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Can anyone help with explaining spelling rules

14 replies

ilkleymoorbartat · 24/10/2021 13:45

Son is year 2 and struggling with writing and spelling. His reading is ok so he understands how the phonics sounds are made, but when he comes to writing he'll get confused with certain things

Like spelling sleep - slepe
Or cloud - clowd
Or mate - mayte

Does anyone have a list of rules for when words use different diagraphs etc? Or if there's another way to help him remember? . Would be so helpful thank you!

OP posts:
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Mischance · 24/10/2021 13:52

Rules? - for English?!!!

It is the most complicated language to learn, because rules are there to be broken.

The only way he will really learn them is by reading reading reading. You say he is OK at this so encourage this +++.

Read to him and sometimes say to him "Oh gosh, that looks as if it is spelt wrong, but it isn't - that's just how this word is spelt and it does not follow the normal rule." I used to do this when mine were little and they got it fairly quickly - but they are girls and they do tend do to cotton on to this sort of stuff more readily and at an earlier age.

It may of course simply be that he is not ready for this - his brain has not developed sufficiently to be able to encompass rule-exceptions.

His teacher will know that he is finding this hard and will be supporting this in his/her plans.

elenacampana · 24/10/2021 13:57

I used to teach English as a Foreign Language OP and spelling was a consistent issue for my students too. It’s difficult to reach rules because words in English come from all over the place as a result of the deep history of the country; Latin, Greek, German and Old English.

I’d concentrate on the words he struggles with week by week. He’ll work them out :-)

Robostripes · 24/10/2021 15:37

OP have a look at Read Write Inc resources, I’ve just had a quick google and I can’t find it but my DS’s classroom has a big RWI chart stuck on the wall which has the digraphs which make the same sound grouped together on it (e.g. ay, ai and a-e), with some clues as to when to use each one - e.g. ay normally comes at the end of a word (may, say, play etc) whereas ai is normally in the middle of a word (snail, mail etc).

JuneOsborne · 24/10/2021 15:39

It'll come! At least he can make himself understood when writing. All you can do is go through spellings with him.

Our school gives out lists of essential words per year group. See if school can give you anything like that?

Pinkflipflop85 · 24/10/2021 15:44

Lots of over learning. Have them available to read all of the time. Make them with magnetic letters. Write them with different coloured pens. Use look, cover, write, check etc.

Numbersarefun · 24/10/2021 15:51

From the examples you’ve given:
The split digraph in slepe is rare in English. It is usually ee or ea.
Mayte is unlikely because the ‘ai’ sound spelt ‘ay’ is at the end of words (unless ing or ed etc have been added.

That might help just a little (and it really is little and often).

Bunnycat101 · 26/10/2021 07:31

I’m just getting to this point with my year 1 child and you realise how bonkers so much or English is when you’re trying to explain it. I’d never really appreciated that before. We’ve been working on the word eight the last few days and that has been a proper head scratcher!

Mischance · 26/10/2021 12:11

A couple of poems in the subject of English spelling chaos! Enjoy. No wonder children are confused!

I take it you already know Of tough and bough and cough and dough? Others may stumble, but not you, On hiccough, thorough, lough and through? Well done! And now you wish, perhaps, To learn of less familiar traps? Beware of heard, a dreadful word That looks like beard and sounds like bird, And dead: it's said like bed, not bead - For goodness sake don't call it deed! Watch out for meat and great and threat (They rhyme with suite and straight and debt). A moth is not a moth in mother, Nor both in bother, broth in brother, And here is not a match for there Nor dear and fear for bear and pear, And then there's dose and rose and lose - Just look them up - and goose and choose, And cork and work and card and ward, And font and front and word and sword, And do and go and thwart and cart - Come, come, I've hardly made a start! A dreadful language? Man alive! I'd mastered it when I was five!

Our Strange Lingo

When the English tongue we speak.
Why is break not rhymed with freak?
Will you tell me why it's true
We say sew but likewise few?
And the maker of the verse,
Cannot rhyme his horse with worse?
Beard is not the same as heard
Cord is different from word.
Cow is cow but low is low
Shoe is never rhymed with foe.
Think of hose, dose, and lose
And think of goose and yet with choose
Think of comb, tomb and bomb,
Doll and roll or home and some.
Since pay is rhymed with say
Why not paid with said I pray?
Think of blood, food and good.
Mould is not pronounced like could.
Wherefore done, but gone and lone -
Is there any reason known?
To sum up all, it seems to me
Sound and letters don't agree.

MoverOfPaper · 26/10/2021 21:08

This sort of thing?

rrf.org.uk/resources/alphabetic-code-charts/

If your child gets the sound correct but the spelling incorrect you can point to the correct spelling and say “in this word we write /say the sound/ like this”

Meercatmama · 26/10/2021 21:50

Hi
Teach your child sound families. When I teach, all the different a sounds live in one house, and so on for the different sounds. They quickly learn at phase 5 the alternatives that there are and the exception such ey sounds as ee normally but for the tricky word they it says ay. If you want visuals for sounds families go to twinkl resources and they have them on the families for you to print. It is complicated but if you expose children to them early when they are at phase 3, 4 and 5 and build the families gradually as they move through the phonic phases they just seem to accept them and run with it. I play best fit so given a word they want to spell we use the sound family try all the different alternatives and see which one we recognise from reading. If they do not know I tell them. This also addresses homophones such as meat and meet spelling as I tell them to ask for the meaning of the word or use the sentence clues when reading. I hope this helps as I am the reading and phonic lead for my school. Just let them run with it and I agree the more they read the better they become at it.

Clarkey86 · 26/10/2021 21:59

I teach year 2 and we talk about “best bets”. There’s often no hard and fast rule, but a “usually it’s this spelling at the beginning/middle/end” of a word.

So as someone else has said “ay” rarely if ever goes in the middle.

There are also some more complex rules around consonants and vowels…so for example, when adding “ing” to a word, or the final consonant is preceding by a short vowel (hop), you double the final consonant before adding -ing.

It’s complex, but we do teach it.

Clarkey86 · 26/10/2021 22:00

Too many typos, typing on my phone sorry…”if the final consonant is preceded by a short vowel”

ilkleymoorbartat · 26/10/2021 22:09

Yes thank you, this is really helpful. I'll print out sound families, and try the best bet idea. Thank you all. English IS hard.

OP posts:
Newnamemsz · 27/10/2021 09:01

Highly recommend this free online course for parents https://www.udemy.com/course/help-your-child-to-read-and-write-part-2/

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