Developing Spelling Confidence and Broadening Vocabulary in Key Stages 1 & 2 Inset
The 2014 National Curriculum requires that teachers use phonics, etymology and morphology as tools to develop children’s spelling and vocabulary skills. Children who are excited about using language effectively are those who are continually adding to their knowledge of words and who are confident spellers. If children don’t have the vocabulary they can’t use it and if we are not confident about the spelling of a word they are less likely to use it. We need to bring excitement and independence to those aspects of language acquisition for all children.
This training gives school professionals a range of inspirational ways in which to raise children’s confidence in spelling and to enable them to enrich their vocabulary naturally. Schools can build upon these ideas to develop a sound and effective whole-school approach to improving children’s literacy, self-esteem and attainment across the curriculum.
The training will provide opportunities for teachers to:
- Try out a few activities and games that help to grow children’s curiosity about the English language
- Plan the teaching of the real vocabulary they will introduce to their class
- Discuss ways of making the training work as a whole-school approach
- Share any insights or good practice
- Ask any questions they might have
We believe that CPD sessions are never ‘one-off’ events, so post training support is available at a range of agreed levels, and all delegates have access to free email support as they embed their understanding into their classroom practice.
This CPD opportunity is for: teachers, literacy leaders, teaching assistants and senior managers.
Full Course Content
Understanding why some children cannot spell and the effect this has on their learning
- The flawed reader and the flawed speller – understanding the causes
- The vicious cycle of disenfranchisement - the implications for your pupils, your school and children’s later education and work-life if this is not addressed
- ‘Stuffed cupboard syndrome’ – the need to re-organise some children’s understanding so they can systematically access what they already know
Synthetic phonics: an explanation of phonics for all
- What is embedded synthetic phonics?
- The English spelling problem - transparent and opaque alphabet codes
- Understanding the Alphabet Code
- Planning to smooth out some of the spelling complexities
- Using the National Curriculum orders for English
- Opportunistic teaching – becoming a class of word-catchers
Creating the solution for flawed spellers
- Following on from Early Years phonics
- Revisiting phonics intelligently with older children
- Learning to hear sounds
- Learning to ‘see’ sounds (decoding)
- Learning to write sounds (encoding)
- Annotating or ‘buttoning’ sounds with children
- Using phonic understanding to strengthen spelling
Using phonics in every classroom every day and in every lesson
- Using synthetic phonics as a learner
- Using synthetic phonics as a teacher
- Creating a ‘can spell’ ethos in the classroom
- How to encourage the least confident children
Etymology: being a ‘word archaeologist’
- What is etymology?
- Developing ‘word-confident’ children
- ‘Never let a word go by’ - an exciting idea for the classroom
- Where do words come from and how are they related?
- How to plan the teaching of vocabulary using etymology – Digging up the word-family tree
Morphology: making words out of words
- What is morphology?
- How to introduce morphology to children – ‘Let’s morph some words!’
- how to broaden children’s vocabulary base every day
- Word walls that work and learning mats that matter
- How to answer children’s questions about words, including: ’I don’t know – yet!’
How to help children learn to spell rather than just to learn spellings
- The whole school approach – learning from Foundation Stage practice
- Embedding spelling and vocabulary into the whole curriculum