Charlotte Rance

26th May 2020

Enhancing spelling and grammar skills

 Macmillan Education International Curriculum 2

Can you guess the ‘oo’ words?

pool zoo
book
room roof
spoon
Adapted from: Spelling Rules 2 (Macmillan)
 Macmillan Education International Curriculum 3

Session Aims

 Accessing language

 Noticing language

 Structuring language

 Using the language

3
 Macmillan Education International Curriculum 4

Accessing Language

“For younger children, vocabulary and

grammar should be learned in a holistic
way, and only when they grow older and
begin to show interest in language analysis
should separation begin, with the powerful
tool of analysis being introduced while they
continue to learn from rich input.”
Dr Annamaria Pinter,
University of Warwick
 Macmillan Education International Curriculum 5

Accessing Language

 child at the centre

 eight conditions for

optimal learning

 social, psychological,
physical and emotional
needs
Adapted from: 500 Activities for the Primary Classroom (Macmillan)
 Macmillan Education International Curriculum 6

Noticing Language

Noticing activities with children need to provide concrete

means of drawing their attention:

 Using analogy or metaphor

 Relating parts of speech to colours
 Manipulating word cards
 Using mime, movement, gesture
 Using logical deduction
 Classifying activities
 Macmillan Education International Curriculum 7

Noticing Language

Can

5 ?
the

on

Adapted from: 500 Activities for the Primary Classroom (Macmillan)

 Macmillan Education International Curriculum 8

Noticing Language

Adapted from: Spelling Rules 2 (Macmillan)

 Macmillan Education International Curriculum 9

Noticing Language

Adapted from: Grammar Rules 2 (Macmillan)

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Macmillan Education International Curriculum
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Noticing Language
S: Do you like apples?

T: Yes, I do.

S: Do you like biscuits?

T: No, I don’t.

S: Do you like bananas?

T: Yes, I do.

Adapted from: 500 Activities for the Primary Classroom (Macmillan)

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Macmillan Education International Curriculum
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Structuring Language

“noticing activities by themselves do not by

any means ensure that children can
automatically apply whatever they apply.”

Carol Read
 1
Macmillan Education International Curriculum
2

Structured Practice

Adapted from: Spelling Rules 2 (Macmillan)

12
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Structured Practice

has
hair and
fair
brown
long dark
short grey
(Name) nice red
beautiful blue
green
brown
hazel eyes.

Adapted from: 500 Activities for the Primary Classroom (Macmillan)

 1
Macmillan Education International Curriculum
4

Structured Practice
http://puzzlemaker.discoveryeducation.com/

Adapted from: Spelling Rules 6 (Macmillan)

 1
Macmillan Education International Curriculum
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Using the language

 Set clear boundaries (turn taking, active listening)

 Make it personal

 Set them up for success

 Give them time to prepare and practice

 1
Macmillan Education International Curriculum
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Using the language

Build a story…

Familiar Check
Let it grow
flashcards vocabulary
 1
Macmillan Education International Curriculum
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Using the language

 role-plays

 puppets

 re-enacting stories
 1
Macmillan Education International Curriculum
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Using the language

 show and tell

 circle time
 1
Macmillan Education International Curriculum
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Thank you for your participation!

Any
Questions

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