SPELLING STRATEGIES
| Stretch the word
Flour/sand/lentil/glitter trays Magnetic letters Word wheels Fishing Treasure spelling Rainbow writing Air writing Tracing Keyboards Clapping syllables Painting/finger painting Chalk writing Alphabet boards Firework writing/air writing Plasticine/play dough letters Pipe cleaner spelling |
Pyramid writing
Find a word within a word Look for the hard bit Circle the best one Speed writing Spaghetti writing Syllabification Silly sentences Giant and baby writing Bubble writing Friends and enemies Mnemonics Human Writing Back writing |
Blue vowels
Word search Backward writing Spelling dice Wordle Spot the mistake Loop cards Step ladders Hangman Calligrams Headlines Dictionary/thesaurus Ambidextrous spelling |
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All Levels
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Reading
It is important that children should be able to read fluently, accurately and with understanding. The material/resources used should be appropriate to their age and ability. The teaching of reading begins with the informal pre-reading activities leading to word recognition and phonics.
Once a child has been taught to read, formal reading is not confined to one particular book but includes reading in all other areas of the curriculum, for example problem solving in mathematics, the ability to use reference materials and the pleasure of private reading. Thus, throughout the day, a child will have many different reading experiences.
Reading is one of the Language Attainments, the others are Talking, Listening and Writing. When teaching and learning are taking place the activities associated with all four Language Attainments cannot usually be separated; all interact, but with different weightings for particular stages and needs.
