Research and Creation of spelling needs at Level three.

After a lot of reading and research I have created this for the inquiry team.

Essentials for Year 5/6 Spelling Programme
ENGLISH LANGUAGE 26 letters in the alphabet             44 phonemes                   More than 500 spellings to represent the 44 phonemes! Correct Spelling   Typically reach this stage by age 8 or 9. The child spells many words correctly and applies the basic rules of the English orthographic system.  The Child recognizes when words “look” incorrect and can consider alternative spellings.
New Zealand Curriculum L3 English - Language features– uses an increasing range of strategies to self-monitor and self-correct Spelling Literacy Learning Progressions Year 5/6 Using their knowledge of how words work (e.g., knowledge of diverse phoneme–grapheme relationships, of common, reliable spelling rules and conventions, and of the meanings and spellings of morphemes), along with their knowledge of word derivations, to fluently and correctly encode most unfamiliar words, including words of many syllables; • correctly spelling all high-frequency words used in their writing;  (High-frequency words at this level could, for example, include all those in the lists of essential words in Croft (1998).
Teaching Spelling skills Plurals:  Ability to form a plural by adding s, es, changing f to v, making medial change, and knowledge of exceptions Syllabication:  Ability to divide words into syllables        gorilla- go/rill/a Structural elements:  Knowledge of root words, prefixes, and suffixes Ending changes:  Ability to change ending of words that end in final e, final y, and final consonants Vowel diagraphs and diphthongs:  Ability to spell words in which a vowel diagraph forms one sound (ai, ea, ei, ie) or a diphthong forms a blend (oe, ou, ow) A dipthong is a combination of the short vowel sound put together. (known as the “gliding vowel” because of it’s smooth movement when being spoken) Silent e:  Knowledge of single-syllable words that end in silent e i.e in the word game- the silent e creates a long /a/ sound	Rule-Based Instruction Based on teaching rules and generalizations using linguistic or phonics approach Linguistic approach stresses idea of the regularity in phoneme-grapheme correspondence and words are selected according to their linguistic patterns i.e. cool, fool, pool; hitting, running, batting Phonics approach stresses this same relationship, but within parts of words.  This allows the student to determine how sounds should be spelled These generalizations apply to more than 75% of words.  However, students should still be taught that there are exceptions to some rules that do not follow such generalizations Despite the frequency of phonetic teaching approaches, only about 50% of words follow regular phonetic rules.	When creating spelling lists you should… Allow students to choose words from their writing. Teach words that students commonly misspell when writing. Teach words that students are most likely to use in their writing. Identify words that fit different but related patterns (ee and ea for the long e sound, words that end in tion, etc.) ______________________________ Dictionary Usage Training in using the dictionary is an important part of a spelling program Encourage independence in finding spellings Provide information such as syllabication, meaning, pronunciation, synonyms and homonyms Picture dictionaries for younger grades