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Spelling Research in Year 3
Essential Spelling
Intent:
Intent:
Reflecting on spellings and phonics in Year 3, we recognised that the children were learning spellings for the test every week, rather than understanding the phonics and patterns. Therefore, our intent for spellings is to focus on understanding the sounds and patterns in words and investigating ways to ensure that spelling teaching becomes part of the long term memory.
Implementation:
Implementation:
Having researched spelling interventions that would have a greater impact on long term memory and addressing gaps, we have started to use the Herts Essentials Spelling scheme of work. Unlike other schemes and resources available, this focuses on the teaching of spelling so that children can identify patterns and phonics sounds as well as making connections. Children are able to apply these to other spellings rather than just learn them for a test.
The spelling sequence of learning takes place over four 15-20 minute sessions. The emphasis is placed on reviewing previous learning that might support other new spellings. It enables children to build connections and link new knowledge with prior knowledge. The sequence is:
Session 1: Revise, explain, use
Session 2: Teach, model, define
Session 3: Practise, explore, investigate
Session 4: Apply, assess, reflect
Sometimes, lessons vary in length and one lesson can take three sessions. The new spelling sounds or patterns are also a focus of whole class teaching in English and across the curriculum.
Should we continue to test spellings?
Should we continue to test spellings?
With the emphasis coming away from learning spellings for a spelling test, we considered how we would like this to have an impact. Simply learning the words as a spelling test meant that some of the children did not remember these words in a few weeks' time.
Actions:
Continue to give the children spellings to learn which are part of the spelling pattern or sound for the week. In addition, include the pattern or rule. Where possible, link these to the Year 3 and 4 statutory spelling list.
Continue to ask children to learn these spellings at home with 5 practises but give an additional activity focusing on the pattern or sound for the week.
Design tests that focus on the patterns and rules that can be applied as well as some of the words from the list.
Spellings parent workshop
Spellings parent workshop
The Year 3 team ran a parent workshop to introduce the new approach to teaching and learning spellings. This enabled both parents and children to engage with the approach. It was fed back that it was useful to know the theory behind the spelling sequence. The parents and children had an opportunity to take part in activities linked to the spelling learning for the week.
Impact:
Impact:
In Year 3, it has proved to be beneficial to teach spellings using the Herts Essential planning:
Children are beginning to discuss spellings and articulate the different rules.
They are able to identify patterns and apply 'best bets' when trying to spell a tricky word.
Understanding of spelling rules and patterns has improved.
Greater monitoring of gaps in spelling patterns/high frequency words/common exception words has enabled targeted support for specific children.
Children are beginning to apply previous knowledge of spellings to new patterns.
Next Steps:
Next Steps:
Begin to embed this spelling approach across the whole school
Support teachers by running a session on the Inset day in September. Follow up in CPD later on in the half term.
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