Initiative to raise spelling standards in Lower School

Date: Friday 21 March 2008

SYNTHETIC PHONICS is the somewhat arid buzz-phrase currently recommended by the Government and used across the country as the most effective method of learning to read and spell. Children start with words that are built up by sounds rather than the more traditional method of learning letters and then building up words. These units of sound, called phonemes, are learned individually and then blended together to make words. Phonemes include c, th, ff and ai, so are sometimes represented by more than one letter, although they only make one sound. It is a way of reducing the number of units of sound to be learned.

Either way, few children regard the learning of spellings as one of their favourite classroom activities! So in an initiative to raise the standard of spelling in the school, the Lower School teachers have set themselves the challenge of making it exciting, fun and multi-sensory. Each child has been tested to reveal which particular patterns of sounds they are having difficulties with so that everybody has individual targeted support. Now, children and teaching staff say they are enjoying three concentrated weekly sessions of quick-fire games to enhance phonological skills. This approach is backed up by the writing and learning of high frequency words as well as phonic decoding and encoding of sounds to make new words. This latter strategy helps children understand the structure of words that have eluded them in the past.

After the first month of term we noticed distinct improvements in written work. By the end of term the improvement in children’s spelling has been distinct and measurable. In a recent re-assessment of spelling in Year 5 through the Progress in Spelling Test almost every child has made significant improvements in their spelling age. There are some wonderful spin-offs too: most children now look forward to spelling lessons and they are pleased with their progress.