Spelling Accuracy Sprint

Overview

Today’s lesson focuses on improving spelling accuracy through short, targeted practice and immediate feedback. We will practise a small set of common exception words that Year 1 learners are expected to spell correctly, using strategies that help you notice patterns and remember correct spelling.

Learning intentions

Students will:

• WALT spell a small set of common exception words accurately in writing.
• WALT apply a simple self-check to spot likely spelling mistakes.
• WALT use repeated practice (read, cover, write, check) to strengthen memory of correct spellings.

Success criteria

Students can:

• I can write each target word correctly from memory.
• I can check my writing and correct any mistakes.
• I can use the words in a short sentence with correct spelling.

Curriculum links

• Spelling – work for year 1: common exception words (focus words selected from the statutory list).
• Revision of spelling from previously taught exception words (reinforces accuracy through repeated practice).
• Pupils should be able to spell common exception words correctly in independent work.

Lesson structure (20 minutes)

1. 0–3 min · Warm-up (Read & Say). Teacher writes 6 target common exception words on the board and reads them aloud; student repeats chorally and individually. Student: read each word aloud with the teacher and point to the written word as they say it.

2. 3–8 min · Direct teach (Notice the tricky bits). Teacher selects one or two “tricky” letters per word (e.g., where the sound does not match the letters) and highlights them clearly. Student: visually tracks the word, then says one “tricky part” aloud (e.g., “The h in where”).

3. 8–13 min · Practice (Read, Cover, Write, Check). Teacher models the routine once using one word, then releases the student to complete the remaining words. Student:

• Read the word.
• Cover it.
• Write it from memory.
• Uncover and check; put a small tick if correct or rewrite once if wrong.

4. 13–17 min · Application (Sentence spelling). Teacher gives a simple sentence frame using three of the words (e.g., “I have ____ and ____.”), and reminds the student to spell carefully and check before finishing. Student: writes one short sentence using exactly three target words, then circles any word they are unsure about and checks.

5. 17–20 min · Quick assessment (Exit check). Teacher collects a quick final check sheet with the 6 words and one sentence. Student: writes the 6 words from memory (no hints) and writes a second sentence using any two words, then does a final self-check.

Resources

• Whiteboard and marker (or paper board)
• Target word cards (6 words)
• Pencil, lined paper, and a small “self-check” checklist (e.g., “Look again, Check letters, Fix mistakes”)
• Timer for 5-minute practice segment
• Exit check sheet (blank lines for 6 words + one sentence)

Assessment

• Teacher observation during read/cover/write/check (listen for correct pronunciation and watch for stable spelling)
• Immediate marking of each word in the practice stage (tick if correct; one rewrite if not)
• Exit check: compare final spellings of the 6 words to the target list and note which words remain incorrect

Differentiation

• Support:
• Provide a word bank for the sentence stage only (the student writes the sentence after checking each word once from the bank).
• Use colour highlighting for the tricky letter(s) (only for the first 2 minutes, then remove support).
• If the student struggles:
• Reduce to 4 target words for the practice stage, keeping the other 2 for the exit check.
• Extension (only if the student finishes early):
• Add a “challenge word” from the same exception list and write it correctly once, then use it in a new sentence.

Target words for today (choose these from the common exception list)

• the
• said
• was
• are
• where
• come

Sentence frames to use

• “I said ____ and ____.”
• “It was ____ and it is ____.”

(Use whichever sentence best matches the student’s current readiness.)