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
North Coast Region Spelling Project Coordinator
Johanna Bruce
Revised 2007
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%. $t also contains a parent
training section.
he original pac'age !as successfully trialled in three North Coast
Schools+ Rose#an' PS& *"ans Ri"er ,--2 School and .allina PS. he ne!
section has #een successfully trialled !ith Ni%#in CS& *"ans Ri"er ,--2
School& .allina PS and /ear 0 *ducation students fro% Southern Cross
1ni"ersity. han' you to these teachers& parents and students for their
"alua#le feed#ac'.
2any than's to+
Carol 2c2ahon& North Coast Region Priority Schools Consultant
3ohanna Presgra"e& North Coast Region Literacy Consultant
4lison Cha!ner& North Coast Region 4d%inistration 5fficer
he North Coast Literacy ea%
Carol Carrigan
Regional )irector
North Coast
3
Table of Contents
Theoretical Links......................................................................8
Spelling Knowledges................................................................9
Spelling- A tool for writing.....................................................10
Stage Expectations................................................................10
Spelling eliefs......................................................................1!
"#ple#entation s$ggestions.................................................1%
S&lla'$s Links........................................................................1(
)acilitator *otes....................................................................+0
Staff Training ,ackage...........................................................+1
,arent Training ,ackage........................................................+(
4ppendi6 -..........................................................................28
4ppendi6 2..........................................................................70
4ppendi6 7..........................................................................7-
Criterion .ased Spelling est 7 -4............................................78
Criterion .ased Spelling est 7 -.............................................79
Criterion .ased Spelling est 7 - C...........................................0-
Criterion .ased Spelling est 7 : )..........................................07
NS( Criterion .ased Spelling : student ans!er sheet................06
NS( Criterion Spelling 7 Class Profile. -4 : ;isual ,no!ledge.....08
NS( Criterion Spelling 7 Class Profile -. : Phonological ,no!ledge08
NS( Criterion Spelling 7 Class Profile -C : 2orphe%ic ,no!ledge09
NS( Criterion Spelling 7 Class Profile -) : *ty%ological ,no!ledge<0
Criterion .ased Spelling est - -4............................................<-
Criterion .ased Spelling est - :............................................<2
Criterion .ased Spelling est - - C...........................................<7
Criterion .ased Spelling est - : )..........................................<0
;isual ,no!ledge Class profile : Criterion .ased spelling -a........<<
Phonological ,no!ledge- Criterion .ased spelling -#..................<6
2orphe%ic ,no!ledge- Criterion .ased spelling -c....................<8
*ty%ological ,no!ledge- Criterion .ased spelling -d..................<8
4ns!er Sheet =or students for test -.......................................<9
Criterion .ased Spelling est 2 -4............................................60
Criterion .ased Spelling est 2 :............................................6-
Criterion .ased Spelling est 2 - C...........................................62
Criterion .ased Spelling est 2 : )..........................................67
student ans!er sheet est 2...................................................60
Class Profile Profor%a est 2..................................................66
Anal&sis of -ata ,rofor#a for all .riterion Tests.................../8
0lossar&................................................................................./9
,honological Strategies.........................................................1+
4ppendi6 - : 1se =or+ (ord race& Race to %atch& Speedy spelling&
Starting !ith........................................................................8-
4
4ppendi6 - 4 : 1se =or+ .argain !ords....................................82
4ppendi6 - . : 1se =or+ .argain !ords....................................87
4ppendi6 - C : 1se =or+ .argain !ords....................................80
4ppendi6 2 : 1se =or+ Sta%p it out.........................................8<
Spelling >a%e : (ord .ac' Spied ?er.....................................90
4ppendi6 7 : 1se for Spiral Spelling........................................9-
4ppendi6 0 : 1se !ith Rhy%ing ag @>eneralA..........................92
4ppendi6 0 4 : 1se !ith Rhy%ing ag @C5>S >roup C : *S-A.....97
4ppendi6 0 . : 1se !ith Rhy%ing ag @C5>S >roup C : S-A......90
4ppendi6 0 C : 1se !ith Rhy%ing ag @C5>S >roup C : S2A......9<
2is$al Knowledge Strategies.................................................9/
2is$al Appendices................................................................100
4ppendi6 < : 1se for Speedy sight !ords...............................-00
4ppendi6 6 : 1se for+ 2ne%onics..........................................-0-
4ppendi6 8 : 1se for+ (ord !all............................................-02
4ppendi6 8 : 1se for+ Racing Sight !ords...............................--0
4ppendi6 9 : 1se for Silent partners......................................--2
4ppendi6 -0 : 1se for $t ta'es 0...........................................--<
3orphe#ic Knowledge Strategies........................................11/
3orphe#ic Appendices........................................................1+/
4ppendi6 -- : 1se for+ Co%pounded (ords............................-26
4ppendi6 -2 : 1se for+ LetBs get tense...................................-28
4ppendi6 -7 : 1se for+ )icing !ith prefi6es............................-28
4ppendi6 -74 : 1se for+ )icing !ith prefi6es...........................-29
4ppendi6 -7. : 1se for+ )icing !ith prefi6es...........................-70
4ppendi6 -0 : 1se for+ 2orph it............................................-7-
Et&#ological Knowledge Strategies.....................................1!%
Et&#ological Appendices.....................................................1!8
4ppendi6 -< : 1se !ith+ (hat does it stand forC.....................-78
4ppendi6 -6 : 1se !ith *pony%s..........................................-79
Spelling Strategies...............................................................1%0
in ,L4s and C5>s..............................................................-00
Connected 5utco%es >roup @CA *arly Stage - : Changes..........-02
4ppendi6 -8 : 1se for+ Rhy%ing ag !ith C5> content............-0<
?o! the 'angaroo got her pouch...........................................-06
4ppendi6 -8& 1se for+ Sta%p $t 5ut& heyBre *"ery!here& Racing Sight
(ords...............................................................................-08
4ppendi6 -9+ 1se for Sensational Sylla#les @oralA.....................-08
4ppendi6 20 : 1se !ith Rhy%ing ag @C5>S >roup C : *S-A....-09
Connected 5utco%es >roup @CA Stage - : >ro!ing and Changing-<0
4ppendi6 2- : 1se forD (ords %ean ti%e& LetBs get tense& 4 tense
race..................................................................................-<2
4ppendi6 22 - 1se for+ Sensational Sylla#les...........................-<<
4ppendi6 27 - 1se for+ Nu%#ers are us& (ho thin's !ins..........-<<
4ppendi6 20 - 1se for+ Source Sort........................................-<6
5
Connected 5utco%es >roup @CA Stage 2 : *ffects of >ro!th and
Change..............................................................................-<8
4ppendi6 2< - 1se for Suffi6es..............................................-<9
4ppendi6 26 - 1se for+ Source Sort........................................-60
4ppendi6 28 - 1se for+ Rhy%ing ag......................................-6-
Connected 5utco%es >roup @CA Stage 7 : $nterconnecting gro!th and
change..............................................................................-62
4ppendi6 28 - 1se for+ 1se for Suffi6es Rule& )ice it up............-60
Anal&sis of -ata...................................................................1/8
"dentified *eeds E#'edded "n The Literac& Session...........110
i'liograph&.........................................................................111
Scope and Se4$ence 5f Spelling : 47 insert at the #ac' of the folder
Link to workshop acti6it&7
6
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
7
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
KNOWLEGES
,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
!
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 : .egins to use letters to represent
'no!n !ords !hen spelling.
(riting Stage - @/ears - and 2A : 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 7 and 0A : 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 7 @years < and 6A : 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.
$n order that students i%pro"e their spelling co%petencies they need to
acFuire the understanding or 'no!ledge that so%e !ords can #e
sounded out @phonological 'no!ledgeA& so%e ha"e regular patterns
@"isual 'no!ledgeA& so%e ha"e a #ase %eaning that can #e #uilt on
@%orphe%ic 'no!ledgeA& and !ords originate fro% a nu%#er of
languages @ety%ological 'no!ledgeA.
Stage E%!ectations
*S9 oard of St$dies www.'oardofst$dies.nsw.ed$.a$
Stage 1
"0
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
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 : 'nife-'ni"es
""
Proofreads and corrects o!n !riting
1ses correct spelling and punctuation
"2
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& al'ing
and Listening and (riting and integrated across ,L4s.
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
"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.
"4
'oundation State&ents
English www.boardofstudies.nsw.edu.au
Early Stage 1
Talking and Listening I Reading I Writing
Students mix and talk informally with peers, teachers and known adults. They give short talks and interact
effectively in the
classroom and in groups. Students listen with attentiveness to follow simple instructions and ask relevant
questions. They
express ideas clearly, demonstrating an emerging awareness of how people use spoken language for different
purposes.
They explore the way familiar spoken texts are constructed and the features of these texts.
Students develop reading, viewing and comprehension skills and strategies using context, grammar, word
usage and phonics
in short predictable printed texts on familiar topics. They recognise, discuss and respond to the different kinds
and purposes
of various written and visual texts. Students explore and identify some language features of written and visual
texts.
Students write with an increasing awareness of the nature, purpose and conventions of written language. They
produce
simple texts that demonstrate an awareness of the basic grammar and punctuation needed. Students know and
use letters
and sounds of the alphabet to attempt to spell known words and use most lower and upper case letters
appropriately to
construct sentences. Students explore the use of computer technology to construct texts.
English
Stage 1
Students communicate with a wide range of people on familiar and introduced topics to achieve a variety of
purposes.
They interact effectively, adopting new speaking skills, in order to give confident oral presentations. They
listen to instructions
and share ideas with peers to complete tasks. Students recognise that spoken language has a range of purposes
and
audiences and use this knowledge when attempting to communicate effectively with others. They investigate
the different
types and organisational patterns of common spoken texts and recognise features within them.
Students read and view short literary and factual texts, using an increasing variety of skills and strategies
including context,
grammar, word usage and phonics to make connections between their own experiences and information in
texts. Students
read, interpret and discuss texts, including visual and multimedia texts, using a range of skills and strategies.
They explore
and identify ways texts differ according to purpose, audience and subject and understand that people produce
texts.
Students recognise the basic structure and grammatical features of a limited range of text types.
Students write simple literary and factual texts on familiar topics for known readers by planning and
reviewing their writing.
They write using basic grammatical features and conventions of punctuation, showing awareness of different
purposes,
audiences and subject matter. Students spell using knowledge of sight words, letter-sound correspondence and
other
"5
strategies. They write using letters of consistent sie and slope in !S" #oundation Style and use computer
technology to
produce texts, recognising simple conventions, language and functions
English
Stage 2
Students communicate proficiently ideas and information in classroom, school and social situations for a
range of purposes. They
explore a range of roles when interacting in pairs and groups, using various listening strategies to gather
general ideas from
conversations, reports or spoken presentations. Students identify the effect of purpose and audience on spoken
texts and they shape
and present ideas accordingly. They identify common organisational patterns and language features of
predictable spoken texts.
Students independently read and view familiar and challenging texts and justify interpretations of ideas,
information and events,
using a range of skills and strategies. They integrate a range of skills and strategies efficiently when reading
and interpreting texts
and visual images. Students recognise and explore the relationship between writers and readers and how
writers use language to
create different worlds and achieve a range of purposes. They explore the structure and grammatical features
for a range of
written and visual texts.
Students write well-structured literary and factual texts in terms of topic, purpose, audience and language by
drafting, revising and
proofreading. They use accurate sentence structure, grammatical features and punctuation conventions to
produce various texts
and spell familiar and unfamiliar words using knowledge of letter-sound correspondence, common letter
patterns and a range of
other strategies. Students use joined letters when writing in !S" #oundation Style and develop basic desktop
publishing skills.
Students explain how they structure their writing to achieve intended purposes.
English
Stage 3
Students communicate effectively, using considered spoken language to entertain, inform and influence
audiences for an increasing
range of purposes. They work productively and independently, in pairs or groups to deliver effective oral
presentations using various
skills and strategies. Students listen attentively to gather specific information and ideas, recognising and
exploring how spoken and
written language differs, and how spoken language varies according to context. Students evaluate
characteristic language features and
organisational patterns of challenging spoken texts.
Students independently read and view an extensive range of complex texts and visual images using a
comprehensive range of skills
and strategies. They respond to themes and issues within texts, recognise point of view and justify
interpretations by referring to their
own knowledge and experience. Students identify, critically analyse and respond to techniques used by
writers to influence readers
through language and grammar. They identify text structure of a range of complex texts and explore how
grammatical features work
to influence an audience understands of written, visual and multimedia texts.
"6
Students write well-structured and well-presented literary and factual texts for a wide range of purposes and
audiences, dealing with
complex topics, ideas, issues and language features. They write well-structured sentences, effectively using a
variety of grammatical
features. Students spell most common words accurately, and use a variety of strategies to spell less common
words. They use a fluent
and legible style to write and employ computer technology to present written texts effectively in a variety of
ways for different
purposes and audiences. Students evaluate the effectiveness of their writing by focusing on grammatical
features and the conventions
of writing.
!S" $oard %f Studies
"7
"
#ages 40 $ 4"
"!
'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.
$f reFuired and if ti%e per%its conducting parent !or'shops.
20
Staff Training Package
To assist school 'ased staff to present to the whole school.
,$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
*nglish ,-6 Sylla#us. Learning to (rite-S'ills and strategies.
(*S-.--& (S-.-- & (S2.-- & (S7.--
=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#=
2"
Teaching and Learning .&cle7

St$dents in6ol6ed in lots of reading : Students need to see the
!ords in print to 'no! ho! to spell the%. Not all !ords in our *nglish
language can #e Hsounded outB. 5pportunities for students to see
%odeled reading& shared reading& guided reading and personal reading
contri#ute to the de"elop%ent of spelling.
St$dents in6ol6ed in lots of writing : 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.
22
assessment
#lanning
#rogramming %sing s&lla'%s
o%tcomes driven '& data
collection
Teaching
(earning e)perience
Strategies to address identified needs
*ssessing and
recording
Collecting meaningf%l
data to inform
teaching practices
Teaching And
Learning Cycle
St$dents in6ol6ed in spelling as pro'le# sol6ing : Children need to
see spelling as a pro#le% sol"ing acti"ity& not !ords that need to #e
%e%orised and then forgotten. Students should #e gi"en opportunities
to use a range of strategies to sol"e the spelling of un'no!n !ords.
8ow can we fit this in to an alread& o6er crowded c$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 -9A
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
23
"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$rces.
;esponse+ his pac'age pro"ides the resources to support the teaching
of spelling& using the 0 for%s of spelling 'no!ledge across all ,L4s.
Support resources are pro"ided !ithin the C5>S fra%e!or'.
24
Parent Training Package
To assist the school to present to parents.
9hat is o$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%
25
Spelling is empowering students with the strategies to use a
problem solving approach to spelling.
8ow can parents@ho#e partners help=
St$dents in6ol6ed in lots of reading : Students need to see the
!ords in print to 'no! ho! to spell the%. Not all !ords in our *nglish
language can #e Hsounded outB. 5pportunities for students to see and
hear !ords !ill contri#ute to the de"elop%ent of spelling. Reading to
your child& !ith your child and encouraging your child to read
independently !ill ha"e a positi"e i%pact on de"elop%ent of spelling
s'ills.
St$dents in6ol6ed in lots of writing : 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$dents in6ol6ed in spelling as pro'le# sol6ing : Children need to
see spelling as a pro#le% sol"ing acti"ity& not !ords that need to #e
%e%orised and then forgotten. Students should #e gi"en opportunities
to use a range of strategies to sol"e the spelling of un'no!n !ords.
So when and how can parents@ho#e partners do this=
(ith sport& dancing lessons& %usic lessons& ho%e!or' etc. etc finding
ti%e to fit e6tra !or' in is i%possi#leL
Seeing opportunities in the daily routine is the ans!er.
Shopping Lists : *ncourage your child to !rite the shopping list for
you. *ncourage the% to ha"e a go at un'no!n !ords. *ncourage
the% to identify !here they %ay #e a#le to see the correct
spelling. *.g. pantry& Hjun' %ailB etc.
(hen shopping - as' your child to find the aisle !here you can
find a no%inated ite%. @4isle signageA
Signs : )ra! your childBs attention to signs. Categorise #y !hat
they start !ith& shortened !ord etc.
; >uide : 4s' your child to find !ords they 'no! in the ; guide.
*ncourage the% to !or' out !hat so%e other !ords are that
!ould help the% to 'no! !hat is going to #e on.
; Credits : *ncourage your child to !atch for !ords they
'no! on the ;. 4ssist to identify !ords that occur regularly and
!or' out !hat they say.
Notes : ?a"e your child !rite notes for school etc.
Lunch orders : ?a"e your child !rite their o!n lunch orders.
26
?a"e a dictionary "isi#le and readily a"aila#le. 1se it together
!hen trying to spell an unfa%iliar !ord.
4l!ays encourage your childBs atte%pts to spell ne! !ords.
9hat sho$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 7
$f your child does not !rite for fear of %a'ing spelling %ista'es&
de"elop%ent of spelling s'ills !ill #e affected.
27
Appendix 1 C .$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__________________.
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.
2!
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 : the ants are ju%ping on %e.
tree : they !ere tree ants.
off : they ju%ped off the tree.
acti"e : the ants !ere so acti"e #iting %e.
hair : it hurt so %uch %y hair !as standing up on %y nec'.
'ey : $ found the 'ey !as to ju%p around to sha'e the% off.
orange : 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.
30
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
Stage
See CD for writing samples
Stage !
3"
P(ONOLOGIC#L
KNOWLEGE
?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
32
)IS*#L
KNOWLEGE
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
33
+O,P(E+IC
KNOWLEGE
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
34
ET-+OLOGIC#L
KNOWLEGE
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
35
,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
36
.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 #erbal $nstructions
The the% the ball.
the cat.
the
&nd and% a bat and ball
a cat and dog
and
'f of% a plate of soup
a bowl of fruit
of
To to% go to the beach
$ go to school
to
(as was% was it there)
what was that)
was
said said% he said something.
The man said something
said
Some some% $ ate some cake.
She had some too
some
School school% we go to school.
$ like school.
school
There there% put it over there.
there are books at home.
there
That that% what was that)
that is great.
that
"or for% is that for me*
that is for me.
37
for
+e he% he is my brother.
he is 1, years old.
he
-y by% $ came by bus.
they went by plane.
by
They they% where are they.
they are here.
they
which which% which one is blue)
which one is mine)
which
'ne one% one*two*three
the number one.
one
.ou you% you are ten years old
you are my friend
you
(ere were% were you on the bus)
we were all there.
were
Their their% /the one that owns something0 $s that
their ball)
$t is their cat.
their
+er 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.
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.
"ocus (ord #erbal $nstructions
hat
/cvc0
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
/cvc1e0
hike% Repeat slowly as above.
$ went for a hike.
$ en2oy going for a hike. hike
wait
/cvvc0
wait% Repeat slowly as above.
(ait there please.
(e had to wait. wait
bird
/r1controlled vowel0
bird% Repeat slowly as above.
The bird flew to the tree.
$ have a pet bird. bird
glob
/initial c1blend short vowel0
glob% Repeat slowly as above.
There is a glob of glue on my shirt.
$ want a glob of cream on my dessert.
glob
belt
/short vowel final c1blend0
belt% Repeat slowly as above.
& belt will hold up my trousers.
The nuts moved on the conveyer belt.
belt
claim
/initial c1blend long vowel0
claim% Repeat slowly as above.
& mining claim.
She made a claim for the pencil on
the table. claim
strict
/initial c1blend short v*final c1blend0
"ocus word
strict% Repeat slowly as above.
& strict rule.
& strict principal. Strict
#erbal $nstructions
shop
/c digraph beginning0
shop% Repeat slowly as above.
$ love to shop.
3!
$ like the ice1cream shop the best.
shop
crush
c digraph ending0
crush% Repeat slowly as above.
-e careful not to crush the cat.
Crush the ice for the esky. crush
sketch
/c blend1short v c blend digraph0
sketch% Repeat slowly as above.
$ love to sketch.
3y sketch of my dog is my favorite
sketch. sketch
out
/vowel diphthong0
out% Repeat slowly as above.
4et 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.
spelling. herefore it is i%portant to test other 'no!ledge areas to gain
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.
40
.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.
patted
/cvc 5 suffi60
7atted% She patted the dog. The rain
patted on the window. 7atted.
hiking
/cvc1e 5 suffi60
+iking% $ go hiking in the mountains.
7eople go hiking all over the world.
+iking.
waited
/cvvc 5 suffi60
(aited% $ waited all day. They waited
at the station for the train. (aited.
birdie
/81controlled vowel 5 suffi60
-irdie% & birdie is a golf score.
Some people call a little bird* a birdie.
-irdie.
slobber
/initial c1blend* short vowel 5 suffi60
Slobber% $ try not to slobber in my
soup. $t9s fun to slobber ice1cream.
Slobber.
melting
/short vowel* final c1blend 5 suffi60
3elting% The butter is melting. $ like
melting cooking chocolate 3elting.
claimable
/initial c1blend* long vowel 5 suffi60
Claimable% :ost property is claimable.
4old is claimable. Claimable.
strictly
/ c1blend*short v final c1blend 5 suffi60
Strictly% Strictly no entry. &pply the
rules strictly. Strictly
crushing
/short v consonant digraph 5 suffi60
Crushing% Crushing ice. The tree fell*
crushing the roof. Crushing.
sketches
/sibilant 5 plural suffi60
Sketches% $ love sketches. 3y
sketches are great. Sketches.
outing
/v diphthong 5 suffi60
'uting% $ went on an outing to the
;oo. School had an outing to the
movies. 'uting.
4pplication of spelling rules for testing %orphe%ic 'no!ledge .
hatBs enough suffi6esL No! letBs chec' that you 'no! other spelling
rules.
4"
distrust
/1 syllable word 5 prefi60
Distrust% $ distrust my dog with my cat.
$f you distrust somebody it means that
you don9t trust them. Distrust.
kitten
/ syllable word% initial syllable short
vowel sound0
<itten% & kitten is playful. 3any
people have a kitten for a pet. <itten.
bisect
/ syllable word% initial syllable long
vowel sound0
-isect% $f you bisect something* you
cut it up. 3ost people bisect their
meat before they eat it. -isect.
silkworm
/Compound word0
Silkworm% & silkworm is a worm that
makes silk. $ keep my silkworms in a
shoebo6. Silkworm.
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.
42
.riterion ased Spelling Test Entire 2ersion C -
4#ility to use ety%ological ,no!ledge
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 #erbal $nstructions.
ear The word ear can be found in other
words that deal with hearing.
hear :ook at the word ear.
=ow spell hear% .ou hear with your
ear. +ear.
heard &gain* look at the word ear.
=ow spell heard% .ou heard with your
ear. +eard.
Re%o"e the !ord fro% the #oard.
(rite EyouG on the #oard.
"ocus <nowledge #erbal $nstructions
you The pronoun you can be found in
other words that deal with things that
belong to you.
your :ook at the word you
=ow spell> your
They are your things.
.our.
yours :ook at the word you
=ow spell> yours
Those things are yours.
.ours.
43
.ontin$ed
(rite EhereG on the #oard.
here This word here can be found in other
words that deal with putting things
somewhere.
there :ook at the word here
=ow spell> there.
There is your ball* put it over there
please.
There.
where :ook at the word here.
=ow spell> where.
(here did you put your ball)
(rite fi"e and fifth on the #oard.
five* fifth Fifth is the ordinal number for five.
:ook carefully to see how five
changes to become fifth.
twelve :ook at the words five and fifth
=ow spell> twelve.
Twelve has the same letter ending as
five.
Twelve.
twelfth :ook at the words five and fifth
=ow spell> twelfth.
Twelfth is the ordinal number for
twelve.
Re%o"e the !ords fro% the #oard.
44
.ontin$ed
(rite EaFuaG on the #oard.
a?ua 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.
a?ualung :ook at the word a?ua.
=ow spell> a?ualung.
&n a?ualung is used for breathing
underwater.
&?ualung.
a?uarium :ook at the word a?ua.
=ow spell> a?uarium.
$ saw a shark in the a?uarium.
&?uarium.
(rite #eau on the #oard
beau The word beau is a "rench word*
meaning handsome man. -eau is in
many words to do with beauty.
beaut :ook at the word beau.
=ow spell% beaut..ou beaut. -eaut.
beautiful :ook at the word beau.
=ow spell beautiful. $t is a beautiful
day. -eautiful.
beauty :ook at the word beau.
=ow spell beauty. 3y new car is a
beauty. -eauty.
-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.
45
=S( Criterion -ased Spelling @ student answer sheet
=ame _______________________ 4rade_____________ Date________________
#isual <nowledge 3orphemic <nowledge 7honological <nowledge Etymological <nowledge
Classroom Strategies For The Teaching Of Spelling 46
=S( Criterion Spelling Entire #ersion Class 7rofile. & @ #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 7rofile - @ 7honological <nowledge
hat
hike
wait
bird
glob
belt
claim
strict
shop
crush
sketch
out
=S( Criterion Spelling Entire #ersion Class 7rofile C @ 3orphemic <nowledge
patted
hiking
waited
birdie
slobber
melting
claimabl
e
strictly
crushing
sketches
outing
distrust
kitten
bisect
silkworm
Classroom Strategies For The Teaching Of Spelling 4!
=S( Criterion Spelling Entire #ersion Class 7rofile D @ Etymological <nowledge
hear
heard
your
yours
there
where
twelve
twelfth
a?ualung
a?uarium
beaut
beautiful
beauty
.riterion ased Spelling Test Alternate 2ersion CA
(rite each !ord carefully and chec' your spelling to %a'e sure it loo's
right. Sight !ords should al!ays loo' right.
the the% They had the ball.
They bought the cat. the
and and% $ have a pen and pencil.
(ho has the pink and green ball)
and
of of% There are ! of us here
Do you want a piece of cake) of
to to% .ou can go to the beach
.ou must go to school. to
was was% was it there)
what was that) was
The man said something said
some some% $ ate some cake.
She had some too some
school school% we go to school.
$ like school. school
there there% put it over there.
there are books at home. there
Consider using the additional test -ritten test for proofrea#ing to
support findings.
infor%ation on their o"erall spelling strategies
5"
.riterion ased Spelling Test Alternate 2ersion C
(eBre going to !rite !ords that you can Hsound outB.
out. /ou should ha"e a letter or letter co%#ination for e"ery sound.
hat hat% Repeat slowly while sounding
blended word. h/a/t
the hat on my head.
$ have a new hat for school. hat
fit fit% Repeat slowly as above.
Can you fit everything in your bag)
$ en2oy being fit A healthy. fit
cut cut% Repeat slowly as above.
$ cut my finger.
.ou can cut some cake to eat. cut
met met% Repeat slowly as above.
$ met my friend at the park.
+ave we ever met) met
rod rod% Repeat slowly as above.
$ caught a fish with my rod.
The curtain hangs on a rod. rod
shut shut% Repeat slowly as above.
Shut the gate please.
Shut the book now. shut
chin chin% Repeat slowly as above.
$ fell on my chin.
3y chin moves when $ chew. chin
rake rake% Repeat slowly as above.
$ will rake the leaves.
$ have a garden rake. rake
thing thing% Repeat slowly as above.
(hat is that thing in the book)
(hat thing can you see) thing
)oes student 'no! %edial "o!el soundsC
(hat #lends does student 'no!C
52
.riterion ased Spelling Test Alternate 2ersion C .
hats hats> $ have hats.
3y hats are all pink. hats
fitting fitting> $s it fitting in to the bag)
$t is hard fitting lunch in. fitting
raked raked> +e raked the leaves up.
+ave you raked the soil) raked
ringing ringing> The phone is ringing.
$s he ringing me tonight) ringing
something something> $ can hear something.
Can you smell something) something
do do> Do you like reading)
Do you hear the bell) do
does does> Does dog like to play)
(hat does he do at work) does
hot hot> $n summer it9s hot.
$t is hot in here today. hot
hotter +otter> Today is hotter than
yesterday.
$t is hotter in Bueensland. hotter
hottest hottest> $t is the hottest day.
This pie is the hottest of all. hottest
thirty thirty> She is thirty years old.
Thirty is three lots of ten. thirty
he general rules.
Suffi6es
Co%pound !ords
Co%parati"es and superlati"es.
53
.riterion ased Spelling Test Alternate 2ersion C -
(rite EearG on the #oard. he !ord ear can #e found in other !ords that
ha"e to do !ith hearing.
ear. +ear.
ear. +eard.
So%eti%es !e shorten !ords and just use the initials or letters.
(rite .; on the #oard. (hat is this short forC
=S( (rite what the initials =S( stand for.
&CT (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.
'ctopus 'ctopus> &n octopus has C tentacles.
'ctagon 'ctagon> &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%.
aeroplane &eroplane> $ went on an aeroplane to
Sydney.
aerodrome &erodrome> &n aerodrome is where
aeroplanes are kept.
-iagnostic .onsiderations.
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.
54
#isual <nowledge Class profile @ Criterion -ased spelling &lternate #ersion 1 &
"ocus
(ord
the
and
of
to
was
said
some
schoo
l
there
7honological <nowledge1 Criterion -ased spelling &lternate #ersion - -
"ocus
(ord
hat
fit
cut
met
rod
shut
chin
rake
thing
3orphemic <nowledge1 Criterion -ased spelling &lternate #ersion 1 C
"ocus
(ord
hats
fitting
raked
ringing
somethin
g
do
does
hot
hotter
hottest
thirty
Etymological <nowledge1 Criterion -ased spelling &lternate #ersion 1 D
"ocus
(ord
hear
heard
=S(
&CT
octopus
octagon
aeroplane
aerodrom
e
&nswer Sheet "or students for test &lternate #ersion
#isual 7honological 3orphemic Etymological
.riterion ased Spelling Test Short Alternate -A
(rite each !ord carefully and chec' your spelling to %a'e sure it loo's
right. Sight !ords should al!ays loo' right.
they they% They had a ball.
They bought a cat. they
when when% (hen can $ play)
(hen will you be home when
are are% .ou are very clever
&re you coming home yet) are
you you% .ou can go to the beach
.ou must go to school you
was was% was it there)
what was that) was
The man said something said
some some% $ ate some cake.
She had some too some
school school% we go to school.
$ like school. school
there there% put it over there.
there are books at home. there
Consider using the additional test -ritten test for proofrea#ing to
support findings.
60
.riterion ased Spelling Test Short Alternate C
(eBre going to !rite !ords that you can Hsound outB.
out. /ou should ha"e a letter or letter co%#ination for e"ery sound.
sand sand% Repeat slowly while sounding
blended word. s/a/n/d
The sand is hot.
$ have sand in my shoes. sand
best best% Repeat slowly as above.
That is your best dress
$ think your work is the best. best
2ump 2ump% Repeat slowly as above.
$ can 2ump really high.
.ou can 2ump so high. 2ump
stream stream% Repeat slowly as above.
The water in the stream is cold.
The stream runs by a road. stream
out out% Repeat slowly as above.
$ went out.
Three strikes you9re out. out
shut shut% Repeat slowly as above.
Shut the gate please.
Shut the book now. shut
chin chin% Repeat slowly as above.
$ fell on my chin.
3y chin moves when $ chew. chin
rake rake% Repeat slowly as above.
$ will rake the leaves.
$ have a garden rake. rake
thing thing% Repeat slowly as above.
(hat is that thing in the book)
(hat thing can you see) thing
)oes student 'no! %edial "o!el soundsC
(hat #lends does student 'no!C
6"
.riterion ased Spelling Test Short Alternate C .
hats hats> $ have hats.
3y hats are all pink. hats
fitting fitting> $s it fitting in to the bag)
$t is hard fitting lunch in. fitting
raked raked> +e raked the leaves up.
+ave you raked the soil) raked
ringing ringing> The phone is ringing.
$s he ringing me tonight) ringing
something something> $ can hear something.
Can you smell something) something
do do> Do you like reading)
Do you hear the bell) do
does does> Does dog like to play)
(hat does he do at work) does
hot hot> $n summer it9s hot.
$t is hot in here today. hot
hotter +otter> Today is hotter than
yesterday.
$t is hotter in Bueensland. hotter
hottest hottest> $t is the hottest day.
This pie is the hottest of all. hottest
thirty thirty> She is thirty years old.
Thirty is three lots of ten. thirty
he general rules.
Suffi6es
Co%pound !ords
Co%parati"es and superlati"es.
62
.riterion ased Spelling Test Short Alternate C -
(rite EearG on the #oard. he !ord ear can #e found in other !ords that
ha"e to do !ith hearing.
ear. +ear.
ear. +eard.
So%eti%es !e shorten !ords and just use the initials or letters.
(rite .; on the #oard. (hat is this short forC
=S( (rite what the initials =S( stand for.
S8C (rite what the initials S8C stand for)
So%eti%es !e #orro! !ords fro% other languages.
(rite 5ct on the #oard. 5ct is Latin for 8.
'ctopus 'ctopus> &n octopus has C tentacles.
'ctagon 'ctagon> &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%.
aeroplane &eroplane> $ went on an aeroplane to
Sydney.
aerodrome &erodrome> &n aerodrome is where
aeroplanes are kept.
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.
63
student answer sheet Short Alternate Test
#isual 7honological 3orphemic Etymological
Class Profile Profor%a Short Alternate
"ocus (ord
visual
they
when
are
your
was
said
some
then
there
phonological
sand
best
2ump
stream
out
shut
chin
rake
thing
morphemic
hats
fitting
raked
ringing
something
do
does
hot
hotter
hottest
thirty
etymological
hear
heard
=S(
S8C
octopus
octagon
aeroplane
aerodrom
e
4nalysis of )ata Profor%a for all Criterion ests
Student name $dentified $ndividual
=eeds
$dentified Class =eeds Strategies
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&+ $n spelling& using a 'no!n !ord to help in the spelling of other
!ords.
ase 9ord+ 4 !ord to !hich prefi6es and suffi6es %ay #e added to create
!ords relate in %eaning
lend+ he joining of sounds represented #y t!o or three letters !ith
%ini%al change in those sounds : for e6a%ple& spl& in split.
lended 9ord+ 4 !ord for%ed fro% portions of t!o !ords : e.g.. s%og J
s%o'e O =og. he %eaning of a #lended !ord is also a co%#ination of the
%eaning of the t!o !ords it ca%e fro%.
.o#parati6e )or#+ =or% of an adjecti"e or ad"er# to co%pare t!o ite%s
.o#po$nd 9ord+
-A 4 !ord ha"ing its %eaning the %eaning of the t!o or %ore s%aller
!ords !ithin it : 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 : 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.
6!
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+ $n *nglish& the %idcentral "o!el in an unstressed sylla#le. *.g.D
KaK in a#o"e& and KuK in industry.
70
Shared 9riting+ 4 !riting partnership in !hich the students and the
teacher together co%pose a piece of !riting& then the teacher !rites the
piece. 1nli'e interacti"e !riting& the pen is not shared #et!een the
students and the teacher& e"en though the students %ay suggest ho! the
!ords should #e spelt.
Spelling ,atterns+ 4 group of letters representing a sound& including
groups of letters& such as ould and ear& and diagraphs.
Stress+ he e%phasis or degree of loudness placed on a sylla#le.
S$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&
*& $& 5& 1&
9ord )a#il&+ 4 group of !ords related in %eaning. (ords in a !ord
fa%ily %ight #e deri"ed fro% the sa%e #ase !ord and ha"e different
prefi6es andKor suffi6es added to it. *.g.D the !ord replays is deri"ed fro%
the #ase !ord playD the prefi6 re and the suffi6 s ha"e #een added to for%
a ne! !ord related in %eaning to the #ase !ord& play. Co%pound !ords
%ay also #e part of a !ord fa%ily. *.g.D the !ords playground and
playpen are related in %eaning to the !ord play. 5ther !ord fa%ilies %ay
#e #ased on deri"ati"es. *.g.D the !ords photographer and telephoto are
related in %eaning to deri"ati"e photo.
K K 1sed to indicate a sound.
7"
,honological Strategies Awritten and adapted '& .arol 3c3ahon E Fohanna r$ce?
Strategy =ocus 2aterials Sylla#us Lin's
Speed& spelling Letter identification 4lpha#et cards
See appendi6 -
(*S--7+ -.--
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
scanning
=inding identified
focusK!ord in conte6t.
Rele"ant te6t.
?ighlightersKpencils
R*S--7 -.6
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.
$nstruct students to locate and highlight the identified focus e.g. HchB
E5tension 6se more challenging or numerous concepts.
argain 9ords Letter identification
ransferring 'no!ledge
Nu%erical "alue for each
letter of the alpha#et.
See 4ppendi6 - 4-C
(*S--7+ -.--
N*S--7 -.-
N*SL-7 -.0
5n the #oard or a poster display a %onetary "alue to each letter.
Students assign the rele"ant "alue to each letterKsound and calculate the "alue of each of their !ords.
E5tension Stu#ents calculate the total 0alue of all of their -or#s.
4ncrease the monetary 0alues of the letters.
Stu#ents calculate ho- much change they -oul# recei0e from a nominate# amount.
E5tension Stu#ents race -ithin a nominate# time frame to ma,e the most e5pensi0e -or#s they can.
;ace to #atch SoundKletter %atching M
identification
!o sets of cards !ith
letters on the%.
S*S--7 2.-
Place one set of cards& in a single line on the other side of a cleared spot. @$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 7
(*S--7+ -.--
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--7 2.-& (*S--7+
-.--
R*S--7 -.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
;h&#ing Tag
p./8
$dentifying rhy%ing
!ords
Cards !ith !ords on
the% to initiate rhy%es.
See 4ppendi6 0
R*S--7 -.6
(*S--7+ -.--
S*S--7 2.-
Students sit in pairs.
5ne student is gi"en a card !ith a !ord on it.
Student one says that !ord.
Student t!o %ust say a !ord that rhy%es !ith that !ord.
Students continue to ta'e turns saying different !ords that ha"e the sa%e rhy%es until they can thin' of
no %ore.
Student chooses another card and the ga%e continues.
E5tension Teacher nominates a category 1e.g. maths -or#s3 that the rhyming -or#s must come from.
E5tension Stu#ents must -rite the -or#s they say.
,ict$re Sort $dentifying initial sounds
of rele"ant ite%s.
Pictures sho!ing ite%s
that ha"e a range of
initial sounds.
(*S--7+ -.--
eacher no%inates the soundKs.
Students find the pictures that fit the criteria.
E5tension 4ncrease #ifficulty of criteria. e.g. &len#s+ final soun#+ etc.
Sta#p it 5$t $dentifying letter
patterns to for% !ords.
26 large cards each !ith
a letter of the alpha#et
on it.
See 4ppendi6 2
R*S--7 -.6
S*S--7 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 $dentifying sounds in
!ords.
!o sets of cards.
Set one has a letter of
the alpha#et on each.
Set t!o has a topic
!ord. e.g. food& toy&
clothing& science etc.
S*S--7 2.-
Place cards in t!o piles face do!n.
eacher no%inates a student.
Student ta'es the top card fro% each pile.
Student %ust say !ords !ith the initial sound on the card& relating to the topic on the second card.
E5tension Stu#ents must -rite the -or#s.
E5tension 4nclu#e &len#s.
E5tension 7ominate final or me#ial soun#.
9ho>s the oss= ?o! the E.ossy eG
changes sounds.
.lac'#oard. (*S--7+ -.--
eacher !rites a !ord on the #oard. e.g. %at.
eacher no%inates a student to add an HeB to the end of the !ord and say the Hne!B !ord.
E5tension 4nclu#e -or#s that #o not -or, this -ay e.g. map an# ha0e stu#ents i#entify if the ne- -or#
is correct.
)ind the oss ransferring spelling
'no!ledge to authentic
te6t.
4uthentic te6t.
R*S--7 -.6
eacher pro"ides a piece of te6t. @ 2ay "ary according to instructional le"elsA
Students highlight !ords that ha"e the H.ossy eB.
To na#e or to so$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--7 2.-
(*S--7+ -.--
R*S--7 -.6
Place cards face do!n in a single pile.
No%inate a ti%e fra%e. e.g. 70 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.
.an " co#e to the
part&=
$dentifying spelling
strategiesKrules.
Students S*S--7 2.-
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.
S*S--7 2.-
(*S--7+ -.--
R*S--7 -.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.
"t takes two $dentifying "o!el #lends
in !ords.
e6t
R*S--7 -.6
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
patterns.
4uthentic te6t R*S--7 -.6
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.
,ass the 'lend $dentifying sounds in
!ords
.allK#ean#ag S*S--7 2.-
(*S--7+ -.--
R*S--7 -.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.
-isappearing 2owels $dentifying "o!els in
!ords.
4 set of cards !ith a
!ord on each that has
had the "o!els o%itted.
S*S--7 2.-
(*S--7+ -.--
R*S--7 -.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.
9hat>s .hanged= $dentifying the seFuence
of letters that for% a
!ord.
Letter iles see 4ppendi6
-
S*S--7 2.-
(*S--7+ -.--
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.
Elkonin oxes $dentifying ho! sounds
can #e Hchun'edB
Spelling sheet containing
#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 7 #o6esD sh-i-p
Students put their !ords into the #o6es.
Throw and Know 1sing concept in
conte6t.
Large cards !ith a sound
or #lend on each one.
4 #ean#ag or si%ilar.
(*S--7+ -.--
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
of a "ariety of concepts
such as !ords& o#jects&
pictures etc
Pictures& o#jects& !ords
for sorting
(*S--7+ -.--
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#.
9ho>s Silent= ,no!ing !ords that
ha"e a silent initial
sound.
)uplicate sets of cards
!ith a !ord that has a
silent initial sound.
(*S--7+ -.--
Students play concentration& >o fish& using the cards.
E5tension Stu#ents use the -or#s in sentences.
,honological Appendices
4ppendi6 - : 1se =or+ (ord race& Race to %atch& Speedy spelling& Starting !ith
a m t s i f d a i d
r o g l h u c o u g
b n k v e w j e b e
p ! " # a e u o i
i t m n s e a o r i
Classroom Strategies For The Teaching Of Spelling "
4ppendi6 - 4 : 1se =or+ .argain !ords
a
2c
m
$c
t
4c
s
%c
i
2c
f
&c
d
'c
a
2c
i
2c
d
11c
r
'c
o
2c
g
12c
l
1$c
h
13c
u
2c
c
%c
o
2c
u
2c
g
(c
b
4c
n
11c
k
%c
v
1$c
e
2c
w
14c
j
11c
e
2c
b
&c
e
2c
p
(c
1)c
!
1$c
"
11c
#
1$c
a
2c
e
2c
u
2c
o
2c
i
2c
i
2c
t
4c
m
$c
n
11c
s
%c
e
2c
a
2c
o
2c
r
'c
i
2c
4ppendi6 - . : 1se =or+ .argain !ords
a
*c
m
*c
t
*c
s
*c
i
*c
f
*c
d
*c
a
*c
i
*c
d
*c
r
*c
o
*c
g
*c
l
*c
h
*c
u
*c
c
*c
o
*c
u
*c
g
*c
b
*c
n
*c
k
*c
v
*c
e
*c
w
*c
j
*c
e
*c
b
*c
e
*c
p
*c
*c
!
*c
"
*c
#
*c
a
*c
e
*c
u
*c
o
*c
i
*c
i
*c
t
*c
m
*c
n
*c
s
*c
e
*c
a
*c
o
*c
r
*c
i
*c
4ppendi6 - C : 1se =or+ .argain !ords
a
+
m
+
t
+
s
+
i
+
f
+
d
+
a
+
i
+
d
+
r
+
o
+
g
+
l
+
h
+
u
+
c
+
o
+
u
+
g
+
b
+
n
+
k
+
v
+
e
+
w
+
j
+
e
+
b
+
e
+
p
+
+
!
+
"
+
#
+
a
+
e
+
u
+
o
+
i
+
i
+
t
+
m
+
n
+
s
+
e
+
a
+
o
+
r
+
i
+
4ppendi6 2 : 1se =or+ Sta%p it out
a b
c
d
e
f
g h
i
j
k
l
m n
o
p
q
r
s t
u
v
w
x
y z
Classroom Strategies For The Teaching Of Spelling !
Spelling 0a#e C 9ord ack Spied 8er
=ill in the ta#le !ith topic !ords
5ne person chooses a !ord& !rites it on paper and co"ers it so no one can see
Students ta'e turns to find out the !ord #y as'ing Fuestions that relate to a spelling strategy& rule
or focus set #y the teacher
,ossi'le 4$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
$f the ans!er to a Fuestion is <ES then all !ords that do not fit the criteria can #e crossed fro%
the list
=urther Fuestions are as'ed until the correct !ord re%ains or so%eone guesses the !ord.
Classroom Strategies For The Teaching Of Spelling !0
4ppendi6 7 : 1se for Spiral Spelling
Classroom Strategies For The Teaching Of Spelling !"
4ppendi6 0 : 1se !ith Rhy%ing ag @>eneralA
Cat (in Can Drum Dam
Dump Three Sort Dance Swing
7lay 8oll Class &ct Turn
4ppendi6 0 4 : 1se !ith Rhy%ing ag @C5>S >roup C : *S-A
Change Event 4row 3e :ook
=ame Dad 3um Draw "eel
(ild Things .es =o Tell
4ppendi6 0 . : 1se !ith Rhy%ing ag @C5>S >roup C : S-A
Time :ine "our Treasure "rog
:ife 'ld .oung En2oy "eelings
:ocal Then =ow 4round :abel
4ppendi6 0 C : 1se !ith Rhy%ing ag @C5>S >roup C : S2A
2is$al Knowledge Strategies Awritten and adapted '& .arol 3c3ahon E Fohanna r$ce?
Speed& Sight 9ords 4uto%atic recognition of
sight !ords.
Sight !ord list
i%ing de"ice.
Personal graph.
"ppen#i5 5
9ES1.11
9S1.11
9S+.11
Students !or' in pairs.
Students ti%e each other to read listed sight !ords.
Students graph the ti%e ta'en.
Students ai% to see and say less than - sight !ord per second.
3ne#onics Creating a rele"ant and
%eaningful strategy for
spelling sight !ords.
Paper
"ppen#i5 ?
9ES1.11
9S1.11
9S+.11
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.
9hich word wall
word=
$dentifying sight !ords Sight (ord !all
"ppen#i5 @
9ES1.11
9S1.11
9S+.11
eacher secretly chooses a !ord off the !ord !all.
he teacher gi"es a clue as to !hich !ord it is.
Students !rite their guess ne6t to -.
eacher gi"es a second clue.
Students !rite their guess ne6t to nu%#er 2.
4fter the <
th
clue teacher re"eals the !ord.
Students discuss ho! they arri"ed at the correct ans!er.
;acing Sight 9ords Sight !ord identification 2 %atching sets of sight
!ord cards.
See appen#i5 !
;ES1./
;S1./
9ES1.11
9S1.11
Place one set of cards& in a single line on the other side of a cleared spot. @$nside or outsideA
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+./
eacher hands out cards.
Student spells the !ord including the %issing letters.
Sight word Sta#pede 4uto%atic identification
of sight !ords.
Large sight !ord cards.
"ppen#i5 @
9ES1.11
9S1.11
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.
Toss the sight word 4uto%atic sight !ord
identification
(ord !all
"ppen#i5 @
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.
The&>re E6er&where $dentifying sight !ords
in te6t
e6t
;ES1.(
;S1.(
9S+.11
eacher pro"ides students !ith rele"ant te6t. e.g. ne!spaper& #rochure& song lyrics& ?S$* 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.
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.
Classroom Strategies For The Teaching Of Spelling !
"t takes % $dentifying sight !ords $t ta'es 0 #oards
"ppen#i5 1A
SightKspelling !ord
cards.
Counters and dice.
"ppen#i5 !
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.
$f student says !ord correctly they get to place a counter on the #oard.
he nu%#er on the dice deter%ines the colu%n !here the student can place a counter.
he first player to get 0 correct !ords in a ro! !ins.
E5tension The stu#ent must use that -or# in a sentence.
E5tension The stu#ent must use that -or# in a correct sentence relate# to a nominate# topic. e.g. 2S4E+
maths etc.
Throw and Know 1sing concept in
conte6t.
Large cards !ith a sight
!ord on each one.
"ppen#i5 @
TES1.1
TS1.1
9ES1.11
9S1.11
Students ta'e turns to thro! the #ean#ag on to a sight !ord.
Student %ust use that !ord in a sentence.
Classroom Strategies For The Teaching Of Spelling !!
2is$al Appendices
4ppendi6 < : 1se for Speedy sight !ords
(ords (rite LSC(C LSC(C
?o! =ast Can /ou >5C
20
-9
-8
-8
-6
-<
-0
-7
-2
--
-0
9
8
8
6
<
0
7
2
-
"00
4ppendi6 6 : 1se for+ 2ne%onics
1se these tric's to help you re%e%#er tric'y !ords.
ache : $ ha"e a chest ache. !hole : 9ho 'no!s
the whole storyC
affect : Affect has an GaB for action. !itch : 4
!itch can %a'e you itch
al!ays : Al al!ays !ins.
#alloon : 4 'alloon loo's li'e a 'all.
#elie"e : Ne"er #elie"e a lie.
#oil : hereBs oil on the #oil.
diary : $n your diary you !rite a#out yourself so GiB
co%es first.
friend : 4 friend is a friend to the end.
hear : /ou hear !ith your ear.
island : 4n island is land.
!eather : 9e eat her food in all !eather.
"0"
4ppendi6 8 : 1se for+ (ord !all
the
to
of
my
"02
you
me
he
am
"03
she
good
like
who
"04
when
where
they
your
"05
here
only
and
for
"06
which
on
could
how
"07
only
about
use
now
"0
some
what
"0!
4ppendi6 8 : 1se for+ Racing Sight !ords @2a'e 2 setsA
the to of is
was my you me
he about use how
""0
some she by good
like who when where
and for that which
on could how only
"""
4ppendi6 9 : 1se for Silent partners
t He tH oH iH
wHs #H &H$ #H
hH a'H Ht $sH hHw
""2
so#H sHe 'H gH Hd
likH Hho wHen wHerH
thH& &H Hr hHrH onlH
""3
aHd fHr tHat wHich
oH cH H Hd hHw onlH
6erH eHcH wiHh whHt
""4
4ppendi6 -0 : 1se for $t ta'es 0
- 2 7 0 < 6
- 2 7 0 < 6
- 2 7 0 < 6
- 2 7 0 < 6
- 2 7 0 < 6
- 2 7 0 < 6
""5
3orphe#ic Knowledge Strategies Awritten and adapted '& .arol 3c3ahon E Fohanna r$ce?
.o#po$nded words $dentifying !ords !ithin
!ords
.lac'K!hite #oard
Set of cards !ith !ords on each.
@E5tensionA
"ppen#i5 11
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
changes in relation to
tense.
4 set of cards !ith !ords on
each. (ords to #e e6a%ples
of different tense. *.g.
ju%p& !al'ed& !ill !rite.
etc.
"ppen#i5 1B
9S1.11
9S+.11
9S!.11
TS1.+
TS+.+
TS!.+
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.
Classroom Strategies For The Teaching Of Spelling ""6
-icing with prefixes $dentifying ho! the
addition of a prefi6 can
change %eaning.
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
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
Classroom Strategies For The Teaching Of Spelling ""7
3orph it $dentifying appropriate
prefi6es and suffi6es.
hree sets of cards.
Set - has #ase !ord on
each.
Set 2 has a prefi6 on each.
Set 7 has a suffi6 on each.
"ppen#i5 13+ 13"+ 13B+ 1D+
1D"+ 1DB
S*S--7 2.-
(*S--7+ -.--
R*S--7 -.6
Suffi6 and prefi6 cards placed in a single line on the other side of a cleared spot. @$nside or outsideA
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.
Classroom Strategies For The Teaching Of Spelling ""
A Tense ;ace $dentify ho! !ords
change according to
tense.
=our sets of cards.
Set one has a #ase !ord on
each.
Set t!o has the past for% of
the !ords on each.
Set three has the present
for%s of the !ords on each.
Set four has the future for%
of the !ords on each.
S*S--7 2.-
(*S--7+ -.--
R*S--7 -.6
HenseB cards placed in a single line on the other side of a cleared spot. @$nside or outsideA
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.
Classroom Strategies For The Teaching Of Spelling ""!
-icing with s$ffixes $dentifying %eaning of
suffi6es.
$dentifying ho! a suffi6
can change %eaning.
hree large dice.
5ne set of cards !ith a #ase
!ord on each.
5ne set of cards !ith a
prefi6 on each.
5ne set of cards !ith a
suffi6 on each.
S*S--7 2.-
(*S--7+ -.--
R*S--7 -.6
4ttach cards fro% set - to each face of a large dice.
4ttach cards fro% set 2 to each face of a large dice.
Students ta'e turns to roll the dice.
Student identifies if the suffi6 %atches its %eaning.
;ariation+ Cards can de used for concentration& fish& #oard ga%es etc.
E5tension "ttach car#s from set 3 to each face of a large #ice.
E5tension Stu#ent must use the Cne-: -or# in a sentence.
E5tension Teacher nominates topic for the sentence.
E5tension Teacher places a mi5ture of prefi5es an# suffi5es on each face of the secon# #ice.
Stu#ent must i#entify -hether they ha0e rolle# a prefi5 or a suffi5.
Stu#ent must i#entify -hether the Cne-: -or# is correct.
A$thentic -etecti6e $dentifying concepts in
conte6t.
4uthentic te6t fro% ?S$*
unit& SM etc.
2odified to support focus.
R*S--7 -.6
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.
Classroom Strategies For The Teaching Of Spelling "20
S$ffix Scra#'le $dentifying rules that
apply to adding suffi6es.
!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.
S*S--7 2.-
(*S--7+ -.--
R*S--7 -.6
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%.
$f the #ase !ord and suffi6 do not %atch they are placed on the #otto% of the piles.
;ariation+ ,refix Scra#'le.
Throw and Know 1sing concept in conte6t. Large cards !ith a prefi6 or
suffi6 on each one.
4ppendi6 -7& -74& -7.& -0&
-04& -0.
(*S--7+ -.--
Students ta'e turns to thro! the #ean#ag on to a prefi6 or suffi6.
Student %ust e6plain ho! the prefi6 or suffi6 changes the !ord.
Student %ust say a !ord that contains that concept
Classroom Strategies For The Teaching Of Spelling "2"
Throw and Know the
;$les
1sing concept in conte6t. Large cards !ith a spelling
HruleB on each one.
S*S--7 2.-
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.
<o$ #ake the r$les $dentify spelling rules in
conte6t.
5ne set of cards each !ith a
spelling rule on it.
S*S--7 2.-
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'
!ords up.
5ne set of cards.
*ach card has a !ord !ith a
different nu%#er of sylla#les
on it.
(*S--7+ -.--
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.
.oncentrating
.ontractions
$dentifying ho! !ords
are contracted.
!o sets of cards.
Set one has the full for% of
the !ords.
Set t!o has the %atching
contractions
(*S--7+ -.--
Cards are placed face do!n.
Students ta'e turns to %atch the contraction !ith the full for% of the !ord.
S$ffixes ;$le $dentifying rule !hen
adding a suffi6.
!o sets of cards.
Set 5ne has a #ase !ord on
each.
Set !o has a suffi6 on
each.
(*S--7+ -.--
No%inated student ta'es a card fro% each set.
Student identifies if the suffi6 can #e added to the #ase !ord.
Student identifies the spelling rule that !ill apply.
Student spells the ne! !ord.
Alwa&s a r$le $dentifying spelling rule
in conte6t.
4uthentic te6t. S*S--7 2.-
eacher no%inates a rule or generaliIation.
Student reads authentic te6t& highlighting !ords that e6e%plify the rule.
Students report #ac' e6plaining ho! the rule i%pacts on each !ord.
E5tension Teacher nominates more than one ruleEgenerali;ation
So$rce Sort $dentifying the four for%s
of spelling 'no!ledge.
1nderstanding the i%pact
of this on learning to
spell.
4uthentic group of !ords. S*S--7 2.-
Students sort !ords according to their source.
Students report #ac'& e6plaining ho! this 'no!ledge !ill assist !ith spelling.
Tense -etecti6e $dentifying tense in
conte6t
4uthentic te6t R*S--7 -.6
Students read authentic te6t& highlighting !ords that denote tense.
Students report #ac' on findings.
E5tension Stu#ents either say or -rite that te5t in a #ifferent tense.
*a#e the r$leI it>s
a$thentic
4uto%atic&
'no!ledgeKuse of rules in
conte6t.
S*S--7 2.-
(*S--7+ -.--
R*S--7 -.6
Students choose a piece of authentic te6t& e.g. fro% %agaIine& ;. guide etc.
Students co%pile a group of !ords fro% that te6t that adhere to a rule or generaliIation.
Students sho! their group of !ords to other students.
Students %ust guess the rule that go"erned the list.
3orphe#ic Appendices
4ppendi6 -- : 1se for+ Co%pounded (ords
so#e thing 'od& one ti#e
e6er& an& da& '$s stop
fall rain drop 'ow s$n
light shine '$rn where e6er
how air 'ed 'alloon water
4ppendi6 -2 : 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
4ppendi6 -7 : 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 $p with
4ppendi6 -74 : 1se for+ )icing !ith prefi6es
near to self ten ti#es o$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 $pwards fro#I 'ack
Classroom Strategies For The Teaching Of Spelling "2!
4ppendi6 -7. : 1se for+ )icing !ith prefi6es
friend graph c&cle change gi6e
cast land night handle for#
do script heat pose call
circle nor#al clean hold stand
4ppendi6 -0 : 1se for+ 2orph it
l& less ion le ee
eer ed #ent ette ish
a'le est ling #an ing
is# ant f$l do# ic
4ppendi6 -0. : 1se for+ 2orph it
adBecti6e to
ad6er'
witho$t process of to #ake one who
one
concerned
with
past tense 6er' to no$n s#all for# sort of
6er' to
adBecti6e
co#paring
#ore than
two
s#allI little a person contin$o$s
action
state of 'eing one who as #$ch as
will fill
stateI
condition
a 'od& of
facts
4ppendi6 -0C : 1se for+ 2orph it
slow friend act spark e#plo&
#o$ntain raid pa& diskette red
enBo& cold d$ck store B$#p
hero contest plent& free #ath
Et&#ological Knowledge StrategiesJAwritten and adapted '& .arol 3c3ahon E Fohanna r$ce?
Strategy =ocus 2aterials Sylla#us 5utco%es
9hat does it stand for= 1nderstanding acrony%s
and a##re"iations.
*6a%ples of rele"ant
acrony%s and
a##re"iations. @appendi6
-<A
R*S--7 -.6
(*S--7+ -.--
eacher %odels traditional acrony%s and a##re"iations. 4NQ4C& P4N4S& NS( etc.
eacher gi"es opportunities to disco"er current e6a%ples. 42& 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
!ithin our languages.
.oard
Paper
(*S--7+ -.--
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--7+ -.--
R*S--7 -.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.
9here did it co#e fro# $dentifying !ords and their
origin that our language
has #orro!ed.
Sti%ulus for !ords e.g.
2agaIine cutouts
R*S--7 -.6
(*S--7+ -.--
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--7+ -.--
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 $dentifying deri"ations
!o sets of cards.
Set one. 4 #orro!ed #ase
!ord. *.g. uni& Fuad.
Set t!o. 4 !ord fro% the
*nglish language that
contains that deri"ation.
S*S--7 2.-
(*S--7+ -.--
R*S--7 -.6
.orro!ed #ase cards placed in a single line on the other side of a cleared spot. @$nside or outsideA
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.
*$#'ers are $s 9e'-a-
*$#'er
$dentifying ho! nu%#ers
in the *nglish language
ha"e #een influenced #y
other languages.
HNu%#erB deri"ation chart N*S--7 -.-
(*S--7+ -.--
eacher no%inates a deri"ati"e. *.g. oct etc.
Students find !ords !ith the deri"ation
Students report #ac' as to ho! the nu%#er relates to the !ord.
"t>s in &o$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.
(*S--7+ -.--
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
e"eryday !ords ha"e
e"ol"ed fro% the
trade%ar' or #rand na%e.
*6a%ples of epony%s.
4ppendi6
(*S--7+ -.--
)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.
Et&#ological chain $dentifying the root
!ord contained in our
!ords.
Chain lin's. (*S--7+ -.--
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.
R*S--7 -.6
(*S--7+ -.--
eacher pro"ides students !ith access to !ords
Students %ust research the origin of the !ords
Et&#ological Appendices
4ppendi6 -< : 1se !ith+ (hat does it stand forC
(hat do they all %eanC
4NQ4C : 4ustralian and Ne! Qealand 4r%y Corps.
P4N4S : Pueensland and Northern erritory 4irline
Ser"ice.
NS( : Ne! South (ales.
4C : 4ustralian Capital erritory.
N4S4 : National 4eronautics M Space 4d%inistration
*=P5S : *lectronic =unds ransfer Point 5f Sale.
42 : 4uto%atic eller 2achine.
4S4P : 4s Soon 4s Possi#le.
; : ele"ision.
SRC : Student Representati"e Council.
PMC : Parents and CitiIens.
PM= : Parents and =riends.
"3
4ppendi6 -6 : 1se !ith *pony%s.
-A (hen you ha"e a headache you ta'e an
aRRRRRRRRRRR.
2A (hen you cut yourself you put a
RRRRRRRRRRRRRon the cut.
7A 2o"ing stairs are called eRRRRRRRRRRRRR.
4spirin !as introduced to the %ar'et under the
trade%ar' 4spirin in -899. $t is actually
acetylsalicylic acid.
.and aid is a registered trade%ar' of 35?NS5N M
35?NS5N and still re%ains the nu%#er - adhesi"e
#andage in 4%erica.
*scalator. 5tis *le"ator Co.& is the !orldBs largest
%anufactures& installer and ser"icer of ele"ators&
escalators& %o"ing !al'!ays and other horiIontal
transportation syste%s.
"3!
S!elling Strategies
E&bedded #cross
KL#s/COGs
he C5>s ha"e #een used as a "ehicle to de%onstrate the
i%ple%entation of spelling into an already o"er cro!ded
curriculu%.
he C String has #een used as a sa%ple only& the
progra%%ing ideas can #e applied to all C5>s Strands and
into any integrated units #ased on any particular ,L4 focus
e.g. ?S$*
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 -80.
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.
"40
Strategies 3odified To S$pport .50s 0ro$p .
,honological 3orphe#ic
Speedy Spelling LetBs >et ense
Sensational Sylla#les ense Sort
Sta%p $t 5ut Co%pounded
(ords
(hatBs ChangedC (e#-4-(ord
Starting (ithC
Picture Sort Et&#ological
(hoBs SilentC (here )o $
LetBs >et $t Sorted co%e fro%C
Spelling ?eads
hro! and ,no!
2is$al
heyBre *"ery!here
Racing Sight (ords
Sight (ords Sta%pede
4uthentic )etecti"e : sight !ords
"4"
.onnected 5$tco#es 0ro$p A.? Earl& Stage 1 C .hanges
S$ggested Links to spelling.
Curriculum
:inks
C'4S Content Strategy Buality Teaching Elements
+S$E
8E&D$=4
(8$T$=4
&boriginal Dreaming stories.
+ow the kangaroo got her pouch.
Speed spelling
,he-re .verwhere
Sensational Sllables
/acing sight words
Stamp it out
Cultural Significance
+igher 'rder Thinking
Engagement
7D+7E 7lay, Spot the Change 0hat-s 1hanged2 Buality learning environment
3etalanguage
3&T+S
E=4:$S+
EFses terms such as yesterday*
today* tomorrow9.
3ay be oral.
3et-s get tense
Sensational sllables
,ense Sort
E6plicit Teaching
knowledge integration
substantive communication
+S$E
E=4:$S+
C8E&T$#E
&8T
E7eople in our lives9
Sort Epeople9 words by initial
sounds.
$dentify sight words e.g. 3um* and*
Dad* my* of* the* to etc.
Starting 0ith
Sight word Stampede
Significance
Engagement
E=4:$S+ EGuess hat!
This game can be e6tended to
include word games with similar
concept.
4icture sort
0hat-s 1hanged2
Spelling 5eads /variation0
?uality learning environment
narrative
engagement
Curriculum
:inks
English $mages of artworks.
Sort pictures according to initial*
final* medial sounds.
Compound words @ artwork*
printmaking* background* play
dough6 4icture Sort
1ompounded 0ords
Authentic 7etective
higher order thinking
student self direction
e6plicit criteria
English here the ild things are
Fse this te6t as stimulus.
4nashed
Authentic 7etective-Sight
words.
0ho-s Silent2
narrative
engagement
Creative &rts E8ecognises colour G.9
$ntroduce Ea?ua9 as a colour.
0eb a 0ord higher order thinking
metalanguage
3athematics
E=4:$S+
EShapes and lines9
Set one cards @ word with picture
clue of shape.
Set two cards @ initial or final
sound.
Student must say a shape
beginning with the sound.
/ace to 8atch
,hrow and 9now
engagement
Creative &rts
English
Charades @ acting a warning 9now the warning engagement
?uality learning environment
+S$E "amily +eritage.
$ntroduce words the English
language has borrowed. 7erhaps
Efood9 words.
0here do : come ;rom2 cultural significance
connectedness
significance
Curriculum
:inks
English
3aths
Dointly construct a weather chart. 3et-s get sorted 1 weather student self direction
7lanned &ssessment 1 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
4ppendi6 -8 : 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
"45
?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-7.php
"46
4ppendi6 -8& 1se for+ Sta%p $t 5ut& heyBre
*"ery!here& Racing Sight (ords
?o! the ,angaroo got her pouch
was to and
for the in
was to and
for the in
"47
4ppendi6 -9+ 1se for Sensational Sylla#les @oralA
kangaroo pouch mother
baby wombat grass
gentle wobbly up
the look tail
hills eaten remembered
"4
4ppendi6 20 : 1se !ith Rhy%ing ag @C5>S >roup C : *S-A
Classroom Strategies For The Teaching Of Spelling "4!
.onnected 5$tco#es 0ro$p A.? Stage 1 C 0rowing and .hanging
Curriculum :inks C'4S Content Strategy Buality Teaching Elements
+S$E hen Fran" was four
Fse te6t as stimulus
<lender <ender /70
:t takes two /70
,he-re .verwhere /#0
=arrative
<nowledge $ntegration
English
3aths
E:anguage of time and place9.
=umber word origins and words. e.g.
deca @ decade
Student recounts own e6perience.
Teach tense and how it changes word
forms.
Fse a recount for students to identify
tense in conte6t.
=umbers are me /E0
1hange that stor /30
3et-s get tense /30
A ,ense 7etective /30
3etalanguage
Culture significance
connectedness
SAT
English
Creative &rt
E'bserving and e6ploring9 Fse
authentic te6t to highlight spelling
focus.
Students collect pictures to sort into
1.&nimals .7lants.
8e classify according to a spelling
focus. E.g. syllables* blends etc.
Fse animal and plant names.
Skimming and Scanning >4?
>@? >8?
Sensational sllables /70
4icture Sort >4? >@? >8?
7isappearing vowels >4?
Deep Fnderstanding
3aths
Creative art
Fnits of measurement. E.g.
centimeter* millimeter etc.
&cronyms and abbreviations on
graphs* timelines etc. e.g.
=umbers are As /E0
0ho thinks wins /E0
0hat does it stand for2 /E0
Sensational sllables /70
$ntellectual ?uality
English Construct e6planation of the lifecycle
of a tadpole. source sort
+igher 'rder thinking
Engagement
connectiveness
Curriculum :inks C'4S Content Strategy Buality Teaching Elements
English E(hat makes me uni?ue)9
Fse uni?ue for etymology
0eb a word. /E0
0ho thinks wins /E0
E6plicit criteria
7roblematic knowledge
+S$E
Creative &rts
hen # turned si$
Fse te6t as stimulus.
ECreating a soundscape9
Fse the words brainstormed as
stimulus.
,he-re everwhere /#0
,hrow and 9now /#0
0ho-s the boss2 /30
:t takes two /70
5ow do : look2 /70
Source Sort
narrative
Deep understanding
Creative &rts E4round cover9 words.
Fse as stimulus to identify spelling
patternHrule. e.g. compound word* Eph9
says f etc.
Bou make the rules /30 7roblematic knowledge
7lanned &ssessment 1 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 letter1sound correspondences when writing a te6t.
reads own writing aloud and makes some corrections to clarify meaning
4ppendi6 2- : 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 holidas : went
"52
Set 2
tomorrow ne!t week ne!t weekend
ne!t ear when : am when : will go
ne!t birthda ne!t holidas : will
"53
Set 7
now this week this weekend
this ear : am : am
this birthda this holida : am
"54
&ppendi6 1 Fse for> Sensational Syllables
Sample words
look
observe
e6plore
animals
plants
group
classify
classification
Students cut words into syllables.
Students place syllables in bo6es.
1 ! I J
4ppendi6 27 - 1se for+ Nu%#ers are us& (ho thin's !ins
cent
milli
"55
&ppendi6 I 1 Fse for> Source Sort
Suggested !ords
egg
tadpole
frog
ger%inate
seedlings
%ature
photographs
graphs
%eta%orphic
gro!
plant
(rite words
7honological #isual 3orphemic Etymological
"56
1onnected Cutcomes Droup >1? Stage 2 E .ffects of Drowth and 1hange
Curriculum :inks C'4S Content Strategy Fualit ,eaching .lements
English Changes Fse change to begin spiral
spelling relating to change.
Fse as stimulus.
Spiral spelling /70
/hming ,ag
Engagement
SAT Students involved in> Eobserving*
?uestioning* predicting* recording* and
analysing9.
Fse these words as stimulus.
7ice it Ap-Suffi!es /30
Suffi! Scramble /30
,hrow and 9now-Suffi! /30
Deep Fnderstanding
English EStudents produce a scientific report9
Spelling of scientific words based on
strategies from I forms.
8nemonics /#0
Source sort
7D+7E ECollect brochures* menusG to
investigate food.
Fse this authentic te6t as stimulus.
Authentic 7etective /30
Skimming and Scanning /70
,he-re .verwhere /#0
7roblematic <nowledge
+S$E
3aths
English
3ap study.
Fse as stimulus.
3ap key 0hat does it stand for2 /E0
Connectedness
+S$E
English
%hey only ta"e what they needed
Fse as stimulus ,he-re .verwhere /#0
Authentic 7etective /30 /#0
Bou make the rule /70 /30
1an : help the environment2
/30 /&daptation of Can $ come
to the party)0
Student Self Direction
=arrative
Curriculum :inks C'4S Content Strategy Fualit ,eaching .lements
English Students create timelines
Fse as stimulus
4roof is in the reading Connectedness
+S$E Students identify local environmental
issue
use authentic te6t as stimulus
Authentic 7etective Sight
words
Authentic 7etective /nominate
a morphemic focus0
a blend* digraph etc.0
etymological focus if
appropriate0
Substantive Communication
3etalanguage
<nowledge integration
+S$E
English
Students develop matri6 of changes
Fse as stimulus
Source Sort +igher 'rder Thinking
7lanned &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
4ppendi6 2< - 1se for Suffi6es
Set -
predict observe collect
analyse conclude focus
conduct ?uestion e6plore
Set
ing ion ed
able es ing
ed ed tion
"5!
&ppendi6 K 1 Fse for> Source Sort
Suggested words
analyse
conclusion
report
acknowledge
notation
information
investigation
source
(rite words
7honological #isual 3orphemic Etymological
"60
&ppendi6 L 1 Fse for> 8hyming Tag
changes body lung estimate graph
lungs breath breathe rate feel
pulse map local e6plore drugs
"6"
.onnected 5$tco#es 0ro$p A.? Stage ! C "nterconnecting growth and change
Curriculum :inks C'4S Content 'pportunities for Spelling>
Strategies
Buality Teaching elements
3aths
SAT
English
EStudents record how they have
changed9.
Fse as stimulus
:et9s get tense /30
7laying with prefi6es /30
Change that story /30
Dice them up /30
7roblematic <nowledge
Deep Fnderstanding
=arrative
English &annah!s %omorrow Room
'enny 'ollard!s (iary
(ia!s story cloth
Fse as stimulus
They9re everywhere /#0
(here did it come from
/traditions0 /E0
Skimming and scanning /70
=ame the rule /30
Deep Fnderstanding
=arrative
3aths Elengths* distances* perimeters9 =umbers are us /E0
Source Sort
3nemonics /70
English ECompares and contrasts information
from a range of sources..9
(orld 8ivers
Eph9 test
&uthentic Detective. /teacher
nominates focus0
Deep <nowledge
SciTech E'bserving and E6ploring9
Strategies to spell technical language.
&dding suffi6es.
EDevise and record procedure9
(hat Does it Stand "or)
3atch and (in
&uthentic Detective1Suffi6es
Suffi6es 8ule
Dice it up /suffi6es0
The proof is in the reading.
&uthentic Detective.
+igher 'rder thinking
$nclusivity
Student Self Direction
E6plicit Criteria
Creative &rts>
3usic
E:ist and talk about the different music
students have appreciated over the
years9.
There9s always a 8ule.
Can $ come to the concert)
/party0
=arrative
Curriculum :inks C'4S Content 'pportunities for Spelling>
Strategies
Buality Teaching elements
SciTech
E(hat is an Ecosystem)9
E(hat is -io1diversity)9
EData9
ECreate food webs9
(ho thinks wins
(eb1a1word
=umbers are us
Source Sort
$nclusivity
4ppendi6 28 - 1se for+ 1se for Suffi6es Rule& )ice it up
acid cloudy alkaline muddy
predict hypothesis turbid concentrate
suspend result measure e6press
demonstrate observe e6plore investigate
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
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
S
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r
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o
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e
;isual
they S S
!hen S S
are S S S S S S S S S
your S
!as S S S S S S
said S S S S S S S S
so%e S S S S S S S S
then
there S
Phonological
sand
#est
ju%p S S S S S S S
strea% S S S S S S S S S S
out S S S S S
shut S S S S S S S S
chin S S S S S S S S
ra'e S S S S S S S S S S
thing S S S
2orphe%ic
hats
ra'ed S S S S S S S S S S
fitting S S S S S S S S
"66
ringing S S
so%ething S S S S S S S S
do
does S S S S S S S S S
doesnBt S S S S S S S S S
hot
hotter S S S S S S S S S
hottest S S S S S S S S
*ty%ological
hear S S S S S S S S S S
heard S S S S S S S S S S
NS(
SRC S S S S S
octopus S S S S S S S S
octagon S S S S S S S S S
aeroplane S S S S S S S S
aerodro%e S S S S S S S S S
"67
Anal&sis of -ata
$dentified $ndividual =eeds $dentified Class
=eeds
Strategies
Struan Eth9 Ewh9 Esh9 Ech9 contractions
-ossy Ee9
Suffi6
Double consonants
Contractions
3orphemic
-ossy Ee9
3orphemic
Double
Consonants
3orphemic
Etymological
/apart from
acronyms0
Suffi6
Scramble
(ho9s The
-oss
-lender
-ender
&uthentic
Detective
/-ossy Ee90
&uthentic
Detective
/contractions0
&uthentic
Detective
/nominated
-lend0
Tom Contractions
! letter blends
Esh9 Ech9 initial blend
-ossy Ee9
Double consonant
Dake Contractions
-ossy Ee9
"reddy Esh9 Ech9 initial blend
7eter Contractions
! letter blends
Dim Contractions
! letter blends
-ossy Ee9
Double consonant
Tracy Contractions
! letter blends
-ossy Ee9
Double consonant
Sight words
3ichele Contractions
Sight words
! letter blends
-ossy Ee9
:inda Contractions
Sight words
Suffi6
! letter blends
-ossy Ee9
Double consonant
Sam Contractions
! letter blends
-ossy Ee9
Double consonant
"6
$dentified $ndividual =eeds $dentified Class
=eeds
Strategies
-rooke Contractions
Sight words
Eth9 Ewh9 initial sounds
! letter blends
-ossy Ee9
Double consonant
"6!
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
lesson
$dentified class needs fro% Criterion #ased spelling assess%ent&
2orphe%ic ,no!ledge& contractions& .ossy HeB
>uided
reading
4s the teacher treats each guided group for indi"idual needs the
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
!riting
eacher %odels !riting that contains %any and "aried e6a%ples of
!ords that !ill reinforce the spelling focus
>uided
!riting
3oint construction of te6t using strategies to focus on identified
needs& as !ell as !riting focus for that particular lesson
$ndependent
!riting
Students !rite using a "ariety of strategies to sol"e spelling
pro#le%s& in particular strategies %odeled in teacher led !riting
session
0:"-E- ;EA-"*0 5:TL"*E
teacher
foc$s
.lass acti6ities
guided reading
group
7 le"el guides of co%prehension @here& hidden& headA
Spelling focus : .ossy EeG : authentic detecti"e
Reading follo! up acti"ity
Response to te6t acti"ity
Spelling =ocus : 2orphe%ic suffi6 scra%#le
"70
Bibliogra!h.
)* )ocu%ents+
*nglish ,-6 Sylla#us+ http+KK'6.#oardofstudies.ns!.edu.auKenglishK
=ocus 5n Literacy : eaching Spelling ,-6 @Curriculu% Support
)irectorate-998A
=ocus 5n Spelling : State Literacy and Nu%eracy Plan @Curriculu%
Support )irectorate -998A
eaching Spelling ,-6 : State Literacy Strategy @Curriculu% Support
)irectorate -998A
Progra%%ing and Strategies ?and#oo' : State Literacy Plan @NS(
)*A
=ocus 5n (riting : 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 2007A.
Pinnell& >.S. M =ountas& $.C. -999 /oices >n Matters F Learning "&out
%honics an# Spelling 4n The Classroom& ?arcourt *ducation.
Sno!#all& ) M .olton& =. -999 Spelling 9-! %lanning an# Teaching&
Stenhouse Pu#lishers.
"7"

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

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