Important for...Learning to readSocial expectations
Spelling is a developmental processSpelling gradually increases in complexity Stage Strategies Preliminary Emergent Letter name- Early Phonetic alphabetic Phonetic Within word pattern Transitional Syllables and afﬁxes Independent Derivational spelling
What is there to know about spelling?Spelling is a developmental processSpelling happens in stages that correlate tospeciﬁc areas of spelling
Summary of Stages1. Preliminary2. Semi-phonetic3. Phonetic4.Transitional5.Independent
Sharing and Reflecting1. Preliminary2. Semi-phonetic3. Phonetic4.Transitional5.Independent
Reading andspelling go hand-All of the literacy strands are interwoven.Fluency in spelling = ﬂuency in reading.The more words that are understood, thegreater the vocabulary.
Contrary to this knowledge...Like times tables, spelling is still taught as ifit was a rote, isolated, visual memory task.If this were true, spelling simple words (eg.stick, rock, eat) would be as simple asspelling more phonetically complex words(eg. sword, piece & eye).
What can teachers do to enable spelling?Encourage parents to enhance spellingexperiencesCreate a positive classroom environmentCreate speciﬁc spelling lessons with validassessment
Parents Across all stages should...• Encourage an interest in texts of all types• Read with their children• Create a print rich home•Play word games•Help with basic spellings
Spelling in the CurriculumACARAStrand 5.2.4 Spelling strategies, punctuation conventions, handwriting and word-processing skillsshould be taught across all years of schooling. There should be a strong early focus on establishingstrategies and a knowledge of conventions, that can be consolidated and extended in the later years.Beginning to use a common vocabulary for these strategies and conventions is a prerequisite forconsolidation and extension.Strand 5.4.6 The motivation for learning about the English language comes from the demands ofexpanding and consolidating English capabilities in the Literacy strand. Students’ accurate, ﬂuent andconﬁdent engagement with texts is based on developing skills of decoding, SPELLING, punctuation,and grammatical and textual ﬂuency. Similarly, processes and strategies that support comprehensionand expression in reading and writing texts will also underpin more proﬁcient, analytic, and effectiveuses of English.National Council of Teachers of EnglishStudents apply knowledge of language structure, language conventions (e.g., spelling andpunctuation), media techniques, ﬁgurative language, and genre to create, critique, and discuss printand non-print texts.
Features of a good spelling classroom... Technology is incorporated in the television and computersBright and interesting displays create an engaging learning environment Students obviously Word wall feel relaxed in the comfortable learning environmentDifferent stations around the classroom for variety Reading encouraged, in a reading area Alphabet and names on desks
Spelling Assessment- How?Spelling inventoriesOver the shoulder observationspelling gameswriting journals/pieces“Spelling is a wonderful diagnostic tool”- Dr. Louisa Moats
Words Their Way- Spelling Inventory Feature guide
Observations based onprevious assessment A late letter-name alphabetic speller Needs help with long vowel patterns, preﬁxes and sufﬁxes and silent ﬁnal syllables Understands vowels and simple consonants
SummarySpelling is an essential skillSpelling is a developmental processSpelling enables readingTeachers create an environment and lessons cohesiveto student’s learningParents help is a useful tool in developing children’sspelling abilitiesSpelling is considered important in the AustralianCurriculum, not independently but collectively
ReferencesAustralian Curriculum, Assessment and Reporting Authority (2009), The Shape of the Australian Curriculum: English, Retrieved 29th March, 2012, from http://www.acara.edu.au/curriculum/curriculum.htmlBear, D. (2008) Words their way: word study for phonics, vocabulary, and spelling instruction. ch. 1 pp 1-2Bullard, J. (2010). Creating Environments for Learning. Pearson: New JerseyGoodwin, P. (2011). The Literate Classroom (3rd ed.). Routledge: CanadaHarris, P. (2003). Writing in the primary school years. South Melbourne: ThomsonNational Council of Teachers of English. (1998). NCTE for the English language arts. Illinois: NCTE PublishingOtt, P. (2007). How to manage spelling successfully. New York: RoutledgeRees, D., Kovalevs, K. & Dewsbury, A. (2004). First Steps: Spelling Resource Book.! Rigby Heinemann: SydneySnowball, D. & Bolton, F. (1999). Spelling K-8: Planning and teaching. StenhouseTompkins, G., Campbell, R. & Green, D. (2012). Literacy for the 21st century. A balanced approach. Frenchs ! Forest, NSW. Pearson AustraliaWestwood, P. (1999). Spelling: approaches to teaching and assessment. Victora: Australian Council for ! Educational Research LTD. Winch, G., Johnston, R., March, P., Ljungdal, L.T. & Holliday, M. (2001). Literacy: reading, ! writing and children’s literature (2nd ed.). Victoria: Oxford University Press Wyse, D. & Jones, R. (2001). Teaching English, Language and Literacy (2nd ed.). Canada: Routledge