Spelling in 3.1
*weekly spelling lists (for download) once w have started the program will can be found at the bottom of the page.
All Upper Primary classes will be using the Diana Rigg spelling program which focuses on teaching students synthetic phonics (explanation in link below).
https://dsf.net.au/wp-content/uploads/2013/04/Synthetic-Phonics.pdf
Each fortnight, students receive a list of words which contain unique representations of sounds, such as "ea says ee" in "meat".
The object of the spelling program is to teach students to know where to place these sounds in a word when spelling and to recognise these letter-sound combinations when reading.
When they are spelling with you for homework at home, it is vital that students' attention is constantly drawn to the sounds they are learning that week, so please have your child underline those sounds when completing spelling homework lists.
Example:
Sally is writing her list for Look, Say, Cover, Write Check. Her sound focus for the week is oa says oh, like in boat. She writes boat. She underlines the oa (boat) and says, quietly, "o a says oh".
It is also vital that when students do "Look, Say, Cover, Write, Check" every second week, that they do it well and correctly. This is not simply writing out the words in the list, which is meaningless and will not benefit the student.
The following explains how to do this correctly:
‘Look, say, cover, write, check’ method
The object is to allow your child to hear every sound in a word. Similarly, watch for simple separation of letters, for example with "happy", some students would write the following: h - a - p - p - y - when in actual fact, the pp makes one sound, so it should be written like this: h - a - pp - y
Syllables are the beats in a word, like in happy: hap-py (you would clap twice).
*weekly spelling lists (for download) once w have started the program will can be found at the bottom of the page.
All Upper Primary classes will be using the Diana Rigg spelling program which focuses on teaching students synthetic phonics (explanation in link below).
https://dsf.net.au/wp-content/uploads/2013/04/Synthetic-Phonics.pdf
Each fortnight, students receive a list of words which contain unique representations of sounds, such as "ea says ee" in "meat".
The object of the spelling program is to teach students to know where to place these sounds in a word when spelling and to recognise these letter-sound combinations when reading.
When they are spelling with you for homework at home, it is vital that students' attention is constantly drawn to the sounds they are learning that week, so please have your child underline those sounds when completing spelling homework lists.
Example:
Sally is writing her list for Look, Say, Cover, Write Check. Her sound focus for the week is oa says oh, like in boat. She writes boat. She underlines the oa (boat) and says, quietly, "o a says oh".
It is also vital that when students do "Look, Say, Cover, Write, Check" every second week, that they do it well and correctly. This is not simply writing out the words in the list, which is meaningless and will not benefit the student.
The following explains how to do this correctly:
‘Look, say, cover, write, check’ method
- Rule up 3 columns.
- Write the word in the first column.
- Look at it carefully and say it to yourself.
- Cover the word up and try and picture it in your mind.
- In the next column, write the word and then check the spelling. Continue this process in column 3.
- Repeat the process every day and see if you have memorised the words by Friday's test. Remember to focus on the sound
When completing Syllables/Sounds work, the idea is to separate each sound or syllable of a word using colours.
Every second week, students will complete a sheet which requires them to separate sounds and syllables for each word. I would like them to do this once per night please with their list, using different coloured pencils to break up the sounds. We call this Rainbow Sounds at school, eg. in the word bright, there are 6 letters but only 4 sounds -
for example in the word b-r-igh-t - each sound would be a different colour.
If the word has only one syllable, like "bright", instead of doing a second line of syllables, they can do rainbow sounds again. If there are 2 or more syllables, break up the syllables using colours,
eg. syll - a - ble
I have put a copy of the worksheet on the website under "Homework."
They should glue these sheets into their homework books every second week.
The object is to allow your child to hear every sound in a word. Similarly, watch for simple separation of letters, for example with "happy", some students would write the following: h - a - p - p - y - when in actual fact, the pp makes one sound, so it should be written like this: h - a - pp - y
Syllables are the beats in a word, like in happy: hap-py (you would clap twice).