WHY TEACH SPELLING? TIMOR PS OCTOBER, 2009
Dec 24, 2015
CHARACTERISTICS OF EFFECTIVE SPELLERS
Use a variety of spelling strategies Automatically recall words Continually build vocabulary Understand the English
orthographic system Understand and apply spelling
generalisations Self monitor and generate
reasonable alternative spellings for unknown words
First Steps
WRITING SAMPLES
One day I went to daycuer and I brot two benebabs.One was a rabit and one was a duk.I poot them in my bacpac and then when I cam bac to my bacpac they wer gon.I lookt evrewer.The techer poot up a sin a bat my benebabs. Thay wer mising.
I had a cat. I like my cat. My cat is fat. My cat is good.
Who would you
rather teach?
Learning spelling separately from writing is like learning music theory
without playing music.
What’s the point and where’s the enjoyment?
SUPPORTIVE CONDITIONS FOR
WRITING… Time Choice Response Demonstration Expectation Routines Evaluation
Brian Cambourne
BuildingLeadershipCapacityMoral
Purpose
ProfessionalLearning
Pre
cision
Per
sonal
isat
ion
‘Breakthrough Framework’Breakthrough- Fullan, Hill & Crevola
Precision
Assessment Data
Daily Instructio
n
Personalisation
Readiness to learn
Appropriate pedagogical experiences
Professional LearningFocused daily learning of teachers; individually and
collectively
NAPLAN DATA - 2009
Year 3 First Name Surname READING WRITING SPELLING NUMERACY GRAMMAR
JESSE CASH 0.7 0.79 0.88 0.94
LOCHELAND MILLER 0.89 1.85 1.84 2.47 1.5
BROOK MILLER 0.95 1.3 0.54 0.75 0.77
RAYMOND MAES 0.95 1.85 0.54 0.95 1.4
CHRYSTAL WEISE 1.27 1.85 1.34 0.69 1.72
JACK BARTLETT 1.52 1.85 2.12 1.49 2.36
NICHOLAS CLARK 1.64 1.85 1.52 1.96 1.5
JUSTIN ROBERTS 1.87 1.66 1.34 1.96 0.89
ZACK SOUPE 2.32 1.48 1.34 0.89 1.29
Year 5 DESIREE SOUPE 2.78 3.11 3.31 1.98 2.59
MITCHELL BARTLETT 2.52 2.47 1.96 1.98 2.79
SHAYLEY CORNWILL 2.87 2.89 2.59 1.98 3.01
A WHOLE SCHOOL SPELLING APPROACH
Spelling Investigations
Student Centred Spelling- Personal Words
Class Words
SPELLING INVESTIGATIONS
Students learn how to spell using a discovery process in which they then express
their application in their own writing.
Articulate the focus to students. Make a link to students’ writing. “ I’ve noticed in your writing....
that people are confusing there and their;that people are having difficulty with ‘ed’
endings;that words with more than 3 syllables are
giving people trouble.”
1. STATING THE FOCUS
Use familiar reading materials to collect examples of words.
May be ongoing across subject areas and lessons.
2. COLLECTING WORDS
Collate class list of words. Ask students to clearly articulate why
they chose the words. Encourage discussion and justification.
3. CLASS LIST
Students identify ways to group words. Students group words accordingly
(whole class or small group). Share categories. Display on word wall for future additions.
4. GROUP WORDS
Students form generalisations for groupings.
Students verbalise and write their understandings.
Reflect on how new understandings can be applied to writing & reading.
5. DISCOVERING GENERALISATIONS
Students demonstrate new learning during independent writing time.
Teacher reinforces new learning during shared and interactive writing when the opportunities arise.
Anchor charts are developed and are effectively used as referral points by both students and teacher.
6. APPLICATION
WHAT DOES IT LOOK LIKE?
Collect words with a ‘shun’ sound.
attention
musicianpartition
sheep
cushion
wish
charade
ashamed