What is the general approach to spelling in literacy in state primaries? I am concerned about spelling standards being too relaxed.

[exrebel]

Well, does anyone has any views/experience/knowledge to share as a teacher or mum about current educational approach to literacy and spelling expectations/standards in state primaries? I would like to be more informed and I would like to know what other mums/teachers experiences are in this regards, where the debate is at.

My daughter is in year 4 and doing well (she is 3b in literacy), but I am a bit worried by her attitude to spelling when writing reports, stories or sentences for literacy homework. Her attitude is that spelling in literacy is not important when doing literacy work (because the teacher doesn't mind she has concluded) and I observed that she far too often still spells common words wrong due to lack of effort or just forgetting what she once knew (she spells them correctly when challenged on many - but not all - occasions).

What she does in free writing is not focussing on the spelling of the words, but has a tendency to spell 'as it sounds'. Of course I don't expect her to spell new or difficult words correctly as English is not a phonetic language (Italian is my first language so it is easier to spell for children) and I know that it can take years for young people to master English spelling. But words that I know she can spell or she should be able to spell, are far too often spelled as they sound.

When supervising homework, I do make sure I teach her how to spell new words she wants to use and also I correct her other spelling. I stress the importance of spelling correctly (not just in preparing for spelling tests) and I tell her that she should try to apply what she has learned to spell in free writing.

I spoke to the teacher and looked for more information and it seems that at this stage in learning the approach is not to correct spelling mistakes in writing as it would discourage children. The teacher actually said that in KS2 SATs, spelling is assessed separately in a separate spelling test rather than in the writing test where spelling mistakes are not taken into account when marking. It looks to me this is reflected in how they teach spelling in the school, which is a separate activity for writing. Teaching spelling includes learning 10 tricky words a week for a weekly test, but words are not tested in sentences/context and they don't do dictation exercises to monitor levels and retention of previous words learned. When my daughter comes across these words in free writing, I notice that she does not recollect them from the spelling homework/test, so this doesn't seem to be a very efficient way to teach spelling.

I think that literacy teaching should push children a bit more and link writing and spelling more without too much fear of demoralising the kids. I think they can learn to do both. Try to do this at home is hard obviously because it is really hard to persuade my daughter when the approach in school is different. It is hard work to be a parent. What are other mumsnetters thoughts?

My dd is on the 91st centile for general cognitive ability (hence very bright) but on the 18th centile for spelling (she is dyslexic) ....her spelling age is 7 whilst her actual age is 9.5- thank Christ teachers aren't overly focussed with spelling accuracy as she would find this hugely dispiriting and demoralising. Too much emphasis on spelling accuracy can lead even NT children to write dull, safe prose (choosing from a limited pick list of words they know they can spell, rather than trying out new vocab.) Good spelling has it's place - and I am happy that in ks2 the approach seems to be supporting correct spelling but not obsessing about it

WOW! That is exactly my experience and concern. After years of this 'neglect' from school, I am taking matters regarding this, as well as her mathematics, in to hand. I have bought a few stimulating books from WHSmiths and we are going to work through them an exercise every other day. My dd is in yr.5 so it is really crunch time for all this.
Any good ideas or websites or ... Would be greatly appreciated.
Good luck to you and your dd.

Iamnotminterested "very high marks in advanced tests" WTF????

School does tests that assess spelling ages up to age 16 and kids are told what their spelling ages are.

This doesnt translate into what they do or are capable of in their written work

I don't understand why some people think they know better than qualified professionals. I always know the children of parents like this - they are the ones who sit unable to write anything because they 'can't' or who cry at the thought of writing because they are put under so much pressure at home to 'get it right' or who describe a character as 'big' because 'I couldn't spell enormous'. Meanwhile their peers are actively using and applying their phonic knowledge to write and in doing so get better at it every day.

BabyGiraffes, it appears that nowadays Germany has gone th same way in encouraging writing freely over correct spelling. Apparently correct spellings are not insisted on in primary school (might be different in Bayern mind).

Ouluckyduck - yes, my mum said the same on the phone yesterday about my niece and nephew. Shame really. I'll just have to be the mummy from hell with my two girls then to make sure they see it as important

I asked the principal and was told "Spelling gets a lot of attention but it doesn't really matter". Which surprised me. It matters to me. Ugh, I hate sloppiness.

We teach spelling patterns most days in year 3, and our spelling homework follows a spelling rule; normally something like o-e words or silent sounds. During handwriting practice, the children practise forming their words as some children learn spellings by their shape.

I have a child in my class (year 3) who is a 3b in maths and reading, but a 2b in writing. He has aspects of dyslexia, and it's such a shame that he never uses his extensive vocabulary in his written work; simply because he doesn't know how to spell the words correctly.

This is a child who explained to me what a conscientious objector is, but doesn't use any interesting language in his writing.

If I corrected every single one of his spelling mistakes, I would ruin the little confidence he has.

Personally, I correct spellings which I think the child should know, or else I will write out the correct spelling for an ambitious word so the child knows how it looks.

I think it's far too easy to crush a child's spirit.

I got slated (on here and in RL) for being "too concerned" with DS's poor spelling when he was in Year 2 at a state primary. Got told the usual (in my opinion) claptrap about not making him feel stressed and pressurised, and how it was all about "getting his ideas out on paper". The school did not correct anything at all - not even age appropriate spellings he was getting wrong.

I moved him anyway at the start of Y3 to a traditional prep and interestingly, although (now Year 7) he is Level 6+ in most subjects, he is only just above average in English. I do wonder if I (and his first school) had done things differently, he would be as able in English as he is in most other subjects.

It's unlikely that spelling alone would make your ds just above average in English - it's only one aspect of reading/writing/speaking and listening.

feenie I know. But you should see some of the History or RS essays he writes - perfect (apart from the spelling), showing deep understanding of his subject, shows reasoning and makes sensible conclusions.

I really shouldn't moan I know. He has a reading age of 120, and he is above average in English (mid level 5), but his spelling still makes me wince.

120?

Sorry meant Reading Test Score obviously.

I am an idiot.

Yes you are diabolo but mostly for your comment "got told the usual claptrap about not making him feel stressed and pressurised..etc"

Juniper - am appreciating your post