Spelling is a transcriptional skill, which all children need to get to grips with. As a school that has consistently focused in on how to teach spelling well, some of our children will still only check their piece of writing for spelling mistakes, once a teacher has pointed out an error. Improving Literacy in Key Stage 2 Guidance Report states ‘Fluent writing supports composition because pupils’ cognitive resources are freed from focusing on handwriting, spelling, and sentence construction and can be redirected towards writing composition. Extensive practice, supported by effective feedback, is required to develop fluent transcription skills’.
Why is it that children sometimes struggle to spell key curriculum words correctly, even when we place that word on the board or a sheet in front of them? Why do some children struggle to spell words that they are exposed to, over and over and over again? What is it that we can do as teachers, to support their development of spelling strategies?
Recommendation 5 states ‘Consider the types of spelling error pupils are making to identify appropriate strategies for improving pupils’ spelling. Explicitly teach spellings and provide pupils with extensive opportunities to practice them’.
