​​​​​​When learning new spellings or practicing for our weekly spelling test we encourage the children to choose a strategy to do so.  Our key strategies used in the classroom can be found below along with our common exception word mats [attached] as these are usually the words the children have difficulty spelling due to them not being phonetical.

Look, say, cover, write, check:

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 the technique above but is about developing automatically and muscle memory.

Write the word out on a sheet of paper ensuring that it is spelt correctly and is large enough to trace over.  Trace over the word and say it aloud 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.

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 

Segmentation:

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

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 

The video above shows Miss Watterson modelling our quick write strategy.  The aim is to write as many words as possible within a given time; writing the word repeatedly helps link focus with speed and fluency.

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 

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.

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 

Drawing an image around the word:

This strategy is all about making a word memorable.  It links to meaning in order to try to make the spelling noticeable.  This can't be the main method of learning spellings, but it might work on those that are just a little more difficult to remember.

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 

In the video above Miss Watterson is modelling our pyramid word strategy.  This method of learning forces you to think of each letter separately, you can also reverse the process so that you end up with a diamond.

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 

Mnemonics: 

This strategy involves making up memorable 'silly sentence' of which the first letter of each word spells the common exception word.

Eg.

said - Sally Ann Is Dancing

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 

In the video Miss Watterson is modelling our rainbow writing strategy.  Using coloured pencils/ pens in different ways can help you to make parts of the words memorable, we suggest highlighting or writing the tricky part or letters of the word in different colours.

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 

Other strategies:

• Making up a 'silly sentence' which contains the word.
• Saying the word in a funny way.
• Clapping and counting to identify the syllables in a word.