Year 1 Spelling & Handwriting for 2014 (Spelling & Handwriting books from SaveTeachersSundays.com)

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9781495943942: Year 1 Spelling & Handwriting for 2014 (Spelling & Handwriting books from SaveTeachersSundays.com)
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2014 UK Curriculum
The 2014 UK primary curriculum has statutory requirements for which graphemes (spelling patterns) should be taught in Year 1. The SaveTeachersSundays.com Year 1 Spelling & Handwriting book has been created specifically to meet these requirements in terms of the graphemes and words that it covers. However the 2014 curriculum does not suggest using cursive / joined up writing until children are in Year 2 or Year 3. You can read our opinions about this below or on SaveTeachersSundays.com.

Free Spelling Games
You can find over 350 spelling games to accompany this book at SaveTeachersSundays.com. The passwords to access the games are included in this book. Dictation sentences, lesson plans and other teaching resources can also be purchased separately at SaveTeachersSundays.com.


Which version of the book should I use?
This book is part of a series of spelling books for Years 1 to 6. There are 3 versions of each book:
1) plain text (with no words to trace over)
2) cursive / joined up WITHOUT lead-in strokes
3) cursive / joined up WITH lead-in strokes (not available on Amazon, only available to download from SaveTeachersSundays.com)
At SaveTeachersSundays.com, we recommend using the second option – cursive / joined-up without lead-in strokes. You can find out more about the rationale for this recommendation on our website. However, we understand that different schools, teachers and parents will have different policies and opinions about handwriting; hence we provide these 3 different versions of each book to accommodate everyone’s preferences.


Why teach cursive / joined up writing as early as Year 1?
The new curriculum suggests that children should not use cursive / joined up writing until they are in Year 2 or Year 3. This is to ensure that children form individual letters correctly before they begin joining letters. We agree that this is crucial, but with the following conditions:
1) Children are taught to form individual letters in a cursive style e.g. the letters f and k; otherwise they have to ‘unlearn’ the style of letter that they were initially taught.
2) Children move on to joining their writing as soon as they are secure on how to form each letter; otherwise they often become comfortable and quicker writing in a print style and so are reluctant to change to a cursive style.
3) Spelling words in a cursive / joined up style develops ‘muscle memory’ for how to spell words in a way that printing them does not.

Content
The easiest way to decide if you should buy the book is to use the ‘Look Inside Feature’. Each page is designed to cover a single grapheme and begins with a ‘Teaching Tip’ which explains the spelling rule being covered on that page. Children are then presented with a list of words to learn that follow the relevant spelling rule. Each word is presented with a colourful, child-friendly image. (Note: a minority of pages have no images, such as for High Frequency words).

Logical Teaching Sequence
Graphemes are introduced in a logical sequence, based on a combination of factors:
1) how difficult the spelling patterns are to learn.
2) the need to give children at least one way of phonetically representing each sound in the English language.
3) how often each spelling pattern occurs in the English language.
Also high frequency words are covered separately from other words.

Structured Teaching Sequence
As much as possible given the requirements of the 2014 primary curriculum, children are only introduced to one new grapheme at a time. For example, the word ‘wrong’ would not be used to teach the pattern -ng if the spelling pattern of wr- had not been taught previously.

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About the Author:

I taught for 4 years in an outstanding primary school in London. As a Newly Qualified Teacher (NQT), I had a child in my class who was dyslexic. I had no training on how to teach dyslexic children and just getting through my first year of teaching was taking up all of my effort and time. As a result, I know I failed this child.

When I found out towards the end of that year that I was going to have another dyslexic child in my class the following year, I was determined that the same thing would not happen again. So I began to learn about how to support dyslexic children and enrolled on a Postgraduate Diploma in Dyslexia and Literacy. When this girl started Year 3 in my class, she did not want to come to school anymore. She had no confidence. She was intelligent and realised that she was falling behind her peers in reading and spelling. By the end of the year, she had made huge progress and regained her confidence.

During this time, I had also setup a website (SaveTeachersSundays.com) to share the lesson plans and resources that I had made with other teachers. I wondered how many other teachers found themselves in the same position as I had been - with a dyslexic child in their class, and no training or knowledge of how to best help them. This website became a vehicle for me to share my knowledge and expertise with other teachers.

Publishing the books that I have published on Amazon is another way for me to reach those teachers and parents who wish to support children who struggle with spelling. If you purchase any of these books or use the Spelling resources on SaveTeachersSundays.com, I hope you find that these help you to help the children in your life too.

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