The Word Mapping Formula
Learn the Mathematical Formula for Mapping Words Bidirectionally
Structured Linguistic Spelling (SLS)
A low-cost, easy-to-implement approach to spelling instruction that works with the words learners need to spell, regardless of age or ability. High school-aged pupils enjoy having the autonomy to learn independently. No more phonics lessons!
Using a consistent word-mapping routine, learners ‘check the tech’ to see and hear the mapping of that word, then complete a 60-Second Spelling Routine to connect phonemes to graphemes and strengthen orthographic lexicon storage for accurate, automatic spelling.
The goal is to reduce reliance on explicit instruction and develop independent, self-teaching spellers.
Start in Reception, from Term 2, and continue through KS1, KS2 and KS3.
Teach learners how to self-teach, so they can learn the spellings of words they've spelt incorrectly in their writing, either in the moment or at home as homework.
Learners ‘check the tech’ to see and hear the mapping of each word, then complete a 60-Second Spelling Routine to connect phonemes to graphemes and strengthen orthographic lexicon storage for accurate, automatic spelling.
Dedicate 30 minutes each week to Structured Linguistic Spelling (SLS). This time, the learning is structured, with a consistent routine that learners can apply independently to any word they need to spell. element includes Morpheme Mapping, helping learners explore the meaningful structure of words alongside their phoneme–grapheme relationships.
When we include Structured Linguistic Spelling (SLS), ALL children have the opportunity to explore the texts they actually want to read
Around 120 grapheme–phoneme correspondences (GPCs) are covered within Structured Linguistic Phonics (SLP), through self-paced learning, spaced repetition and their application within authentic reading and writing activities
When we include Structured Linguistic Spelling (SLS), ALL children have the opportunity to explore the texts they actually want to read
I'm increasingly unsure whether phonics is the right word to use in discussions, because most people associate it with programmes, explicit instruction and a limited set of around 120 grapheme–phoneme correspondences (GPCs).
The purpose of explicitly teaching these correspondences is to give children an initial understanding of how the alphabetic code works, enabling them to begin decoding and spelling words containing the correspondences they've been taught. This initial instruction is intended to kick-start self-teaching, not to teach the entire alphabetic code.
It's why I talk about bidirectional word mapping, meaning both speech-to-print and print-to-speech mapping, which continues throughout all grades. Our initial explicit instruction phase, however, is called Structured Linguistic Phonics (SLP). It focuses on the core code and, unlike conventional whole-class phonics programmes, is delivered through self-paced learning in Reception, with children progressing according to their individual needs.
Our goal is for children to have completed this explicit phonics phase before the middle of Year 1 (Grade 1). They should then be independently exploring the wider alphabetic code through authentic reading and writing, rather than continuing to rely on ongoing explicit instruction.
The goal isn't to keep teaching more and more correspondences. It's for children to become self-teaching, with technology showing them the word-specific correspondences they haven't yet discovered, at the point of need.
Less explicit instruction, more self-teaching.
Miss Emma
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