START TRACKS

 

DIY READING

 

READ WORDS

 

WRITE WORDS

 

CHUNKS/RULES

 

HIGHER LEVEL SPELLING





















   HOME



   TEACHING




   COURSES



   MATERIALS



   TRACKS TEACHERS



   PARENTS



   REFERRALS



   THE TRACKS STORY


   CONTACT















       Chunks & Rules




During the development of Tracks we constructed a traditional rule-based spelling programme. However, we met the equivalent difficulty in spelling to that of blending in reading; pupils found it difficult to identify sound segments in words. When we started introducing ee, ay etc. into our rule-based track it became obvious that dealing with these words was actually simpler for one group of pupils. They were picking up on larger chunks in words, and error rates decreased. So we divided our track into two: Chunks and Rules.  



We constructed Chunks so that pupils who could identify 2 sound segments could start it, and then add in Rules when they could identify 3 sound segments. Other pupils could start both tracks at the same time. Additionally there were some pupils for whom Rules was easier than Chunks and therefore initially Rules is their 'lead' track.







Chunks






Chunks deals initially with the identification of 2 sound segments - the initial consonant/s and the vowel - but quickly moves into 3 sound segment identification and then to spelling choices involving vowel digraphs. It is structured and cumulative. 



Pupils have interactive teaching booklets and spell words by identifying sound segments and 
using a reference system.  Pupils are being taught strategies for spelling, and the words in the booklets are simply examples for practice.  As pupils work, the teacher is making constant decisions about the next word for each individual pupil based on recording of previous sessions in the booklets and performance during the current session. 

 







Rules





Pupils learn to spell words with the consonant/vowel/consonant pattern and then move to words with initial and final blends and words with a modifying 'e', through to adding endings to words.  Rules 2 then begins to incorporate the vowel digraphs that the pupil will probably already know from work in Chunks.


At higher levels, lists of related words that individual pupils have acquired through the Write Words track may be added to both the Rules and Chunks booklets, thus creating an even more individualised programme. The multi-track interaction of the 3 spelling tracks means that it is difficult for the individual pupil to fail to learn to spell - providing they are given adequate opportunities to practise their skills in writing tasks.