A spelling journal is a short, working reference built from words the pupil uses. It helps the pupil retrieve a spelling during writing and gives the teacher a manageable set for review. It should not become a copy of every correction or a long glossary that the pupil cannot navigate.

The best journals are selective, practical and regularly cleared.

Add words from current writing

Choose words that matter to the pupil’s work and are likely to be used again. Add a word when it:

• has been misspelt more than once;

• is important in a current topic;

• contains a pattern the pupil is learning;

• is a useful common or exception word.

Do not record every error. Correct incidental words as needed and reserve the journal for spellings the pupil needs to learn or check again.

Record one useful cue

Write the correct word clearly and mark the difficult part. Add one cue that helps the pupil remember or reconstruct it.

For example:

• separate: mark the two a’s and use “there is a rat in separate”;

• because: if a mnemonic helps, try “Big Elephants Can Always Understand Small Elephants”;

• helpful: identify the root help and suffix ful;

• different: mark the syllables and the doubled f.

The cue might be a sound-letter pattern, syllable split, root, word family, picture or mnemonic. Avoid covering the page with several explanations for one word.

Build the first entries with the pupil so they understand what each mark means. Over time, ask them to suggest the cue.

Keep the journal available during writing

The journal is a reference tool, not just a list for a weekly test. Keep it on the pupil’s desk or in an accessible part of their book.

When the pupil asks for a spelling that is already recorded, prompt them to find it. If the word is not present and searching would interrupt the task, provide the spelling so the writing can continue, then decide whether it belongs in the journal afterwards.

Organise entries so they are easy to find. A short alphabetical section, subject tabs or one page for current words may work better than a chronological list.

Use a simple weekly cycle

A realistic routine could be:

• Monday: add one or two useful words from recent writing.

• During the week: use the journal while writing and briefly retrieve a few entries.

• Friday: check the words from memory and use one in a sentence.

• Following week: revisit after a gap and look for correct use in independent work.

At first, the teacher may select the words and lead the review. Gradually ask the pupil to notice a recurring error, add the word and choose when to check the journal.

Remove secure words

Move a word out of the active section once the pupil can spell it after a gap and use it correctly in ordinary writing. It can remain on an archive page if a permanent reference is useful.

If the journal keeps growing, it stops serving its purpose. Aim for a small active set that reflects current need.

Paper or digital?

A paper journal is quick to reach during handwritten work and easy to annotate. A digital version can be useful for pupils who mainly write on a device or need searchable subject lists.

Choose one main system and teach the pupil how to use it. The format matters less than whether the journal is available at the point of writing and reviewed often enough to strengthen recall.

Common mistakes to avoid

• Adding every misspelling.

• Recording a word without a useful cue.

• Using the journal only for tests.

• Keeping it somewhere the pupil cannot reach during writing.

• Correcting the word immediately without first prompting the pupil to check.

• Retaining words indefinitely after they are secure.

• Expecting the pupil to manage the journal independently before the routine has been taught.

Evidence and further reading

The national curriculum English spelling appendix sets out primary spelling patterns and guidance. The Education Endowment Foundation’s Improving Literacy in Key Stage 1 discusses explicit teaching, practice and pupils’ use of literacy strategies.