Yr 2 spellings tests

(31 Posts)
DoingTheBestICan Sat 17-Nov-12 08:49:23

My ds is in yr 2,and when they moved up they started having spellings tests,they have to write down the words on a Friday afternoon and they have a week to learn them for a test the following Friday morning.
So far the words have been what you would expect,however recently they have gotten more tricky,for eg conspire,bonfire.
So he came home yesterday with his new list,words including congratulations,suspicious.
Is this the norm? I'm not bragging or showing off,ds is just a normal,average little boy.
What spellings do your dc get at this age?

ontheedgeofwhatever Tue 20-Nov-12 12:28:14

dd's spellings seem to be based around shapes this week so she has pyramid, triangle, square, sphere, diamond and I can't remember what else

CecilyP Tue 20-Nov-12 09:56:58

Just out of interest, penny, how do you pronounce funny?

mrz Mon 19-Nov-12 17:55:28

unless the speaker is being very sarcastic!
have you read masha's lists?

pennyrichardson Mon 19-Nov-12 17:31:26

Seriously, does anybody pronounce the word funny as fun-ee, as mrz suggests?

' the end of the word

f-u-n-ee'

I have never heard the word pronounced that way, unless the speaker is being very sarcastic!

DoingTheBestICan Sun 18-Nov-12 20:11:26

Thanks everyone,there are some interesting points here for me to read over with more care later.
The yr is split into different groups according to their ability,ds is in the top group,they have a phonics session every Tuesday,Wednesday and Thursday morning with a spelling test on Friday.
We have been looking over his spellings and he seems to know them,he enjoys writing them out and I have been getting him to make up sentences with the words in them,so he knows the meaning of the word.

pointythings Sun 18-Nov-12 17:28:43

DD2 is in Y5. She is getting lists of words home which I think she should be able to spell without thinking about them. So I'm not having her practise at all - she can either spell them or she can't, and if she can't her teachers (they job share) and I will get our heads together to see how we can work on that between us.

So far she's been scoring 100%, but she does read and write a heck of a lot. I couldn't care less about spellings, I want my children to be able to spell in their everyday work.

learnandsay Sun 18-Nov-12 14:27:44

If parents want their children to learn lists of words then why can't they give their own children lists of words to learn to spell? I don't get it.

teacherwith2kids Sun 18-Nov-12 14:18:42

My DC's school has, until this year, never sent spellings home. Both children spell very well, because phonics / spelling patterns were an explicit part of daily classroom life rather than being 'sent home'.

Change this year - now send spellings home. Covering letter basically says 'parents are asking for it, we don't believe it will add anything to the children's learning but we listen to parents and do our best to respond to their views'....

teacherwith2kids Sun 18-Nov-12 14:16:23

Hamishbear if you revisit the words in class on a regular basis it is more effective than sending word lists home.

Absolutely agree (but them mrz and I have rather similar parent demographics and that might be informing our viewpoints - definitely not a 'prep school' type demographic!)

we do sentences, both written and verbal with the words sent home.

I have no idea if this helps or not, but at the very least shows DD1 that I'm interested in her literacy and learning.

mrz Sun 18-Nov-12 11:40:46

Hamishbear if you revisit the words in class on a regular basis it is more effective than sending word lists home.

mrz Sun 18-Nov-12 11:39:17

at the end of the word

f-u-n-ee

fʌni

Hamishbear Sun 18-Nov-12 11:31:25

I know some schools which revisit spelling lists that they use for tests etc. Eventually they seem to go into the children's long term memory and are retained by most. If you do a one off spelling test of course children will generally spell the words incorrectly later in work - these spellings need to be revisited.

I know spelling tests don't work for all children but don't they work for most? Certainly schools which put a huge priority on spelling (whether it's right or wrong is debatable) tend to have children who spell very well IME. Where I am grammar and spelling is seen as being very important, marks are deducted for incorrect spelling & spellings are corrected even in maths for very young children. Incorrect spellings have to be corrected in the old fashioned way - written out 6 times & then entered in a spelling journal for review later. It seems to work for the majority. If it doesn't work for your child then they are given extra support and any potential problems are so flagged reasonably early. Everyone is happy.

Everyone I've ever known who went to a good prep has very good spelling and grammar because it was taught very well and generally given high status and a measure of priority. I was utterly failed by my school in this regard.

pennyrichardson Sun 18-Nov-12 11:24:58

Masha, could you please explain where there is a long E sound (ee) in the word funny?

/ee/ - |eat, funny|,

strictlovingmum Sun 18-Nov-12 10:19:29

I don't like themgrin
IMO learning them for x number of days takes time away from more enjoyable and useful exercises that we could do in that time.
I feel if the weekly spellings were set from given school reading book it would be more appropriate, at least DC's would have the opportunity to see those words in context and discuss/understand their meaning too.

mrz Sun 18-Nov-12 10:06:31

"What is the purpose of weekly spellings? confused"

the usual answer is parents like them ...I know they ask why we don't send them home but you're right most children can get 10/10 week after week and then spell the same words incorrectly in their work

strictlovingmum Sun 18-Nov-12 10:00:33

Yes, dd had sphere, cylinder among other gems and despite getting mostly 9/10 in her spellings consistently, if you asked her to incorporate those spellings in her writing some weeks after she had seemingly learnt them, well she just can't get them right,
What is the purpose of weekly spellings?confused

teacherwith2kids Sun 18-Nov-12 09:51:51

We send home spellings - solely because parents like it, not because we believe it does any good.

The words chosen will usually be patterns which we have looked at in class or where I have picked up an insecurity about a previously-taught pattern from independent writing. Sometimes I test words alone, but where it only makes sense in context (as in their / there / they're), I test in sentences (I nearly got attacked by a parent in the playground after one of those - apprently it's 'unfair').

I do also have 'mop-up' weks which must appear completely random, because they will be words which are consistently being spelt wrong in independent writing but where there is no underlying 'rule' that I can group them under. I do usually say that at the top of the sheet, though!

I entirely agree that length is not an indication of complexity in spelling terms. Many children in my class spell words like 'magnificent' correctly, because they are regular, but may then slip up when spelling 'one' or 'two'.

CMOTDibbler Sun 18-Nov-12 09:43:47

We have sentences for spelling, which do actually seem to be a better technique than single words for ensuring contextual correctness

mrz Sun 18-Nov-12 09:37:15

now I can understand there, their and they're as they all sound the same (pretty pointless learning the spelling out of context IMHO) and then it looks as if the teacher decided to go with the contraction for are and add we're and added there's to make up the numbers.

better than last week which was:

they're
their
there
there's
we're

mrz Sun 18-Nov-12 08:26:30

I can sort of work out the suddenly, stopped and appeared link (Y2 learn suffixes) but how different and through fit I'm not sure.

DD1's spelling for next week is:

suddenly
stopped
different
through
appeared

mrz Sun 18-Nov-12 08:12:29

Masha where do you get your misinformation from?

Mashabell Sun 18-Nov-12 08:05:14

In the early school years teachers generally try to teach the basic English spelling patterns first, i.e. words which use the main spelling patterns:
/a/ - |cat|,
/a-e/ - |plate, plain, play|,
/ar/ - |car|,
/air/ - |care|,
/au/ - |sauce, saw|,
/b/ - |bed|,
/ch/ - |chat, catch|,
/d/ - |dog|,
/e/ - |end|,
/ee/ - |eat, funny|,
/er/ -|herb|,
/f/ - |fish|,
/g/ - |garden|,
/h/ - |house|,
/i/ - |ink|,
/i -e/ -|bite, by|,
/j/ - |jug, bridge, oblige|,
/k/ - |cat/ot/ut, c/l/ram, comic, pick, kite/kept, seek, risk, quick, fix|,
/l/ - |lips|,
/m/ - |man|,
/n/ - |nose|,
/ng/ - |ring|,
/o/ - |on, want, quarrel|,
/o-e/ -|bone, old, so|,
/oi/ - |coin, toy|,
/oo/ -|food|,
/oo/ -|good|,
/or/ - |order, wart, quarter, more|,
/ou/ -|out, now|,
/p/ - |pin|,
/r/ - |rug|,
/s/ - |sun, face, lunacy|,
/sh/ -|shop, station, cautious, facial, musician|,
/t/ - |tap, delicate|,
/th/ - |this|,
/th/ - |thing|,
/u/ - |up|,
/u -e/ -|cube, cue|,
/v/ - |van, ^river, have^|, (cf. bitter, rat, rate)
/w/ -|wind|,
/y -/ - |yes|,
/z/ - |zip, wise|,
/zh/ - |vision, treasure|.

But hundreds of common English words don't use the main spelling patterns for all their sounds, especially not the vowel sounds (any, one, only, friend, said), and so children have to learn to spell many words individually, rather than by pattern or rule.

They are usually taught some of the most common ones first, because they are the ones that children need to use in their own story telling.

Among the 300 most high frequency words listed in Letters and Sounds, the following 135 are all tricky to spell for one or more reasons:

the, he, be, we, me, she,
of, to, was, want, all, call, one, said,
you, by, my, only, come, could, do, down, into, look, now, other, right, some, there, two, when, what, where, which, who, your,
are, have, before, more, were,
been, here, see, their,
another, any, many, saw, water, small, laughed,
bear, great, head, ready, ever, never, every, eyes,
find, friends, giant, I’ll, I’m, key, live, river,
people,
pulled, put, thought, through, were, work, would,
coming, everyone, gone, most, mother,
oh, once, clothes, cold, old, told, grow, how, know, snow, town, window,
book, food, good, room, school, soon, too, took, door,
feet, green, keep, need, queen, sleep, three, tree, trees, each, eat, sea, tea, please, even, these,
I, I’ve, cried, night, right, by, fly, my,
after, asked, can’t, fast, last, plants, animals, dragon, magic.

They tend to get sent home for learning in various small groups.
Masha Bell

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