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Litriú Rang 3-6 (Béarla)

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Our spelling policy for 3rd to 6th classes is based on Brendan Culligan’s “Improving Children’s Spelling. ”

Mr. Culligan,a lecturer in  Marino Institute of Education,gave a number of in-service workshops to the teaching staff and also kindly gave a talk to the parents when we introduced the new system. We hope the following will give you a good overview of the system.

Cursive(“Joined”) writing is seen as being very important in improving a child’s spelling ability.Please encourage your child to use cursive script for homework.

Each class is assigned a number of sentences for dictation and the year's spelling is based on those sentences. The sentences are dictated by the teacher and written by the pupils. Any incorrect spellings are recorded and then learned by the individual pupil. The dictation is then redone until it is correct.

In teaching spelling the following points and strategies are followed:

Stages in Spelling:

Phonetic- children learn to spell regular words using sound

Transitional Stage-Children become aware of letter sequences and probable letter strings

Correct Stage- Children are aware of word structure and know when a word looks right

Where do we get spellings from?

• Frequently used words

• Words from reading

• Words from lists e.g. Corewords, Spelling Book, Dolch words etc.

• Word Families

Methods of Teaching Spelling

1. Train children from early on to recognise words in words, see patterns of letters, make words with similar letter strings.

2. Use – Look-Say-Picture-Cover-Write-Check and Use method

3. Corewords and dictation method as outlined in Brendan Culligan’s book:

• Each child is given a copy of the corewords at the start of each month.

• Each child will have a notebook alphabetically ordered which will be used as a dictionary of personal errors.

• The teacher dictates sentences the number depending on the age and ability of the children.

• The same sentences can be given all week, so that after day one some children will have got all spellings correct, day two more will have got all correct and so on until by Friday most of the children will have mastered the sentences being used that week.

• The child or teacher highlights the words that have been misspelt on the coreword list.

• The child compares his word with the correct one to see any bad spots or good spots.

• The child writes the word into his/her personal dictionary.

• The word then becomes the child’s spelling homework.

• If many of the children are inaccurate with a particular word then it becomes material for teaching spelling. The bad spots are looked at and strategies for remembering how to spell the word are worked out with the class.

• The next time the child meets this word and gets it right it is highlighted out of his/her personal dictionary.

How do we correct spellings?

Point out what part of the word is correct.

Point out the part that is incorrect.

Explain what is in correct about it.

See also "The Simple Magic of Learning to Spell"