Some pupils in a cohort may find spelling harder, for different reasons. Use error analysis before grouping them. Pupils should share a sufficiently similar difficulty with phonics, letter patterns, orthography or morphology.

Find the common teaching target

Review recent independent writing and a brief spelling sample. Group errors by type rather than selecting words at random. Identify a small set of related words that is useful in current classroom writing.

Where decoding and spelling difficulties overlap, align the two interventions so that pupils encounter consistent sound-letter language and teaching sequences.

Plan the intervention

Record the entry criteria, target pattern or word structure, baseline, frequency, trained adult, review date and exit criteria. Groups of two to four pupils often meet three or four times a week for 15 to 20 minutes. Run it for as long as the pupils' needs require, and decide where it fits in the timetable and when you'll review progress (six to eight weeks is a common first review).

A session might include:

1. model the target pattern or word structure;

2. compare and sort related examples;

3. build and write words from memory;

4. use short dictation to apply the feature;

5. revisit previous learning;

6. use the words in a meaningful sentence.

Teach exception words directly where necessary, but do not let an ever-growing list replace pattern teaching. Use cumulative review after pupils first spell a word correctly.

Vary intensity, not purpose

Pupils with greater need may require more modelling, fewer words and more frequent retrieval. Retain the same target only while the group remains instructionally useful. Separate pupils whose error patterns or rate of progress differ substantially.

Check independent use

Measure delayed recall, untaught examples with the same feature and transfer into classroom writing. Ask class teachers to reinforce the taught feature during ordinary lessons.

Programme and resource options

• Read Write Inc. Spelling (paid) is designed for Years 2 to 6 in 15-minute daily sessions, and combines phonics, spelling patterns and word structure. It is built for pupils who have completed Read Write Inc. Phonics (paid), so it fits best in schools that already use that programme. Elsewhere, its sound and pattern language may not match class teaching. Staff training is a year's access to online films (£300 plus VAT on its own in October 2026, included with a Phonics training package), and resources cost extra.

• Nessy Reading and Spelling (paid) offers adaptive practice for approximately ages 6 to 11. Use it as additional practice alongside adult-led teaching, not as the whole intervention.

• EEF: Improving Literacy in Key Stage 1 and Key Stage 2 provide free guidance for designing and reviewing literacy support.

Match the approach to pupils' assessed error patterns and monitor transfer.

Talamo has no commercial relationship with any of the organisations named here. We suggest them only because we think they could be useful to schools.