Spelling

Each Friday every child, in Year 1 to Year 6 will bring home their spelling word lists, consisting of 15 spellings, to be learnt for a test the following Friday. Spelling features heavily within the ‘New Literacy Curriculum’ and affects the overall achievement and progress of children’s writing. So it is essential that both school and home support every child to achieve high weekly spelling scores and that these new spellings are then evident in the children’s writing. Children in Reception will bring home between 5-15 spelling words that need to be learnt for work during their literacy lessons the following week.

 

There is word lists linked to what is expected at the end of each year group. For example, Year 1 children are expected to have covered, learnt and be applying within their writing all the word lists in Spelling Stage 1, Year 4 children the Stage 4 and so on, Reception children are Stage 0. Even though it is expected that each child will be working at the stage related to their year group (e.g. a Y2 child on Stage 2), we want all our children to work on the Stage which most suits their ability. This may mean your child is working on the Stage below what is expected for their age (e.g. a Y2 child working on Stage 1 Spellings). If this is the case, your child will be getting extra support in school to enable them to catch up to the Stage they are expected to be on. Doing extra work at home, practising the spellings, will help your child catch up quicker.

 

The children’s spelling scores will now be marked with the following traffic light system:

Spelling scores

Children in Year 1 to 6, will put SP and the score in the correct colour within their diaries each Friday to inform you of their spelling score. As part of our Always Award, children must complete homework on time each week, to the expected standard. This includes learning spellings that are sent home for homework. Children must get a yellow or green score in their spelling test (10-15) AND complete their homework on time to the expected standard to receive their Always Award point for homework.

For Stage 0, 1 and 2, (Reception, Year 1 and Year 2) there are 30 word lists of 15 spellings. Stages 3, 4, 5 and 6, (Year 3, ,4, 5 and 6) have 20 words lists of 15 spellings. As you can see the ‘New Curriculum’ is fast paced and contains a lot, so it is essential that your child gains good spelling scores week in, week out to ensure the best attainment and progress for them. I hope you can support your child to learn their spellings and understand the importance of using these spellings within their writing in all subjects within school.  If your child does not learn the spellings given then this will seriously impact on their progress and attainment within writing and they will receive a cause for concern letter after attaining two red spelling scores in a half term.

 

What can you do to support your child’s learning with Spelling?

  • Support your child to learn their spellings at home each week.
  • Children in Year 2 and upwards should be using letter names to spell their spelling words, so please encourage children to use the letter names.
  • Discuss the spelling rules that are used each week in the spelling lists and ask your child to explain the rules to you.
  • Can your child apply the spelling rule to other words?
  • Can they add words that fit the spelling rule?
  • If you child receives a red spelling score in a test, repracitse the words they got wrong in the test over the coming week as well as their new spelling words.
  • Play games like snap, matching pairs or bingo with their spelling words, to make learning fun.
  • Display the words they are finding tricky in your home, maybe as a password on a door as each time they pass it they have to spell the word.
  • Ask your child to spell the words whilst climbing the stair or walking to school. Also when getting dressed for school – fitting practising spellings into everyday routine will help to fit it in each day.
  • If you have any questions then just ask the teacher for support.