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Spelling

To help with our spelling this term we have been using the methods below.

 

Rainbow writing

Using coloured pencils in different ways to make spelling the word more memorable. You can make the tricky parts one colour or highlight them.

Rainbow

 

Pyramid Spelling 

This is where we look at each letter of the word separately. Adding the next letter as we go down a line.

p

py

pyr

pyra

pyram

pyrami

pyramid

 

 

Look, say, cover, write and check.

 

Look: first look at the whole word carefully and if there is one part of the word that is difficult, look at that part in more detail.

 

Say: say the word as you look at it, using different ways of pronouncing it if that will make it more memorable.

 

Cover: cover the word.

 

Write: write the word from memory, saying the word as you do so.

 

Check: have you got it right? If yes, try writing it again and again. If not, start again - look, say, cover, write, check.

 

Phonics videos to support early reading 

Year 2 High Frequency Words

These are words that appear frequently, both in the English language and in written texts. Due to these words being used and appearing regularly, it is very important for the children to be able to read and spell them. 

Year 2 Common Exception Words

These are words which appear quite regularly, both in spoken and written English. However, for young readers and writers these words do not follow the fundamental single phonic sounds and diagraphs that the children are familiar with. By the end of Year 2 the children should be able to read and spell the words above.

Writing Stimulus

All was silent in the forest. Not a breath of wind could be felt or heard. A blanket of crisp, brown leaves lay on the forest floor, and a faint earthy smell wafted through the tall, bare trees. The boy lay still and silent in his tent. He decided today was going to be the start of his next adventure. The leaves rustled and crunched beneath his shoes, as he took the first step forward...

 

  1. Who is the boy?
  2. What is going to do in the woods?
  3. Why do you think he has chosen to camp out in the woods?
  4. What do you think might happen when he leaves the tent?

 

Can you carry on the story, thinking about why he is camping in the woods and what is going to happen next. 

 

Can you include a 2A sentence in your writing? 

 

 

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