Intent

Read Write Inc. Spelling Programme

We introduced the Spelling Programme from Year 2 to 6 for the following reasons-:

• To enable us to meet the spelling expectations of the National Curriculum 2014
• To raise standards in spelling
• To provide consistency and progression in the teaching of spelling
• To help support children to enable them to be more confident at spelling.

Spelling is taught through the RWI Phonics in Reception and Year 1. Children who are in Year 2 (or above) but who are not yet finished the RWI Phonics programme have spellings within phonics lessons and extra practice sessions where appropriate.

Implementation

How does this programme support your child in learning to spell?

RWI Spelling is an interactive programme which teaches spellings in a fun and engaging way. Each unit is introduced with a short video. It helps children to learn spellings with common patterns and uses rules in order to help them recall spellings as well as teaching exceptions to these rules.

Individual workbooks allow children to practise their spellings and the teaching naturally follows on from the Spell Review part of the RWI phonics programme taught as soon as the children start in Reception. Therefore the children are already proficient at using dots (for individual sounds) and dashes (for special friends/digraphs) and prefixes and suffixes can be added to root words to help them to spell with greater accuracy, understanding and confidence. Log books give children ownership of their spellings and further consolidation at home.

How the Log Books support your child to spell

All children now have log books and these are important in helping them to practise the spellings they need to learn from each unit. Each unit explains the rules and gives handy tips and rhymes for remembering these. During the week the children will log the spellings they found tricky. At the beginning of the next unit they will do speed spell which will assess their ability to spell words with the previous weeks spelling pattern correctly. Again they will log any words that were misspelt from this activity.

Supporting Your Child’s Spelling at Home

To help you to support your children at home with their spellings on a weekly basis, the children will be given six-eight spellings from the unit they are currently on which will follow a set pattern (these are explained at the bottom of each page in their Spelling Log Books). They will be tested on these the following week. In addition to these your child will also be given six red or orange words to learn from the National Curriculum word lists which are words the children are expected to know for their age range.

Handy Tips

• Make sure that the log book is used to practise the tricky spellings regularly.
• Revisit spellings from previous weeks.
• Ask your child to explain the rule for the week and get them to give you example words so that you can build up a word bank that can be referred to frequently.
• When your child is writing in their log book remind them to use their dots and dashes and ‘Fred fingers’ to spell.
• Encourage your child to edit their own writing for misspelt words using the sounds chart in the log books to choose the right grapheme.
• Use the Log Book to log high frequency words which you notice your child is spelling wrong.
• Play homophone games where you give them a word like right/write and they write you both spellings and show you on the sounds chart which graphemes they would choose to spell them right! Make sure they know which one is which!
• Play hold a sentence dictation where you give the child a short sentence with one of their spellings in which will help them to understand the meaning of the word and spell and punctuate correctly.
• Always ensure that your child has their Log Book in school every day

Impact

The children are assessed and grouped according to developmental stage.  They will work with a teacher or teaching assistant who have been trained in school to deliver a consistent programme of education, with children’s progress reviewed half-termly. Children identified as not making the expected progress will receive further support in the form of small group interventions in addition to extra support in class and spelling lessons.