What age / year for these spellings

[DespicableMeh]

Just to settle a "discussion" with my oh - what age/school year would you think these spellings are for?

DD does RWI and she did the -tion etc sounds at the end of reception.

catkind, is that because the expect them to split it into syllables and identify the individual sounds by themselves at that stage, or because they are using a different method for learning spellings?

I assume so Rafa. It looks quite spoon-fed, so I thought a younger year. DS school didn't spoon feed that much in year 2 either, and he was at a different school before that so I don't really know how they teach them to approach spellings.

Cat, breaking down into syllables seems to me the best way for my ds(yr4) to learn the spelling. He always mumbles in syllables while writing down words just once, and he learns the spelling. He doesn't even practice again, but remembers the words.

Breaking down into syllables and then looking at the sounds within each syllable is the best way and at some point I would expect children to do it for themselves automatically. That sheet's fine for yr 1 or 2 though.

I think a lot of schools are still using look, copy, cover, write, check though. Which, I'd imagine is why they are struggling with the KS2 spelling lists.

Agree with Rafa.
My ds's school started to make children practice words every day with spelling list sheet with space for Monday to Sunday as a homework.
Sheet says to use look, copy, cover, write and check. Yet I still hear parents saying their dcs are struggling. Clearly not working.

Dd is 5 and in y1, her spellings this week are phonics/dolphin/august/author/and randomly unicorn!

They seem to have jumped pretty fast from toe/come/said etc.

I think my dd would struggle with those and she's also on yellow books.

The look copy thing is what DS's sheet says too (and a random activity, this week play hangman, which is daft as the words are all derivatives of each other and hardly any of them are even the same length). I just assumed that they're looking to see which alternative correspondences to use, not looking to blind memorise. May be optimistic given the school's record on phonics generally... Previous school was better on phonics and anyway we always reinforced it at home, so DS is doing it that way, just not writing down the scaffolding any more.

Instead of the look cover thing, what do you recommend? Dd can't trad those words at all (yr 2) so I imagine she can't spell them either but hasn't got spellings this year anyway. Her last ones were things like what when etc and she struggled so would love to know a way to help.

The sheet says "practice reading" - are they spellings?

Even in later primary years, breaking down words mentally into syllables still help tackling how to pronounce difficult words and learn the correct spelling, imo.

Where's OP anyway?

We teach polysyllabic words from reception onwards but the spelling for the sound /sh/ would be the Y1

How do you the breaking down into syllables thing? DS is struggling with spelling at the moment, and is spelling and writing are way behind his reading - he's in Y2 and currently reading Harry Potter and the Cursed Child, but rarely gets more than 6/10 in his spellings.

We start by breaking the words into syllables for the children then move to the children splitting the words. They will have been clapping syllables in words (starting with own name) from nursery so are quite familiar with saying words aloud and listening for syllable breaks.

Do you do oral blending and segmenting of syllables/compound words in nursery too, mrz? Presumably children who have been doing that since nursery have an advantage.

Jasper, just do as OP's example of words do, like "de/li/cious", mentally.(In my ds's case, he mumbles.)

My ds had lots of segmenting words while he was under speech therapist in nursery years, with clapping hands. His speech was fine, just he was selective mute. But thinking back now, it may have helped him get strategy for how to learn new words effectively.

Ok. Ill try that tomorrow, and see if it helps.

Year 1/2,

That's quite good for a year 1 to be on that level. There's 2 more workbooks to go, blue and grey.

In nursery we would orally blend and segment compound words first so - butter ....fly - foot....ball....lady....bird etc

Just to be clear we don't use RWI

Op is here irvine fear not - I did reply last night and I work ft so not around during the day!

My dc isn't expected to spell the words in the example above - the last lot of spellings were things like "thought", "should" and "rough".

I thought my youngest was doing petty well on these and wanted to sense-check where she was in the grand scheme of things. But, according to the responses above, it's pretty run of the mill for RWI kids.

Thanks all.

OP, from your first post, I thought you meant in what year they are expected to spell these words although in subsequent posts you implied reading.

I asked my 4 year old, soon to be 5 to spell exploration. He came up with explorashen which I thought was good. I think it will be another year or two before he understands the tion, etc. He has no problem reading these words.

not sure I understand what OP means by "spellings".

to expect kids to reliably use and or/spell them in writing if they hadn't been cramming them for a test - dunno, say y3 on average?

to be able to read & have a clear understanding of what they mean - say a couple of years below this?

to be able to simply decode [i.e. or cram for a spelling test, something I'm not a fan of at all] - at least a couple of years below this?