Spellings in yr1

[Whitecup]

Hi

I was just wondering if anyone would mind sharing with me their DCs spelling lists please? My dds teacher has decided to stop sending spellings and homework home. My dd is keen to do extra work but not really sure how to support this at home. I'm trying my best but can't help feeling my ideas confuse her.

Thanks

Mr Thorne has a great spelling ap

Thank you I will have a look now

To start with it's best to concentrate on often used words with regular spellings.

Among the 1st hundred most used words the following all have regular spellings:
a, and, as, at, had, has, an, back, can,
in, is, it, if, did, him, his, big,

get, went,

not, on, from, so, go, no, or, for,
but, must, up, just,

These are a little more complex, but still regular:
that, them, then, with, this, much, little, will, well,

came, made, make, I, like,
our, out, about, over.

The rest are trickier, but as soon as children start writing stories of their own, they want to use some of them:
he, of, the, to, was, first, her, off, they, new,
all, be, been, here, see, are, have, one, said, we, you, by, my, call, before, come, could, do, down, into, look, me, more, now, only, other, right, she, some, their, there, two, when, want, were, what, where, which, who, your, old.

Wow thank you so so much for taking the time to write that post Mashabell. I have printed it off and will be using it its exactly the guideline I needed. Thanks again it really is so helpful

[oh no!]

mrz

Sorry I don't understand mrz? Have I asked something wrong, if so please do tell.

No Whitecup it wasn't anything you asked but as a Y1 teacher can I suggest you ignore masha's stupid lists and talk to your child's teacher about how you can support your daughter at home.

Talk to the teacher by all means, but remember that parental support and innate ability determine children's overall educational attainment much more than anything else.

I have far less experience than Mrz of teaching at primary level. But my own children both ended up at one of the UK's two best universities, via the local comprehensive, and despite my son's dyslexia.

The moment his teachers told us that they were worried about his reading and writing, we set about helping him, by ourselves, at home, without seeking advice from anyone. – I was certain that my experience of starting to learn English at age 14, as my third language, would enable me to do so far more effectively than anyone else, because i understood what learning to read and write English involves.

Mrz has told us that her son was able to read fluently before the age of 3, but that he never managed to become a confident writer.

I have u the tricky words in the first 100 most HF ones.

In the next 200 the following 87 are tricky to spell for one or more reasons:

after, animals, another, any, asked, bear, book, can’t, clothes, cold, coming, cried, door, dragon, each, eat, even, ever, every, everyone, eyes, fast, feet, find, fly, food, friends, giant, gone, good, great, green, grow, head, how, I, I’ll, I’m, I’ve, keep, key, know, last, laughed, live, magic , many, most, mother, need, never, night, oh, once, people, plants, please, pulled, put, queen, ready, right, river, room, saw, school, sea, sleep, small, snow, soon, tea, these, thought, three, through, told, too, took, town, tree, trees, water, window, work, would

To make things clearer, I've grouped the 300 most HF words (from Letters and Sounds) by their sounds

The spellings for some sounds (ee, short and long oo and oa/o-e) have so many exceptions that they don’t really have a pattern. They need to be learned one by one, and so I am listing those first:

been feet green keep need queen see sleep three tree trees -
even here these - each eat please sea tea - be he he’s me she we we’re - people - key

could couldn’t would - book good look looked looking looks took - pulled put

food room school soon too - do into to - two who - through

home over clothes going - boat - cold old told - only don’t most oh -
go no so - grow know snow window

a am an and as at back bad began can cat dad gran grandad
had has hat have magic man ran sat than that that’s

• animals dragon (without doubled consonants as in ‘granny, stagger’) –

baby came gave made make place take - again - great -
away day may play say way - they

car dark garden hard park - are - laughed - after asked can’t fast last plants -
air - where there there’s - their - bear
because – saw - all called small - water - thought -

the bed best end get help her let let’s new next red them then went when yes -
said - head - friends - every everyone were
better eggs fell tell well - any many - ready

very ever never (no doubled consonants)

big children did didn’t different fish him his if in is it it’s its king little miss still thing things think this which will wind wish with - live lived river

birds first girl - work
inside like liked cried time while, I’ve - by fly my why -
eyes - find I I’ll I’m - night right -

across along box dog floppy fox from got hot
long lots not of off on stop stopped top - gone - want wanted was what
or for horse morning - before more - your door -
but duck fun jumped just much mum must run sun under up us another - come (coming) mother other one some something - once
use - you

about around found house mouse our out round shouted - down town - how now
Oddments: boy Mr Mrs giant suddenly

I hope this helps. Masha Bell

That's rather uncharitable, mrz. Teachers by no means have all the answers. It's far from uncommon to come across KS2 teachers wailing about their pupils' collective inability to spell even the most common English words.

Yes but despite my dd's fantastic ability to get 10/10 in her spellings, when it comes to her writing she can't spell for toffee - clearly learning lists of words doesn't work for all kids! She writes songs, plays, short stories etc at home, brilliantly funny but the spelling is awful.

Nicknamechanger13

Because English spelling is exceptionally unsystematic, many children take a long time to get the tricky words 'right'. But children who are keen to write, usually get there in the end.

When children first start to write, it's very hard for them to concentrate on what they want to say and the spelling.

People can try it at home on their children. Get the child to write a fantastic story using any spelling she feels like. And then start again from scratch, but this time paying attention to the spelling. (How long does it take the second time?)

There is one reason why a lot of children are never going to be able to spell correctly in class and that reason is time pressure. If they labour over the spelling they'll get told off for taking too long. How many parents look in school exercise books for the dreaded comment well done, but can you do it a bit quicker next time.

I think my my dcs anyway, the spellings they are being asked to learn every week are not the spellings they use in their every day writing. So they'll get spellings for project work - they use them maybe once in a piece of writing, they don't even know what they mean half the time.

How can you use a word in a project if you don't know what it means?

They might have known what a new word meant while copying it down from the board after the teacher gave an explanation - on one day but a month later - with no one mentioning again - I'd be amazed if they could remember the definition or the spelling!

Absolutely right, Nicknamechanger. And at my daughter's school they are stil, in Year 10, following the same "learn the word for the project and then be allowed to forget it" strategy that has been so useless over the years. Her class is currently being given vocabulary/spelling lists of sophisticated descriptive vocabulary in preparation for their "descriptive writing" GCSE assessment in 3 weeks' time....

Do you think memorising your 300 words word have turned my son into a confident writer masha?

It's far from uncommon to come across KS2 teachers wailing about their pupils' collective inability to spell even the most common English words. true collumngollum because it's common practice to send home lists of the first 300 HFW to learn for spelling tests rather than teach children how to spell.

they come my play away this like went are see was you said be we she he going,
and a dozen or so easier ones.

Just thought I would share a selection of my yr 1 DS's spellings since October. So I get that they are practicing Phase 5 sounds but ...
dolphin
phantom
toe
Paul, Pete, Eve, Steve, Amy
tuba,
thief (which he kept spelling fieth)
dead, deaf
chalet

Is it just me?
Poor DS was so cross with himself because he spelt Paul wrongly yet his friend got it right. Why? Because friend's dad is called Paul

Some of my y1 child's spellings -

He
She
Said
Glass
Little
Brush
Crayon
Street
Night

Can't remember any more. They have even doing them for : weeks now & she has been in tears the night before each time. We put absolutely no pressure on her at all about them so it's coming from school/herself. Apparently she will get a prize if she gets them all right the whole half term.

so far we've had:

week 1
day
play
pie
tried
flea
read
glow
snow
was
you

week 2
shout
loud
oil
coil
twirl
girl
blue
argue
they
all

week 3
what
when
dolphin
phonics
blew
chew
are
my

week 4
launch
haul
money
donkey
toe
goes
was
her