg etc6 4hild holding basket on C/D$ chooses an ob-ect$ says its name then segments its sounds to identify its middle sound6 The child then places the ob-ect underneath the correct (owel6 0epeat until all ob-ects ha(e been placed6 This game could be ended by writing the spelling of an ob-ect on board and asking a child to read the word by blending the sounds then collecting the ob-ect and placing it back in the basket6
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This game could also be adapted to focus on initial or final sounds6

Initial So"nd &ingo Aim* grapheme F initial so"nd identi,ication '?uipment * selection of ob-ects with different initial sounds$ AS boards di(ided into K columns$ basket$ grapheme cards to match ob-ect&s initial sounds @ame 'ach child has a board on which they place any K grapheme cards in the K columns6 'ach child identifies their graphemes Teacher holds up an ob-ect for the children to name it and identify its initial sound6 4hild with corresponding card claims ob-ect and places it next to its letter6 ,irst child with K ob-ects is the winnerQQQQ but who will be second$ third etc? Initial So"nd E"mp $p Aim* grapheme F initial so"nd identi,ication '?uipment* grapheme cards @i(e each child a grapheme card6 1ou say a word and the child with the grapheme representing the initial sound must -ump up before the other children point to it6 f the children seem recepti(e to continuing$ repeat with different selection of graphemes6 Alliteration %eneration Aim* generation of alliteration words '?uipment* selection of ob-ects to pass around circle and grapheme cards to match initial sounds$ basket .ay ob-ects in centre of circle and explain that the first child will pick a card from a pile handed to him 9in a basket: identify the sound$ then find the ob-ect which begins with the same sound6 'ncourage the group to call out other words$ which begin with same sound6 The ob-ect will then be passed around the circle with each child sayingDQQ669cat: begins with cer and QQ69child thinks of another word which begins with the same sound: collar begins with cer6 C The next child begins by repeating Ccat begins with cer and 9adds his own word:D6 Words can be repeated6 0epeat game with another ob-ect6

Initial lettersIso"nds &as6et'all 9A fun way to re(ise letters and soundsE: 3eed % a soft ball$ a bin or hoop to throw the ball through +i(ide the class into = teams6 'ach team sends a player to the front and the teacher says a letter or a sound6 The first of the = players to say a word that starts with the letter or sound gets to ha(e a throw6 f they get the ball in the goal 9the bin or hoop: the team scores a point6 VARIATIONS ;asketball ,inal lettersFsounds "layed as abo(e but students must gi(e a word that ends with the letter or sound6 ;asketball Antonyms "layed as abo(e but students must gi(e an antonym for the word gi(en by the teacher6 ;asketball !ynonyms "layed as abo(e but students must gi(e a synonym for the word gi(en by the teacher6
&age )' of )*

&eat the &"JJer Aim* spelling game '?uipment % a soft ball "layers sit in a circle6 2ne player starts by throwing the ball to another player and calling out a K letter word$ e6g6 HAT6 The player with the ball has to say K words beginning with the K letters of the word$ e6g6 horse$ apple$ tower6 This has to be done before the player who threw the ball counts to <= and then says bu//$ i6e6 <$ =$ QQ<<$ <=$ ;UMM6 A player is out if he doesn&t ;eat the ;u//er6 As the game progresses the counting can be shortened to <T or e(en R6 2lder players can be gi(en a S$ J or N letter word instead of a K letter word6 8o0n the Ladder Aim* study common letter patterns !tudents can work in teams or indi(idually6 'ach team or student needs a ladder to write in 9a page with a ladder drawn on it: The letter pattern is written on the top step of the ladder6 Teams then race to be the first to U4limb +own the .adder& by filling the ladder with words that rhyme6 Teams either ha(e one person as the recorder or pass the ladder around so each person writes a word6 !imple letter patterns$ e6g6 at$ ill$ am$ ug$ en$ op6 8ore difficult letter patterns$ e6g6 ight$ atch$ unch$ ound6 *lash Words Aim; re(ise spelling words '?uipment % a set of cards with the letters of the alphabet on them6 'ach child is gi(en a card with a letter of the alphabet6 9 f there are fewer than =N students$ some students may be gi(en = cards6: When the teacher calls out a word$ students who ha(e a letter in the word race to the front of the room and arrange themsel(es into the correct spelling order6 2b(iously words that contain = or more of the same letter can&t be used6 H 3T % Ha(e students swap cards after each word$ so some students aren&t stuck with uncommon letters like U/&6 Lea2e o"t a Letter &ingo Aim* re(ise spelling words 9'ach student can use their own spelling wordsE: 'ach student makes their own ;ingo card by listing R words each with a letter missing and replaced by a dash6 !tudents can use spelling words or words being studied in class$ e6g6 theme words$ words with prefix or suffix being studied6 Teacher then calls out letters of the alphabet and if a student has that letter missing in one of their words$ it is written into the word6 2nly one letter can be written in at a time6 Teacher keeps a record of letters called6 ,irst child to complete all of their words calls C;ingoD and is the winner6 Teacher checks that all the letters were called and spelling is correct6 Pass0ord 9A challenging game that can be adapted to the le(el of the studentsE: Think of a word to be the C"asswordD6 Write it on a piece of paper6 !tudents ha(e to guess what the word is but the only clue that they are gi(en is the first and last letters and the number of letters in between$ e6g6 p V V V t6 !tudents write down as many words as they can that fit the pattern6 !tudents score < point for each word and J points if they ha(e the password6 ,or older students choose a longer word6
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!tudents can be di(ided into teams or pairs for this game6 Pineapples Aim* re(ise spelling words 4hildren stand in a circle6 Teacher gi(es a word for the children to spell and nominates the person to start6 4hildren gi(e one letter at a time going in a clockwise direction6 The child who is after the person who says the last letter says U"ineapples&6 The next child is out and sits down6 f a child says a wrong letter$ he is out and sits down also6 3ext person must gi(e the correct letter6 When the word is completed$ teacher then gi(es the next word and play continues around the circle6 .ast child standing is the winner6 Poison Letters Aim; re(ise spelling words 4hildren stand in a circle or stand behind their seats6 A letter is nominated to be the poison letter6 9A (owel or a common letter like Ut&$ Us& or Un& makes the game go faster6 Teacher gi(es a word for the children to spell and nominates the person to start6 !tudents go around the circle or the class gi(ing one letter at a time6 When a person says the "oison .etter$ they sit down as they are out6 f a student says an incorrect letter he is also out and sits down6 4ontinue around the circle with the teacher gi(ing more words6 .ast person standing is the winner6 H 3T % To make the game more interesting$ nominate = or K "oison .etters6 Stepping Race 98akes students think about words$ sounds and lettersE: '?uipment* A word card or picture card for each student6 !tudents stand in a row about JI yards away from a finish line6 94lass could be di(ided into teams and one student from each team could play6 'ach student is gi(en a card 9word card or picture card: !tudents are asked to take a step forward if their word 9or name or the name of their picture: has a certain ?uality$ e6g6 Take a step forward if your word has a Uth& sound6 Take a step forward if your word has the letter Ue&6 Take a step forward if your word has = syllables6 Take a step forward if your word is a noun6 The first student to reach the line is the winner6 WhereKs the So"nd4 9!tudents identify the position of a sound in a word: Teacher tells the sound that students are to listen for$ e6g6 sh6 Teacher says a word containing the sound$ e6g6 shell$ fishing or wash6 !tudents close their eyes and put their hands on their head if the sound is at the start of the word on their waist if the sound is in the middle of the word on their bottom if the sound is at the end of the word6 0epeat for more words with the same sound or for a new sound6 Word Chain 9A simple but challenging game that practices !pelling !killsE: ,irst player says a word$ e6g6 baseball6 3ext player must gi(e a word that begins with the last letter of this word$ e6g6 little6 baseball$ little$ egg$ giant$ table6 3o word is allowed to be repeated6 4hildren can make written Word 4hains also6 !ee who can make the one with the most words6

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Variation Word Chain Categories A more difficult (ersionE "layed as abo(e but this time words must belong to a specific category$ e6g6 fruits and (egetables tomato$ orange$ eggplant$ turnip6 This makes the game more difficult and certainly makes children think6 4hildren can make written Word 4hains also6

Co3operati2e Spelling %ames

!trategies F Techni?ues %"ess the Error +escription
"upils write K words or K sentences6 2ne word or sentence contains a spelling error6 Another group has to agree which is the error$ gi(ing an explanation and the correct response6

,ocus
4lass and Team building6 "!+ acti(ityW finding out more about indi(iduals in the class6 Assessing in a curricular area6

!ocial skill
Agreeing with group6 +iscussion in pairs 9if nner % 2uter circle format is used6 Accepting other opinions and sharing own ideas6

4urriculum
0eading % use as comprehensionW pupils or teacher make up the errors6 Would be appropriate in any topic F sub-ect area6

!trategies F Techni?ues Corners

+escription
"upils mo(e to corners of the room to show their response to a topic F ?uestionW then they share their ideas with others and learn from each other before making a final decision6 Use either closed or open ended ?uestions 9the latter is better:* What is the best spelling strategy to use for a particular word? Which is the correct spelling of Q? How many letters in the word Q? How many words can you spell with Q?

,ocus
4ommunication$ 4lass building and nformation sharing6 4an be affected by peer pressureW children can note their response first before mo(ing6

!ocial skill
8aking a decision6 Willingness to listen and change an opinion6 Lustification of ideas6

4urriculum
4an be used in all areas* maths % answers to a problem moral ?uestions knowledge based ?uestions predicti(e F e(aluati(e ?uestions6

&age )) of )*

!trategies F Techni?ues *ind Someone Who

+escription
Use a recording sheet with ?uestions6 "upils mo(e around the room to find others who can answer % recording their ideas % asking them to sign it as e(idence6 'xamples* find someone who can spell Q who knows J spelling strategies Q who checks their spelling

,ocus
8astery6 This can be used as a warm up personal F social acti(ityW in(ol(es mo(ement6 !heets could be coloured coded so that pupils ha(e to work with others$ not -ust friends or pupils can only ha(e the same person once on their recording sheet6

!ocial skill
4ommunicating with anyone F e(eryone6 .earning something new about peopleW learning about people new to the group6

4urriculum
4ould be totally random or topic linkedW for example Homework % find someone who is* organised$ has an in F out tray$ works before school$ gets an adult to check their work etc6 n maths$ for instance$ when pupils work well$ this becomes a learning exercise as they gain knowledge and share it6

!trategies F Techni?ues Inside I O"tside Circle

+escription
"upils discuss with different partners6 "ut the pupils into two e?ual groups$ an inner circle facing out and the outer facing in 9e(eryone has a partner:6 +iscuss the ?uestion with partner6 Teacher calls out a number and the outer circle pupils rotate to new partner6 !pell particular words Q explain a strategy Qspell words with a pattern Qlist words with a letter pattern6

,ocus
4lass building and 4ommunication6 'ncourages e(eryone talking to anyone not -ust those in their group or their friends6

!ocial skill
Turn taking6 Willingness to listen to and learn from others6 Accepting the rules of mo(ing and talking with anyone6

4urriculum
Any context or topic that would benefit from discussion so that e(eryone is in(ol(ed all the time6 4ould be linked with 4orners to pro(ide an opportunity to discuss before final choice6

&age )( of )*

!trategies F Techni?ues i-# *reeJe# %ro"p

+escription
A mo(ement acti(ity to encourage co operation6 8ix % pupils mo(e around the room6 ,ree/e % listen to instruction F ?uestion which is always has a number response answer6 @roup % pupils go into groups of that number6 How many letters in Q how many (owels in Qhow many syllables in Q?

,ocus
4lass building6 'nables pupils to randomly mix which can be used to create teams for future team acti(ities6 'asier to start with smaller numbers and increase6

!ocial skill
4o operating to form groups6 Working ?uickly$ sharing ideas6

4urriculum
>uestion exemplars* How many syllables are in Q? How many countries are there in @reat ;ritain? How many primary colours are there?

!trategies F Techni?ues Place at

+escription
@roups plan and record together on a worksheet that is sub di(ided into S parts with the title written in the centre6 When recording$ use the coloured pencil techni?ue to monitor each pupil&s contribution6 !pelling* choose a blend F letter pattern6 !ub # headings to detail the numbers of letters in the words made up6

,ocus
Thinking and nformation sharing6 '(eryone contributes for the benefit of the group6 Use with @i(e 2ne$ @et 2ne to enable groups to help each other

!ocial skill
Turn taking6 !upporting F helping others6

4urriculum
Writing* plan a story gi(en the title6 !ub # headings could be characters$ setting$ action$ ending6 8aths % number calculations using the four rules6

!trategies F Techni?ues *an and Pic6

+escription
@roup members play a card game to answer ?uestions6 'ach person has a role to play that rotates with each new ?uestion6 "upil < fans the cards "upil = picks and reads "upil K answers "upil S tutors or praises Use any list of words or letter patterns

,ocus
Team building6 'ncourages a group to be supporti(e of each other6 The roles could be more sophisticated with older pupils* ?uestioner$ clarifier$ builder$

!ocial skill
Talking turns in being in a different role6

4urriculum
0eading % teacher or pupils can produce the cards based on text6 4an be used in maths$ topic work$ language6

&age ). of )*

!trategies F Techni?ues %i2e One; %et One

+escription
When indi(iduals$ pairs or groups ha(e finished a task they share with others6 A CgroupD can gi(e an idea F answer to another in return for getting one they do not ha(e6 Use in "lacemat spellingW if making up lists of words

,ocus
This acti(ity enables learning from others and supporting6 f the gi(ing and getting is strictly on a one for one basis$ then a group cannot -ust rely on others6

!ocial skill
The skills of tradingW negotiating$ listening6

4urriculum
4ross curricular* whene(er a number of ideas$ responses or ideas are re?uired6

!trategies F Techni?ues Ro"ndta'le Sim"ltaneo"s

+escription
n groups$ each person has a different spelling ?uestion F topic to think about and record their ideas6 '(eryone works indi(idually then the group pass on their worksheets at the same time6 When e(eryone has finished either the person who started with the first answer or the group decide on the Cbest answerD6 8ake the longest F best word6 8ake (erbs$ nouns$ ad-ecti(es with letter pattern choosing the best link6

,ocus
Team building6 'ncourages pupils to work both indi(idually and collecti(ely6 0esponses can often be written or drawn6 4ould be paired$ then group6 Working at the same pace as others is not always ideal if some of the topics F ?uestions are longer than others6

!ocial skill
Working independently and also within a group6 !upporting others$ if necessary6 Working at the same pace as peers6 0eaching a consensus 9if group decision made at the end:6 !haring6 4ompromising6

4urriculum
4ross curricular6 Works well when decisions F choices ha(e to be made rather than -ust answers6

!trategies F Techni?ues i- and atch

+escription
"upils each ha(e a card that is related to spelling patterns F words6 They ask and share with others about content of card before matching them6 4ards could ha(e words broken into syllablesW letter patterns F words with themW number of letters F words6

,ocus
4lass building6 "upils ha(e to participate$ communicate$ and mix with anyone6

!ocial skill
.istening and communicating carefully6 Turn taking$ waiting for opportunity to share6 8o(ing and learning without the former affecting the latter6

4urriculum
8aths % the algorithm and the answerW (isual and numerical presentation of concepts6 ,rench % words and pictures of words6 .anguage % books F characters

&age )1 of )*

Websites % word and sentence le(el acti(ities

Online games ,or children http*FFwww6phonicsplay6co6ukF great games % can link to .etters and !ounds$ select letters used in each game http*FFwww6tutpup6comF A (ery addicti(e site6 1ou can register your class$ and then the children can make up their own user name and compete with other children across the world6 !pelling matches 9different le(els: and also maths6 Awards gi(en to moti(ate children6 www6starfall6com phonic games and phonic stories http*FFwww6bbc6co6ukFschoolsFwordsandpicturesFc(cFindex6shtml links to old 3.! so would use in different terms http*FFwww6ictgames6comFliteracy6html http*FFwww6bbc6co6ukFschoolsFks<bitesi/eFliteracyF http*FFwww6kented6org6ukFngflFgamesFliteracyVmenu6html http*FFwww6lgfl6netFlgflFleasFgreenwichFaccountsFaspectsFsencopro-ectFwebF0esourcesFks<F The ad(entures of !tan and "at % online animation

Teacher Reso"rces http*FFwww6societyfor?ualityeducation6orgFstairwayFreadingmaterial6pdf hundreds of sentences for dictation or reading practice$ linked to phonics http*FFwww6adrianbruce6comFreadingFgames6htm http*FFbogglesworldesl6comFphonicsVmonsters6htm http*FFwww6ngfl#cymru6org6ukFengF(tcV#Vks=V#VenglishV#VwritingV#VspellingVstrategies http*FFwww6ngfl#cymru6org6ukF(tcFngflFenglishF<STFindex6html http*FFwww6tes6co6ukFresourcesHome6aspx?na(codeBIT # free resources created by teachers for teachers6 'nter CspellingD as a keyword$ and you&ll find powerpoints$ worksheets$ weblinks$ spelling lists and other resources6

Ac6no0ledgements D Than6s to e2er!'od! 'elo0 0ho posted these reso"rces on the TES Reso"rce &an6 +all o! the resources below were used in this handbook, http*FFwww6spelling6hemscott6netFad(ice<6html # weblink posted by rogersmith .earning H2W to spell # Hugh8orrison !pelling acti(ities # shoelace mnemonics cards % posted by saffronIS and sheepVtea +I ha'en%t been able to !ind the original
source,

short phonic games -ambam

&age )* of )*