Teaching spelling

Presented by: Ruth, Rhea & Danielle

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.

Teacher as a model for studentsRole of spelling in general subjects,

integrated into every areaAs cited by Templeton and Morris (1999, p.

108), ‘accurate, automatized knowledge of basic spelling patterns is at the heart of skilled reading and writing’.

What does it involve in literacy?Phonemic awareness Graphophonic knowledgeMorphemic awareness and knowledgeEtymological awareness and knowledgeVisual awareness

What does it influence in literacy?ReadingWriting

As cited by Carreker, Joshi and Boulware-Gooden (2010, p. 149), findings show that increased literacy-related content knowledge facilitates teachers’ interpretation of assessments, selection of appropriate words for reading and spelling instruction, analysis of reading and spelling errors, and constructive feedback to students’ errors.

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).

Some even believe that explicit spelling instruction is not necessary, and immersing students in reading and writing is adequate (Winch, 2002, p. 224).

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)

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’.

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.

Developmental Stage

Typical Age Characteristics

Children learn these concepts:

Stage 1Emergent Spelling or pre-phonemic

2-5 years

- Random strings of scribbles or letters- Letters or marks have no relationship with sounds/phonemes

- Distinction between drawing and writing- How to make letters- Direction of writing on a page- Some letter-sound matches

Stage 2Letter name-alphabetic spelling or early phonetic

5-7 years

- - The alphabetic principle- Consonant sounds- Short vowel sounds- Consonant blends and digraphs

Stage 3Within-word pattern spelling or phonetic

7-9 years

- Long-vowel spelling patterns- R-controlled vowels- More complex consonant patterns- Diphthongs and other less common vowel patterns

Stage 4Syllables and affixes spelling or transitional

7-10 years

- Inflectional endings- Rules for adding inflectional endings- Syllabication- Homophones

Stage 5Derivational relations spelling or independence

9-14 years

- Consonant alternations- Vowel alternations- Latin and Greek affixes and root words- Etymologies

Adapted from Tompkins, Campbell, & Green, 2012, p. 157, and Westwood, 1999, p. 7-10

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).

Phonology – how words soundSight – how words look in print or writingMorphemes – how words are constructed from

meaningful elementsEtymology – how words are derived; word origins

Taken from Winch, 2002, p. 223

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)

Word sortsBoard/card games – only effective if focusing on

word groups that reflect spelling patternsWord wheelsFlip charts

Templeton & Morris, 1999, p. 109

General capabilities of literacy.

Australian Curriculum Assessment and Reporting Authority, 2012

On page 7, the Shape of the Curriculum states:

Australian Curriculum Assessment and Reporting Authority, 2009

Year(Age) Australian Curriculum (ACARA) Stage of Development

1Age 6

- Know that one syllable words are made of letters which correspond to sounds heard

- Use visual memory to write high frequency words

- Recognise sound letter — matches including common vowel and consonant digraphs and consonant blends 

Letter name alphabet spelling (ages 5-7)Students learn to represent phonemes in words with letters, concepts learnt:1.alphabetic principle2.consonant sounds3.short vowel sounds4.consonant blends and digraphs

2Age 7

- 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 spell words

- Use morphemes and syllabification to break up words

- Visual memory to write irregular words- Recognise prefixes and suffixes and how they

change meaning.

Within word pattern spelling (ages 7-9)Students learn these concepts:1.long vowel spelling patterns R-controlled vowels2.More complex consonant patterns3.Diphthongs and other less common vowel patterns

Syllables and affixes spelling (ages 7-10)Students apply what they have learnt about one syllable words to spell longer words.Students learn these concepts:1.Inflectional endings2.Rules for adding inflectional endings3.Syllabication4.Homophones

3Age 8

- Recognise high frequency sight words- Use phonemes (diphthongs and other vowel

sounds), knowledge of spelling rules, compound words, prefixes, suffixes and morphemes

4Age 9

Use strategies for spelling words, phonological knowledge (long vowel patterns and consonant clusters) knowledge of morphemic word families, spelling generalisations and other combinations

Derivational Relations spelling (ages 9-14)Students explore the relationships between spelling and meaning.Children learn these concepts:1.Consonant and vowel alternations2.Latin and Greek affixes and root words3.Etymologies

5Age 10

- Understand that spelling of words have histories

- Use banks of known words (dictionaries) - Words that are changed for gender (policeman

to policewoman)

6Age 11

Use words origins, base words, suffixes and prefixes, morphemes, spelling patterns and generalisations to learn to spell new words.

7Age 12

Use spelling rules and origins, base words, suffixes, prefixes, spelling patterns and generalisations to spell new words