What do we need to teach? Highlight the sections relevant to Spelling and Handwriting for your year levels. Compare this to the Scope and Sequence put together by Reynella. Would we need to add/ change anything to make it relevant to our site?
Links on English@PPS blog http://englishatpps.edublogs.org/ Spelling:from beginnings to proficiency (DECD, 2011) Western Area web site Northern Area web site
Stephen Graham ◦ Link with writing program ◦ Genre ◦ Content and function ◦ Explicitly identify the 4 knowledges that good spellers rely on ◦ Activities related to the 4 knowledges (phonological, visual, morphemic, etymological ◦ Use models of texts ◦ Introduce students to generalisations
Anne Bayetto ◦ 15 minutes recommended ◦ 3 words a day ◦ Flow lists – words move off the list when student can correctly spell ◦ Don’t introduce new vocabulary through spelling lists – use word walls ◦ Oral language used to explore language use – written – spelling lists ◦ 4 knowledges ◦ Error analysis used to assess regularly ◦ Focus on teaching spelling strategies ◦ Immerse students in language ◦ Use high frequency words, high frequency letter patterns, high frequency morphological elements, errors in writing, words that students want to know, words from other learning areas
DECD Spelling: from beginnings to proficiency A Quality spelling program is: ◦ Integrated Builds attention to spelling (in any teaching/learning cycle) Selects texts and words to model builds students self image as spellers ◦ Balanced 4 kinds of spelling knowledge Attends to major spelling strategies (spell it like it sounds, spell by pattern, spell by generalisation, analogy, chunking, mnemonics Supports effective use of resources to select correct spelling
Systematic and explicit ◦ Predicts the spelling pattern of an unfamiliar word using prior knowledge about words and spelling ◦ Supports students to identify and define spelling patterns and generalisations ◦ Provides a range of joint and independent interactive activities to practice new spelling patterns ◦ Supports self assessment of progress
Explicit Systematic Consistent Whole school approach Assessment throughout to inform teaching practice
Use the data you have collected to identify the needs of individuals, groups and the class as a whole. (Wave 1,2,3) How will you structure the environment/ differentiate teaching to support the needs of students? Share successful practices Choose one new aspect to trial