Transcription
Outcomes
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Spelling
In year 2, pupils move towards more word-specific knowledge of spelling, including homophones. The process of spelling should be emphasised: that is, that spelling involves segmenting spoken words into phonemes and then representing all the phonemes by graphemes in the right order. Pupils should do this both for single-syllable and multi-syllabic words. At this stage children's spelling should be phonically plausible, even if not always correct. Misspellings of words that pupils have been taught to spell should be corrected; other misspelt words can be used as an opportunity to teach pupils about alternative ways of representing those sounds. Pupils should be encouraged to apply their knowledge of suffixes from their word reading to their spelling. They should also draw from and apply their growing knowledge of word and spelling structure, as well as their knowledge of root words.
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Spell by:
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Segmenting spoken words into phonemes and representing these by graphemes, spelling many correctly
Play Activities 301Examples
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Learning new ways of spelling phonemes for which one or more spellings are already known, and learn some words with each spelling, including a few common homophones
Play Activities 107Examples
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Learning to spell common exception words
Examples
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Distinguishing between homophones and near-homophones
Examples
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Segmenting spoken words into phonemes and representing these by graphemes, spelling many correctly
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Add suffixes to spell longer words, including -ment, -ness, -ful, -less, -ly
Examples
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Apply spelling rules and guidance, as listed in English Appendix 1
Examples
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Spell by: