Spelling- Part A Spelling InvestigationsP-12Loddon Mallee Region

Session Outline• Where does spelling fit?• Spelling data and statistics• Whole School Approach• Spelling approaches• Planning Time

LITERACY ELEMENTS

• Read Aloud

• Shared Reading

• Guided Reading

• Independent Reading

SPEAKING & LISTENING

OBSERVATION&

ASSESSMENT

• Write Aloud

• Shared Writing

• Guided Writing

• Independent Writing

4

GRADUAL RELEASE OF RESPONSIBILITY

MODELLINGThe teacher

demonstrates and explains the literacy focus being taught. This is achieved by thinking aloud the

mental processes and modelling the

reading, writing, speaking and

listening

The student participates by

actively attending to the demonstrations

SHARINGThe teacher continues

to demonstrate the literacy focus,

encouraging students to contribute ideas

and information

Students contribute ideas and begin to

practise the use of the literacy focus in

whole class situations

GUIDINGThe teacher provides scaffolds for students

to use the literacy focus. Teacher

provides feedback

Students work with help from the teacher and peers to practise the use of the literacy

focus

APPLYINGThe teacher offers

support and encouragement when

necessary

The student works independently to apply the use of

literacy focus

Role of the teacher

Role of the student

Pearson & Gallagher

DE

GR

EE

OF

CO

NT

RO

L

SCHOOL DATAWhat is it telling us?

Where not alone

In 2007 the ‘value added’ for the average student from grade 3 to 5 in the state in

spelling was 0.6. It should be 1.0.

In 1996 industry sources had reported that a staggering 70% of Australian youth

entering the workforce failed industry standards in spelling

What are we currently doing?

Establishing a Spelling Program in your School

Before any decisions can be made to guide the school’s program, it is important to establish:

• present levels of spelling performance

• spelling “hot spots”- gaps of performance, the level and aspects of spelling that are of concern

• measurements used to determine levels of spelling performance

• current and former instructional approaches used by teachers

• level of staff confidence in addressing issues related to spelling

• resources provided and available for focused program implementation

• leadership support is secured to support spelling initiative / focus

• strategies to ensure staff buy in – establishing a whole KLA/ team shared view of how spelling should be approached is likely to be one of the most challenging aspects of your role

• aim for a whole school / cross KLA approach, this profiles the issue and strengthens the strategy.

Anne Hammond

Diane Snowball & Faye BoltonIn general, children must be involved in a

range of literacy experiences across the entire curriculum to ensure they become

competent and successful users of language. These include demonstrations, shared and guided practise supported by

the teacher, and independent use of newly acquired knowledge by the child.

First Steps Writing Strategies• Predicting• Self- Questioning• Creating Images• Determining Importance• Paraphrasing• Connecting• Re-Reading• Synthesing

• Sounding out• Chunking• Visual Memory• Spelling Generalisations• Analogy• Meaning• Consulting and authority• Memory Aids

What Strategy???

lifehidden

sand

because

aquamarine

they

Turn & TalkGuidelines

• Decide who will talk first

• First person talks for one minute whilst other person listens

• Listener paraphrases• Swap over

Topic• What strategies are

you comfortable with?• What strategies do

you find challenging? Why?

• What do you need to clarify?

• Who or what resources can help you?

APPROACHES TO SPELLING

A whole school approach

STUDENT CENTERED

Personal Words

SPELLING INVESTIGATIONS

CLASS WORDS

COLLECTING WORDS

TRANSFER WORDS

LEARN WORDS

TESTING WORDS

RECORDING PROGRESS

A whole school approach

STUDENT CENTERED

Personal Words

SPELLING INVESTIGATIONS

CLASS WORDS

COLLECTING WORDS

TRANSFER WORDS

LEARN WORDS

TESTING WORDS

RECORDING PROGRESS

STATING THE FOCUS

COLLECTING WORDS

CLASS LIST

CATERGORISING

DEVELOPING GENERALISATION

S

A whole school approach

STUDENT CENTERED

Personal words

SPELLING INVESTIGATIONS

CLASS WORDS

COLLECTING WORDS

TRANSFER WORDS

LEARN WORDS

TESTING WORDS

RECORDING PROGRESS

STATING THE FOCUS

COLLECTING WORDS

CLASS LIST

GROUP WORDS

DEVELOPING GENERALISATION

S

IDENTIFY WORD FROM STUDENTS

WRITING

EXPLICITLY TEACH STUDENTS

HOW TO LEARN WORD USING APPROPRIATE STRATEGIES

STUDENTS PRACTISE

A whole school approach

STUDENT CENTERED

Personal Words

SPELLING INVESTIGATIONS

CLASS WORDS

COLLECTING WORDS

TRANSFER WORDS

LEARN WORDS

TESTING WORDS

RECORDING PROGRESS

STATING THE FOCUS

COLLECTING WORDS

CLASS LIST

GROUP WORDS

DEVELOPING GENERALISATION

S

APPLICATION

IDENTIFY WORD FROM STUDENTS

WRITING

EXPLICITLY TEACH STUDENTS

HOW TO LEARN WORD USING APPROPRIATE STRATEGIES

STUDENTS PRACTISE

Principles & Practices

2 Stay 2 Stray

• Get into groups of 4• Individually read

Principles & Practices• Discuss in your group• Make a visual poster

(mainly pictures) summing up your groups understanding of effective spellers.

• Decide on 2 people from your group who ‘stay’ and present the poster. The other 2 will ‘stray’ and look at others posters.

• 1 minute presentations for each poster (3 rotations)

• Return to your group, share other ideas with 2 people that ‘stayed’ and add any additional information to your poster if needed

• Stick posters up around the room

Spelling Investigations

1. Stating the Focus• ARTICULATE THE FOCUS TO STUDENTS• MAKE A LINK TO STUDENTS WRITING E.G. “ IV’E

NOTICED IN YOUR WRITING....”

2. Collecting Words• USE FAMILIAR READING MATERIALS TO COLLECT

EXAMPLES OF WORDS• MAY BE ONGOING ACROSS SUBJECT AREAS AND

LESSONS

3. Class List• COLLATE CLASS LIST OF WORDS• ASK STUDENTS TO CLEARLY ARTICULATE WHY

THEY CHOSE THE WORDS• ENCOURAGE DISCUSSION & JUSTIFICATION

4. Group Words• STUDENTS IDENTIFY WAYS TO GROUP WORDS • STUDENTS GROUP WORDS ACCORDINGLY

(WHOLE CLASS OR SMALL GROUP)• SHARE CATERGORISES

5. Discovering Generalisations• STUDENTS FORM GENERALISATIONS FOR

GROUPINGS• STUDENTS VERBALISE AND WRITE THEIR

UNDERSTANDINGS• REFLECT ON HOW NEW UNDERSTANDINGS CAN

BE APPLIED TO WRITING & READING

6. Application• Students demonstrate new learnings during

independent writing time• Teacher reinforces new learning during shared and

interactive writing when eth opportunities arise• Anchor charts are developed and are effectively used

as referral points by both students and teacher

15 MINUTES DAILY

WHAT should the students be learning?

• How to spell HFW, which include commonly used words as well as personal interest words

• Useful techniques and routines for learning words to ensure that such words will automatically be spelled correctly in future writing

• How to proofread writing and use a range of resources• Common and uncommon spelling patterns • Common and uncommon sound-symbol relationships• Generalisations about how to add prefixes and suffixes to

base words• Understanding how compound words are formed• Common derivatives or root words • Correct placement and use of apostrophes for contractions

and possessive case

Di Snowball & Faye Bolton

Whole School Approach

Chelsea PS

Assessment• Observations- whilst student writes

( confidence, risk taking, check & monitor own spelling, strategies used)

• Work Samples- considering errors• Testing- ‘Remember testing is not teaching!• Discussion with the student- Conferencing, interviews etc.• Benchmarking Test e.g. SA Spelling Test

http://vodpod.com/watch/990598-the-english-language-is-dum

PLANNING TIME