There is no single strategy that works for every spelling error. A pupil may need to apply a sound-letter pattern, split a longer word into syllables, connect it to a root or word family, learn an exception through a mnemonic or use a reference tool.

Start with one recurring error from the pupil’s current writing. Teach the strategy that fits it, practise it with a small related set, then ask the pupil to use it in their next piece of work.

Match the strategy to the error

Look at what the pupil wrote and decide what knowledge would resolve it.

Do not teach all of these at once. The pupil should be able to explain what the selected strategy helps them notice.

Use a graduated teaching sequence

Begin with explicit modelling:

1. Show the error and the correct word without criticism.

2. Explain the useful pattern or relationship.

3. Think aloud while applying the strategy.

4. Practise together with two or three related words.

5. Ask the pupil to try another example.

6. Use the word in a sentence or current task.

For example, if a pupil writes hoped as hopt, return to the base word hope and model how the spelling is preserved when the past-tense ending is added. Compare hope, hoped and hoping. If the difficulty is retaining a longer word, divide it into syllables or meaningful parts rather than forcing the same strategy.

For an exception word that keeps going wrong, the memorable cue can be a picture or a silly sentence. The pupil can draw their own, or you can borrow one from a ready-made collection such as Lidia Stanton’s 200 Tricky Spellings in Cartoons (paid). Use the cue for that one word rather than working through the book.

Bring the strategy into writing

Practice only matters if the pupil can use it while composing. Before the next relevant task, remind them of one target strategy. During writing, prompt it briefly: “Which part can you check?” or “Is there a related word?”

Do not ask the pupil to stop and analyse every uncertain spelling. If the word is incidental or the checking would derail the writing, provide it and continue. Return later if it represents a recurring, useful difficulty.

Move from support to pupil choice

The progression should be visible:

• the teacher names and models the strategy;

• teacher and pupil apply it together;

• the pupil uses it after a specific prompt;

• the pupil chooses between familiar strategies;

• the pupil applies and checks independently.

Once a pupil knows several strategies, ask, “What could help with this word?” If they choose an unsuitable one, compare the options rather than simply supplying a new rule.

Keep examples connected

Use words from the pupil’s lessons and writing. A short related set helps the pupil see what transfers:

• care, careful, careless and carefully;

• sign, signal and signature;

• act, action, active and activity.

Not every word in a family keeps exactly the same pronunciation or spelling. Point out the useful connection without pretending English is completely regular.

Common mistakes to avoid

• Teaching a mnemonic for every word.

• Giving a rule without examples and exceptions.

• Using decontextualised lists unrelated to the pupil’s writing.

• Prompting a strategy the pupil has not been taught.

• Correcting every error during composition.

• Continuing close support after the pupil can select the strategy.

• Treating a strategy lesson as a substitute for systematic phonics teaching where sound-letter knowledge remains insecure.

Evidence and further reading

The national curriculum English spelling appendix sets out statutory patterns, word structures and exception words for primary pupils. The Education Endowment Foundation’s Improving Literacy in Key Stage 1 provides broader guidance on explicit literacy teaching and supported strategy use.

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.