The document discusses spelling development and instruction. It outlines 5 developmental stages of spelling that children progress through from ages 2-14. These stages involve developing understandings of phonics, sight words, morphemes, and etymology. Effective instruction should match students' developmental levels and utilize strategies like word sorts and games. Spelling is best taught indirectly through reading and writing rather than isolated weekly tests. A multi-faceted approach is needed to account for individual student needs.
This presentation discuss a child's knowledge of reading and writing skills before he/she learns how formally read and write words, as a period of emergent literacy starts at birth and continues through the preschool years and also discuss the involvement of parents and teacher in early literacy.
This presentation discuss a child's knowledge of reading and writing skills before he/she learns how formally read and write words, as a period of emergent literacy starts at birth and continues through the preschool years and also discuss the involvement of parents and teacher in early literacy.
First students are introduced about Poetry and Prose.
•Poetry isliterary work in which the expression of feelings and ideas is given intensity by the use of distinctive style and rhythm; poems collectively or as a genre of literature.
•Prose is written or spoken language in its ordinary form, without metrical structure.
First students are introduced about Poetry and Prose.
•Poetry isliterary work in which the expression of feelings and ideas is given intensity by the use of distinctive style and rhythm; poems collectively or as a genre of literature.
•Prose is written or spoken language in its ordinary form, without metrical structure.
A presentation about reading development stages. With comparison with international reading standards with learning outcome of national curriculum of Urdu in Pakistan
Stages of reading development. Characteristics of each developmental stage. and Analysis with Reading benchmark from the National curriculum of Urdu of Pakistan.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
2. ‘Those who set out to remember every letter of every word never make it.
Those who try to spell by sound alone will be defeated. Those who learn
how to walk through words with sensible expectations, noting sound,
pattern and meaning relationships will know what to remember, and they
will learn English.’
As cited by Tompkins, Campbell, & Green, 2012, p. 155
3.
4. Stretches across every aspect of the curriculum
Essential for oral and
written language
5. “Spelling is the process of representing language by
means of a writing system” ( National Council of Teachers of English, 1996. p.
51).
“Students need to learn to spell words conventionally
so that they can communicate effectively through
writing” (Tompkins, G., Campbell, R. Green, D., 2012. p. 169)
Poor spelling skills associated with poor writing skills
Standardized writing tests: NAPLAN
6. “Spelling strategies, punctuation conventions,
handwriting and word-processing skills should be
taught across all years of schooling. There should be a
strong early focus on establishing strategies 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 for consolidation and
extension” ( Australian Curriculum Assessment and Reporting Authority. 2009. p7)
“Sometimes they spell a word the way it sounds (that
is, applying their knowledge of phonics), while at
other times they spell a word the way they recall
seeing it. These writing/spelling strategies draw
children’s attention to the conventions of print,
enabling them to begin to read like writers”. (National Council
of Teachers of English, 1996. p5)
7. ‘Crack the code’ of English language:
Phonemic Awareness: sounds and syllables
Graphophonic Knowledge: letter names and sounds
Morthemic Awareness: meaning of words
Visual Awareness: what words look like
Spelling Strategies:
Adding suffixes/prefixes to known base words
Sounding out
Apply spelling strategies in reading
Expanding vocabulary
8. Weekly spelling tests:
Assumed to expand vocabulary
Controversial
“Rote learning for spelling is not a useful technique for
encouraging students to spell, basically because words out of
context are difficult to remember”
Words need to be actively utilised in the classroom and
students’ writing
Parents like the evidence of spelling being taught
Spelling is best practised indirectly through reading
and writing in other learning areas
Mini-Lessons more effective than whole lessons on
spelling
9. Identify strengths and weaknesses
Adapt a learning plan for that specific student’s needs
Point out which spelling strategies would be suited
for student
10.
11. In the past, primarily taught through rote learning by
adhering to certain rules (Templeton & Morris, 1999,
p. 102).
Traditional method: studying and learning words in
lists as presented in commercially published ‘spellers’
(Wallace, 2006, p. 269).
12. Some even believe that explicit spelling instruction is
not necessary, and immersing students in reading and
writing is adequate (Winch, 2002, p. 224).
Templeton and Morris (1999, p. 108) state that,
‘although word knowledge is best developed through
contextual reading and writing, many students
require careful teacher guidance and much practice if
they are to internalize foundational spelling patterns’.
13. The spelling system not only represents sound; it
represents meaning as well (Templeton, 2003).
Teacher directed: guide students to an understanding
of how particular spelling features and patterns
operate (Templeton & Morris, 1999).
Focus on spelling patterns, not individual words -
though these may be added if necessary (Templeton &
Morris, 1999)
14. According to most literacy experts, spelling is a
developmental process (Tompkins et al., 2012, p. 155;
Westwood, 1999, p. 7).
As suggested by Wallace (2006, p. 273), when teachers
understand that spelling is developmental, they will
structure their teaching differently, and give students
word lists that suit their individual need.
15. Typic
Developmental Children learn these
Stage
al Characteristics
Age concepts:
Stage 1 - Random strings of scribbles or letters - Distinction between drawing and writing
Emergent Spelling or 2-5 - Letters or marks have no relationship with - How to make letters
pre-phonemic years sounds/phonemes - Direction of writing on a page
- Some letter-sound matches
Stage 2 - Learn to represent phonemes with letters, - The alphabetic principle
Letter name-alphabetic 5-7 creation of invented spellings as they attempt - Consonant sounds
spelling or early years to write words - Short vowel sounds
phonetic - Consonants are used more than vowels - Consonant blends and digraphs
Stage 3 - Making more accurate use of sound-symbol - Long-vowel spelling patterns
Within-word pattern relationships, but may confuse spelling patterns - R-controlled vowels (e.g. Car/cat)
7-9
spelling or phonetic - Become better able to identify sounds within - More complex consonant patterns
years more complex words - Diphthongs and other less common vowel
- Experiment with less frequent vowel patterns patterns
Stage 4 -Apply what they have learned about one - Inflectional endings
Syllables and affixes 7-10 syllable words to spell longer words - Rules for adding inflectional endings
spelling or transitional years - Learn rules about inflectional endings and - Syllabication
consonant doubling - Homophones
Stage 5 - Focus on morphemes and meaning - Consonant alternations
Derivational relations 9-14 - Invented spelling reflects their increased and - Vowel alternations
spelling or years developed understandings, and evidence of - Latin and Greek affixes and root words
independence strategies they have learnt being utilised - Etymologies
Adapted from Tompkins, Campbell, & Green, 2012, p. 157, and Westwood, 1999, p. 7-10
16. It is important for teachers to realise that they may
have children spelling at various stages in the one
year level (Templeton, 2003, p. 49; Westwood, 1999,
p. 7).
Students must be dealing with words at their
developmental level, not their ‘frustration’ level
(Templeton & Morris, 1999, p. 107).
17. Phonology – how words sound
Sight – how words look in print or writing
Morphemes – how words are constructed from
meaningful elements
Etymology – how words are derived; word origins
Taken from Winch, 2002, p. 223
18. Both Winch (2002, p. 224) and Westwood (1999, pp.
12-15) give several strategies by which students learn
spelling:
By sight (how it appears printed/written)
By hearing (how it sounds: phonemic awareness)
By speaking (articulation)
By meaning and analogy (thinking and problem
solving)
19. Word sorts
Board/card games – only effective if focusing on word
groups that reflect spelling patterns
Word wheels
Flip charts
Word slides
Templeton & Morris, 1999, p. 109
20.
21. General capabilities of literacy.
Australian Curriculum Assessment and Reporting Authority, 2012
22. On page 7 it states:
On page 9 it states:
Australian Curriculum Assessment and Reporting Authority, 2009
23.
24. Year
(Age)
Australian Curriculum (ACARA) Stage of Development
- Know that one syllable words are made of letters which Letter name alphabet spelling (ages 5-7)
correspond to sounds heard Students learn to represent phonemes in words with letters, concepts learnt:
1 - Use visual memory to write high frequency words •alphabetic principle
Age 6 - Recognise sound letter — matches including common •consonant sounds
vowel and consonant digraphs and consonant blends •short vowel sounds
•consonant blends and digraphs
- Recognise most sound letter matches (inc. Silent letters,
vowel/consonant digraphs and many less common
phonemes)
- Use digraphs, long vowels, blends and silent letters to
2 spell words
Age 7 Within word pattern
- Use morphemes and syllabification to break up words
- Visual memory to write irregular words spelling (ages 7-9)
Syllables and affixes spelling
- Recognise prefixes and suffixes and how they change Students learn these concepts:
(ages 7-10)
meaning. •long vowel spelling patterns
Students apply what they have
R-controlled vowels
- Recognise high frequency sight words learnt about one syllable words
•More complex consonant
3 - Use phonemes (diphthongs and other vowel sounds), patterns
to spell longer words.
Age 8 Students learn these concepts:
knowledge of spelling rules, compound words, prefixes, •Diphthongs and other less
•Inflectional endings
suffixes and morphemes common vowel patterns •Rules for adding inflectional
Use strategies for spelling words, phonological knowledge endings
4 (long vowel patterns and consonant clusters) knowledge •Syllabication
Age 9 of morphemic word families, spelling generalisations and •Homophones
other combinations
Derivational Relations
spelling (ages 9-14)
- Understand that spelling of words have histories Students explore the
5 - Use banks of known words (dictionaries) relationships between spelling
Age 10 - Words that are changed for gender (policeman to and meaning.
policewoman) Children learn these concepts:
•Consonant and vowel
Use words origins, base words, suffixes and prefixes,
morphemes, spelling patterns and generalisations to learn alternations
6 to spell new words. •Latin and Greek affixes and
Age 11 root words
•Etymologies
Use spelling rules and origins, base words, suffixes,
7 prefixes, spelling patterns and generalisations to spell new
Age 12 words
25. NCTE states that “all students must have the
opportunities and resources to develop the language
skills they need to pursue life’s goals and to
participate fully as informed, productive members of
society”.
(National Council of Teachers of English, 1996)
26.
27. Australian Curriculum Assessment and Reporting Authority.(2009a). Shape of the Australian Curriculum.
Retrieved from http://www.acara.edu.au/curriculum/curriculum.html
Australian Curriculum Assessment and Reporting Authority.(2009b). Shape of the Australian Curriculum:
English. Retrieved from http://www.acara.edu.au/verve/_resources/Australian_Curriculum_-_English.pdf
Australian Curriculum Assessment and Reporting Authority.(2012). General Capabilities in the Australian
Curriculum. Retrieved from
http://www.australiancurriculum.edu.au/GeneralCapabilities/General%20capabilities.pdf
Bush, H. (2008). The Classroom Spelling Program: More than Learning Words. Practically Primary, 13(2),
26-28.
National Council of Teachers of English.(1996). Standards for the English Language Arts. Retrieved from
http://www.ncte.org/library/NCTEFiles/Resources/Books/Sample/StandardsDoc.pdf
Templeton, S. (2003). Spelling: Best ideas = Best Practices. Voices From the Middle, 10(4), 48-49.
Templeton, S., & Morris, D. (1999). Theory and Research into Practice: Questions Teachers Ask about
Spelling. Reading Research Quarterly, 34(1), 102-112.
Tompkins, G., Campbell, R., & Green, D. (2012). Literacy for the 21st Century. Frenchs Forest, NSW: Pearson
Australia.
Wallace, R. (2006). Characteristics of Effective Spelling Instruction. Reading Horizons, 46(4), 267-278.
Westwood, P. (1999). How do children acquire spelling skills? Spelling: Approaches to Teaching and
Assessment. (pp. 7-17). Victoria: The Australian Council for Educational Research.
Winch, G. (2002). Writing skills in the classroom: handwriting and spelling. Literacy: Reading, Writing and
Children's Literature. (pp. 217-243). Australia: Oxford University Press.
Editor's Notes
For many years, spelling was taught rigorously through the memorisation of word lists, often unrelated to each other. However, while memory does play a role, it does not foster the understanding of words or word patterns, which is a critical skill in successful spelling. Unfortunately, many school spelling programs still operate under the traditional method.
Using an inquiry approach to spelling allows students to come to discoveries themselves, rather than simply being asked to remember the spelling of different words or memorise spelling 'rules'. An inquiry and problem solving approach to spelling encourages an interest in words and how they are constructed, as students become actively involved in making discoveries about words and their spelling. It is therefore important that students learn strategies to assist them, and these will be discussed later.
Learning to spell requires conceptual understanding of the various elements, and follows the theory of Piaget in going from concrete to abstract. The developmental process which we will explain later, demonstrates this understanding, as it takes students from spelling by sound, to spelling by meaning.
Developmental stages are usually determined by spelling inventory tests, which demonstrate to the teacher the knowledge of spelling and word concepts which students understand, and those which yet need to be taught. A child's rate of progress through the stages is influenced by the instruction they receive, and because the stages are only an approximation, teachers must always keep in mind that different children will progress differently.
While there are variations on the developmental stages, the essential concepts stay the same. The developmental stages are a process which students go through to become confident spellers. At each stage, students use different strategies and focus on particular aspects of spelling, constantly building on their learning of the prior stage.
It is therefore necessary to differentiate spelling for each student, and compose spelling lists of word patterns that children are having difficultly with. Determining the developmental level of each student is important, because when students examine words that are at their appropriate developmental/instructional level they make more progress than if they attempt words and patterns that are at their frustration level.
Knowledge of these patterns in spelling is necessary for spelling, but they complement each other and are insufficient on their own. The developmental stages take students through each of these aspects, and they are all consolidated on in later learning. For example, phonemic awareness is learnt and emphasised in the early years, but is a foundational understanding in learning how to spell and is necessary for further spelling instruction. Identifying sounds in words in necessary, but the learner must also acquire a knowledge of which letters represent the sound in print. Spelling knowledge may be gained in all these areas through shared or guided writing.
Students need to know which strategies can help them to spell better, for example using spelling ‘rules’, by sounding out the words, or by using the dictionary, and when and how to apply these strategies. The teachers’ role is to introduce students to a range of strategies and give them practise in using them, so they do not need to rely on memory alone. In this way, students can select those that suit their own personal learning styles and that work for them. One of the most powerful strategies for determining the spelling of a word about which a student is unfamiliar is to try to think of a word that is similar in terms of sound or meaning, and this is to as ‘reasoning by analogy’. Using the sight or hearing strategy, as the student looks at and pronounces a particular word, he or she should think about other words that may have the same spelling and/or meaning pattern. Students also need to think strategically about what they already know about the spelling of a word and realize that this will help them focus more specifically on a particular error. They should be shown how to look at their misspellings in the context of the whole word.
There are many resources which can help educators in the teaching of spelling. Many activities can also be found free on the internet and printed out, or alternatively handmade. Word sorts engage students in categorizing words according to sound, spelling pattern, and meaning. Games, word wheels and flip charts are all word building activities that encourage an understanding of patterns in words.
Spelling is a major part of the Australian Curriculum ‘Word Knowledge’ stream in the general capabilities of literacy. Students must meet each of these outcomes by the end of the years 2, 4, 6, 8 and 10 and in order to do this, spelling rules and knowledge of words must be built on throughout the years.
The Shape of the Curriculum document emphasises the need for spelling in the English language, and states that there should be a strong focus on establishing strategies and knowledge of conventions that can be consolidated and extended in later years. So having the knowledge of important literacy skills such as spelling will provide the foundation for skills which need to be learnt later in life. Students lacking in these skills will find it difficult to engage in texts which will inturn provide difficulties when trying to engage in more proficient and effective uses of English.
Basically, the Australian curriculum follows the stages of development as stated in the text quite closely. There is a close relationship seen between the Australian Curriculum and the Stages of Development.
According to ACARA, by the end of year one, students should understand that the letters of the alphabet correspond to the sounds in words. This matches what is stated in the stages of spelling which suggests that students learn to represent phonemes in words with letters, consonant sounds, short vowel sounds and consonant blends and digraphs. Years 2, 3 and 4 build on the knowledge of sound-letter relationships that students were introduced to in year one. These skills are added to, with students gaining knowledge on more complex patterns of relationships such as diphthongs and digraphs, the addition of inflectional endings to words and the ability to break words up into syllables. The last years of primary school of both The Australian Curriculum and the development of spelling focus on using prior knowledge of spelling rules, consonant-vowel-sound relationships and words banks to learn to spell new words. They also centre on students learning the origins of words and the relationships between spelling and meaning.