Spelling staff meeting


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Spelling staff meeting

  1. 1. PPS
  2. 2.  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?
  3. 3.  Oral language Phonological Awareness Vocabulary Phonics, Word Study, Spelling Fluency Comprehension
  4. 4.  Links on English@PPS blog http://englishatpps.edublogs.org/ Spelling:from beginnings to proficiency (DECD, 2011) Western Area web site Northern Area web site
  5. 5.  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
  6. 6.  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
  7. 7.  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
  8. 8.  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
  9. 9.  Explicit Systematic Consistent Whole school approach Assessment throughout to inform teaching practice
  10. 10.  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