Spelling, Punctuation and Grammar

Revisit

Activate prior knowledge.

Revisit previous linked learning.

Teach

Introduce the new concept.

Explain

Investigate 

Model

Practise

Individual/group work

Extend/explore the concept independently

Investigate

Generate 

Apply and Assess

Assess through independent application

Explain and demonstrate understanding

Look, say, cover, write, check 

This 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 word that is difficult, look at that part in more detail.
Say: say the word as you look at it, using different ways of pronouncing it if that 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, start again – look, say, cover, write, check. 

Trace, copy and replicate (and then check) 

This is a similar learning process to ‘look, say, cover, write, check’ but is about developing automaticity and muscle memory.
Write the word out on a sheet of paper ensuring that it is spelt correctly and it is 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. Turn the page over and write the word as you say it, and then check that you have spelt 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 the tracing and copying or the tracing alone and just write the words. 

Segmentation strategy 

The splitting of a word into its constituent phonemes in the correct order to support spelling. 

Quickwrite 

Writing the words linked to the teaching focus with speed and fluency. The aim is to write as many words as possible within a time constraint.
Pupils can write words provided by the teacher or generate their own examples. For example, in two minutes write as many words as possible with the /iː/ phoneme. 

This can be turned into a variety of competitive games including working in teams and developing relay race approaches. 

Drawing around the word to show the shape 

Draw around the words making a clear distinction in size where there are ascenders and descenders. Look carefully at the shape of the word and the letters in each box. Now try to write the word making sure that you get the same shape. 

Have a go

The process by which children try different possible spellings of a word they want to write but don’t know, in order to see which is the most like- ly. Typically, children would write three versions and then choose which one looks right. 

Quick Write

Writing with speed and fluency the words linked to the teaching focus. The aim is to write as many words as possible within a time constraint. Children can write words provided by the teacher or generate their own examples e.g. in two minutes write as many words as possible with the /ai/ phoneme. This can be turned into a variety of competitive games including working in teams and developing relay race approaches.

Proof Reading

The process of checking writing for spelling and punctuation errors. This task is often done with a spelling buddy (Spuddy). 

Count Down

Practise reading/blending with speed and fluency. The aim of the activity is to read as many words as possible before the time limit runs out. Children need to read words linked to teaching focus with the time constraint. This can be turned into a variety of games including using teams and a relay race approach. 

Modelling

An activity is described, and it is anticipated that the action expected of the children is modelled to them rst. 

Spelling Buddy ‘Spuddy’

Children are asked to work in pairs, often to ‘test’ each other. They will be asked to work with their ‘Spuddy’ or spelling buddy, from time to time. 

Wall Charts

Classroom displays can also be made using the word lists supplied.