Classroom Strategies For The Teaching of Spelling Early Stage 1 - Stage 3

Classroom Strategies For The Teaching Of Spelling
Early Stage 1 Stage 3

Carol McMahon
Revised 2007
North Coast Region Spelling Project Coordinator Johanna Bruce North Coast Region Literacy Consultant
Classroom Strategies For The Teaching Of Spelling 2
The North Coast Region Spelling Strategy

Principals and teachers throughout the North Coast Region identified spelling as a priority area for their 2006-8 professional learning. he original Classroom Strategies for the Teaching of Spelling Early Stage 1-Stage 3 !as de"eloped #y North Coast Region teachers and support staff to assist teachers and parents. $t contained an assess%ent tool that targeted indi"idual and group spelling needs and pro"ided strategies to address those needs. he Spelling Strategy has #een enhanced in 2008 !ith the addition of a ne! section& Classroom Strategies for the Teaching of Spelling Stages 3-5. his additional resource !as de"eloped in response to teachers !anting a %ore de%anding assess%ent tool and strategies to assist students in the %iddle years of schooling. his ne! pac'age co%#ines the t!o resources& lin's to NS( )epart%ent of *ducation and raining sylla#us docu%ents& contains case studies on ho! the assess%ent tool can #e used and has a !ealth of ideas that can #e used in the classroo%. $t also contains a parent training section. he original pac'age !as successfully trialled in three North Coast Schools+ Rose#an' PS& *"ans Ri"er ,--2 School and .allina PS. he ne! section has #een successfully trialled !ith Ni%#in CS& *"ans Ri"er ,--2 School& .allina PS and /ear 0 *ducation students fro% Southern Cross 1ni"ersity. han' you to these teachers& parents and students for their "alua#le feed#ac'. 2any than's to+ Carol 2c2ahon& North Coast Region Priority Schools Consultant 3ohanna Presgra"e& North Coast Region Literacy Consultant 4lison Cha!ner& North Coast Region 4d%inistration 5fficer he North Coast Literacy ea%
Carol Carrigan Regional )irector North Coast Classroom Strategies For The Teaching Of Spelling 3
Theoretical Links......................................................................8 Spelling Knowledges................................................................9 Spelling- A tool for writing.....................................................10 Stage Expectations................................................................11 Spelling eliefs......................................................................1! "#ple#entation s$ggestions.................................................1% S&lla'$s Links........................................................................1( )acilitator *otes....................................................................+1 Staff Training ,ackage...........................................................++ ,arent Training ,ackage........................................................+4ppendi6 -..........................................................................27 4ppendi6 2..........................................................................84ppendi6 8..........................................................................82 Criterion .ased Spelling est 8 -4............................................88 Criterion .ased Spelling est 8 -............................................00 Criterion .ased Spelling est 8 - C...........................................02 Criterion .ased Spelling est 8 9 )..........................................00 NS( Criterion .ased Spelling 9 student ans!er sheet................0: NS( Criterion Spelling 8 Class Profile. -4 9 ;isual ,no!ledge.....08 NS( Criterion Spelling 8 Class Profile -. 9 Phonological ,no!ledge07 NS( Criterion Spelling 8 Class Profile -C 9 2orphe%ic ,no!ledge<0 NS( Criterion Spelling 8 Class Profile -) 9 *ty%ological ,no!ledge<Criterion .ased Spelling est - -4............................................<2 Criterion .ased Spelling est - 9............................................<8 Criterion .ased Spelling est - - C...........................................<0 Criterion .ased Spelling est - 9 )..........................................<< ;isual ,no!ledge Class profile 9 Criterion .ased spelling -a........<6 Phonological ,no!ledge- Criterion .ased spelling -#..................<: 2orphe%ic ,no!ledge- Criterion .ased spelling -c....................<8 *ty%ological ,no!ledge- Criterion .ased spelling -d..................<7 4ns!er Sheet =or students for test -.......................................60 Criterion .ased Spelling est 2 -4............................................6Criterion .ased Spelling est 2 9............................................62 Criterion .ased Spelling est 2 - C...........................................68 Criterion .ased Spelling est 2 9 )..........................................60 student ans!er sheet est 2...................................................6< Class Profile Profor%a est 2..................................................6: Anal&sis of .ata ,rofor#a for all /riterion Tests...................-9 0lossar&.................................................................................10 ,honological Strategies.........................................................1! 4ppendi6 - 9 1se =or+ (ord race& Race to %atch& Speedy spelling& Starting !ith........................................................................82 Classroom Strategies For The Teaching Of Spelling 4
Table of Contents
4ppendi6 - 4 9 1se =or+ .argain !ords....................................88 4ppendi6 - . 9 1se =or+ .argain !ords....................................80 4ppendi6 - C 9 1se =or+ .argain !ords....................................8< 4ppendi6 2 9 1se =or+ Sta%p it out.........................................86 Spelling >a%e 9 (ord .ac' Spied ?er.....................................74ppendi6 8 9 1se for Spiral Spelling........................................72 4ppendi6 0 9 1se !ith Rhy%ing ag @>eneralA..........................78 4ppendi6 0 4 9 1se !ith Rhy%ing ag @C5>S >roup C 9 *S-A.....70 4ppendi6 0 . 9 1se !ith Rhy%ing ag @C5>S >roup C 9 S-A......7< 4ppendi6 0 C 9 1se !ith Rhy%ing ag @C5>S >roup C 9 S2A......76 2is$al Knowledge Strategies.................................................91 2is$al Appendices................................................................101 4ppendi6 < 9 1se for Speedy sight !ords...............................-04ppendi6 6 9 1se for+ 2ne%onics..........................................-02 4ppendi6 : 9 1se for+ (ord !all............................................-08 4ppendi6 8 9 1se for+ Racing Sight !ords...............................--4ppendi6 7 9 1se for Silent partners......................................--8 4ppendi6 -0 9 1se for $t ta'es 0...........................................--6 3orphe#ic Knowledge Strategies........................................111 3orphe#ic Appendices........................................................1+1 4ppendi6 -- 9 1se for+ Co%pounded (ords............................-2: 4ppendi6 -2 9 1se for+ LetBs get tense...................................-28 4ppendi6 -8 9 1se for+ )icing !ith prefi6es............................-27 4ppendi6 -84 9 1se for+ )icing !ith prefi6es...........................-80 4ppendi6 -8. 9 1se for+ )icing !ith prefi6es...........................-84ppendi6 -0 9 1se for+ 2orph it............................................-82 Et&#ological Knowledge Strategies.....................................1!( Et&#ological Appendices.....................................................1!9 4ppendi6 -< 9 1se !ith+ (hat does it stand forC.....................-87 4ppendi6 -6 9 1se !ith *pony%s..........................................-00 Spelling Strategies...............................................................1%1 in ,L4s and C5>s..............................................................-0Connected 5utco%es >roup @CA *arly Stage - 9 Changes..........-08 4ppendi6 -: 9 1se for+ Rhy%ing ag !ith C5> content............-06 ?o! the 'angaroo got her pouch...........................................-0: 4ppendi6 -8& 1se for+ Sta%p $t 5ut& heyBre *"ery!here& Racing Sight (ords...............................................................................-08 4ppendi6 -7+ 1se for Sensational Sylla#les @oralA.....................-07 4ppendi6 20 9 1se !ith Rhy%ing ag @C5>S >roup C 9 *S-A....-<0 Connected 5utco%es >roup @CA Stage - 9 >ro!ing and Changing-<4ppendi6 2- 9 1se forD (ords %ean ti%e& LetBs get tense& 4 tense race..................................................................................-<8 4ppendi6 22 - 1se for+ Sensational Sylla#les...........................-<6 4ppendi6 28 - 1se for+ Nu%#ers are us& (ho thin's !ins..........-<6 4ppendi6 20 - 1se for+ Source Sort........................................-<: Classroom Strategies For The Teaching Of Spelling 5
Connected 5utco%es >roup @CA Stage 2 9 *ffects of >ro!th and Change..............................................................................-<8 4ppendi6 2< - 1se for Suffi6es..............................................-60 4ppendi6 26 - 1se for+ Source Sort........................................-64ppendi6 2: - 1se for+ Rhy%ing ag......................................-62 Connected 5utco%es >roup @CA Stage 8 9 $nterconnecting gro!th and change..............................................................................-68 4ppendi6 28 - 1se for+ 1se for Suffi6es Rule& )ice it up............-6< Anal&sis of .ata...................................................................1-9 "dentified *eeds E#'edded "n The Literac& Session...........111 i'liograph&.........................................................................11+ Scope and Se4$ence 5f Spelling 9 48 insert at the #ac' of the folder
Link to workshop acti6it&7
Background
North Coast Region is co%%itted to assist and support schools and school co%%unities in ensuring a %eaningful and rele"ant focus on teaching children to spell. his is underpinned #y the 'no!ledge that spelling is a tool for co%%unication and therefore %ust not #e isolated as a separate su#ject area& #ut e%#edded in all learning. he teaching of spelling is a#out e#powering st$dents to $se a range of pro'le# sol6ing strategies when atte#pting to spell $nfa#iliar words in a range of sit$ations. his initiati"e ai%s to de"elop a shared understanding #et!een all sta'eholders in our school co%%unities as to #est practice to ensure i%pro"ed student outco%es in spelling and !riting. All #aterial in this package is directl& linked to existing .ET doc$#ents. hese include+ .oard of Studies NS(+ *nglish ,-6 Sylla#us 2athe%atics ,-6 ?u%an Society and $ts *n"iron%ent ,-6 Science and echnology ,-6 Creati"e 4rts ,-6 P)?P* ,-6 =ocus on Literacy+ Spelling eaching Spelling ,-6 Progra%%ing and Strategies ?and#oo' Connected 5utco%es >roups
Theoretical Links
E=or %any students& learning to spell is a co%ple6 process that in"ol"es the% in the act of pro#le%-sol"ing a#out ho! to spell accurately the !ords they !ant to use. $n order for students to i%pro"e their spelling co%petencies they need to acFuire the understanding or 'no!ledge that so%e !ords can #e sounded out @phonological 'no!ledgeA& so%e ha"e regular patterns @"isual 'no!ledgeA& so%e ha"e #ase %eanings that can #e #uilt on @%orphe%ic 'no!ledgeA& and so%e !ords originate fro% a nu%#er of languages @ety%ological 'no!ledgeA. (hile engaging in this process they need to dra! on the 'no!ledge they ha"e acFuired a#out ho! !ords are spelt.G Focus on Literacy Spelling pg ! ELearning to !rite !ell in"ol"es learning to spell. (riting creates the need for spelling. he purposes for spelling are the purposes of language itself& that is+ o %a'e %eaning& and o share %eaning in a !ay that is clearly understood #y readers. Spelling is functional. hat is& it is a syste% for %a'ing %eaning. Spelling is also social& its purpose #eing to ena#le readers to construct %eaning. he "alue of correct spelling is that it gi"es !riters credi#ility and therefore reaches a !ider audience. 1nderstanding the four for%s of spelling 'no!ledge and their relationship !ith the process of learning to spell has significant i%plications for teaching. (ithin the conte6t of %eaningful !ritten language e6periences& students need e6plicit teaching a#out the phonological& "isual& %orphe%ic and ety%ological aspects of spelling that are rele"ant to their stages of de"elop%entG Focus on Literacy Spelling pg 13
SPELLING KNOWLE GES

,85*5L50"/AL K*59LE.0E
?o! !ords and letter co%#inations sound
he na%es of letters& the sounds they represent and the !ays in !hich letters can #e grouped to %a'e different sounds he concept of onset and ri%e e.g. p is the onset and in' is the ri%e ?o! to seg%ent the sounds in !ords into Hchun'sB of sound
2"S:AL K*59LE.0E
he !ay !ords and letter co%#inations loo'
Recall and co%pare the appearance of !ords Recognise !hat letters loo' li'e and ho! to !rite the% Recognise that letters can #e grouped in particular !ays& e.g. endings
35;,8E3"/ K*59LE.0E
he %eaning of !ords and the !ay they ta'e different spellings !hen they change for%
?o! co%pound !ords are constructed Suffi6es and prefi6es and rule generaliIations
ET<35L50"/AL K*59LE.0E
he deri"ation of !ords
Roots of !ords and !ord %eanings& origins and history Clusters of letters that not only loo' the sa%e #ut are related in %eaning& often #ecause of their root
Classroom Strategies For The Teaching Of Spelling !
S!elling" # tool for $riting

he *nglish ,-6 sylla#us articulates the i%portance of de"eloping spelling co%petence. Spelling is part of our language syste% and is connected to reading and ser"es !riting. he sylla#us outco%es include+ (riting *arly Stage - @,indergartenA 9 .egins to use letters to represent 'no!n !ords !hen spelling. (riting Stage - @/ears - and 2A 9 1ses 'no!ledge of sight !ords and letter-sound co%#inations to de"elop a "ariety of strategies to spell fa%iliar !ords. (riting Stage 2 @/ears 8 and 0A 9 1ses 'no!ledge of letter-sound correspondence& co%%on letter patterns and a range of strategies to spell fa%iliar and unfa%iliar !ords. (riting Stage 8 @years < and 6A 9 Spells %ost co%%on !ords accurately and uses a range of strategies to spell unfa%iliar !ords. he class spelling progra% needs to include daily !riting for a clearly articulated audience and purpose. (ithout this the !riter has no reason to !or' on spelling& !riting process& proofreading and editing. hese are i%portant s'ills that %ust #e taught. $n order that students i%pro"e their spelling co%petencies they need to acFuire the understanding or 'no!ledge that so%e !ords can #e sounded out @phonological 'no!ledgeA& so%e ha"e regular patterns @"isual 'no!ledgeA& so%e ha"e a #ase %eaning that can #e #uilt on @%orphe%ic 'no!ledgeA& and !ords originate fro% a nu%#er of languages @ety%ological 'no!ledgeA.
Classroom Strategies For The Teaching Of Spelling "0
*S9 oard of St$dies www.'oardofst$dies.nsw.ed$.a$ Stage 1
Stage E%!ectations
Recognise that language is #ro'en into !ords Recognise that !ords consist of sounds Recognise the first letter of their na%e Recognise the sounds for the letters of the alpha#et (rite their na%e race letters and !ords Copy letters and !ords (rite the sounds that they hear in !ords 1se so%e co%%on letter patterns& e.g. c-a-t& s-u-n& #-i-g 1se their "isual %e%ory of !ords& e.g. the L55,& S4/& C5;*R& (R$ *& C?*C, %ethod Clap sylla#les in !ords Spell so%e co%%on !ords accurately in their o!n !riting ry to spell !ords that are ne! to the% )e"elop a #an' of !ord fa%ilies& e.g. #ee& see& tree $dentify and try to correct spelling errors 1se !ord #an's& the%e !ords and picture dictionaries
Stage + 1se their "isual %e%ory of !ords 1se the auditory %e%ory or !ords& e.g. say the sound of the !ord and %atch the% to the letters )e"elop personal spelling lists fro% their !riting 1se their 'no!ledge of letter patterns to spell un'no!n !ords .rea' !ords into sylla#les 1se their 'no!ledge of !ord fa%ilies to spell !ords Correct !ords that donBt loo' right 1se so%e spelling rules 1se junior dictionaries and encyclopedias
Stage ! Spell %ost co%%on !ords correctly 1se "isual strategies such as recognition of letter patterns and critical features of !ords- silent letters& e.g. cough Classroom Strategies For The Teaching Of Spelling ""
1se their 'no!ledge of !ord parts to spell unfa%iliar !ords such as prefi6es 1se their 'no!ledge of !ord %eanings to assist spelling 1se apostrophes to indicate contractions 1se their 'no!ledge of spelling rules& eg if a !ord ends in an HfB change it to H"eB #efore adding HsB 9 'nife-'ni"es Proofreads and corrects o!n !riting 1ses correct spelling and punctuation
S!elling Beliefs
hese #eliefs are to dri"e school and classroo% decisions regarding spelling progra%s and practices. Spelling is a tool for !riting and !riting is a %eans of co%%unication. *ffecti"e spelling enhances co%%unication. *ffecti"e spelling enhances studentsB understanding of our language syste%. he learning of spelling reFuires student engage%ent. =or %ost students learning to spell is a pro#le%-sol"ing e6ercise !hich reFuires students to utilise strategies !hich enhance their opportunities to spell correctly. Spelling is e%#edded !ithin the *nglish strands of Reading& and Listening and (riting and integrated across ,L4s. al'ing
Students need e6plicit teaching @%odeled& guided and independent practiceA of the four spelling 'no!ledges and spelling strategies he 'no!ledge that students need if they are to #eco%e proficient spellers ta'es four different for%s+ o Phonological @ho! !ords soundA& "isual @ho! !ords loo'A& %orphe%ic @%eaning and ho! !ords change for%A and ety%ological @!here !ords co%e fro%A. he continuous de"elop%ent of spelling s'ills and strategies ,-6 is essential for spelling i%pro"e%ent. StudentBs spelling progress needs to #e diagnosed& %onitored& recorded& reported and used to infor% teaching in line !ith the eaching and Learning Cycle. Students should positi"ely atte%pt to spell !ords @ha"e-a-go appro6i%ations - and #e prepared to stri"e for correctness @con"entional for%sA using authoritati"e references and thus "aluing spelling correctness. he articulations of spelling strategies #y students in ho! they spell !ords is an i%portant teaching strategy to i%pro"e studentsB spelling. "#apte# from $loucester %u&lic ' (aymon# Terrace %u&lic Schools Spelling Strategy )ocument Classroom Strategies For The Teaching Of Spelling "3
I&!le&entation suggestions
,hase 5ne
Staff representati"e attends initial Professional )e"elop%ent !or'shops run #y Regional Spelling Coordinator and Literacy Consultant. 4ttendees are !al'ed through the pac'age in order to unpac' the "arious sections. Presenters go though the practical strategies and the theoretical lin's to the *nglish ,-6 Sylla#us in order to e%#ed the 'no!ledge in participants. Participants are thoroughly !al'ed through the criteria spelling assess%ent and& using the "arious case studies& loo' at analysing the data in order to esta#lish identified needs J Hteaching and learning cycleB. Staff representati"es "ie! the );)s of Parent training pac'age and the practical strategies %odeled on the );). Staff representati"e fa%iliarised !ith school training pac'age. 4ll schools recei"e EClassroo% Strategies =or eaching SpellingG and contact details to assist in follo! up support.
,hase +
Schools i%ple%ent the training pac'ages& #oth the parent and staff sections.
,hase !
$%ple%entation of EClassroo% Strategies =or eaching SpellingG into classroo%s #eginning !ith the Criterion .ased Spelling 4ssess%ents to supple%ent e6isting data. Schools are encouraged to access support personnel to aid !ith i%ple%entation.
,hase %
4s schools i%ple%ent EClassroo% Support =or eaching SpellingG& !e encourage you to participate in the reflection and e"aluation sur"ey that !ill #e sent to you at your school. Classroom Strategies For The Teaching Of Spelling "4
'oundation State&ents
English www.boardofstudies.nsw.edu.au Early Stage 1
Tal ing and !istening I Reading I "riting Students &i% and talk infor&all( $ith !eers) teachers and kno$n adults* The( gi+e short talks and interact effecti+el( in the classroo& and in grou!s* Students listen $ith attenti+eness to follo$ si&!le instructions and ask rele+ant ,uestions* The( e%!ress ideas clearl() de&onstrating an e&erging a$areness of ho$ !eo!le use s!oken language for different !ur!oses* The( e%!lore the $a( fa&iliar s!oken te%ts are constructed and the features of these te%ts* Students de+elo! reading) +ie$ing and co&!rehension skills and strategies using conte%t) gra&&ar) $ord usage and !honics in short !redictable !rinted te%ts on fa&iliar to!ics* The( recognise) discuss and res!ond to the different kinds and !ur!oses of +arious $ritten and +isual te%ts* Students e%!lore and identif( so&e language features of $ritten and +isual te%ts* Students $rite $ith an increasing a$areness of the nature) !ur!ose and con+entions of $ritten language* The( !roduce si&!le te%ts that de&onstrate an a$areness of the basic gra&&ar and !unctuation needed* Students kno$ and use letters and sounds of the al!habet to atte&!t to s!ell kno$n $ords and use &ost lo$er and u!!er case letters a!!ro!riatel( to construct sentences* Students e%!lore the use of co&!uter technolog( to construct te%ts*
English Stage 1
Tal ing and !istening I Reading I "riting Students co&&unicate $ith a $ide range of !eo!le on fa&iliar and introduced to!ics to achie+e a +ariet( of !ur!oses* The( interact effecti+el() ado!ting ne$ s!eaking skills) in order to gi+e confident oral !resentations* The( listen to instructions and share ideas $ith !eers to co&!lete tasks* Students recognise that s!oken language has a range of !ur!oses and audiences and use this kno$ledge $hen atte&!ting to co&&unicate effecti+el( $ith others* The( in+estigate the different t(!es and organisational !atterns of co&&on s!oken te%ts and recognise features $ithin the&* Students read and +ie$ short literar( and factual te%ts) using an increasing +ariet( of skills and strategies including conte%t) gra&&ar) $ord usage and !honics to &ake connections bet$een their o$n e%!eriences and infor&ation in te%ts* Students read) inter!ret and discuss te%ts) including +isual and &ulti&edia te%ts) using a range of skills and strategies* The( e%!lore and identif( $a(s te%ts differ according to !ur!ose) audience and sub-ect and understand that !eo!le !roduce te%ts* Students recognise the basic structure and gra&&atical features of a li&ited range of te%t t(!es*
Students $rite si&!le literar( and factual te%ts on fa&iliar to!ics for kno$n readers b( !lanning and re+ie$ing their $riting* The( $rite using basic gra&&atical features and con+entions of !unctuation) sho$ing a$areness of different !ur!oses) audiences and sub-ect &atter* Students s!ell using kno$ledge of sight $ords) letter" sound corres!ondence and other strategies* The( $rite using letters of consistent si.e and slo!e in NSW 'oundation St(le and use co&!uter technolog( to !roduce te%ts) recognising si&!le con+entions) language and functions
English Stage #
Tal ing and !istening I Reading I "riting Students co&&unicate !roficientl( ideas and infor&ation in classroo&) school and social situations for a range of !ur!oses* The( e%!lore a range of roles $hen interacting in !airs and grou!s) using +arious listening strategies to gather general ideas fro& con+ersations) re!orts or s!oken !resentations* Students identif( the effect of !ur!ose and audience on s!oken te%ts and the( sha!e and !resent ideas accordingl(* The( identif( co&&on organisational !atterns and language features of !redictable s!oken te%ts* Students inde!endentl( read and +ie$ fa&iliar and challenging te%ts and -ustif( inter!retations of ideas) infor&ation and e+ents) using a range of skills and strategies* The( integrate a range of skills and strategies efficientl( $hen reading and inter!reting te%ts and +isual i&ages* Students recognise and e%!lore the relationshi! bet$een $riters and readers and ho$ $riters use language to create different $orlds and achie+e a range of !ur!oses* The( e%!lore the structure and gra&&atical features for a range of $ritten and +isual te%ts* Students $rite $ell"structured literar( and factual te%ts in ter&s of to!ic) !ur!ose) audience and language b( drafting) re+ising and !roofreading* The( use accurate sentence structure) gra&&atical features and !unctuation con+entions to !roduce +arious te%ts and s!ell fa&iliar and unfa&iliar $ords using kno$ledge of letter"sound corres!ondence) co&&on letter !atterns and a range of other strategies* Students use -oined letters $hen $riting in NSW 'oundation St(le and de+elo! basic deskto! !ublishing skills* Students e%!lain ho$ the( structure their $riting to achie+e intended !ur!oses*
English Stage $
Tal ing and !istening I Reading I "riting Students co&&unicate effecti+el() using considered s!oken language to entertain) infor& and influence audiences for an increasing range of !ur!oses* The( $ork !roducti+el( and inde!endentl() in !airs or grou!s to deli+er effecti+e oral !resentations using +arious skills and strategies* Students listen attenti+el( to gather s!ecific infor&ation and ideas) recognising and e%!loring ho$ s!oken and $ritten language differs) and ho$ s!oken language +aries according to conte%t* Students e+aluate characteristic language features and organisational !atterns of challenging s!oken te%ts* Students inde!endentl( read and +ie$ an e%tensi+e range of co&!le% te%ts and +isual i&ages using a co&!rehensi+e range of skills
and strategies* The( res!ond to the&es and issues $ithin te%ts) recognise !oint of +ie$ and -ustif( inter!retations b( referring to their o$n kno$ledge and e%!erience* Students identif() criticall( anal(se and res!ond to techni,ues used b( $riters to influence readers through language and gra&&ar* The( identif( te%t structure of a range of co&!le% te%ts and e%!lore ho$ gra&&atical features $ork to influence an audience understands of $ritten) +isual and &ulti&edia te%ts* Students $rite $ell"structured and $ell"!resented literar( and factual te%ts for a $ide range of !ur!oses and audiences) dealing $ith co&!le% to!ics) ideas) issues and language features* The( $rite $ell"structured sentences) effecti+el( using a +ariet( of gra&&atical features* Students s!ell &ost co&&on $ords accuratel() and use a +ariet( of strategies to s!ell less co&&on $ords* The( use a fluent and legible st(le to $rite and e&!lo( co&!uter technolog( to !resent $ritten te%ts effecti+el( in a +ariet( of $a(s for different !ur!oses and audiences* Students e+aluate the effecti+eness of their $riting b( focusing on gra&&atical features and the con+entions of $riting* NSW Board Of Studies
#ages 40 $ 4"
Classroom Strategies For The Teaching Of Spelling "
Classroom Strategies For The Teaching Of Spelling "!
'acilitator Notes
Notes to support =acilitators in their presentations
,$rpose of this initiati6e7 o assist schools to re-"isit the Spelling ,-6 docu%ent. o assist schools to re-"isit !here the teaching of spelling fits into the *nglish Sylla#us. o assist teachers to i%pro"e for all students across North Coast Region. o ensure that North Coast Region has a rele"ant and syste%atic approach to the teaching of spelling. o pro"ide teachers !ith assess%ent tools to identify specific needs and dri"e teaching of spelling. o pro"ide teachers !ith strategies to respond to the identified needs resulting in i%pro"ed student outco%es in spelling. o pro"ide schools !ith infor%ation to de"elop a co%%on understanding of ho! spelling is taught. ;ole of the )acilitators7 o de%onstrate and encourage the *nglish ,-6 Spelling )ocu%ent. o pro%ote and support schools to i%ple%ent the North Coast Strategy. o %onitor ongoing practice and outco%es. o feed #ac' fro% schools. $f reFuired and if ti%e per%its conducting parent !or'shops.
Classroom Strategies For The Teaching Of Spelling 2"
To assist school 'ased staff to present to the whole school. ,$rpose of this initiati6e o pro"ide a practical tool for the teaching of spelling& #ased on the eaching and Learning Cycle& e%#edded in all ,laus in accordance !ith+ Existing .ET reso$rces to s$pport the teaching of spelling7
Staff Training Package
*nglish ,-6 Sylla#us. Learning to (rite-S'ills and strategies. (*S-.--& (S-.-- & (S2.-- & (S8.- =ocus on Literacy+ Spelling. eaching Spelling ,-6. Progra%%ing and Strategies ?and#oo'. 9h& is spelling i#portant= Spelling is a tool for !riting and therefore co%%unication. Spelling is "alued in our society. 9hat is the teacher>s role= Empowering students with the strategies to use a problem solving approach to spelling. Learning to spell is an ongoing process. $t is not the %e%oriIation of lists of increasingly tric'y !ords that are not attached to %eaning. Students need to 'no! a#out+ !hat !ords %ean ho! they sound ho! !ords loo' ho! !ords change for% !here !ords co%e fro% his for%s the #asis of the strategies that !riters use !hen !or'ing out ho! to spell !ords. 4dapted fro% Focus on Literacy Spelling )ET 1**!
9hat will this look like in the classroo#= Classroom Strategies For The Teaching Of Spelling 22
assessment Teaching and Learning /&cle7
*ssessing and recording Collecting meaningf%l data to inform teaching practices Teaching And Learning Cycle
#lanning #rogramming %sing s&lla'%s o%tcomes driven '& data collection
Teaching (earning e)perience Strategies to address identified needs St$dents in6ol6ed in lots of reading 9 Students need to see the !ords in print to 'no! ho! to spell the%. Not all !ords in our *nglish language can #e Hsounded outB. 5pportunities for students to see %odeled reading& shared reading& guided reading and personal reading contri#ute to the de"elop%ent of spelling. St$dents in6ol6ed in lots of writing 9 Students can in"ent spellings for !ords not yet 'no!n #ased on their gro!ing 'no!ledge of soundKletter relationships& patterns and the !ritten language. 5pportunities for students to see %odeled !riting& guided !riting and to participate in indi"idual& e6peri%ental !riting are para%ount in the de"elop%ent of spelling. Classroom Strategies For The Teaching Of Spelling 23
St$dents in6ol6ed in spelling as pro'le# sol6ing 9 Children need to see spelling as a pro#le% sol"ing acti"ity& not !ords that need to #e %e%orised and then forgotten. Students should #e gi"en opportunities to use a range of strategies to sol"e the spelling of un'no!n !ords. 8ow can we fit this in to an alread& o6er crowded c$rric$l$#= *asyL Spelling is not a separate or e6tra su#ject to teach. (e do not ha"e to ti%eta#le for isolated spelling instruction as such. his does not %ean that spelling is not e6plicitly taught #ut refers to !hen and !here it is taught. Relating the e6plicit teaching of spelling to rele"ant learning !ill ensure transference of 'no!ledge across all learning& not just in spelling lists. Spelling is not a separate+ isolate# lesson &ut rather+ is a teaching of ,no-le#ge an# strategies that are integrate# into the rea#ing an# -riting process. eaching Spelling ,-6 @pg -7A E#'edding Spelling in the classroo# Step 1 4ssess to identify indi"idual student and !hole class needs. See Criterion .ased 4ssess%ent )ocu%ent. Co%plete class profile. $dentify strengths and areas of need on a !hole class #asis and indi"idual #asis. 1se this 'no!ledge to plan your teaching. Step + Response to !hole class need. Syste%atically plan to include this teaching across ,L4s. his can include during %odeled reading in literacy& ?S$*& SM etc. 1se Spelling Strategies Resources. Response to indi"idual need. Plan to include this instruction in guided groups. Step ! 5ngoing criterion assess%ent to supple%ent other assess%ent tools to ensure i%pro"ed student outco%es. Exa#ple Connected 5utco%es >roup @ C A Classroom Strategies For The Teaching Of Spelling 24
"t so$nds too eas&. 9hat else do we need to consider= 1? School /$lt$re@5rganisation. Schools %ay ha"e a progra% in place already& so%eti%es including students %o"ing to different classroo%s ;esponse7 $f the e6isting progra%+ is responsi"e and rele"ant to student needs and inclusi"e across all learning is aligned !ith the *nglish Sylla#us and Spelling ,-6 docu%ent uses the ML cycle as a #asis for ensuring student needs are #eing assessed and %et consistently de%onstrates i%pro"ed student outco%es in spelling - the school !ill continue to use the progra%. $f the e6isting progra% does not fulfill these criteria then a change of practice is reco%%ended. +? ,arent ,erceptions. $f lists of increasingly rando% and tric'y !ords are not sent ho%e each !ee'& to #e %e%orised for the !ee'ly test& the perception %ay #e that spelling is not #eing taught. ;esponse7 4 parent infor%ation pac'age is included to ena#le the school to ensure a shared understanding #et!een school and ho%e as to ho! spelling is #eing taught. !? Lack of reso$rces@ti#e to prepare reso$rces. ;esponse+ his pac'age pro"ides the resources to support the teaching of spelling& using the 0 for%s of spelling 'no!ledge across all ,L4s. Support resources are pro"ided !ithin the C5>S fra%e!or'.
Parent Training Package

To assist the school to present to parents. 9hat is o$r p$rpose= 5ur region is co%%itted to i%pro"ing and e%po!ering students to #e successful spellers& !riters and co%%unicators. )e"eloping a shared understanding and partnership #et!een school and ho%e& !ill ensure a consistent approach to the teaching of spelling s'ills and strategies. 9h& is spelling so i#portant= Spelling is a tool for !riting and therefore co%%unication. Spelling is a "alued in our society. 9hat do 9E do when tr&ing to spell an $nfa#iliar word= 4cti"ity+ 4ppendi6 -.
9e can>t Teach st$dents to spell e6er& word the&>ll e6er need. Learning to spell %ust #e an ongoing process. 2e%orising lists of increasingly tric'y !ords that are not attached to %eaning is not the %ost effecti"e %ethod of assisting students to #e ongoing& successful spellers. 4cti"ity+ 4ppendi6 2 Students need to 'no! a#out+ !hat !ords %ean ho! they sound ho! !ords loo' ho! !ords change for% !here !ords co%e fro%
Spelling is empowering students with the strategies to use a problem solving approach to spelling. 8ow can parents@ho#e partners help= St$dents in6ol6ed in lots of reading 9 Students need to see the !ords in print to 'no! ho! to spell the%. Not all !ords in our *nglish language can #e Hsounded outB. 5pportunities for students to see and hear !ords !ill contri#ute to the de"elop%ent of spelling. Reading to your child& !ith your child and encouraging your child to read independently !ill ha"e a positi"e i%pact on de"elop%ent of spelling s'ills. St$dents in6ol6ed in lots of writing 9 Students can in"ent spellings for !ords not yet 'no!n #ased on their gro!ing 'no!ledge of soundKletter relationships& patterns and the !ritten language. 5pportunities for students to see !riting and to participate in indi"idual& e6peri%ental !riting are para%ount in the de"elop%ent of spelling. St$dents in6ol6ed in spelling as pro'le# sol6ing 9 Children need to see spelling as a pro#le% sol"ing acti"ity& not !ords that need to #e %e%orised and then forgotten. Students should #e gi"en opportunities to use a range of strategies to sol"e the spelling of un'no!n !ords. So when and how can parents@ho#e partners do this= (ith sport& dancing lessons& %usic lessons& ho%e!or' etc. etc finding ti%e to fit e6tra !or' in is i%possi#leL Seeing opportunities in the daily routine is the ans!er. Shopping Lists 9 *ncourage your child to !rite the shopping list for you. *ncourage the% to ha"e a go at un'no!n !ords. *ncourage the% to identify !here they %ay #e a#le to see the correct spelling. *.g. pantry& Hjun' %ailB etc. (hen shopping - as' your child to find the aisle !here you can find a no%inated ite%. @4isle signageA Signs 9 )ra! your childBs attention to signs. Categorise #y !hat they start !ith& shortened !ord etc. ; >uide 9 4s' your child to find !ords they 'no! in the ; guide. *ncourage the% to !or' out !hat so%e other !ords are that !ould help the% to 'no! !hat is going to #e on. ; Credits 9 *ncourage your child to !atch for !ords they 'no! on the ;. 4ssist to identify !ords that occur regularly and !or' out !hat they say. Notes 9 ?a"e your child !rite notes for school etc. Lunch orders 9 ?a"e your child !rite their o!n lunch orders. Classroom Strategies For The Teaching Of Spelling 27
?a"e a dictionary "isi#le and readily a"aila#le. 1se it together !hen trying to spell an unfa%iliar !ord. 4l!ays encourage your childBs atte%pts to spell ne! !ords. 9hat sho$ld &o$ do if &o$r child asks &o$ to spell a word for hi#@her= 4s' your child !hat sounds heKshe can hear in the !ord. 4s' your child to say the first sound andKor the last sound. 4c'no!ledge if you canBt& or you are unsure of the spelling and loo' it up in the dictionary together. Spell the !ord for hi%Kher& "ocalising strategies that you are using to spell it correctly. 3ust spell it. Sho$ld children 'e enco$raged to onl& write Apen to paper? when the& are s$re their spelling is correct= NoL E>et it out& get it do!n& get it rightG Enco$rage and praise your childBs atte%pts to e6press their ideas in !riting. 2al$e your childBs !riting for its purpose. EnBo& your childBs !riting. ,raise the parts of the spelling that your child has correct. Assist your child to proofread and attend to spelling !hen appropriate. 9hat can &o$ learn fro# reading &o$r child>s writing= 4cti"ity+ 4ppendi6 8 $f your child does not !rite for fear of %a'ing spelling %ista'es& de"elop%ent of spelling s'ills !ill #e affected.
Appendix 1 C /$t $p to #ake ( hando$ts for parent@staff presentations.
The car accident caused blood to burst from her blood vessels. The doctors worked frantically to stop the h__________________.
Classroom Strategies For The Teaching Of Spelling 2!
Appendix 1 Acont.? )istri#ute handouts. Read sentence aloud& not inserting the final !ord. ?a"e participants !rite the final !ord. 4s' participants to identify the strategy they used to spell the !ord. *6a%ple+ $ sounded out the !ord& using the first sound pro"ided. *6a%ple+ $ 'ne! the !ord couldnBt #e sounded out so $ tried to "isualise the !ord in #oo's that $ ha"e read. *6a%ple+ $ used %y 'no!ledge of LatinK>ree' rules e.g. rrhagia %eans discharge andKor haemo %eans #lood. @Correct spelling+ hae%orrhagingA )iscuss the degree of 'no!ledge !e relied on to co%plete this tas'. (e relied on a range of strategies.
Appendix + Read the follo!ing list to participants. Listen to this list+ ju%ping tree off acti"e hair 'ey orange )o not refer to the list just read. .egin discussion as to ho! students learn #etter in conte6t. $f there is %eaning attached then learning is %ore li'ely to #e retained. 4s' a participant to recall the list read earlier. Re-read the list as follo!ing+ ju%ping 9 the ants are ju%ping on %e. tree 9 they !ere tree ants. off 9 they ju%ped off the tree. acti"e 9 the ants !ere so acti"e #iting %e. hair 9 it hurt so %uch %y hair !as standing up on %y nec'. 'ey 9 $ found the 'ey !as to ju%p around to sha'e the% off. orange 9 he ants !ere orange. )iscuss the story a#out the ants the i%pact of adding a conte6t to the !ords. Relate to languageKspellingK!riting.
Appendix ! Student writing sample 1. Early Stage 1 See CD for writing samples in student handwriting
Student writing sample 2 Stage 1 See CD for writing samples
Student writing sample 3 Stage See CD for writing samples
Student writing sample 4 Stage !
P/ONOLOGIC#L KNOWLE GE
?o! !ords and letter co%#inations sound he na%es of letters& the sounds they represent and the !ays !hich letters can #e grouped to %a'e different sounds he concept of onset and ri%e& e.g. HpB is the onset and Hin'B is the ri%e ?o! to seg%ent the sounds in !ords into chun's of sound
0IS1#L KNOWLE GE
he !ay !ords and letter co%#inations loo' Recall and co%pare the appearance of !ords Recognise !hat letters loo' li'e and ho! to !rite the% Recognise that letters can #e grouped in particular !ays& e.g. endings
2O3P/E2IC KNOWLE GE
he %eaning of !ords and the !ay they ta'e different spellings !hen they change for% ?o! co%pound !ords are constructed Suffi6es and prefi6es Rule generalisations
ET42OLOGIC#L KNOWLE GE
he deri"ation of !ords Roots of !ords and !ord %eanings& origins and history Clusters of letters that not only loo' the sa%e #ut are related in %eaning& often #ecause of their root
,rior Knowledge Following are three diagnostic assessment tools. They are not stage related nor meant to be used in isolation. This is one form of assessment to inform teaching practice and assist to identify specific class and individual student areas of need. Contained are: The Judith Hall diagnostic assessment in its entirety. Alternate Test A- - adapted test that has been modified. !hile still following the original test guidelines" this test follows the #$! %nglish &-' $yllabus outcomes and e(pectations. $hort Alternate Test A- ) $hortened Test. !hile still following the original test guidelines" this test follows the #$! %nglish &-' $yllabus outcomes and e(pectations. Focus words can be changed as long as the word substituted is consistent with the spelling brea*down of the previous words" as is demonstrated by brac*eted words underneath. +t is important that verbal instructions are followed when administering assessments to ensure consistent data. ,rimary students are students from &indergarten to year '. The diagnostic tools help plan for teaching programs when used as parallel pre and post assessment. -Curriculum Planning and Programming, Assessing and reporting To Parents K-!2 Policy. /Teachers plan assessment strategies when developing teaching programs and will also ma*e additional 0udgements in the course of teaching and learning1
/riterion
ased Spelling Test Entire 2ersion -A
Sight !ords testing "isual 'no!ledge

/er&al instructions to the stu#ents. (eBre going to #e !riting so%e sight !ords. Sight !ords are !ords that you re%e%#er to spell correctly si%ply #ecause they Hloo' rightB. ?ere are 20 sight !ords. (rite each !ord carefully and chec' your spelling to %a'e sure it loo's right. Sight !ords should al!ays loo' right. $f you are unsure& ha"e a go any!ay. "ocus word the and of to was said some school there that for #erbal $nstructions the% the ball. the cat. the and% a bat and ball a cat and dog and of% a plate of soup a bowl of fruit of to% go to the beach $ go to school to was% was it there& what was that& was said% he said something. The man said something said some% $ ate some cake. She had some too some school% we go to school. $ like school. school there% put it over there. there are books at home. there that% what was that& that is great. that for% is that for me' that is for me. Classroom Strategies For The Teaching Of Spelling 3
"ocus word he by they which
#erbal $nstructions for he% he is my brother. he is 1( years old. he by% $ came by bus. they went by plane. by they% where are they. they are here. they which% which one is blue& which one is mine& which
one
one% one'two'three the number one. one you you% you are ten years old you are my friend you were were% were you on the bus& we were all there. were their their% )the one that owns something* $s that their ball& $t is their cat. their her her% that is her book do you know her name& her Final 0er&al instructions to the stu#ents. No!& once again chec' your spelling to %a'e sure it loo's right. )iagnostic Considerations. Pri%ary students should not ha"e any errors fro% this list. Consider using the additional test -ritten test for proofrea#ing1Ju#ith 2all3 to support findings. Students %ay ha"e to rely on other for%s of 'no!ledge to support their spelling. $t is i%portant to test other 'no!ledge areas to gain infor%ation on their o"erall spelling strategies. Perhaps a referral to an opto%etrist or si%ilar %edical pro"ider !ould #e appropriate for students !ho appear to ha"e a deficit in "isual 'no!ledge.
Classroom Strategies For The Teaching Of Spelling 3!
/riterion
ased Spelling Entire 2ersion -
Phonetically regular !ords for testing phonological 'no!ledge /er&al instructions to the chil#ren (eBre going to !rite -2 phonetically regular !ords. hese are !ords that you can Hsound outB. (rite each one carefully and chec' your spelling to %a'e sure it sounds out. /ou should ha"e a letter or letter co%#ination for e"ery sound. $f you are unsure& ha"e a go any!ay. "ocus +ord hat )cvc* #erbal $nstructions hat% Repeat slowly while sounding each sound within the complete blended word. h/a/t the hat on my head. $ have a new hat for school. hat hike% Repeat slowly as above. $ went for a hike. $ en-oy going for a hike. hike wait% Repeat slowly as above. +ait there please. +e had to wait. wait bird% Repeat slowly as above. The bird flew to the tree. $ have a pet bird. bird glob% Repeat slowly as above. There is a glob of glue on my shirt. $ want a glob of cream on my dessert. glob belt% Repeat slowly as above. . belt will hold up my trousers. The nuts moved on the conveyer belt. belt claim% Repeat slowly as above. . mining claim. She made a claim for the pencil on the table. claim strict% Repeat slowly as above. . strict rule. . strict principal. Strict #erbal $nstructions shop% Repeat slowly as above. $ love to shop.
hike )cvc,e* wait )cvvc* bird )r,controlled vowel* glob )initial c,blend short vowel* belt )short vowel final c,blend* claim )initial c,blend long vowel* strict )initial c,blend short v'final c,blend* "ocus word shop )c digraph beginning*
"ocus +ord crush c digraph ending* sketch )c blend,short v c blend digraph* out )vowel diphthong*
#erbal $nstructions $ like the ice,cream shop the best. shop crush% Repeat slowly as above. /e careful not to crush the cat. Crush the ice for the esky. crush sketch% Repeat slowly as above. $ love to sketch. 0y sketch of my dog is my favorite sketch. sketch out% Repeat slowly as above. 1et out of bed now. /ehind the shed is out of bounds. out
)iagnostic Considerations Pri%ary students should #e a#le to spell 80N of these !ords. Consider the co%#ination of c& "& diphthong& and digraph. Consider !here the error occurred e.g. #eginningKend. Perhaps use a##itional tests for specific #iagnostic purposes to support findings. Students %ay ha"e to rely on other for%s of 'no!ledge to support their spelling. herefore it is i%portant to test other 'no!ledge areas to gain infor%ation on their o"erall spelling strategies. Perhaps a referral to a speech pathologist or si%ilar %edical pro"ider !ould #e appropriate for students !ho appear to ha"e a deficit in phonological 'no!ledge.
/riterion
ased Spelling Test Entire 2ersion - /
4pplication of spelling rules for testing %orphe%ic 'no!ledge. /er&al 4nstructions to stu#ents.
No! letBs chec' if !e 'no! so%e spelling rules .=irst& letBs chec' for rules for adding s$ffixes. Suffi6es are al!ays added to the end of the !ords& and the addition of suffi6es is responsi#le for %ost of the spelling rules. Nearer the other end of the test !e !ill chec' other rules& such as 2 sylla#le !ords and %a'ing co%pound !ords. 4ll of these !ords follo! the rules& there are no tric's. $f you are unsure of the rule& ha"e a go any!ay.
"ocus +ord patted )cvc 2 suffi3* hiking )cvc,e 2 suffi3* waited )cvvc 2 suffi3* birdie )6,controlled vowel 2 suffi3* slobber )initial c,blend' short vowel 2 suffi3* melting )short vowel' final c,blend 2 suffi3* claimable )initial c,blend' long vowel 2 suffi3* strictly ) c,blend'short v final c,blend 2 suffi3* crushing )short v consonant digraph 2 suffi3* sketches )sibilant 2 plural suffi3* outing )v diphthong 2 suffi3*
#erbal $nstructions 4atted% She patted the dog. The rain patted on the window. 4atted. 5iking% $ go hiking in the mountains. 4eople go hiking all over the world. 5iking. +aited% $ waited all day. They waited at the station for the train. +aited. /irdie% . birdie is a golf score. Some people call a little bird' a birdie. /irdie. Slobber% $ try not to slobber in my soup. $t7s fun to slobber ice,cream. Slobber. 0elting% The butter is melting. $ like melting cooking chocolate 0elting. Claimable% 8ost property is claimable. 1old is claimable. Claimable. Strictly% Strictly no entry. .pply the rules strictly. Strictly Crushing% Crushing ice. The tree fell' crushing the roof. Crushing. Sketches% $ love sketches. 0y sketches are great. Sketches. 9uting% $ went on an outing to the :oo. School had an outing to the movies. 9uting.
4pplication of spelling rules for testing %orphe%ic 'no!ledge . /er&al 4nstructions to stu#ents. hatBs enough suffi6esL No! letBs chec' that you 'no! other spelling rules. Classroom Strategies For The Teaching Of Spelling 42
"ocus +ord distrust )1 syllable word 2 prefi3*
#erbal $nstructions Distrust% $ distrust my dog with my cat. $f you distrust somebody it means that you don7t trust them. Distrust. kitten ;itten% . kitten is playful. 0any ) syllable word% initial syllable short people have a kitten for a pet. ;itten. vowel sound* bisect /isect% $f you bisect something' you ) syllable word% initial syllable long cut it up. 0ost people bisect their vowel sound* meat before they eat it. /isect. silkworm )Compound word* Silkworm% . silkworm is a worm that makes silk. $ keep my silkworms in a shoebo3. Silkworm.
)iagnostic Considerations Pri%ary students should #e a#le to spell 80N of these !ords. 4ppropriate treat%ent of the spelling rules %ay #e indicated& in particularly noting+ he general rules. Long "o!el letter pairs patterns. Su%%ary acti"ities of the "o!els chart. Specific spelling rules.
/riterion
ased Spelling Test Entire 2ersion C .
4#ility to use ety%ological ,no!ledge /er&al 4nstructions to stu#ents. No! letBs chec' that you 'no! ho! to apply ety%ological 'no!ledge. *ty%ological 'no!ledge helps us to put !ords into groups& and it also helps us to re%e%#er tric'y spellings. $n this test& $ !ill !rite the !ord on the #oard. (rite EearG on the #oard. "ocus ;nowledge ear hear heard #erbal $nstructions. The word ear can be found in other words that deal with hearing. 8ook at the word ear. <ow spell hear% =ou hear with your ear. 5ear. .gain' look at the word ear. <ow spell heard% =ou heard with your ear. 5eard. Re%o"e the !ord fro% the #oard. (rite EyouG on the #oard. "ocus ;nowledge you your #erbal $nstructions The pronoun you can be found in other words that deal with things that belong to you. 8ook at the word you <ow spell> your They are your things. =our. 8ook at the word you <ow spell> yours Those things are yours. =ours. Re%o"e the !ord fro% the #oard.
yours
/riterion /ontin$ed
ased
Spelling
Test
Entire
2ersion
4#ility to use ety%ological ,no!ledge (rite EhereG on the #oard. "ocus ;nowledge here there #erbal $nstructions This word here can be found in other words that deal with putting things somewhere. 8ook at the word here <ow spell> there. There is your ball' put it over there please. There. 8ook at the word here. <ow spell> where. +here did you put your ball& Re%o"e the !ord fro% the #oard. (rite fi"e and fifth on the #oard. "ocus ;nowledge five' fifth twelve #erbal $nstructions Fifth is the ordinal number for five. 8ook carefully to see how five changes to become fifth. 8ook at the words five and fifth <ow spell> twelve. Twelve has the same letter ending as five. Twelve. 8ook at the words five and fifth <ow spell> twelfth. Twelfth is the ordinal number for twelve. Re%o"e the !ords fro% the #oard.
where
twelfth
/riterion /ontin$ed
ased
Spelling
Test
Entire
2ersion
4#ility to use ety%ological ,no!ledge (rite EaFuaG on the #oard. "ocus ;nowledge a?ua #erbal $nstructions The word aqua is an abbreviation for the colour a?uamarine' a colour often seen in the ocean. .?ua is part of many words to do with water. 8ook at the word a?ua. <ow spell> a?ualung. .n a?ualung is used for breathing underwater. .?ualung. 8ook at the word a?ua. <ow spell> a?uarium. $ saw a shark in the a?uarium. .?uarium. Re%o"e the !ord fro% the #oard. (rite #eau on the #oard "ocus ;nowledge beau beaut beautiful beauty #erbal $nstructions The word beau is a "rench word' meaning handsome man. /eau is in many words to do with beauty. 8ook at the word beau. <ow spell% beaut.=ou beaut. /eaut. 8ook at the word beau. <ow spell beautiful. $t is a beautiful day. /eautiful. 8ook at the word beau. <ow spell beauty. 0y new car is a beauty. /eauty. Re%o"e the !ord fro% the #oard. .iagnostic /onsiderations. ?a"ing #een gi"en the appropriate piece of ety%ological 'no!ledge& 80N of pri%ary students should #e a#le to spell these !ords. *ty%ological 'no!ledge helps students to re%e%#er the consistencies in the %any irregularities of the *nglish language. Classroom Strategies For The Teaching Of Spelling 46
a?ualung
a?uarium
<S+ Criterion /ased Spelling @ student answer sheet <ame _______________________ #isual ;nowledge 1rade_____________ 0orphemic ;nowledge Date________________ 4honological ;nowledge Etymological ;nowledge
47
<S+ Criterion Spelling Entire #ersion Class 4rofile. . @ #isual ;nowledge
the and of to was said some school there that for he by they which one you were their her
<S+ Criterion Spelling Entire #ersion Class 4rofile / @ 4honological ;nowledge
hat hike wait bird glob belt claim strict shop crush sketch out
4!
<S+ Criterion Spelling Entire #ersion Class 4rofile C @ 0orphemic ;nowledge
patted hiking waited birdie slobber melting claimabl e strictly crushing sketches outing distrust kitten bisect silkworm
50
<S+ Criterion Spelling Entire #ersion Class 4rofile D @ Etymological ;nowledge
hear heard your yours there where twelve twelfth a?ualung a?uarium beaut beautiful beauty
5"
/riterion
ased Spelling Test Alternate 2ersion CA
Sight !ords testing "isual 'no!ledge

/er&al instructions to the stu#ents. (eBre going to #e !riting so%e sight !ords. Sight !ords are !ords that you re%e%#er to spell correctly si%ply #ecause they Hloo' rightB. (rite each !ord carefully and chec' your spelling to %a'e sure it loo's right. Sight !ords should al!ays loo' right. $f you are unsure& ha"e a go any!ay. "ocus word the and of to was said some school there #erbal $nstructions the% They had the ball. They bought the cat. the and% $ have a pen and pencil. +ho has the pink and green ball& and of% There are ! of us here Do you want a piece of cake& of to% =ou can go to the beach =ou must go to school. to was% was it there& what was that& was said% he said something. The man said something said some% $ ate some cake. She had some too some school% we go to school. $ like school. school there% put it over there. there are books at home. there
Final 0er&al instructions to the stu#ents. No!& once again chec' your spelling to %a'e sure it loo's right. )iagnostic Considerations. Pri%ary students should not ha"e any errors fro% this list. Consider using the additional test -ritten test for proofrea#ing to support findings. Students %ay ha"e to rely on other for%s of 'no!ledge to support their spelling. $t is i%portant to test other 'no!ledge areas to gain infor%ation on their o"erall spelling strategies
/riterion
ased Spelling Test Alternate 2ersion C
Phonetically regular !ords for testing phonological 'no!ledge /er&al instructions to the chil#ren (eBre going to !rite !ords that you can Hsound outB. (rite each one carefully and chec' your spelling to %a'e sure it sounds out. /ou should ha"e a letter or letter co%#ination for e"ery sound. $f you are unsure& ha"e a go any!ay. "ocus +ord hat #erbal $nstructions hat% Repeat slowly while sounding each sound within the complete blended word. h/a/t the hat on my head. $ have a new hat for school. hat fit% Repeat slowly as above. Can you fit everything in your bag& $ en-oy being fit A healthy. fit cut% Repeat slowly as above. $ cut my finger. =ou can cut some cake to eat. cut met% Repeat slowly as above. $ met my friend at the park. 5ave we ever met& met rod% Repeat slowly as above. $ caught a fish with my rod. The curtain hangs on a rod. rod shut% Repeat slowly as above. Shut the gate please. Shut the book now. shut chin% Repeat slowly as above. $ fell on my chin. 0y chin moves when $ chew. chin rake% Repeat slowly as above. $ will rake the leaves. $ have a garden rake. rake thing% Repeat slowly as above. +hat is that thing in the book& +hat thing can you see& thing
fit cut met rod shut chin rake thing
)iagnostic Considerations. )oes student 'no! %edial "o!el soundsC (hat #lends does student 'no!C Consider !here the error occurred e.g. #eginningKend.
/riterion
ased Spelling Test Alternate 2ersion C /
4pplication of spelling rules for testing %orphe%ic 'no!ledge . /er&al 4nstructions to stu#ents. $f you are unsure of the rule& ha"e a go any!ay. "ocus +ord hats fitting raked ringing something do does hot hotter hottest thirty #erbal $nstructions hats> $ have hats. 0y hats are all pink. hats fitting> $s it fitting in to the bag& $t is hard fitting lunch in. fitting raked> 5e raked the leaves up. 5ave you raked the soil& raked ringing> The phone is ringing. $s he ringing me tonight& ringing something> $ can hear something. Can you smell something& something do> Do you like reading& Do you hear the bell& do does> Does dog like to play& +hat does he do at work& does hot> $n summer it7s hot. $t is hot in here today. hot 5otter> Today is hotter than yesterday. $t is hotter in Bueensland. hotter hottest> $t is the hottest day. This pie is the hottest of all. hottest thirty> She is thirty years old. Thirty is three lots of ten. thirty
)iagnostic Considerations 4ppropriate treat%ent of the spelling rules %ay #e indicated& in particularly noting+ he general rules. Suffi6es Co%pound !ords Co%parati"es and superlati"es.
/riterion
ased Spelling Test Alternate 2ersion C .
4#ility to use ety%ological ,no!ledge (rite EearG on the #oard. he !ord ear can #e found in other !ords that ha"e to do !ith hearing. "ocus ;nowledge hear heard #erbal $nstructions. 8ook at the word ear. <ow spell hear% =ou hear with your ear. 5ear. .gain' look at the word ear. <ow spell heard% =ou heard with your ear. 5eard.
So%eti%es !e shorten !ords and just use the initials or letters. (rite .; on the #oard. (hat is this short forC "ocus ;nowledge <S+ .CT #erbal $nstructions +rite what the initials <S+ stand for. +rite what the initials .CT stand for&
So%eti%es !e #orro! !ords fro% other languages. (rite 5ct on the #oard. 5ct is Latin for 8. "ocus ;nowledge 9ctopus 9ctagon #erbal $nstructions 9ctopus> .n octopus has C tentacles. 9ctagon> .n octagon is a shape that has C sides.
(rite aero on the #oard. 4ero %eans air. (rite these !ords that ha"e aero in the%. "ocus ;nowledge aeroplane aerodrome #erbal $nstructions .eroplane> $ went on an aeroplane to Sydney. .erodrome> .n aerodrome is where aeroplanes are kept.
.iagnostic /onsiderations. ?a"ing #een gi"en the appropriate piece of ety%ological 'no!ledge& so%e students should #e a#le to spell these !ords. *ty%ological 'no!ledge helps students to re%e%#er the consistencies in the %any irregularities of the *nglish language.
#isual ;nowledge Class profile @ Criterion /ased spelling .lternate #ersion , .
"ocus +ord
the and of to was said some schoo l there
56
4honological ;nowledge, Criterion /ased spelling .lternate #ersion - /
"ocus +ord hat fit cut met rod shut chin rake thing
57
0orphemic ;nowledge, Criterion /ased spelling .lternate #ersion , C
"ocus +ord hats fitting raked ringing something do does hot hotter hottest thirty
Etymological ;nowledge, Criterion /ased spelling .lternate #ersion , D
"ocus +ord hear heard <S+ .CT octopus octagon aeroplane aerodrome
5!
.nswer Sheet "or students for test .lternate #ersion #isual 4honological 0orphemic Etymological
60
/riterion
ased Spelling Test Short Alternate -A
Sight !ords testing "isual 'no!ledge /er&al instructions to the stu#ents. (eBre going to #e !riting so%e sight !ords. Sight !ords are !ords that you re%e%#er to spell correctly si%ply #ecause they Hloo' rightB. (rite each !ord carefully and chec' your spelling to %a'e sure it loo's right. Sight !ords should al!ays loo' right. $f you are unsure& ha"e a go any!ay. "ocus word they when are you was said some school there #erbal $nstructions they% They had a ball. They bought a cat. they when% +hen can $ play& +hen will you be home when are% =ou are very clever .re you coming home yet& are you% =ou can go to the beach =ou must go to school you was% was it there& what was that& was said% he said something. The man said something said some% $ ate some cake. She had some too some school% we go to school. $ like school. school there% put it over there. there are books at home. there
Final 0er&al instructions to the stu#ents. No!& once again chec' your spelling to %a'e sure it loo's right. )iagnostic Considerations. Pri%ary students should not ha"e any errors fro% this list. Consider using the additional test -ritten test for proofrea#ing to support findings. Students %ay ha"e to rely on other for%s of 'no!ledge to support their spelling. $t is i%portant to test other 'no!ledge areas to gain infor%ation on their o"erall spelling strategies.
/riterion
ased Spelling Test Short Alternate C
Phonetically regular !ords for testing phonological 'no!ledge /er&al instructions to the chil#ren (eBre going to !rite !ords that you can Hsound outB. (rite each one carefully and chec' your spelling to %a'e sure it sounds out. /ou should ha"e a letter or letter co%#ination for e"ery sound. $f you are unsure& ha"e a go any!ay. "ocus +ord sand #erbal $nstructions sand% Repeat slowly while sounding each sound within the complete blended word. s/a/n/d The sand is hot. $ have sand in my shoes. sand best% Repeat slowly as above. That is your best dress $ think your work is the best. best -ump% Repeat slowly as above. $ can -ump really high. =ou can -ump so high. -ump stream% Repeat slowly as above. The water in the stream is cold. The stream runs by a road. stream out% Repeat slowly as above. $ went out. Three strikes you7re out. out shut% Repeat slowly as above. Shut the gate please. Shut the book now. shut chin% Repeat slowly as above. $ fell on my chin. 0y chin moves when $ chew. chin rake% Repeat slowly as above. $ will rake the leaves. $ have a garden rake. rake thing% Repeat slowly as above. +hat is that thing in the book& +hat thing can you see& thing
best -ump stream out shut chin rake thing
)iagnostic Considerations. )oes student 'no! %edial "o!el soundsC (hat #lends does student 'no!C Consider !here the error occurred e.g. #eginningKend.
/riterion
ased Spelling Test Short Alternate C /
4pplication of spelling rules for testing %orphe%ic 'no!ledge . /er&al 4nstructions to stu#ents. $f you are unsure of the rule& ha"e a go any!ay. "ocus +ord hats fitting raked ringing something do does hot hotter hottest thirty #erbal $nstructions hats> $ have hats. 0y hats are all pink. hats fitting> $s it fitting in to the bag& $t is hard fitting lunch in. fitting raked> 5e raked the leaves up. 5ave you raked the soil& raked ringing> The phone is ringing. $s he ringing me tonight& ringing something> $ can hear something. Can you smell something& something do> Do you like reading& Do you hear the bell& do does> Does dog like to play& +hat does he do at work& does hot> $n summer it7s hot. $t is hot in here today. hot 5otter> Today is hotter than yesterday. $t is hotter in Bueensland. hotter hottest> $t is the hottest day. This pie is the hottest of all. hottest thirty> She is thirty years old. Thirty is three lots of ten. thirty
)iagnostic Considerations 4ppropriate treat%ent of the spelling rules %ay #e indicated& in particularly noting+ he general rules. Suffi6es Co%pound !ords Co%parati"es and superlati"es.
/riterion
ased Spelling Test Short Alternate C .
4#ility to use ety%ological ,no!ledge (rite EearG on the #oard. he !ord ear can #e found in other !ords that ha"e to do !ith hearing. "ocus ;nowledge hear heard #erbal $nstructions. 8ook at the word ear. <ow spell hear% =ou hear with your ear. 5ear. .gain' look at the word ear. <ow spell heard% =ou heard with your ear. 5eard.
So%eti%es !e shorten !ords and just use the initials or letters. (rite .; on the #oard. (hat is this short forC "ocus ;nowledge <S+ S6C #erbal $nstructions +rite what the initials <S+ stand for. +rite what the initials S6C stand for&
So%eti%es !e #orro! !ords fro% other languages. (rite 5ct on the #oard. 5ct is Latin for 8. "ocus ;nowledge 9ctopus 9ctagon #erbal $nstructions 9ctopus> .n octopus has C tentacles. 9ctagon> .n octagon is a shape that has C sides.
(rite aero on the #oard. 4ero %eans air. (rite these !ords that ha"e aero in the%. "ocus ;nowledge aeroplane aerodrome #erbal $nstructions .eroplane> $ went on an aeroplane to Sydney. .erodrome> .n aerodrome is where aeroplanes are kept.
)iagnostic Considerations. ?a"ing #een gi"en the appropriate piece of ety%ological 'no!ledge& so%e students should #e a#le to spell these !ords. *ty%ological 'no!ledge helps students to re%e%#er the consistencies in the %any irregularities of the *nglish language.
student answer sheet Short Alternate Test
#isual
4honological
0orphemic
Etymological
65
66
Class Profile Profor%a Short Alternate
"ocus +ord
visual they when are your was said some then there phonological sand best -ump stream out shut chin rake thing
67
morphemic hats fitting raked ringing something do does hot hotter hottest thirty etymological hear heard <S+ S6C octopus octagon aeroplane aerodrome
4nalysis of )ata Profor%a for all Criterion ests Student name $dentified $ndividual <eeds $dentified Class <eeds Strategies
6!
Glossar(
Acron&#+ 4 !ord for%ed fro% the initial letters in a phrase Alpha'etic principle+ 4n assu%ption underlying alpha#etic !riting syste%s that speech sounds are represented #y letters. Analog&+ $n spelling& using a 'no!n !ord to help in the spelling of other !ords. ase 9ord+ 4 !ord to !hich prefi6es and suffi6es %ay #e added to create !ords relate in %eaning lend+ he joining of sounds represented #y t!o or three letters !ith %ini%al change in those sounds 9 for e6a%ple& spl& in split. lended 9ord+ 4 !ord for%ed fro% portions of t!o !ords 9 e.g.. s%og J s%o'e O =og. he %eaning of a #lended !ord is also a co%#ination of the %eaning of the t!o !ords it ca%e fro%. /o#parati6e )or#+ =or% of an adjecti"e or ad"er# to co%pare t!o ite%s /o#po$nd 9ord+ -A 4 !ord ha"ing its %eaning the %eaning of the t!o or %ore s%aller !ords !ithin it 9 e.g.& the co%pound !ord roo%%ates relates to the %eaning of roo% and %ate 2A 4 !ord consisting of t!o or %ore free %orphe%es @the s%allest units of 2eaningA !ith a %eaning that is unrelated to the %eanings of the %orphe%es e.g.& #utterfly. /onsonant+ -A 4 speech sound %ade #y partial or co%plete #loc'age of the #reath 2A 4 letter of the alpha#et representing any of these sounds. /ontraction+ he shortening of a spo'en or !ritten e6pression #y the o%ission of one or %ore sounds or letters. here are t!o types of contractions+ one is for%ed fro% t!o !ords in !hich the o%itted letters are represented #y an apostrophe @!eBreAD the other is the shortened for% of one !ord in !hich the o%itted letters are not represented #y an apostrophe @)rA. .eri6ati6e+ 4n *nglish !ord or portion of a !ord deri"ed fro% other languages such as >ree'& Latin& or 5ld =rench. .igraph7 !o or %ore letters that represent one speech sound 9 e.g.& the "o!el digraphs eigh and ai and the consonant diagraphs th and ch. .iphthong+ 4 "o!el sound created #y co%#ining t!o "o!el sounds& such as in #uy. Epon&#+ 4 !ord deri"ed fro% the na%e of a person& a place& pr an institution& *.g.D pasteuriIation& after Louis Pasteur.
0eneraliDation+ $n spelling& a general conclusion a#out ho! !ritten *nglish !or's. 8igh-)re4$enc& 9ords+ (ords used often in reading and !riting 8o#ographs+ (ords that sound different& #ut are spelt the sa%e and ha"e different %eanings *.g.D %inute @ti%eA and %inuKte ta#le @s%allA 8o#on&#s+ (ords that sound the sa%e and are spelt the sa%e& #ut ha"e different %eanings *.g.D ta#le @furnitureA and ta#le @%athA 8o#ophones+ (ords that sound the sa%e& #ut are spelt differently and ha"e different %eanings *.g.D hear and here. "nteracti6e writing+ 4 !riting partnership in !hich the teacher and the students plan and co%pose te6ts together& and the teacher shares the pen !ith the students. $t pro"ides opportunities for the teacher to de%onstrate and the children to practice strategies good !riters and spellers use. Letter na#e+ 4 consistent la#el gi"en to each letter of the alpha#et. 3eaning strateg&+ 1sing the structural relationships #et!een !ords !hen atte%pting to spell un'no!n !ords& *.g.D using the generaliIation that past tense if often indicated #y the suffi6 *d !hen atte%pting to spell an un'no!n !ord in the past tense. 3odeled writing+ )e%onstrating !riting in front of students or introducing pre"iously !ritten print. 5nset+ he consonant or consonants preceding the "o!el in a sylla#le& *.g.D ple& KlK in loo'. ,hone#e+ he s%allest sound unit of spo'en language. *.g.D the !ord telephone has se"en ,hone#es+ KtK-KeK-KlK-KeK-KfK-KoK-KnK. ,hone#ic Awareness+ 4!areness of the separate sounds in !ords. ,honic Strateg&+ 1sing the sound-letter relationships in !ords !hen atte%pting to spell. :nknown words& *.g.D using the generaliIation that the K!K sound is usually represented #y the letter ! !hen atte%pting to spell an un'no!n !ord !ith K!K sound. ,honics+ Letter-sound correspondences in a language. ,honological Awareness+ he a#ility to hear and %anipulate sound units in the language& such as sylla#les& onsets and ri%es& and indi"idual sounds in !ords @phone%esA. ,honolog&+ he study of speech sounds and their functions in language. ,refix+ 4n affi6 attached #efore a #ase !ord that changes the %eaning of the #ase !ord. ;i#e+ he first "o!el and any follo!ing consonants or "o!els of a sylla#le *.g.D Koo'K in loo'. Schwa+ $n *nglish& the %idcentral "o!el in an unstressed sylla#le. *.g.D KaK in a#o"e& and KuK in industry.
Shared 9riting+ 4 !riting partnership in !hich the students and the teacher together co%pose a piece of !riting& then the teacher !rites the piece. 1nli'e interacti"e !riting& the pen is not shared #et!een the students and the teacher& e"en though the students %ay suggest ho! the !ords should #e spelt. Spelling ,atterns+ 4 group of letters representing a sound& including groups of letters& such as ould and ear& and diagraphs. Stress+ he e%phasis or degree of loudness placed on a sylla#le. S$ffix7 4n affi6 attached to the end of a #ase !ord that changes the %eaning or gra%%atical function of the !ord. S$perlati6e )or#+ =or% of an adjecti"e or ad"er# used to co%pose %ore than t!o ite%s. S&lla'le+ he s%allest unit of seFuential speech sounds consisting of either a "o!el sound or a "o!el sound !ith one or %ore consonant sounds. 2is$al Strateg&+ 1sing the "isual relationships #et!een !ords !hen atte%pting to spell unfa%iliar !ords& *.g.D 'no!ing that the spelling pattern eigh represents the KayK sound in eight !hen atte%pting to spell the !ord !eigh. 2owel+ -A 4 "oiced speech sound %ade !ithout stoppage or friction of the air flo! as it passes through the "ocal tract. 2A 4 letter of the alpha#et representing any of these sounds+ he letters 4& *& $& 5& 1& 9ord )a#il&+ 4 group of !ords related in %eaning. (ords in a !ord fa%ily %ight #e deri"ed fro% the sa%e #ase !ord and ha"e different prefi6es andKor suffi6es added to it. *.g.D the !ord replays is deri"ed fro% the #ase !ord playD the prefi6 re and the suffi6 s ha"e #een added to for% a ne! !ord related in %eaning to the #ase !ord& play. Co%pound !ords %ay also #e part of a !ord fa%ily. *.g.D the !ords playground and playpen are related in %eaning to the !ord play. 5ther !ord fa%ilies %ay #e #ased on deri"ati"es. *.g.D the !ords photographer and telephoto are related in %eaning to deri"ati"e photo. K K 1sed to indicate a sound.
,honological Strategies Awritten and adapted '& /arol 3c3ahon E Fohanna Strategy Speed& spelling =ocus Letter identification 2aterials 4lpha#et cards See appendi6 -
r$ce? Sylla#us Lin's (*S--8+ -.--
eacher no%inates a !ord. Students race to correctly construct the !ord using their alpha#et cards. eacher no%inates !hether students ha"e a !ritten %odel for support. Ski##ing and =inding identified Rele"ant te6t. scanning focusK!ord in conte6t. ?ighlightersKpencils Pro"ide a page of rele"ant te6t at studentBs instructional le"el. Read te6t to students. No%inate ti%e fra%e e.g. < %inutes. $nstruct students to locate and highlight the identified focus e.g. HchB E5tension 6se more challenging or numerous concepts. argain 9ords Letter identification ransferring 'no!ledge R*S--8 -.6
Nu%erical "alue for each (*S--8+ -.-letter of the alpha#et. N*S--8 -.See 4ppendi6 - 4-C N*SL-8 -.0 5n the #oard or a poster display a %onetary "alue to each letter. Students assign the rele"ant "alue to each letterKsound and calculate the "alue of each of their !ords. E5tension Stu#ents calculate the total 0alue of all of their -or#s. 4ncrease the monetary 0alues of the letters. Stu#ents calculate ho- much change they -oul# recei0e from a nominate# amount. E5tension Stu#ents race -ithin a nominate# time frame to ma,e the most e5pensi0e -or#s they can.
73
Strategy ;ace to #atch
=ocus SoundKletter %atching M identification
2aterials !o sets of cards !ith letters on the%.
Sylla#us Lin's S*S--8 2.-
Place one set of cards& in a single line on the other side of a cleared spot. @$nside or outsideA Students lay face do!n in front of teacher. eacher places the other set of cards face do!n& in front of each student. 5n the gi"en signal students ta'e the card in front of the% and race to the other side to find the %atching sound. he first to %atch and say the sound correctly gets the point. E5tension Stu#ent must say a -or# -ith the same initial soun#. Stu#ent must say a -or# -ith the same final soun#. E5tension 4nclu#e car#s -ith &len#s.
Spiral Spelling
$dentifying initial and final lettersKsounds.
4 #lan' sheet or 4 sheet !ith the outline of a spiral See 4ppendi6 8
(*S--8+ -.--
eacher no%inates starting !ord Students !rite #eginning !ord and continue the spiral using the final sound as an initial sound *6tension+ student choose #eginning !ord 9ord'ack Spied 8er Spelling Concepts Profor%a see page 8< pencil S*S--8 2.-& (*S--8+ -.-R*S--8 -.6
eacher puts in the !ords into the grid Students eli%inate !ords #y as'ing Spelling Puestions to guess the !ord& e.g. $s it a co%pound !ord *6tension+ %ore difficult or technical !ords& or %ore difficult spelling concepts
74
Strategy ;h&#ing Tag p.-8
=ocus $dentifying rhy%ing !ords
2aterials Cards !ith !ords on the% to initiate rhy%es. See 4ppendi6 0
Sylla#us Lin's R*S--8 -.6 (*S--8+ -.-S*S--8 2.-
Students sit in pairs. 5ne student is gi"en a card !ith a !ord on it. Student one says that !ord. Student t!o %ust say a !ord that rhy%es !ith that !ord. Students continue to ta'e turns saying different !ords that ha"e the sa%e rhy%es until they can thin' of no %ore. Student chooses another card and the ga%e continues. E5tension Teacher nominates a category 1e.g. maths -or#s3 that the rhyming -or#s must come from. E5tension Stu#ents must -rite the -or#s they say.
,ict$re Sort
$dentifying initial sounds of rele"ant ite%s.
Pictures sho!ing ite%s that ha"e a range of initial sounds.
(*S--8+ -.--
eacher no%inates the soundKs. Students find the pictures that fit the criteria. E5tension 4ncrease #ifficulty of criteria. e.g. &len#s+ final soun#+ etc.
75
Strategy Sta#p it 5$t
=ocus $dentifying letter patterns to for% !ords.
2aterials 26 large cards each !ith a letter of the alpha#et on it. See 4ppendi6 2
Sylla#us Lin's R*S--8 -.6 S*S--8 2.-
Place cards on floor. he cards %ay #e placed as they !ould appear on a 'ey#oard& in alpha#etical order or rando%ly. Students sit in a circle around the letters. eacher no%inates a student to #e the Hsta%perB. eacher !rites a !ord on the #oard and the student %ust sta%p it out. 5ther students %onitor if the !ord is sta%ped correctly. E5tension Teacher says the -or# an# #oes not pro0i#e a -ritten mo#el. E5tension Stu#ent chooses a -or# to stamp out an# stu#ents must guess that -or#. Starting 9ith $dentifying sounds in !ords. !o sets of cards. Set one has a letter of the alpha#et on each. Set t!o has a topic !ord. e.g. food& toy& clothing& science etc. S*S--8 2.-
Place cards in t!o piles face do!n. eacher no%inates a student. Student ta'es the top card fro% each pile. Student %ust say !ords !ith the initial sound on the card& relating to the topic on the second card. E5tension Stu#ents must -rite the -or#s. E5tension 4nclu#e &len#s. E5tension 7ominate final or me#ial soun#.
76
=ocus 2aterials Sylla#us Lin's ?o! the E.ossy eG .lac'#oard. (*S--8+ -.-changes sounds. eacher !rites a !ord on the #oard. e.g. %at. eacher no%inates a student to add an HeB to the end of the !ord and say the Hne!B !ord. E5tension 4nclu#e -or#s that #o not -or, this -ay e.g. map an# ha0e stu#ents i#entify if the ne- -or# is correct. )ind the oss ransferring spelling 4uthentic te6t. R*S--8 -.6 'no!ledge to authentic ?ighlightersKpencils te6t. eacher pro"ides a piece of te6t. @ 2ay "ary according to instructional le"elsA Students highlight !ords that ha"e the H.ossy eB. To na#e or to so$nd that 6owel= $dentifying "o!el sounds in !ords. 4 set of cards !ith a !ord on each. e.g. hat& sha'e& etc. S*S--8 2.(*S--8+ -.-R*S--8 -.6
Strategy 9ho>s the oss=
Place cards face do!n in a single pile. No%inate a ti%e fra%e. e.g. 80 secs. 5n the signal a student turns o"er the cards one at a ti%e and says the "o!el as it appears in the !ord. i.e. na%e or sound.
77
Strategy =ocus 2aterials Sylla#us Lin's /an " co#e to the $dentifying spelling Students S*S--8 2.part&= strategiesKrules. eacher no%inates a student to #e the host of the party. hat student secretly tells the teacher their party rule. e.g. (ords !ith a specific initial sound or #lend& #ossy e !ords etc. he party host as's students one at a ti%e !hat they !ould li'e to #ring to the party. he teacher !rites each response on the #oard under E/esB or ENoG. he first student !ho crac's the code is the ne6t party host. E5tension 8%arty may &e change#. e.g. museum+ maths lesson+ e5cursion etc.
lender
ender
$dentifying #lends in te6t
e6t. ?ighlightersKpencils
S*S--8 2.(*S--8+ -.-R*S--8 -.6
eacher identifies #lend. e.g. BshB& HthB etc. eacher gi"es students a piece of te6t. Students highlight the !ords that ha"e the no%inated #lend. Students report #ac' identifying the !ords that they found. E5tension "uthentic te5t from 9L":s lyrics to a song a maga;ine school ne-sletter E5tension Blen#s appearing as the final soun#. Blen#s appearing as the me#ial soun#. E5tension Blen#s of increasing #ifficulty e.g. str.
=ocus 2aterials Sylla#us Lin's $dentifying "o!el #lends e6t R*S--8 -.6 in !ords. ?ighlightersKpencils eacher gi"es students piece of te6t. Students highlight the !ords that ha"e t!o #lends together. Students report #ac'& identifying the "o!els and the sound they pro"ide in the !ord. 8ow do " Look= $dentifying letter 4uthentic te6t R*S--8 -.6 patterns. eacher no%inates a letter pattern. e.g. c"cc @rushA Students find !ords !ith the sa%e letter patterns. E5tension <or#s must &e relate# to a specific category. e.g. S'T+ E5tension The 0o-el must remain the same.
Strategy "t takes two
,ass the 'lend
$dentifying sounds in !ords
.allK#ean#ag
S*S--8 2.(*S--8+ -.-R*S--8 -.6
eacher no%inates #lend. Students sit in a circle. Students thro! the #all to another person. he person !ho catches the #all %ust say a !ord that has the no%inated #lend. /ariation The stu#ent -ith the &all may say 8Change= an# nominate another &len# an# gi0e a correct e5ample of a -or# -ith the ne- &len#. 4f correct+ that &len# &ecomes the ne- focus.
7!
Strategy .isappearing 2owels
=ocus $dentifying "o!els in !ords.
2aterials 4 set of cards !ith a !ord on each that has had the "o!els o%itted.
Sylla#us Lin's S*S--8 2.(*S--8+ -.-R*S--8 -.6
Place cards face do!n in a single pile. Student turns o"er a card and %ust say !hat "o!el has #een o%itted fro% the !ord. he student %ust say the !ord. E5tension >mit 0o-el &len#s. $dentifying the seFuence Letter iles see 4ppendi6 S*S--8 2.of letters that for% a (*S--8+ -.-!ord. eacher !rites focus !ords on the #oard. Students gi"en ti%e to study the !ords. Students close their eyes. eacher erases so%e of the letters. Students %ust identify !hat letters ha"e #een erased and %a'e the appropriate correction. Student says the !ord. $dentifying ho! sounds Spelling sheet containing can #e Hchun'edB #o6es. Students are gi"en a spelling sheet that contains groups of #o6es. *ach group contains the sa%e nu%#er of e%pty #o6es as there are sounds in each !ord. e.g. ship !ould ha"e 8 #o6esD sh-i-p Students put their !ords into the #o6es. Elkonin oxes 9hat>s /hanged=
Strategy Throw and Know
=ocus 1sing concept in conte6t.
2aterials Large cards !ith a sound or #lend on each one. 4 #ean#ag or si%ilar.
Sylla#us Lin's (*S--8+ -.--
Students stand in a circle around the cards. Students ta'e turns to thro! the #ean#ag on to a sound or #lend. Student %ust say a !ord that contains that sound or #lend. E5tension Stu#ents must use the -or# in a sentence. E5tension Teacher nominates a topic area for the sentence. Let>s get it sorted $dentifying initial sounds Pictures& o#jects& !ords of a "ariety of concepts for sorting such as !ords& o#jects& pictures etc eacher no%inates sound. Students find pictures& o#jects& !ords that ha"e the sa%e initial sound. E5tension More than one soun# is nominate#. ,no!ing !ords that )uplicate sets of cards ha"e a silent initial !ith a !ord that has a sound. silent initial sound. Students play concentration& >o fish& using the cards. E5tension Stu#ents use the -or#s in sentences. 9ho>s Silent=
(*S--8+ -.--
(*S--8+ -.--
"
,honological Appendices 4ppendi6 - 9 1se =or+ (ord race& Race to %atch& Speedy spelling& Starting !ith
a r b p i
m o n
t g k !
s l v " n
i h e # s
f u w a e
d c j e a
a o e u o
i u b o r
d g e i i
4ppendi6 - 4 9 1se =or+ .argain !ords
a 2c r 'c b 4c p (c i 2c
m $c o 2c n 11c 1)c t 4c
t 4c g 12c k %c ! 1$c m $c
s %c l 1$c v 1$c " 11c n 11c
i 2c h 13c e 2c # 1$c s %c
f &c u 2c w 14c a 2c e 2c
d 'c c %c j 11c e 2c a 2c
a 2c o 2c e 2c u 2c o 2c
i 2c u 2c b &c o 2c r 'c
d 11c g (c e 2c i 2c i 2c
4ppendi6 - . 9 1se =or+ .argain !ords
a *c r *c b *c p *c i *c
m *c o *c n *c *c t *c
t *c g *c k *c ! *c m *c
s *c l *c v *c " *c n *c
i *c h *c e *c # *c s *c
f *c u *c w *c a *c e *c
d *c c *c j *c e *c a *c
a *c o *c e *c u *c o *c
i *c u *c b *c o *c r *c
d *c g *c e *c i *c i *c
4ppendi6 - C 9 1se =or+ .argain !ords
a + r + b + p + i +
m + o + n + + t +
t + g + k + ! + m +
s + l + v + " + n +
i + h + e + # + s +
f + u + w + a + e +
d + c + j + e + a +
a + o + e + u + o +
i + u + b + o + r +
d + g + e + i + i +
4ppendi6 2 9 1se =or+ Sta%p it out
a d
b e
c f
6
g %
i l
7
m p
n &
o r
s '
t w
u (
!
!0
Spelling 0a#e C 9ord

ack Spied 8er
=ill in the ta#le !ith topic !ords 5ne person chooses a !ord& !rites it on paper and co"ers it so no one can see Students ta'e turns to find out the !ord #y as'ing Fuestions that relate to a spelling strategy& rule or focus set #y the teacher
,ossi'le 4$estions incl$de7 )oes it ha"e 2 sylla#les etcC $s it a !ord that is a ho%ony%C $s it a co%pound !ordC $s it a contractionC $f the ans!er to a Fuestion is <ES then all !ords that do not fit the criteria can #e crossed fro% the list =urther Fuestions are as'ed until the correct !ord re%ains or so%eone guesses the !ord.
!"
4ppendi6 8 9 1se for Spiral Spelling
!2
4ppendi6 0 9 1se !ith Rhy%ing ag @>eneralA
Cat
+in
Can
Drum
Dam
Dump
Three
Sort
Dance
Swing
4lay
6oll
Class
.ct
Turn
!3
4ppendi6 0 4 9 1se !ith Rhy%ing ag @C5>S >roup C 9 *S-A
Change
Event
1row
0e
8ook
<ame
Dad
0um
Draw
"eel
+ild
Things
=es
<o
Tell
!4
4ppendi6 0 . 9 1se !ith Rhy%ing ag @C5>S >roup C 9 S-A
Time
8ine
"our
Treasure
"rog
8ife
9ld
=oung
En-oy
"eelings
8ocal
Then
<ow
1round
8abel
!5
4ppendi6 0 C 9 1se !ith Rhy%ing ag @C5>S >roup C 9 S2A
Change
Event
1row
0e
8ook
<ame
Dad
0um
Draw
"eel
+ild
Things
=es
<o
Tell
!6
2is$al Knowledge Strategies Awritten and adapted '& /arol 3c3ahon E Fohanna
r$ce?
Strategy Speed& Sight 9ords
=ocus 4uto%atic recognition of sight !ords.
2aterials Sight !ord list i%ing de"ice. Personal graph. "ppen#i5 5
Sylla#us Lin's
9ES1.11 9S1.11 9S+.11
Students Students Students Students
!or' in pairs. ti%e each other to read listed sight !ords. graph the ti%e ta'en. ai% to see and say less than - sight !ord per second.
9ES1.11 Creating a rele"ant and Paper 9S1.11 %eaningful strategy for "ppen#i5 ? 9S+.11 spelling sight !ords. eacher de%onstrates so%e e6a%ples of co%%on %ne%onics. e.g. /ou hear !ith your ear. Students identify sight !ords that continue to cause the% difficulty. Students create personaliIed %ne%onics to assist !ith the !ord. 9ES1.11 9hich word wall $dentifying sight !ords Sight (ord !all 9S1.11 word= "ppen#i5 @ 9S+.11 eacher secretly chooses a !ord off the !ord !all. he teacher gi"es a clue as to !hich !ord it is. Students !rite their guess ne6t to -. eacher gi"es a second clue. Students !rite their guess ne6t to nu%#er 2. 4fter the <th clue teacher re"eals the !ord. Students discuss ho! they arri"ed at the correct ans!er.
3ne#onics
!7
2aterials Sylla#us Lin's ;ES1.2 %atching sets of sight ;S1.!ord cards. 9ES1.11 9S1.11 See appen#i5 ! Place one set of cards& in a single line on the other side of a cleared spot. @$nside or outsideA Students lay face do!n in front of teacher. eacher places the other set of cards face do!n& in front of each student. 5n the gi"en signal students ta'e the card in front of the% and race to the other side to find the %atching sight !ord. he first to %atch and say the !ord correctly gets the point. E5tension Stu#ent use the -or# in a sentence E5tension Stu#ent closes eyes an# spells the -or# Silent ,artners Spelling sight !ords 4 set of cards that has sight !ords !ritten that ha"e letters %issing. "ppen#i5 *
9ES1.11 9S1.11 ;ES1.;S1.;S+.-
Strategy ;acing Sight 9ords
=ocus Sight !ord identification
eacher hands out cards. Student spells the !ord including the %issing letters. Sight word Sta#pede 4uto%atic identification Large sight !ord cards. of sight !ords. "ppen#i5 @ Place cards on the floor. eacher chooses t!o students. Students stand in front of the cards. eacher calls a sight !ord. he first person to stand on the !ord 'eeps it. Student !ith %ost !ords gets the point. /ariation Stu#ents can &e matche# an# sight -or#s chosen accor#ingly .
9ES1.11 9S1.11
Strategy Toss the sight word
=ocus 4uto%atic sight !ord identification
2aterials (ord !all "ppen#i5 @
Sylla#us Lin's
TES1.1 TS1.1 9ES1.11 9S1.11
Students line up in 2 tea%s in front of the !ord !all. he student first in line thro!s a #ean#ag at a sight !ord and says the !ord. *ach student ta'es a turn. he tea% !ith the %ost correct !ords !ins. E5tension Stu#ents must say the -or#+ close their eyes an# spell the -or# to get the point.
;ES1.( $dentifying sight !ords e6t ;S1.( in te6t 9S+.11 eacher pro"ides students !ith rele"ant te6t. e.g. ne!spaper& #rochure& song lyrics& ?S$* reading etc. Students highlight sight !ords. E5tension Class recor#s the num&er of sight -or#s. Class recor#s -or#s not highlighte#. )etermine percentages.
The&>re E6er&where
Spelling 8eads
$dentifying sight !ords
Sight !ord cards ?ead#ands. "ppen#i5 !
TES1.1 TS1.1 9ES1.11 9S1.11
eacher selects a nu%#er of students. *ach student has a head#and put on their head. eacher attaches a sight !ord to each head#and. Students as' the class HyesB or HnoB Fuestions to deter%ine !hich !ord is on their head#and.
!!
Strategy "t takes %
=ocus $dentifying sight !ords
2aterials $t ta'es 0 #oards "ppen#i5 1A SightKspelling !ord cards. Counters and dice. "ppen#i5 !
Sylla#us Lin's
TES1.1 TS1.1 9ES1.11 9S1.11
Place !ord cards face do!n in a pile. Students ta'e turns to thro! the dice. he student ta'es the card on the top of the pile. $f student says !ord correctly they get to place a counter on the #oard. he nu%#er on the dice deter%ines the colu%n !here the student can place a counter. he first player to get 0 correct !ords in a ro! !ins. E5tension The stu#ent must use that -or# in a sentence. E5tension The stu#ent must use that -or# in a correct sentence relate# to a nominate# topic. e.g. 2S4E+ maths etc.
Throw and Know
1sing concept in conte6t.
Large cards !ith a sight !ord on each one. 4 #ean#ag or si%ilar. "ppen#i5 @
TES1.1 TS1.1 9ES1.11 9S1.11
Students stand in a circle around the cards. Students ta'e turns to thro! the #ean#ag on to a sight !ord. Student %ust use that !ord in a sentence.
"00
2is$al Appendices 4ppendi6 < 9 1se for Speedy sight !ords
(ords
(rite
LSC(C
LSC(C
?o! =ast Can /ou >5C

20 -7 -8 -: -6 -< -0 -8 -2 --0 7 8 : 6 < 0 8 2 -
Classroom Strategies For The Teaching Of Spelling "0"
4ppendi6 6 9 1se for+ 2ne%onics
1se these tric's to help you re%e%#er tric'y !ords. ache 9 $ ha"e a chest ache. the whole storyC !hole 9 9ho 'no!s !itch 9 4
affect 9 Affect has an GaB for action. !itch can %a'e you itch al!ays 9 Al al!ays !ins. #alloon 9 4 'alloon loo's li'e a 'all. #elie"e 9 Ne"er #elie"e a lie. #oil 9 hereBs oil on the #oil.
diary 9 $n your diary you !rite a#out yourself so GiB co%es first. friend 9 4 friend is a friend to the end. hear 9 /ou hear !ith your ear. island 9 4n island is land. !eather 9 9e eat her food in all !eather.
4ppendi6 : 9 1se for+ (ord !all
the to of my
you me he am
she good li e who

when where they your

here only and for

which on could how

only about use now

Classroom Strategies For The Teaching Of Spelling "0!
some what
Classroom Strategies For The Teaching Of Spelling ""0
4ppendi6 8 9 1se for+ Racing Sight !ords @2a'e 2 setsA
the
to
of
is
was
my
you
me
he
about
use
how
Classroom Strategies For The Teaching Of Spelling """
some
she
by
good
li e
who
when
where
and
for
that
which
on
could
how
only
4ppendi6 7 9 1se for Silent partners
t He
tH
oH
iH
wHs
#H
&H$
#H
hH
a'H Ht
$sH
hHw
so#H
sHe
'H
gH Hd
likH
Hho
wHen
wHerH
thH&
&H Hr
hHrH
onlH
aHd
fHr
tHat
wHich
oH
cH H Hd
hHw
onlH
6erH
eHcH
wiHh
whHt
4ppendi6 -0 9 1se for $t ta'es 0 2 8 0 < 6
<
<
<
<
<
3orphe#ic Knowledge Strategies Awritten and adapted '& /arol 3c3ahon E Fohanna
r$ce?
Strategy /o#po$nded words
=ocus $dentifying !ords !ithin !ords
2aterials .lac'K!hite #oard Set of cards !ith !ords on each. @E5tensionA "ppen#i5 11
Sylla#us Lin's
9es1.11 9S1.11 9S+.11 9S!.11
eacher !rites a #ase !ord on the #oard. eacher no%inates a ti%e fra%e. Students race to !rite !ords that include the #ase !ord. ;ariation+ Students chooses 2 cards. Student %ust identify !hether the 2 can #e co%#ined to for% a correct co%pound !ord. E5tension Teacher nominates a topic. e.g. 7ature+ Man ma#e etc. Let>s get tense $dentifying ho! the !ord 4 set of cards !ith !ords on changes in relation to each. (ords to #e e6a%ples tense. of different tense. *.g. ju%p& !al'ed& !ill !rite. etc. "ppen#i5 1B Students choose a card. Student %ust identify !hat tense the !ord indicates. E5tension Stu#ent must say the other forms of the -or#s to #enote #ifferent tense. E5tension Stu#ent must a## the superlati0e form.
9S1.11 9S+.11 9S!.11 TS1.+ TS+.+ TS!.+
""7
Strategy .icing with prefixes
=ocus $dentifying ho! the addition of a prefi6 can change %eaning.
2aterials hree sets of cards. Set one has a co%%on prefi6. Set t!o has the %eaning of a prefi6. E5tension+ Set three has a #ase !ord on it. hree large dice. "ppen#i5 13
Sylla#us Lin's
9S1.11 9S+.11 9S!.11
4ttach cards fro% set - to each face of a large dice. 4ttach cards fro% set 2 to each face of a large dice. Students ta'e turns to roll the dice. Student identifies if the prefi6 %atches its %eaning. ;ariation+ Cards can de used for concentration& fish& #oard ga%es etc. E5tension "ttach car#s from set 3 to each face of a large #ice. E5tension Stu#ent must use the Cne-: -or# in a sentence. E5tension Teacher nominates topic for the sentence
""
2aterials Sylla#us Lin's hree sets of cards. S*S--8 2.Set - has #ase !ord on (*S--8+ -.-each. R*S--8 -.6 Set 2 has a prefi6 on each. Set 8 has a suffi6 on each. "ppen#i5 13+ 13"+ 13B+ 1D+ 1D"+ 1DB Suffi6 and prefi6 cards placed in a single line on the other side of a cleared spot. @$nside or outsideA Students lay face do!n in front of teacher. eacher places the other set of cards& containing #ase !ords face do!n& in front of each student. 5n the gi"en signal students ta'e the card in front of the% and race to the other side to find the %atching prefi6 andKor suffi6. Student %ust say the !ord and identify ho! the prefi6Ksuffi6 changes the !ord.
Strategy 3orph it
=ocus $dentifying appropriate prefi6es and suffi6es.
""!
2aterials Sylla#us Lin's =our sets of cards. S*S--8 2.Set one has a #ase !ord on (*S--8+ -.-each. R*S--8 -.6 Set t!o has the past for% of the !ords on each. Set three has the present for%s of the !ords on each. Set four has the future for% of the !ords on each. H enseB cards placed in a single line on the other side of a cleared spot. @$nside or outsideA Students lay face do!n in front of teacher. eacher places the set of cards& containing #ase !ords face do!n& in front of each student. 5n the gi"en signal students ta'e the card in front of the% and races to the other side to find the %atching altered for%s of their !ord. Student %ust say the !ords and identify the appropriate tense.
Strategy A Tense ;ace
=ocus $dentify ho! !ords change according to tense.
"20
Strategy .icing with s$ffixes
=ocus $dentifying %eaning of suffi6es. $dentifying ho! a suffi6 can change %eaning.
2aterials hree large dice. 5ne set of cards !ith a #ase !ord on each. 5ne set of cards !ith a prefi6 on each. 5ne set of cards !ith a suffi6 on each.
4ttach cards fro% set - to each face of a large dice. 4ttach cards fro% set 2 to each face of a large dice. Students ta'e turns to roll the dice. Student identifies if the suffi6 %atches its %eaning. ;ariation+ Cards can de used for concentration& fish& #oard ga%es etc. E5tension "ttach car#s from set 3 to each face of a large #ice. E5tension Stu#ent must use the Cne-: -or# in a sentence. E5tension Teacher nominates topic for the sentence. E5tension Teacher places a mi5ture of prefi5es an# suffi5es on each face of the secon# #ice. Stu#ent must i#entify -hether they ha0e rolle# a prefi5 or a suffi5. Stu#ent must i#entify -hether the Cne-: -or# is correct. A$thentic .etecti6e $dentifying concepts in 4uthentic te6t fro% ?S$* R*S--8 -.6 conte6t. unit& SM etc. 2odified to support focus. Students are gi"en a copy of the te6t that de%onstrates or has %ista'es in it according to focus. *.g. prefi6& suffi6& tense etc. Students proofread the te6t and correct errors. Students report #ac' the errors they found and !hat !as needed to correct the%. E5tension Mista,es from multiple concepts. E5tension Teacher nominates a time frame.
"2"
Strategy S$ffix Scra#'le
=ocus $dentifying rules that apply to adding suffi6es.
2aterials !o sets of cards. Set one. *ach card has a #ase !ord on it. Set t!o. *ach card has a different suffi6 on it. 4ppendi6 -0& -04& -0. Place cards face do!n in t!o piles.
Students choose a card fro% each pile. $f appropriate& students !rite the Hne!B !ord in its ne! for%. $f the #ase !ord and suffi6 do not %atch they are placed on the #otto% of the piles. ;ariation+ ,refix Scra#'le. Throw and Know 1sing concept in conte6t. Large cards !ith a prefi6 or suffi6 on each one. 4ppendi6 -8& -84& -8.& -0& -04& -0. 4 #ean#ag or si%ilar. Students stand in a circle around the cards. Students ta'e turns to thro! the #ean#ag on to a prefi6 or suffi6. Student %ust e6plain ho! the prefi6 or suffi6 changes the !ord. Student %ust say a !ord that contains that concept
(*S--8+ -.--
"22
Strategy Throw and Know the ;$les
=ocus 1sing concept in conte6t.
2aterials Large cards !ith a spelling HruleB on each one. 4 #ean#ag or si%ilar.
Sylla#us Lin's S*S--8 2.-
Students stand in a circle around the cards. Students ta'e turns to thro! the #ean#ag on to a rule. Student %ust say a !ord that de%onstrates that rule. E5tension Stu#ent must use the -or# in a sentence. E5tension Teacher nominates a topic for the sentence. Strategy =ocus 2aterials Sylla#us Lin's <o$ #ake the r$les $dentify spelling rules in 5ne set of cards each !ith a S*S--8 2.conte6t. spelling rule on it. Place a card face do!n in front of indi"idual students or tea%s. 5n the no%inated signal students turn o"er the card to re"eal their rule. $n a no%inated ti%e students %ust !rite a list of !ords that adhere to that rule. he %ost correct !ords !in. E5tension Stu#ents must -rite their -or#s in a sentence. E5tension Teacher nominates a topic area for the sentences. e.g. Maths+ Creati0e "rts etc. Sensational S&lla'les $dentifying ho! to #rea' 5ne set of cards. (*S--8+ -.-!ords up. *ach card has a !ord !ith a different nu%#er of sylla#les on it. Place cards face do!n. 5n a no%inated signal students turn o"er card. Students !rite ho! %any sylla#les their !ord has. Students co%pile a list of !ords that ha"e the sa%e a%ount of sylla#les. E5tension Teacher nominates a topic for the -or#s to relate to.
"23
Strategy /oncentrating /ontractions
=ocus $dentifying ho! !ords are contracted.
2aterials !o sets of cards. Set one has the full for% of the !ords. Set t!o has the %atching contractions
Cards are placed face do!n. Students ta'e turns to %atch the contraction !ith the full for% of the !ord.
"24
Strategy S$ffixes ;$le
=ocus $dentifying rule !hen adding a suffi6.
2aterials !o sets of cards. Set 5ne has a #ase !ord on each. Set !o has a suffi6 on each.
No%inated student ta'es a card fro% each set. Student identifies if the suffi6 can #e added to the #ase !ord. Student identifies the spelling rule that !ill apply. Student spells the ne! !ord. Alwa&s a r$le $dentifying spelling rule 4uthentic te6t. in conte6t. eacher no%inates a rule or generaliIation. Student reads authentic te6t& highlighting !ords that e6e%plify the rule. Students report #ac' e6plaining ho! the rule i%pacts on each !ord. E5tension Teacher nominates more than one ruleEgenerali;ation So$rce Sort $dentifying the four for%s 4uthentic group of !ords. of spelling 'no!ledge. 1nderstanding the i%pact of this on learning to spell. Students sort !ords according to their source. Students report #ac'& e6plaining ho! this 'no!ledge !ill assist !ith spelling.
S*S--8 2.-
S*S--8 2.-
"25
=ocus 2aterials $dentifying tense in 4uthentic te6t conte6t Students read authentic te6t& highlighting !ords that denote tense. Students report #ac' on findings. E5tension Stu#ents either say or -rite that te5t in a #ifferent tense. Strategy *a#e the r$leI it>s a$thentic Students Students Students Students =ocus 4uto%atic& 'no!ledgeKuse of rules in conte6t. 2aterials
Strategy Tense .etecti6e
Sylla#us Lin's R*S--8 -.6
choose a piece of authentic te6t& e.g. fro% %agaIine& ;. guide etc. co%pile a group of !ords fro% that te6t that adhere to a rule or generaliIation. sho! their group of !ords to other students. %ust guess the rule that go"erned the list.
"26
3orphe#ic Appendices 4ppendi6 -- 9 1se for+ Co%pounded (ords
so#e e6er& fall light how
thing an& rain shine air
'od& da& drop '$rn 'ed
one '$s 'ow where 'alloon
ti#e stop s$n e6er water
"27
4ppendi6 -2 9 1se for+ LetBs get tense
pla
jumped
will eat
ran
swam
will shop
spoke
left
visit
studied
tr
will be waiting
have
going to cook
laid
will be washing
e!ercise
going to eat
use
preparing
arrive
reading
travel
going overseas
e!ited
"2
4ppendi6 -8 9 1se for+ )icing !ith prefi6es
'e
a$to
deca
ex
for
fore
i#
#id
#is
#$lti
o$t
post
pre
pro
re
se#i
s$'
$n
$p
with
"2!
4ppendi6 -84 9 1se for+ )icing !ith prefi6es
near to
self
ten ti#es
o$t of
denial fro#
'eforeI front
inI into
#iddle of
'adI wrong
#an&
'e&ond
afterI 'ehind
'efore
forward
'ackI again
half
$nder
notI opposite
$pwards
fro#I 'ack
"30
4ppendi6 -8. 9 1se for+ )icing !ith prefi6es
friend
graph
c&cle
change
gi6e
cast
land
night
handle
for#
do
script
heat
pose
call
circle
nor#al
clean
hold
stand
"3"
4ppendi6 -0 9 1se for+ 2orph it
l&
less
ion
le
ee
eer
ed
#ent
ette
ish
a'le
est
ling
#an
ing
is#
ant
f$l
do#
ic
"32
4ppendi6 -0. 9 1se for+ 2orph it
adBecti6e to ad6er'
witho$t
process of
to #ake
one who
one concerned with 6er' to adBecti6e
past tense
6er' to no$n
s#all for#
sort of
co#paring #ore than two one who
s#allI little
a person
contin$o$s action
state of 'eing
as #$ch as will fill
stateI condition
a 'od& of facts
"33
4ppendi6 -0C 9 1se for+ 2orph it
slow
friend
act
spark
e#plo&
#o$ntain
raid
pa&
diskette
red
enBo&
cold
d$ck
store
B$#p
hero
contest
plent&
free
#ath
"34
Et&#ological Knowledge StrategiesJAwritten and adapted '& /arol 3c3ahon E Fohanna r$ce? 2aterials Sylla#us 5utco%es *6a%ples of rele"ant R*S--8 -.6 acrony%s and (*S--8+ -.-a##re"iations. @appendi6 -<A eacher %odels traditional acrony%s and a##re"iations. 4NQ4C& P4N 4S& NS( etc. eacher gi"es opportunities to disco"er current e6a%ples. 4 2& 4S4P& >S etc. eacher no%inates a topic. *.g. SM & >o"ern%ent depart%ents etc. Students find e6a%ples and !rite !hat they stand for. ;ariation+ Students in"ent their o!n acrony%s and a##re"iations for school& class& local use. 9ho thinks 9ins $dentifying deri"ations .oard (*S--8+ -.-!ithin our languages. Paper eacher !rites a deri"ation !ord on the #oard. e.g. tele $dentify %eaning fro% original language. eacher no%inates ti%e fra%e. Students !rite !ords in our language that contain the deri"ation. E5tension Stu#ents -rite meanings of the -or#s in their list. Et&#ological Koo 1sing deri"ati"es. )eri"ati"e and origin chart (*S--8+ -.-R*S--8 -.6 eacher !rites the na%e of an in"ented ani%al !hose characteristics are indicated #y deri"ati"es fro% other origins. *.g. 2icro%onopeda"inoct @s%all& one legged& #ird that appears at night.A Students use the chart to !rite the characteristics of the ani%al. E5tension Stu#ents in0ent their o-n Cetymological animals:. E5tension Stu#ents classify their animal using logical or nominate# criteria. Classroom Strategies For The Teaching Of Spelling "35 Strategy 9hat does it stand for= =ocus 1nderstanding acrony%s and a##re"iations.
=ocus 2aterials Sylla#us 5utco%es $dentifying !ords and their Sti%ulus for !ords e.g. R*S--8 -.6 origin that our language 2agaIine cutouts (*S--8+ -.-has #orro!ed. eacher no%inates a category. *.g. food. Students assist to co%pile a list of foods. *.g. sushi& naan& Fuiche& tagliatelle etc. Students race to find and !rite the country of origin of each food. E5tension Stu#ents a## more e5amples of foo# from each country. E5tension Stu#ents research the characteristics of each country:s foo#. 9e''-a-word $dentifying deri"ations )ictionary deri"ation chart (*S--8+ -.-!ithin our languages. eacher no%inates a #ase !ord. *.g. aero. Students create a !e# of !ords fro% that #ase. E5tension E5ten# -e& to inclu#e meanings. 3atch and win $dentifying deri"ations !o sets of cards. S*S--8 2.!ithin our languages. Set one. 4 #orro!ed #ase (*S--8+ -.-!ord. *.g. uni& Fuad. R*S--8 -.6 Set t!o. 4 !ord fro% the *nglish language that contains that deri"ation. .orro!ed #ase cards placed in a single line on the other side of a cleared spot. @$nside or outsideA Students lay face do!n in front of teacher. eacher places the set of cards& containing deri"ations face do!n& in front of each student. 5n the gi"en signal students ta'e the card in front of the% and races to the other side to find the %atching #ase to for% a !ord fro% the *nglish language. Student %ust say the deri"ation and !hat it %eans. Student %ust say the !ord and !hat it %eans.
Strategy 9here did it co#e fro#
"36
=ocus 2aterials $dentifying ho! nu%#ers HNu%#erB deri"ation chart in the *nglish language ha"e #een influenced #y other languages. eacher no%inates a deri"ati"e. *.g. oct etc. Students find !ords !ith the deri"ation Students report #ac' as to ho! the nu%#er relates to the !ord. "t>s in &o$r na#e racing the ety%ology of o!n na%e $nternet site+ Linguistics and hu%an languages *ty%ology in the yahoo directory.
Strategy *$#'ers are $s 9e'-a*$#'er
Sylla#us 5utco%es N*S--8 -.(*S--8+ -.--
(*S--8+ -.--
Students gi"en access to ety%ology of na%es. Student traces hisKher o!n na%e. E5tension Stu#ent #isco0ers more information relating to their name an# researches some people in history -ith -hom they share a name. Epon&#s $dentifying that so%e *6a%ples of epony%s. (*S--8+ -.-e"eryday !ords ha"e 4ppendi6 e"ol"ed fro% the trade%ar' or #rand na%e. )iscuss e6a%ples listed in appendi6 -6. 1sing %agaIines& internet etc. students disco"er %ore e6a%ples of epony%s. (hy did epony%s e"ol"eC E5tension Ma,e eponyms for e0ery#ay pro#ucts.
"37
=ocus 2aterials $dentifying the root Chain lin's. !ord contained in our !ords. eacher no%inates #ase !ords. *.g. aFua& tele& cent. Students !rite #ase !ord on first lin'. Students disco"er !ords that are lin'ed and !rite the% on the ne6t lin'. Students for% the longest chain& using the no%inated #ase !ord. E5tension Stu#ents a## a lin, i#entifying language of origin E5tension Stu#ents a## a lin, after each ne- -or#+ gi0ing its #efinition . 3onths@&ears where did the& co#e fro# *ty%ology of the na%es of days and %onths. 4ccess to deri"ations of days and %onths.
Strategy Et&#ological chain
Sylla#us 5utco%es (*S--8+ -.--
R*S--8 -.6 (*S--8+ -.--
eacher pro"ides students !ith access to !ords Students %ust research the origin of the !ords
"3
Et&#ological Appendices 4ppendi6 -< 9 1se !ith+ (hat does it stand forC
(hat do they all %eanC 4NQ4C 9 4ustralian and Ne! Qealand 4r%y Corps. P4N 4S 9 Pueensland and Northern erritory 4irline Ser"ice. NS( 9 Ne! South (ales. 4C 9 4ustralian Capital erritory. N4S4 9 National 4eronautics M Space 4d%inistration *= P5S 9 *lectronic =unds ransfer Point 5f Sale. 4 2 9 4uto%atic eller 2achine. 4S4P 9 4s Soon 4s Possi#le. ; 9 ele"ision. SRC 9 Student Representati"e Council. PMC 9 Parents and CitiIens. PM= 9 Parents and =riends.
4ppendi6 -6 9 1se !ith *pony%s.
-A (hen you ha"e a headache you ta'e an aRRRRRRRRRRR. 2A (hen you cut yourself RRRRRRRRRRRRRon the cut. you put a
8A 2o"ing stairs are called eRRRRRRRRRRRRR. 4spirin !as introduced to the %ar'et under the trade%ar' 4spirin in -877. $t is actually acetylsalicylic acid. .and aid is a registered trade%ar' of 35?NS5N M 35?NS 5N and still re%ains the nu%#er - adhesi"e #andage in 4%erica. *scalator. 5tis *le"ator Co.& is the !orldBs largest %anufactures& installer and ser"icer of ele"ators& escalators& %o"ing !al'!ays and other horiIontal transportation syste%s.
S!elling Strategies E&bedded #cross KL#s5COGs

he C5>s ha"e #een used as a "ehicle to de%onstrate the i%ple%entation of spelling into an already o"er cro!ded curriculu%. he C String has #een used as a sa%ple only& the progra%%ing ideas can #e applied to all C5>s Strands and into any integrated units #ased on any particular ,L4 focus e.g. ?S$* he Spelling strategies de%onstrated in the C5>s unit can also stand alone !ithin any literacy session as %odeled in the sa%ple literacy session on page -:0. Spelling is not to #e seen as a separate teaching strand #ut e%#edded across all teaching practices and student learning. .y integrating the spelling strategies into a C5> String !e ha"e ende"oured to reinforce this.
Strategies 3odified To S$pport /50s 0ro$p /
,honological
Speedy Spelling Sensational Sylla#les Sta%p $t 5ut (ords (hatBs ChangedC Starting (ithC Picture Sort (hoBs SilentC LetBs >et $t Sorted Spelling ?eads hro! and ,no!
3orphe#ic
LetBs >et ense ense Sort Co%pounded (e#-4-(ord
Et&#ological
(here )o $ co%e fro%C
2is$al
heyBre *"ery!here Racing Sight (ords Sight (ords Sta%pede 4uthentic )etecti"e 9 sight !ords
/onnected 5$tco#es 0ro$p A/? Earl& Stage 1 C /hanges S$ggested Links to spelling. Curriculum 8inks 5S$E 6E.D$<1 +6$T$<1 4D54E 0.T5S E<18$S5 5S$E E<18$S5 C6E.T$#E .6T E<18$S5 4lay, Spot the Change C91S Content .boriginal Dreaming stories. 5ow the kangaroo got her pouch. Strategy Speed spelling ,he -re .ver where Sensational S llables /acing sight words Stamp it out 0hat-s 1hanged2 Buality Teaching Elements Cultural Significance 5igher 9rder Thinking Engagement
EFses terms such as yesterday' 3et-s get tense today' tomorrow7. Sensational s llables 0ay be oral. ,ense Sort E4eople in our lives7 Starting 0ith Sort Epeople7 words by initial Sight word Stampede sounds. $dentify sight words e.g. 0um' and' Dad' my' of' the' to etc. EGuess hat! 4icture sort This game can be e3tended to 0hat-s 1hanged2 include word games with similar Spelling 5eads )variation* concept.
Buality learning environment 0etalanguage E3plicit Teaching knowledge integration substantive communication Significance Engagement
?uality learning environment narrative engagement
"43
Curriculum 8inks English
C91S Content
Strategy
Buality Teaching Elements
$mages of artworks. higher order thinking Sort pictures according to initial' student self direction final' medial sounds. e3plicit criteria Compound words @ artwork' printmaking' background' play dough6 4icture Sort 1ompounded 0ords Authentic 7etective here the ild things are Fse this te3t as stimulus. 1nashed E6ecognises colour G.7 $ntroduce Ea?ua7 as a colour. Authentic 7etective-Sight words. 0ho-s Silent2 0eb a 0ord narrative knowledge integration engagement higher order thinking metalanguage knowledge integration engagement
English Creative .rts 0athematics E<18$S5
Creative .rts English 5S$E
EShapes and lines7 Set one cards @ word with picture /ace to 8atch clue of shape. Set two cards @ initial or final sound. Student must say a shape ,hrow and 9now beginning with the sound. Charades @ acting a warning 9now the warning "amily 5eritage. 0here do : come ;rom2 $ntroduce words the English language has borrowed. 4erhaps Efood7 words.
engagement ?uality learning environment cultural significance connectedness significance
"44
Curriculum C91S Content Strategy 8inks English Dointly construct a weather chart. 3et-s get sorted , weather 0aths 4lanned .ssessment , Spelling +ES1.11 Says and writes beginning and ending sounds of spoken words. uses groups of letters or symbols to represent words spells some common words accurately in own writing copies the se?uence of letters and models of high fre?uency words
Buality Teaching Elements student self direction
"45
4ppendi6 -: 9 1se for+ Rhy%ing ag !ith C5> content
hat
car
fan
ten
fin
cot
cut
hide
mad
make
still
well
rub
fish
crush
chop
fed
chimp
rich
think
sa
he
horse
lit
rag
?o! the 'angaroo got her pouch
2c,ay& ?. $a#i Mirra&oo,a + a"aila#le on+ http+KK!!!.gadi%irra#oo'a.co%Kstory-8.php
4ppendi6 -8& 1se for+ Sta%p $t 5ut& heyBre *"ery!here& Racing Sight (ords ?o! the ,angaroo got her pouch was to and
for
the
in
was
to
and
for
the
in
4ppendi6 -7+ 1se for Sensational Sylla#les @oralA
kangaroo
pouch
mother
baby
wombat
grass
gentle
wobbly
up
the
look
tail
hills
eaten
remembered
4ppendi6 20 9 1se !ith Rhy%ing ag @C5>S >roup C 9 *S-A
Change
Event
1row
0e
8ook
<ame
Dad
0um
Draw
"eel
+ild
Things
=es
<o
Tell
"50
/onnected 5$tco#es 0ro$p A/? Stage 1 C 0rowing and /hanging Curriculum 8inks 5S$E English 0aths C91S Content hen Fran" was four Fse te3t as stimulus E8anguage of time and place7. <umber word origins and words. e.g. deca @ decade Student recounts own e3perience. Teach tense and how it changes word forms. Fse a recount for students to identify tense in conte3t. E9bserving and e3ploring7 Fse authentic te3t to highlight spelling focus. Students collect pictures to sort into 1..nimals .4lants. 6e classify according to a spelling focus. E.g. syllables' blends etc. Fse animal and plant names. Fnits of measurement. E.g. centimeter' millimeter etc. .cronyms and abbreviations on graphs' timelines etc. e.g. Construct e3planation of the lifecycle of a tadpole. Strategy <lender <ender )4* :t takes two )4* ,he -re .ver where )#* =umbers are me )E* 1hange that stor )0* 3et-s get tense )0* A ,ense 7etective )0* Skimming and Scanning >4? >@? >8? Sensational s llables )4* 4icture Sort >4? >@? >8? 7isappearing vowels >4? =umbers are As )E* 0ho thinks wins )E* 0hat does it stand for2 )E* Sensational s llables )4* source sort 5igher 9rder Thinking Deep Fnderstanding Buality Teaching Elements <arrative ;nowledge $ntegration 0etalanguage Culture significance connectedness
SAT English Creative .rt
0aths Creative art English
$ntellectual ?uality 5igher 9rder Thinking 5igher 9rder thinking Engagement connectiveness
"5"
Curriculum 8inks English 5S$E Creative .rts
C91S Content E+hat makes me uni?ue&7 Fse uni?ue for etymology hen # turned si$ Fse te3t as stimulus.
ECreating a soundscape7 Fse the words brainstormed as stimulus. Creative .rts E1round cover7 words. Bou make the rules )0* 4roblematic knowledge Fse as stimulus to identify spelling patternHrule. e.g. compound word' Eph7 says f etc. 4lanned .ssessment , Spelling +S1.11 Draws on knowledge of sight words in writing. +rites words using blends' letter combinations and long vowel sounds. segments word into individual sounds and forms letter that relates to that sound Draws on knowledge of common letter patterns and letter,sound correspondences when writing a te3t. reads own writing aloud and makes some corrections to clarify meaning
Strategy 0eb a word. )E* 0ho thinks wins )E* ,he -re ever where )#* ,hrow and 9now )#* 0ho-s the boss2 )0* :t takes two )4* 5ow do : look2 )4* Source Sort
Buality Teaching Elements E3plicit criteria 4roblematic knowledge narrative ;nowledge $ntegration Deep understanding
"52
4ppendi6 2- 9 1se forD (ords %ean ti%e& LetBs get tense& 4 tense race Students co%plete sentences a#out the%sel"es& using these sentence starters. Students use on personal ti%elines. Set -
esterda
last week
last weekend
last ear
when : was
when : went
last birthda
last holida s
: went
4ppendi6 2- 9 1se forD (ords %ean ti%e& LetBs get tense& 4 tense race Set 2
tomorrow
ne!t week
ne!t weekend
ne!t ear
when : am
when : will go
ne!t birthda
ne!t holida s
: will
4ppendi6 2- 9 1se forD (ords %ean ti%e& LetBs get tense& 4 tense race Set 8
now
this week
this weekend
this ear
: am
: am
this birthda
this holida
: am
.ppendi3 , Fse for> Sensational Syllables Sample words look observe e3plore animals plants group classify classification Students cut words into syllables. Students place syllables in bo3es. 1 ! I J
4ppendi6 28 - 1se for+ Nu%#ers are us& (ho thin's !ins cent
milli
.ppendi3 I , Fse for> Source Sort Suggested !ords egg tadpole frog ger%inate seedlings %ature photographs graphs %eta%orphic gro! plant +rite words
4honological
#isual
0orphemic
Etymological
1onnected Cutcomes Droup >1? Stage 2 E .ffects of Drowth and 1hange Curriculum 8inks English C91S Content Changes Fse change to begin spiral spelling relating to change. Fse as stimulus. Students involved in> Eobserving' ?uestioning' predicting' recording' and analysing7. Fse these words as stimulus. EStudents produce a scientific report7 Spelling of scientific words based on strategies from I forms. ECollect brochures' menusG to investigate food. Fse this authentic te3t as stimulus. 0ap study. Fse as stimulus. 0ap key Strategy Spiral spelling )4* /h ming ,ag 7ice it Ap-Suffi!es )0* Suffi! Scramble )0* ,hrow and 9now-Suffi! )0* 8nemonics )#* Source sort Authentic 7etective )0* Skimming and Scanning )4* ,he -re .ver where )#* 0hat does it stand for2 )E* Fualit ,eaching .lements Engagement
SAT
5igher 9rder Thinking Deep Fnderstanding 5igher 9rder Thinking ;nowledge $ntegration 5igher 9rder Thinking 4roblematic ;nowledge ;nowledge $ntegration Connectedness
English 4D54E 5S$E 0aths English
5S$E English
%hey only ta"e what they needed Fse as stimulus
,he -re .ver where )#* Authentic 7etective )0* )#* Bou make the rule )4* )0* 1an : help the environment2 )0* ).daptation of Can $ come to the party&*
Student Self Direction 5igher 9rder Thinking <arrative
"5
Curriculum 8inks English 5S$E
C91S Content Students create timelines Fse as stimulus Students identify local environmental issue use authentic te3t as stimulus
Strategy 4roof is in the reading
5S$E Students develop matri3 of changes English Fse as stimulus 4lanned .ssessment @ Spelling +S .11 spells high fre?uency words correctly in own spelling writes words using less common digraphs and letter combinations identifies possible spelling errors in own writing discusses strategies used for spelling difficult words
Fualit ,eaching .lements Connectedness Cultural Significance Authentic 7etective Sight 5igher 9rder Thinking words Substantive Communication Authentic 7etective )nominate 0etalanguage a morphemic focus* ;nowledge integration Authentic 7etective )nominate a blend' digraph etc.* Authentic 7etective )nominate etymological focus if appropriate* Source Sort 5igher 9rder Thinking
"5!
4ppendi6 2< - 1se for Suffi6es Set predict observe collect
analyse conduct
conclude ?uestion
focus e3plore
Set ing ion ed
able ed
es ed
ing tion
.ppendi3 K , Fse for> Source Sort

Suggested words analyse conclusion report acknowledge notation information investigation source +rite words
4honological
#isual
0orphemic
Etymological
.ppendi3 L , Fse for> 6hyming Tag
changes
body
lung
estimate
graph
lungs
breath
breathe
rate
feel
pulse
map
local
e3plore
drugs
/onnected 5$tco#es 0ro$p A/? Stage ! C "nterconnecting growth and change Curriculum 8inks 0aths SAT English English C91S Content EStudents record how they have changed7. Fse as stimulus &annah!s %omorrow Room 'enny 'ollard!s (iary (ia!s story cloth Fse as stimulus Elengths' distances' perimeters7 ECompares and contrasts information from a range of sources..7 +orld 6ivers Eph7 test E9bserving and E3ploring7 Strategies to spell technical language. .dding suffi3es. EDevise and record procedure7 Creative .rts> 0usic E8ist and talk about the different music students have appreciated over the years7. 9pportunities for Spelling> Strategies 8et7s get tense )0* 4laying with prefi3es )0* Change that story )0* Dice them up )0* They7re everywhere )#* +here did it come from )traditions* )E* Skimming and scanning )4* <ame the rule )0* <umbers are us )E* Source Sort 0nemonics )4* .uthentic Detective. )teacher nominates focus* +hat Does it Stand "or& 0atch and +in .uthentic Detective,Suffi3es Suffi3es 6ule Dice it up )suffi3es* The proof is in the reading. .uthentic Detective. There7s always a 6ule. Can $ come to the concert& )party* Buality Teaching elements 4roblematic ;nowledge Deep Fnderstanding <arrative Deep Fnderstanding <arrative
0aths English
;nowledge $ntegration Deep ;nowledge 5igher 9rder Thinking 5igher 9rder thinking $nclusivity Student Self Direction E3plicit Criteria
SciTech
<arrative
"63
Curriculum 8inks
C91S Content E+hat is an Ecosystem&7 E+hat is /io,diversity&7 EData7 ECreate food webs7
9pportunities for Spelling> Strategies +ho thinks wins +eb,a,word <umbers are us Source Sort
Buality Teaching elements Cultural Significance $nclusivity
SciTech
"64
4ppendi6 28 - 1se for+ 1se for Suffi6es Rule& )ice it up
acid
cloudy
alkaline
muddy
predict
hypothesis
turbid
concentrate
suspend
result
measure
e3press
demonstrate
observe
e3plore
investigate
"65
4ppendi6 28 - 1se for+ 1se for Suffi6es Rule& )ice it up Cards set 2
ity
ed
ing
er
ish
ion
ness
age
able
less
like
ly
ify
ic
ation
ise
"66
3odel 5f process )or Teachers =ollo!ing is a %odeled class profile that has #een included for teachers to de%onstrate+ the process of assess%ent& identification of #oth class and indi"idual student needs planning to address needs #y utilising strategies included in the folder e%#edding spelling into a generaliIed literacy session his process is de%onstrated in its entirety at the !or'shop #y #oth the Spelling Coordinator& the literacy Consultant and then #y participants. Class Profile =ocus (ord 2ichele .roo'e =reddy Straun Linda Peter
Sa%
3a'e
3ulia
3i%
racy
o%
they !hen are your !as said so%e then there sand #est ju%p strea% out shut chin ra'e thing hats ra'ed fitting
S S S S S S S S S S S S S S S
S S S S S S S S S S S
S S S S S S S
;isual S S S S S S Phonological S S S S S S S S S 2orphe%ic S S S
S S S S S S S S S
S S S S S S S
S S S S S S S S S
S S S S S S S
S S S S S S S S S
S S S S S S S S S S S S S S
ringing so%ething do does doesnBt hot hotter hottest hear heard NS( SRC octopus octagon aeroplane aerodro%e
S S S S S S S S S S S S
S S S S S S S S S S S S
S S S S S S
S S S S S S S S S S *ty%ological S S S S S S S S S S S S
S S S S S S S S
S S S S S S
S S S S S
Anal&sis of .ata $dentified $ndividual <eeds Struan Eth7 Ewh7 Esh7 Ech7 contractions /ossy Ee7 Suffi3 Double consonants Contractions ! letter blends Esh7 Ech7 initial blend /ossy Ee7 Double consonant Contractions /ossy Ee7 Esh7 Ech7 initial blend Contractions ! letter blends Contractions ! letter blends Esh7 Ech7 initial blend /ossy Ee7 Double consonant Contractions ! letter blends Esh7 Ech7 initial blend /ossy Ee7 Double consonant Sight words Contractions Sight words ! letter blends Esh7 Ech7 initial blend /ossy Ee7 Contractions Sight words Suffi3 ! letter blends Esh7 Ech7 initial blend /ossy Ee7 Double consonant Contractions ! letter blends Esh7 Ech7 initial blend /ossy Ee7 Double consonant $dentified Class <eeds Contractions 0orphemic Strategies Suffi3 Scramble +ho7s The /oss /ossy Ee7 0orphemic Double Consonants 0orphemic /lender /ender .uthentic Detective )/ossy Ee7* .uthentic Detective )contractions* .uthentic Detective )nominated /lend*
Tom
Dake "reddy 4eter Dim
Etymological )apart from acronyms*
Tracy
0ichele
8inda
Sam
$dentified $ndividual <eeds /rooke Contractions Sight words Eth7 Ewh7 initial sounds ! letter blends Esh7 Ech7 initial blend /ossy Ee7 Double consonant
$dentified Class <eeds
Strategies
Identified Needs E&bedded In The Literac( Session

2odeled reading session eacher reads the #oo' H(here he (ild hings 4reB to the class& the focus is on %eaning of !hole te6t on the first read through. 4fter the read through the focus shifts fro% %eaning to identified spelling strategies =ocus $dentified class needs fro% Criterion #ased spelling assess%ent& lesson 2orphe%ic ,no!ledge& contractions& .ossy HeB >uided 4s the teacher treats each guided group for indi"idual needs the reading rest of the class %ay rotate in"ol"ed in a "ariety of acti"ities that focus on co%prehension s'ills& !riting& and a spelling acti"ity that follo!s on fro% the %odeled reading session #ut continuing on the identified class needs fro% the data. 2odeled eacher %odels !riting that contains %any and "aried e6a%ples of !riting !ords that !ill reinforce the spelling focus >uided 3oint construction of te6t using strategies to focus on identified !riting needs& as !ell as !riting focus for that particular lesson $ndependent Students !rite using a "ariety of strategies to sol"e spelling !riting pro#le%s& in particular strategies %odeled in teacher led !riting session 0:".E. ;EA."*0 5:TL"*E teacher /lass acti6ities foc$s guided reading 8 le"el guides of co%prehension @here& hidden& headA group Spelling focus 9 .ossy EeG 9 authentic detecti"e Reading follo! up acti"ity Response to te6t acti"ity Spelling =ocus 9 2orphe%ic suffi6 scra%#le
Bibliogra!h(
)* )ocu%ents+ *nglish ,-6 Sylla#us+ http+KK'6.#oardofstudies.ns!.edu.auKenglishK =ocus 5n Literacy 9 eaching Spelling ,-6 @Curriculu% Support )irectorate-778A =ocus 5n Spelling 9 State Literacy and Nu%eracy Plan @Curriculu% Support )irectorate -778A eaching Spelling ,-6 9 State Literacy Strategy @Curriculu% Support )irectorate -778A Progra%%ing and Strategies ?and#oo' 9 State Literacy Plan @NS( )* A =ocus 5n (riting 9 State Literacy and Nu%eracy Plan @Curriculu% Support )irectorate 2000A
Connected 5utco%es >roups+ !!!.curriculu%support.education.ns!.go".auKti%etoteachKcogsK 3udith ?all Criterion .ased Spelling 4ssess%ent+ !!!.dest.go".auK...K'eyRissuesKliteracyRnu%eracyB Puality eaching in NS( Pu#lic Schools+ )iscussion Paper @Professional Support and Curriculu% )irectorate 2008A. Pinnell& >.S. M =ountas& $.C. -777 /oices >n Matters F Learning "&out %honics an# Spelling 4n The Classroom& ?arcourt *ducation. Sno!#all& ) M .olton& =. -777 Spelling 9-! %lanning an# Teaching & Stenhouse Pu#lishers.

Classroom Strategies For The Teaching of Spelling Early Stage 1 - Stage 3

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Classroom Strategies For The Teaching of Spelling Early Stage 1 - Stage 3

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Classroom Strategies For The Teaching Of Spelling

Early Stage 1 Stage 3

Classroom Strategies For The Teaching Of Spelling 2

The North Coast Region Spelling Strategy

Link to workshop acti6it&7

Classroom Strategies For The Teaching Of Spelling 6

Classroom Strategies For The Teaching Of Spelling 7