Superhero Spellings: Making Spelling Work in the KS2 Classroom 

Written by Toni Evans – Primary Literacy Expert

Spelling often gets pushed aside. Between writing, grammar, and everything else demanding attention, it’s tempting to treat it as a quick list-based activity. But with small, purposeful shifts, spelling can become a more meaningful—and manageable—part of your literacy offer.

This blog shares five practical, research-informed strategies that make a real difference without adding to your workload. 

1. Use Dictation to Give Spelling Purpose 

Why it works: Dictation puts spelling into context. Instead of learning words in isolation, pupils practise applying them within full sentences—supporting grammar, punctuation and handwriting at the same time.

EEF guidance recommends integrating spelling into writing tasks wherever possible for maximum impact. 

Try this: 

• • Build short, purposeful sentences using the week’s spelling focus.
  • Model how to listen, chunk, write, and edit.
  • Ask: “What helped you remember that word?” 

2. Teach Word Structure Explicitly 

Why it works: Teaching morphology (prefixes, suffixes, roots) helps pupils understand how words are formed. They can then apply these patterns to unfamiliar vocabulary. 

Try this: 

• • Explore word families together: sign, signal, signature
  • Play “morpheme mix & match” using known prefixes/suffixes
  • Occasionally explain origins: “Did you know ‘cycle’ comes from Greek for ‘circle’?” 

3. Revisit and Reuse: Don’t Just Move On 

Why it works: Spaced retrieval—revisiting learning over time—strengthens memory. If spelling is only practised once, it’s unlikely to stick. 

Try this: 

• • Recycle old spellings into new dictations
  • Include a “look-back” word of the day
  • Use quick review tasks: mini whiteboards, oral quizzes, partner games 

4. Link Spelling with Writing 

Why it works: Spelling should be part of the writing process. Pupils need regular chances to apply spelling strategies in real tasks—not just during isolated lessons. 

Try this: 

• • Model recent spelling patterns during shared writing
  • Encourage self-editing using spelling prompts
  • Acknowledge correct usage in writing books, not just spelling books 

In one Year 5 class, pupils began using –ible/–able endings more consistently—not after a test, but after applying them in short dictations and then spotting them in their own writing. 

5. Keep It Simple, Varied and Consistent 

Why it works: Effective spelling doesn’t need flashy tech or complicated games. Clarity, regularity, and small variations in how pupils encounter words are what really matter. 

Try this: 

• • Start the day with a 2-minute dictation sentence
  • Ask pupils to create their own sentence using a target word
  • Use peer “proofreader” roles or spot-the-error starters 

Summary 

You don’t need to overhaul your spelling programme. Small, focused changes—like replacing word lists with dictation, revisiting patterns regularly, and linking to writing—can have a big impact.

If you’re helping pupils understand how words work and giving them regular, meaningful practice, you’re already doing the most important work. 

 

Why not try one small change this week? Swap a list for a short dictation, revisit a tricky suffix, or highlight a spelling success in writing—and see what happens.