Classroom Strategies for the Teaching of Spelling Early Stage 1 - Stage 3
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Transcript of Classroom Strategies for the Teaching of Spelling Early Stage 1 - Stage 3
Classroom Strategies
For TheTeaching
Of Spelling
Early Stage 1 – Stage 3
Revised 2007
Carol McMahonNorth Coast Region Spelling Project Coordinator
Johanna BruceNorth 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.
The original Classroom Strategies for the Teaching of Spelling Early Stage 1-Stage 3 was developed by North Coast Region teachers and support staff to assist teachers and parents. It contained an assessment tool that targeted individual and group spelling needs and provided strategies to address those needs.
The Spelling Strategy has been enhanced in 2008 with the addition of a new section, Classroom Strategies for the Teaching of Spelling Stages 3-5. This additional resource was developed in response to teachers wanting a more demanding assessment tool and strategies to assist students in the middle years of schooling.
This new package combines the two resources, links to NSW Department of Education and Training syllabus documents, contains case studies on how the assessment tool can be used and has a wealth of ideas that can be used in the classroom. It also contains a parent training section.
The original package was successfully trialled in three North Coast Schools: Rosebank PS, Evans River K-12 School and Ballina PS. The new section has been successfully trialled with Nimbin CS, Evans River K-12 School, Ballina PS and Year 4 Education students from Southern Cross University. Thank you to these teachers, parents and students for their valuable feedback.
Many thanks to: Carol McMahon, North Coast Region Priority Schools Consultant Johanna Presgrave, North Coast Region Literacy Consultant Alison Chawner, North Coast Region Administration Officer The North Coast Literacy Team
Carol CarriganRegional DirectorNorth Coast
Classroom Strategies For The Teaching Of Spelling 3
Table of ContentsTheoretical Links..................................................................7Spelling Knowledges............................................................8Spelling- A tool for writing....................................................9Stage Expectations............................................................10Spelling Beliefs..................................................................12Implementation suggestions...............................................13Syllabus Links....................................................................14Facilitator Notes................................................................19Staff Training Package.......................................................20Parent Training Package.....................................................24
Appendix 1......................................................................................27Appendix 2......................................................................................29Appendix 3......................................................................................30Criterion Based Spelling Test 3 -A...................................................36Criterion Based Spelling Test 3 -B...................................................38Criterion Based Spelling Test 3 - C..................................................40Criterion Based Spelling Test 3 – D.................................................42NSW Criterion Based Spelling – student answer sheet....................45NSW Criterion Spelling 3 Class Profile. 1A – Visual Knowledge.......46NSW Criterion Spelling 3 Class Profile 1B –
Phonological Knowledge..................................................................47NSW Criterion Spelling 3 Class Profile 1C –
Morphemic Knowledge....................................................................48NSW Criterion Spelling 3 Class Profile 1D –
Etymological Knowledge..................................................................49Criterion Based Spelling Test 1 -A...................................................50Criterion Based Spelling Test 1 –B...................................................51Criterion Based Spelling Test 1 - C..................................................52Criterion Based Spelling Test 1 – D.................................................53Visual Knowledge Class profile – Criterion Based spelling 1a..........54Phonological Knowledge- Criterion Based spelling 1b.....................55Morphemic Knowledge- Criterion Based spelling 1c........................56Etymological Knowledge- Criterion Based spelling 1d.....................57Answer Sheet For students for test 1..............................................58Criterion Based Spelling Test 2 -A...................................................59Criterion Based Spelling Test 2 –B...................................................60Criterion Based Spelling Test 2 - C..................................................61Criterion Based Spelling Test 2 – D.................................................62student answer sheet Test 2...........................................................63Class Profile Proforma Test 2...........................................................64
Analysis of Data Proforma for all Criterion Tests..................66Glossary............................................................................67Phonological Strategies......................................................70
Classroom Strategies For The Teaching Of Spelling 4
Appendix 1 – Use For: Word race, Race to match, Speedy spelling, Starting with....................................................................................79Appendix 1 A – Use For: Bargain words...........................................80Appendix 1 B – Use For: Bargain words...........................................81Appendix 1 C – Use For: Bargain words...........................................82Appendix 2 – Use For: Stamp it out.................................................83Spelling Game – Word Back Spied Her............................................88Appendix 3 – Use for Spiral Spelling................................................89Appendix 4 – Use with Rhyming Tag (General)...............................90Appendix 4 A – Use with Rhyming Tag (COGS Group C – ES1)........91Appendix 4 B – Use with Rhyming Tag (COGS Group C – S1)..........92Appendix 4 C – Use with Rhyming Tag (COGS Group C – S2)..........93
Visual Knowledge Strategies..............................................94Visual Appendices..............................................................98
Appendix 5 – Use for Speedy sight words.......................................98Appendix 6 – Use for: Mnemonics...................................................99Appendix 7 – Use for: Word wall....................................................100Appendix 8 – Use for: Racing Sight words.....................................108Appendix 9 – Use for Silent partners.............................................110Appendix 10 – Use for It takes 4....................................................113
Morphemic Knowledge Strategies.....................................114Morphemic Appendices.....................................................124
Appendix 11 – Use for: Compounded Words.................................124Appendix 12 – Use for: Let’s get tense..........................................125Appendix 13 – Use for: Dicing with prefixes..................................126Appendix 13A – Use for: Dicing with prefixes................................127Appendix 13B – Use for: Dicing with prefixes................................128Appendix 14 – Use for: Morph it....................................................129
Etymological Knowledge Strategies...................................132Etymological Appendices..................................................136
Appendix 15 – Use with: What does it stand for?..........................136Appendix 16 – Use with Eponyms.................................................137
Spelling Strategies...........................................................138in KLAs and COGs..........................................................................138Connected Outcomes Group (C) Early Stage 1 – Changes. .140Appendix 17 – Use for: Rhyming Tag with COG content...............143How the kangaroo got her pouch..................................................144Appendix 18, Use for: Stamp It Out, They’re Everywhere,
Racing Sight Words.......................................................................145Appendix 19: Use for Sensational Syllables (oral).........................146Appendix 20 – Use with Rhyming Tag (COGS Group C – ES1).......147Connected Outcomes Group (C) Stage 1 – Growing and Changing.....................................................................................148Appendix 21 – Use for; Words mean time, Let’s get tense, A tense race......................................................................................................150Appendix 22 - Use for: Sensational Syllables................................153Appendix 23 - Use for: Numbers are us, Who thinks wins.............153
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Appendix 24 - Use for: Source Sort...............................................154Connected Outcomes Group (C) Stage 2 – Effects of Growth and Change.........................................................................................155Appendix 25 - Use for Suffixes......................................................157Appendix 26 - Use for: Source Sort...............................................158Appendix 27 - Use for: Rhyming Tag.............................................159Connected Outcomes Group (C) Stage 3 – Interconnecting growth and change....................................................................160Appendix 28 - Use for: Use for Suffixes Rule, Dice it up................162
Analysis of Data...............................................................166Identified Needs Embedded In The Literacy Session...........168Bibliography....................................................................169Scope and Sequence Of Spelling – A3 insert at the back of the folder
Link to workshop activity:
Classroom Strategies For The Teaching Of Spelling 6
BackgroundNorth Coast Region is committed to assist and support schools and school communities in ensuring a meaningful and relevant focus on teaching children to spell.
This is underpinned by the knowledge that spelling is a tool for communication and therefore must not be isolated as a separate subject area, but embedded in all learning.
The teaching of spelling is about empowering students to use a range of problem solving strategies when attempting to spell unfamiliar words in a range of situations.
This initiative aims to develop a shared understanding between all stakeholders in our school communities as to best practice to ensure improved student outcomes in spelling and writing.
All material in this package is directly linked to existing DET documents.These include: Board of Studies NSW:
English K-6 Syllabus Mathematics K-6 Human Society and Its Environment K-6 Science and Technology K-6 Creative Arts K-6 PDHPE K-6 Focus on Literacy: Spelling Teaching Spelling K-6 Programming and Strategies Handbook Connected Outcomes Groups
Classroom Strategies For The Teaching Of Spelling 7
Theoretical Links“For many students, learning to spell is a complex process that involves them in the act of problem-solving about how to spell accurately the words they want to use. In order for students to improve their spelling competencies they need to acquire the understanding or knowledge that some words can be sounded out (phonological knowledge), some have regular patterns (visual knowledge), some have base meanings that can be built on (morphemic knowledge), and some words originate from a number of languages (etymological knowledge). While engaging in this process they need to draw on the knowledge they have acquired about how words are spelt.”
Focus on Literacy: Spelling pg 8
“Learning to write well involves learning to spell. Writing creates the need for spelling. The purposes for spelling are the purposes of language itself, that is:
To make meaning, and To share meaning in a way that is clearly understood
by readers.Spelling is functional. That is, it is a system for making meaning. Spelling is also social, its purpose being to enable readers to construct meaning. The value of correct spelling is that it gives writers credibility and therefore reaches a wider audience. Understanding the four forms of spelling knowledge and their relationship with the process of learning to spell has significant implications for teaching. Within the context of meaningful written language experiences, students need explicit teaching about the phonological, visual, morphemic and etymological aspects of spelling that are relevant to their stages of development”
Focus on Literacy: Spelling pg 13
Classroom Strategies For The Teaching Of Spelling 8
SPELLINGKNOWLEDGES
PHONOLOGICAL KNOWLEDGEHow words and letter combinations sound
The names of letters, the sounds they represent and the ways in which letters can be grouped to make different sounds
The concept of onset and rime e.g. p is the onset and ink is the rime
How to segment the sounds in words into ‘chunks’ of sound
VISUAL KNOWLEDGEThe way words and letter combinations look
Recall and compare the appearance of words Recognise what letters look like and how to write them Recognise that letters can be grouped in particular ways,
e.g. endings
MORPHEMIC KNOWLEDGEThe meaning of words and the way they take different spellings when they change form
How compound words are constructed Suffixes and prefixes and rule generalizations
ETYMOLOGICAL KNOWLEDGEThe derivation of words
Roots of words and word meanings, origins and history Clusters of letters that not only look the same but are
related in meaning, often because of their root
Classroom Strategies For The Teaching Of Spelling 9
Spelling- A tool for writing
The English K-6 syllabus articulates the importance of developing spelling competence. Spelling is part of our language system and is connected to reading and serves writing. The syllabus outcomes include:
Writing Early Stage 1 (Kindergarten) – Begins to use letters to represent known words when spelling.
Writing Stage 1 (Years 1 and 2) – Uses knowledge of sight words and letter-sound combinations to develop a variety of strategies to spell familiar words.
Writing Stage 2 (Years 3 and 4) – Uses knowledge of letter-sound correspondence, common letter patterns and a range of strategies to spell familiar and unfamiliar words.
Writing Stage 3 (years 5 and 6) – Spells most common words accurately and uses a range of strategies to spell unfamiliar words.
The class spelling program needs to include daily writing for a clearly articulated audience and purpose. Without this the writer has no reason to work on spelling, writing process, proofreading and editing. These are important skills that must be taught.
In order that students improve their spelling competencies they need to acquire the understanding or knowledge that some words can be sounded out (phonological knowledge), some have regular patterns (visual knowledge), some have a base meaning that can be built on (morphemic knowledge), and words originate from a number of languages (etymological knowledge).
Stage Expectations NSW Board of Studies www.boardofstudies.nsw.edu.au
Classroom Strategies For The Teaching Of Spelling 10
Stage 1
Recognise that language is broken into words Recognise that words consist of sounds Recognise the first letter of their name Recognise the sounds for the letters of the alphabet Write their name Trace letters and words Copy letters and words Write the sounds that they hear in words Use some common letter patterns, e.g. c-a-t, s-u-n, b-i-g Use their visual memory of words, e.g. the LOOK, SAY, COVER,
WRITE, CHECK method Clap syllables in words Spell some common words accurately in their own writing Try to spell words that are new to them Develop a bank of word families, e.g. bee, see, tree Identify and try to correct spelling errors Use word banks, theme words and picture dictionaries
Stage 2
Use their visual memory of words Use the auditory memory or words, e.g. say the sound of the word
and match them to the letters Develop personal spelling lists from their writing Use their knowledge of letter patterns to spell unknown words Break words into syllables Use their knowledge of word families to spell words Correct words that don’t look right Use some spelling rules Use junior dictionaries and encyclopedias
Stage 3
Spell most common words correctly Use visual strategies such as recognition of letter patterns and
critical features of words- silent letters, e.g. cough Use their knowledge of word parts to spell unfamiliar words such
as prefixes Use their knowledge of word meanings to assist spelling Use apostrophes to indicate contractions Use their knowledge of spelling rules, eg if a word ends in an ‘f’
change it to ‘ve’ before adding ‘s’ – knife-knives Proofreads and corrects own writing Uses correct spelling and punctuation
Classroom Strategies For The Teaching Of Spelling 11
Classroom Strategies For The Teaching Of Spelling 12
Spelling BeliefsThese beliefs are to drive school and classroom decisions regarding spelling programs and practices. Spelling is a tool for writing and writing is a means of communication. Effective spelling enhances communication. Effective spelling enhances students’ understanding of our language
system. The learning of spelling requires student engagement. For most students learning to spell is a problem-solving exercise
which requires students to utilise strategies which enhance their opportunities to spell correctly.
Spelling is embedded within the English strands of Reading, Talking and Listening and Writing and integrated across KLAs.
Students need explicit teaching (modeled, guided and independent practice) of the four spelling knowledges and spelling strategies
The knowledge that students need if they are to become proficient spellers takes four different forms:
o Phonological (how words sound), visual (how words look), morphemic (meaning and how words change form) and etymological (where words come from).
The continuous development of spelling skills and strategies K-6 is essential for spelling improvement.
Student’s spelling progress needs to be diagnosed, monitored, recorded, reported and used to inform teaching in line with the Teaching and Learning Cycle.
Students should positively attempt to spell words (have-a-go approximations - and be prepared to strive for correctness (conventional forms) using authoritative references and thus valuing spelling correctness.
The articulations of spelling strategies by students in how they spell words is an important teaching strategy to improve students’ spelling.
Adapted from Gloucester Public & Raymond Terrace Public Schools Spelling Strategy Document
Classroom Strategies For The Teaching Of Spelling 13
Implementation suggestions
Phase One Staff representative attends initial Professional Development
workshops run by Regional Spelling Coordinator and Literacy Consultant.
Attendees are walked through the package in order to unpack the various sections.
Presenters go though the practical strategies and the theoretical links to the English K-6 Syllabus in order to embed the knowledge in participants.
Participants are thoroughly walked through the criteria spelling assessment and, using the various case studies, look at analysing the data in order to establish identified needs = ‘teaching and learning cycle’.
Staff representatives view the DVDs of Parent training package and the practical strategies modeled on the DVD.
Staff representative familiarised with school training package. All schools receive “Classroom Strategies For Teaching Spelling”
and contact details to assist in follow up support.
Phase 2 Schools implement the training packages, both the parent and
staff sections.
Phase 3 Implementation of “Classroom Strategies For Teaching Spelling”
into classrooms beginning with the Criterion Based Spelling Assessments to supplement existing data.
Schools are encouraged to access support personnel to aid with implementation.
Phase 4 As schools implement “Classroom Support For Teaching Spelling”,
we encourage you to participate in the reflection and evaluation survey that will be sent to you at your school.
Classroom Strategies For The Teaching Of Spelling 14
Foundation StatementsEnglish www.boardofstudies.nsw.edu.auEarly Stage 1Talking and Listening n Reading n WritingStudents mix and talk informally with peers, teachers and known adults. They give short talks and interact effectively in theclassroom and in groups. Students listen with attentiveness to follow simple instructions and ask relevant questions. Theyexpress 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 phonicsin short predictable printed texts on familiar topics. They recognise, discuss and respond to the different kinds and purposesof 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 producesimple texts that demonstrate an awareness of the basic grammar and punctuation needed. Students know and use lettersand sounds of the alphabet to attempt to spell known words and use most lower and upper case letters appropriately toconstruct sentences. Students explore the use of computer technology to construct texts.
EnglishStage 1Talking and Listening n Reading n WritingStudents 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 instructionsand share ideas with peers to complete tasks. Students recognise that spoken language has a range of purposes andaudiences and use this knowledge when attempting to communicate effectively with others. They investigate the differenttypes 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. Studentsread, interpret and discuss texts, including visual and multimedia texts, using a range of skills and strategies. They exploreand 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.
Classroom Strategies For The Teaching Of Spelling 15
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 otherstrategies. They write using letters of consistent size and slope in NSW Foundation Style and use computer technology toproduce texts, recognising simple conventions, language and functions
EnglishStage 2Talking and Listening n Reading n WritingStudents communicate proficiently ideas and information in classroom, school and social situations for a range of purposes. Theyexplore a range of roles when interacting in pairs and groups, using various listening strategies to gather general ideas fromconversations, reports or spoken presentations. Students identify the effect of purpose and audience on spoken texts and they shapeand 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 textsand visual images. Students recognise and explore the relationship between writers and readers and how writers use language tocreate different worlds and achieve a range of purposes. They explore the structure and grammatical features for a range ofwritten and visual texts.Students write well-structured literary and factual texts in terms of topic, purpose, audience and language by drafting, revising andproofreading. They use accurate sentence structure, grammatical features and punctuation conventions to produce various textsand spell familiar and unfamiliar words using knowledge of letter-sound correspondence, common letter patterns and a range ofother strategies. Students use joined letters when writing in NSW Foundation Style and develop basic desktop publishing skills.Students explain how they structure their writing to achieve intended purposes.EnglishStage 3Talking and Listening n Reading n WritingStudents communicate effectively, using considered spoken language to entertain, inform and influence audiences for an increasingrange of purposes. They work productively and independently, in pairs or groups to deliver effective oral presentations using variousskills and strategies. Students listen attentively to gather specific information and ideas, recognising and exploring how spoken andwritten language differs, and how spoken language varies according to context. Students evaluate characteristic language features andorganisational patterns of challenging spoken texts.Students independently read and view an extensive range of complex texts and visual images using a comprehensive range of skillsand strategies. They respond to themes and issues within texts, recognise point of view and justify interpretations by referring to their
Classroom Strategies For The Teaching Of Spelling 16
own knowledge and experience. Students identify, critically analyse and respond to techniques used by writers to influence readersthrough language and grammar. They identify text structure of a range of complex texts and explore how grammatical features workto influence an audience understands of written, visual and multimedia texts.Students write well-structured and well-presented literary and factual texts for a wide range of purposes and audiences, dealing withcomplex topics, ideas, issues and language features. They write well-structured sentences, effectively using a variety of grammaticalfeatures. Students spell most common words accurately, and use a variety of strategies to spell less common words. They use a fluentand legible style to write and employ computer technology to present written texts effectively in a variety of ways for differentpurposes and audiences. Students evaluate the effectiveness of their writing by focusing on grammatical features and the conventionsof writing.
NSW Board Of Studies
Classroom Strategies For The Teaching Of Spelling 17
Classroom Strategies For The Teaching Of Spelling 18
Pages 40 - 41
Classroom Strategies For The Teaching Of Spelling 19
Facilitator NotesNotes to support Facilitators in their presentations
Purpose of this initiative: To assist schools to re-visit the Spelling K-6 document. To assist schools to re-visit where the teaching of spelling fits into
the English Syllabus. To assist teachers to improve for all students across North Coast
Region. To ensure that North Coast Region has a relevant and systematic
approach to the teaching of spelling. To provide teachers with assessment tools to identify specific
needs and drive teaching of spelling. To provide teachers with strategies to respond to the identified
needs resulting in improved student outcomes in spelling. To provide schools with information to develop a common
understanding of how spelling is taught.
Role of the Facilitators: To demonstrate and encourage the English K-6 Spelling Document. To promote and support schools to implement the North Coast
Strategy. To monitor ongoing practice and outcomes. To feed back from schools. If required and if time permits conducting parent workshops.
Classroom Strategies For The Teaching Of Spelling 20
Staff Training PackageTo assist school based staff to present to the whole school.Purpose of this initiativeTo provide a practical tool for the teaching of spelling, based on the Teaching and Learning Cycle, embedded in all Klaus in accordance with:
Existing DET resources to support the teaching of spelling:
English K-6 Syllabus. Learning to Write-Skills and strategies.WES1.11, WS1.11 , WS2.11 , WS3.11 Focus on Literacy: Spelling. Teaching Spelling K-6. Programming and Strategies Handbook.
Why is spelling important? Spelling is a tool for writing and therefore communication. Spelling is valued in our society.
What 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. It is not the memorization of lists of increasingly tricky words that are not attached to meaning.
Students need to know about: what words mean how they sound how words look how words change form where words come from
This forms the basis of the strategies that writers use when working out how to spell words. Adapted from Focus on Literacy: Spelling DET 1998
What will this look like in the classroom?
Classroom Strategies For The Teaching Of Spelling 21
Teaching and Learning Cycle:
Students involved in lots of reading – Students need to see the words in print to know how to spell them. Not all words in our English language can be ‘sounded out’. Opportunities for students to see modeled reading, shared reading, guided reading and personal reading contribute to the development of spelling.
Students involved in lots of writing – Students can invent spellings for words not yet known based on their growing knowledge of sound/letter relationships, patterns and the written language.Opportunities for students to see modeled writing, guided writing and to participate in individual, experimental writing are paramount in the development of spelling.
Students involved in spelling as problem solving – Children need to see spelling as a problem solving activity, not words that need to be
Classroom Strategies For The Teaching Of Spelling 22
assessment
Planning Programming using syllabus outcomes driven by data collection
TeachingLearning experienceStrategies to address identified needs
Assessing and recordingCollecting meaningful data to inform teaching practices
Teaching And Learning Cycle
memorised and then forgotten. Students should be given opportunities to use a range of strategies to solve the spelling of unknown words.
How can we fit this in to an already over crowded curriculum?Easy!Spelling is not a separate or extra subject to teach. We do not have to timetable for isolated spelling instruction as such.This does not mean that spelling is not explicitly taught but refers to when and where it is taught.Relating the explicit teaching of spelling to relevant learning will ensure transference of knowledge across all learning, not just in spelling lists.
Spelling is not a separate, isolated lesson but rather, is a teaching of knowledge and strategies that are integrated into the reading and writing process.
Teaching Spelling K-6 (pg 19)
Embedding Spelling in the classroom
Step 1 Assess to identify individual student and whole class needs.
See Criterion Based Assessment Document. Complete class profile. Identify strengths and areas of need on a whole class basis and individual basis. Use this knowledge to plan your teaching.
Step 2 Response to whole class need.
Systematically plan to include this teaching across KLAs.This can include during modeled reading in literacy, HSIE, S&T etc.Use Spelling Strategies Resources.
Response to individual need.Plan to include this instruction in guided groups.
Step 3 Ongoing criterion assessment to supplement other assessment tools to ensure improved student outcomes.
ExampleConnected Outcomes Group ( C )
It sounds too easy. What else do we need to consider?
1) School Culture/Organisation. Schools may have a program in place already, sometimes including students moving to different classrooms
Classroom Strategies For The Teaching Of Spelling 23
Response: If the existing program: is responsive and relevant to student needs and inclusive across all learning is aligned with the English Syllabus and Spelling K-6 document uses the T&L cycle as a basis for ensuring student needs are being
assessed and met consistently demonstrates improved student outcomes in spelling
- the school will continue to use the program.If the existing program does not fulfill these criteria then a change of practice is recommended.
2) Parent Perceptions. If lists of increasingly random and tricky words are not sent home each week, to be memorised for the weekly test, the perception may be that spelling is not being taught.
Response: A parent information package is included to enable the school to ensure a shared understanding between school and home as to how spelling is being taught.
3) Lack of resources/time to prepare resources.
Response: This package provides the resources to support the teaching of spelling, using the 4 forms of spelling knowledge across all KLAs.Support resources are provided within the COGS framework.
Classroom Strategies For The Teaching Of Spelling 24
Parent Training Package
To assist the school to present to parents.
What is our purpose?Our region is committed to improving and empowering students to be successful spellers, writers and communicators. Developing a shared understanding and partnership between school and home, will ensure a consistent approach to the teaching of spelling skills and strategies.
Why is spelling so important? Spelling is a tool for writing and therefore communication. Spelling is a valued in our society.
What do WE do when trying to spell an unfamiliar word?Activity: Appendix 1.
We can’t Teach students to spell every word they’ll ever need.
Learning to spell must be an ongoing process.
Memorising lists of increasingly tricky words that are not attached to meaning is not the most effective method of assisting students to be ongoing, successful spellers.Activity: Appendix 2
Students need to know about: what words mean how they sound how words look how words change form where words come from
Spelling is empowering students with the strategies to use a problem solving approach to spelling.
How can parents/home partners help?Classroom Strategies For The Teaching Of Spelling
25
Students involved in lots of reading – Students need to see the words in print to know how to spell them. Not all words in our English language can be ‘sounded out’. Opportunities for students to see and hear words will contribute to the development of spelling. Reading to your child, with your child and encouraging your child to read independently will have a positive impact on development of spelling skills.
Students involved in lots of writing – Students can invent spellings for words not yet known based on their growing knowledge of sound/letter relationships, patterns and the written language.Opportunities for students to see writing and to participate in individual, experimental writing are paramount in the development of spelling.
Students involved in spelling as problem solving – Children need to see spelling as a problem solving activity, not words that need to be memorised and then forgotten. Students should be given opportunities to use a range of strategies to solve the spelling of unknown words.
So when and how can parents/home partners do this?With sport, dancing lessons, music lessons, homework etc. etc finding time to fit extra work in is impossible!Seeing opportunities in the daily routine is the answer. Shopping Lists – Encourage your child to write the shopping list for
you. Encourage them to have a go at unknown words. Encourage them to identify where they may be able to see the correct spelling. E.g. pantry, ‘junk mail’ etc.
When shopping - ask your child to find the aisle where you can find a nominated item. (Aisle signage)
Signs – Draw your child’s attention to signs. Categorise by what they start with, shortened word etc.
TV Guide – Ask your child to find words they know in the TV guide.Encourage them to work out what some other words are that would help them to know what is going to be on.
TV Credits – Encourage your child to watch for words they know on the TV. Assist to identify words that occur regularly and work out what they say.
Notes – Have your child write notes for school etc. Lunch orders – Have your child write their own lunch orders. Have a dictionary visible and readily available. Use it together when trying to spell an unfamiliar word. Always encourage your child’s attempts to spell new words.
What should you do if your child asks you to spell a word for him/her?
Classroom Strategies For The Teaching Of Spelling 26
Ask your child what sounds he/she can hear in the word. Ask your child to say the first sound and/or the last sound. Acknowledge if you can’t, or you are unsure of the spelling and look it up in the dictionary together. Spell the word for him/her, vocalising strategies that you are using to spell it correctly. Just spell it.
Should children be encouraged to only write (pen to paper) when they are sure their spelling is correct?No!“Get it out, get it down, get it right”
Encourage and praise your child’s attempts to express their ideas in writing.Value your child’s writing for its purpose.Enjoy your child’s writing.Praise the parts of the spelling that your child has correct.Assist your child to proofread and attend to spelling when appropriate.
What can you learn from reading your child’s writing?Activity: Appendix 3
If your child does not write for fear of making spelling mistakes, development of spelling skills will be affected.
Classroom Strategies For The Teaching Of Spelling 27
Appendix 1 – Cut up to make 5 handouts for parent/staff presentations.
The car accident caused blood to burst from her blood vessels. The doctors worked frantically to stop the h__________________.
The car accident caused blood to burst from her blood vessels. The doctors worked frantically to stop the h__________________.
The car accident caused blood to burst from her blood vessels. The doctors worked frantically to stop the h__________________.
The car accident caused blood to burst from her blood vessels. The doctors worked frantically to stop the h__________________.
The car accident caused blood to burst from her blood vessels. The doctors worked frantically to stop the h__________________.
Classroom Strategies For The Teaching Of Spelling 28
Appendix 1 (cont.)
Distribute handouts.Read sentence aloud, not inserting the final word.Have participants write the final word.Ask participants to identify the strategy they used to spell the word.
Example: I sounded out the word, using the first sound provided.
Example: I knew the word couldn’t be sounded out so I tried to visualise the word in books that I have read.
Example: I used my knowledge of Latin/Greek rules e.g. rrhagia means discharge and/or haemo means blood.
(Correct spelling: haemorrhaging)
Discuss the degree of knowledge we relied on to complete this task.We relied on a range of strategies.
Classroom Strategies For The Teaching Of Spelling 29
Appendix 2
Read the following list to participants.Listen to this list:jumpingtreeoffactivehairkeyorangeDo not refer to the list just read.
Begin discussion as to how students learn better in context. If there is meaning attached then learning is more likely to be retained.
Ask a participant to recall the list read earlier.
Re-read the list as following:jumping – the ants are jumping on me.tree – they were tree ants.off – they jumped off the tree.active – the ants were so active biting me.hair – it hurt so much my hair was standing up on my neck.key – I found the key was to jump around to shake them off.orange – The ants were orange.
Discuss the story about the ants the impact of adding a context to the words.Relate to language/spelling/writing.
Classroom Strategies For The Teaching Of Spelling 30
Appendix 3
Student writing sample 1.Early Stage 1
See CD for writing samples in student handwriting
Student writing sample 2Stage 1
See CD for writing samples
Student writing sample 3Stage 2
See CD for writing samples
Student writing sample 4Stage 3
Classroom Strategies For The Teaching Of Spelling 31
PHONOLOGICALKNOWLEDGE
How words and letter combinations sound
The names of letters, the sounds they represent and the ways which letters can be grouped to make different sounds
The concept of onset and rime, e.g. ‘p’ is the onset and ‘ink’ is the rime
How to segment the sounds in words into chunks of sound
Classroom Strategies For The Teaching Of Spelling 32
VISUALKNOWLEDGE
The way words and letter combinations look
Recall and compare the appearance of words
Recognise what letters look like and how to write them
Recognise that letters can be grouped in particular ways, e.g. endings
Classroom Strategies For The Teaching Of Spelling 33
MORPHEMICKNOWLEDGE
The meaning of words and the way they take different spellings when they change form
How compound words are constructed
Suffixes and prefixes Rule generalisations
Classroom Strategies For The Teaching Of Spelling 34
ETYMOLOGICALKNOWLEDGE
The derivation of words
Roots of words and word meanings, origins and history
Clusters of letters that not only look the same but are related in meaning, often because of their root
Classroom Strategies For The Teaching Of Spelling 35
Prior KnowledgeFollowing 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-D - adapted test that has been modified. While still following the original test guidelines, this test follows the NSW English K-6 Syllabus outcomes and expectations. Short Alternate Test A-D – Shortened Test. While still following the original test guidelines, this test follows the NSW English K-6 Syllabus outcomes and expectations.Focus words can be changed as long as the word substituted is consistent with the spelling breakdown of the previous words, as is demonstrated by bracketed words underneath.It is important that verbal instructions are followed when administering assessments to ensure consistent data.Primary students are students from Kindergarten to year 6. 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 make additional judgements in the course of teaching and learning”
Criterion Based Spelling Test Entire Version -A Classroom Strategies For The Teaching Of Spelling
36
Sight words testing visual knowledgeVerbal instructions to the students.We’re going to be writing some sight words.Sight words are words that you remember to spell correctly simply because they ‘look right’.Here are 20 sight words. Write each word carefully and check your spelling to make sure it looks right. Sight words should always look right.If you are unsure, have a go anyway.
Focus word Verbal InstructionsThe the; the ball.
the cat.the
And and; a bat and balla cat and dogand
Of of; a plate of soupa bowl of fruitof
To to; go to the beachI go to schoolto
Was was; was it there?what was that?was
said said; he said something.The man said somethingsaid
Some some; I ate some cake.She had some toosome
School school; we go to school.I like school.school
There there; put it over there.there are books at home.there
That that; what was that?that is great.that
For for; is that for me,that is for me.for
He he; he is my brother.he is 10 years old.
Classroom Strategies For The Teaching Of Spelling 37
Focus word Verbal Instructionshe
By by; I 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
One one; one,two,threethe number one.one
You you; you are ten years oldyou are my friendyou
Were were; were you on the bus?we were all there.were
Their their; (the one that owns something) Is that their ball?It is their cat.their
Her her; that is her bookdo you know her name?her
Final verbal instructions to the students.Now, once again check your spelling to make sure it looks right.
Diagnostic Considerations.Primary students should not have any errors from this list.Consider using the additional test written test for proofreading(Judith Hall) to support findings. Students may have to rely on other forms of knowledge to support their spelling. It is important to test other knowledge areas to gain information on their overall spelling strategies.Perhaps a referral to an optometrist or similar medical provider would be appropriate for students who appear to have a deficit in visual knowledge.
Criterion Based Spelling Entire Version -B
Phonetically regular words for testing phonological knowledgeClassroom Strategies For The Teaching Of Spelling
38
Verbal instructions to the childrenWe’re going to write 12 phonetically regular words.These are words that you can ‘sound out’.Write each one carefully and check your spelling to make sure it sounds out.You should have a letter or letter combination for every sound.If you are unsure, have a go anyway.
Focus Word Verbal Instructionshat(cvc)
hat; Repeat slowly while sounding each sound within the complete blended word. h/a/tthe hat on my head.I have a new hat for school. hat
hike(cvc-e)
hike; Repeat slowly as above.I went for a hike.I enjoy going for a hike. hike
wait(cvvc)
wait; Repeat slowly as above.Wait there please.We had to wait. wait
bird(r-controlled vowel)
bird; Repeat slowly as above.The bird flew to the tree.I have a pet bird. bird
glob(initial c-blend short vowel)
glob; Repeat slowly as above.There is a glob of glue on my shirt.I want a glob of cream on my dessert. glob
belt(short vowel final c-blend)
belt; Repeat slowly as above.A belt will hold up my trousers.The nuts moved on the conveyer belt. belt
claim(initial c-blend long vowel)
claim; Repeat slowly as above.A mining claim.She made a claim for the pencil on the table. claim
strict(initial c-blend short v,final c-blend)Focus word
strict; Repeat slowly as above.A strict rule.A strict principal. StrictVerbal Instructions
shop(c digraph beginning)
shop; Repeat slowly as above.I love to shop.I like the ice-cream shop the best. shop
crushc digraph ending)
crush; Repeat slowly as above.Be careful not to crush the cat.Crush the ice for the esky. crush
sketch sketch; Repeat slowly as above.Classroom Strategies For The Teaching Of Spelling
39
Focus Word Verbal Instructions(c blend-short v c blend digraph) I love to sketch.
My sketch of my dog is my favorite sketch. sketch
out(vowel diphthong)
out; Repeat slowly as above.Get out of bed now.Behind the shed is out of bounds. out
Diagnostic ConsiderationsPrimary students should be able to spell 80% of these words.Consider the combination of c, v, diphthong, and digraph.Consider where the error occurred e.g. beginning/end.Perhaps use additional tests for specific diagnostic purposes to support findings.Students may have to rely on other forms of knowledge to support their spelling. Therefore it is important to test other knowledge areas to gain information on their overall spelling strategies.Perhaps a referral to a speech pathologist or similar medical provider would be appropriate for students who appear to have a deficit in phonological knowledge.
Classroom Strategies For The Teaching Of Spelling 40
Criterion Based Spelling Test Entire Version - C
Application of spelling rules for testing morphemic knowledge.
Verbal Instructions to students.Now let’s check if we know some spelling rules .First, let’s check for rules for adding suffixes. Suffixes are always added to the end of the words, and the addition of suffixes is responsible for most of the spelling rules.Nearer the other end of the test we will check other rules, such as 2 syllable words and making compound words. All of these words follow the rules, there are no tricks.If you are unsure of the rule, have a go anyway.
Focus Word Verbal Instructionspatted(cvc + suffix)
Patted; She patted the dog. The rain patted on the window. Patted.
hiking(cvc-e + suffix)
Hiking; I go hiking in the mountains.People go hiking all over the world. Hiking.
waited(cvvc + suffix)
Waited; I waited all day. They waited at the station for the train. Waited.
birdie(R-controlled vowel + suffix)
Birdie; A birdie is a golf score.Some people call a little bird, a birdie. Birdie.
slobber(initial c-blend, short vowel + suffix)
Slobber; I try not to slobber in my soup. It’s fun to slobber ice-cream. Slobber.
melting(short vowel, final c-blend + suffix)
Melting; The butter is melting. I like melting cooking chocolate Melting.
claimable(initial c-blend, long vowel + suffix)
Claimable; Lost property is claimable. Gold is claimable. Claimable.
strictly( c-blend,short v final c-blend + suffix)
Strictly; Strictly no entry. Apply the rules strictly. Strictly
crushing(short v consonant digraph + suffix)
Crushing; Crushing ice. The tree fell, crushing the roof. Crushing.
sketches(sibilant + plural suffix)
Sketches; I love sketches. My sketches are great. Sketches.
outing(v diphthong + suffix)
Outing; I went on an outing to the zoo. School had an outing to the movies. Outing.
Application of spelling rules for testing morphemic knowledge . Verbal Instructions to students.
That’s enough suffixes! Now let’s check that you know other spelling rules.
Classroom Strategies For The Teaching Of Spelling 41
Focus Word Verbal Instructionsdistrust(1 syllable word + prefix)
Distrust; I distrust my dog with my cat. If you distrust somebody it means that you don’t trust them. Distrust.
kitten(2 syllable word; initial syllable short vowel sound)
Kitten; A kitten is playful. Many people have a kitten for a pet. Kitten.
bisect(2 syllable word; initial syllable long vowel sound)
Bisect; If you bisect something, you cut it up. Most people bisect their meat before they eat it. Bisect.
silkworm(Compound word)
Silkworm; A silkworm is a worm that makes silk. I keep my silkworms in a shoebox. Silkworm.
Diagnostic ConsiderationsPrimary students should be able to spell 80% of these words.Appropriate treatment of the spelling rules may be indicated, in particularly noting: The general rules. Long vowel letter pairs patterns. Summary activities of the vowels chart. Specific spelling rules.
Classroom Strategies For The Teaching Of Spelling 42
Criterion Based Spelling Test Entire Version – D
Ability to use etymological KnowledgeVerbal Instructions to students.Now let’s check that you know how to apply etymological knowledge.Etymological knowledge helps us to put words into groups, and it also helps us to remember tricky spellings.In this test, I will write the word on the board.
Write “ear” on the board.
Focus Knowledge Verbal Instructions.ear The word ear can be found in other
words that deal with hearing.hear Look at the word ear.
Now spell hear; You hear with your ear. Hear.
heard Again, look at the word ear.Now spell heard; You heard with your ear. Heard.
Remove the word from the board.
Write “you” on the board.
Focus Knowledge Verbal Instructionsyou The pronoun you can be found in
other words that deal with things that belong to you.
your Look at the word youNow spell: yourThey are your things.Your.
yours Look at the word youNow spell: yoursThose things are yours.Yours.
Remove the word from the board.
Classroom Strategies For The Teaching Of Spelling 43
Criterion Based Spelling Test Entire Version – D Continued
Ability to use etymological Knowledge
Write “here” on the board.
Focus Knowledge Verbal Instructionshere This word here can be found in other
words that deal with putting things somewhere.
there Look at the word hereNow spell: there.There is your ball, put it over there please.There.
where Look at the word here.Now spell: where.Where did you put your ball?
Remove the word from the board.
Write five and fifth on the board.
Focus Knowledge Verbal Instructionsfive, fifth Fifth is the ordinal number for five.
Look carefully to see how five changes to become fifth.
twelve Look at the words five and fifthNow spell: twelve.Twelve has the same letter ending as five.Twelve.
twelfth Look at the words five and fifthNow spell: twelfth.Twelfth is the ordinal number for twelve.
Remove the words from the board.
Classroom Strategies For The Teaching Of Spelling 44
Criterion Based Spelling Test Entire Version – D ContinuedAbility to use etymological Knowledge
Write “aqua” on the board.
Focus Knowledge Verbal Instructionsaqua The word aqua is an abbreviation for
the colour aquamarine, a colour often seen in the ocean.Aqua is part of many words to do with water.
aqualung Look at the word aqua.Now spell: aqualung.An aqualung is used for breathing underwater.Aqualung.
aquarium Look at the word aqua.Now spell: aquarium.I saw a shark in the aquarium.Aquarium.
Remove the word from the board.
Write beau on the board
Focus Knowledge Verbal Instructionsbeau The word beau is a French word,
meaning handsome man. Beau is in many words to do with beauty.
beaut Look at the word beau.Now spell; beaut.You beaut. Beaut.
beautiful Look at the word beau.Now spell beautiful. It is a beautiful day. Beautiful.
beauty Look at the word beau.Now spell beauty. My new car is a beauty. Beauty.
Remove the word from the board.Diagnostic Considerations.Having been given the appropriate piece of etymological knowledge, 80% of primary students should be able to spell these words. Etymological knowledge helps students to remember the consistencies in the many irregularities of the English language.
Classroom Strategies For The Teaching Of Spelling 45
NSW Criterion Based Spelling – student answer sheet
Name _______________________ Grade_____________ Date________________
Visual Knowledge Morphemic Knowledge Phonological Knowledge Etymological Knowledge
Classroom Strategies For The Teaching Of Spelling 46
NSW Criterion Spelling Entire Version Class Profile. A – Visual Knowledge
theandoftowassaidsomeschooltherethatforhebytheywhichoneyouweretheirher
Classroom Strategies For The Teaching Of Spelling 47
NSW Criterion Spelling Entire Version Class Profile B – Phonological Knowledge
hathikewaitbirdglobbeltclaimstrictshopcrushsketchout
Classroom Strategies For The Teaching Of Spelling 48
NSW Criterion Spelling Entire Version Class Profile C – Morphemic Knowledge
pattedhikingwaitedbirdieslobbermeltingclaimablestrictlycrushingsketchesoutingdistrustkittenbisectsilkworm
Classroom Strategies For The Teaching Of Spelling 49
NSW Criterion Spelling Entire Version Class Profile D – Etymological Knowledge
hearheardyouryourstherewheretwelvetwelfthaqualungaquariumbeautbeautifulbeauty
Classroom Strategies For The Teaching Of Spelling 50
Criterion Based Spelling Test Alternate Version –A
Sight words testing visual knowledgeVerbal instructions to the students.We’re going to be writing some sight words.Sight words are words that you remember to spell correctly simply because they ‘look right’.Write each word carefully and check your spelling to make sure it looks right. Sight words should always look right.If you are unsure, have a go anyway.
Focus word Verbal Instructionsthe the; They had the ball.
They bought the cat. theand and; I have a pen and pencil.
Who has the pink and green ball? and
of of; There are 3 of us here Do you want a piece of cake? of
to to; You can go to the beachYou must go to school. to
was was; was it there? what was that? was
said said; he said something. The man said something said
some some; I ate some cake. She had some too some
school school; we go to school. I like school. school
there there; put it over there. there are books at home. there
Final verbal instructions to the students.Now, once again check your spelling to make sure it looks right.
Diagnostic Considerations.Primary students should not have any errors from this list.Consider using the additional test written test for proofreading to support findings.Students may have to rely on other forms of knowledge to support their spelling. It is important to test other knowledge areas to gain information on their overall spelling strategies
Classroom Strategies For The Teaching Of Spelling 51
Criterion Based Spelling Test Alternate Version –BPhonetically regular words for testing phonological knowledgeVerbal instructions to the childrenWe’re going to write words that you can ‘sound out’.Write each one carefully and check your spelling to make sure it sounds out. You should have a letter or letter combination for every sound.If you are unsure, have a go anyway.
Focus Word Verbal Instructionshat hat; Repeat slowly while sounding
each sound within the complete blended word. h/a/tthe hat on my head.I have a new hat for school. hat
fit fit; Repeat slowly as above.Can you fit everything in your bag?I enjoy being fit & healthy. fit
cut cut; Repeat slowly as above.I cut my finger.You can cut some cake to eat. cut
met met; Repeat slowly as above.I met my friend at the park.Have we ever met? met
rod rod; Repeat slowly as above.I 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.I fell on my chin.My chin moves when I chew. chin
rake rake; Repeat slowly as above.I will rake the leaves.I have a garden rake. rake
thing thing; Repeat slowly as above.What is that thing in the book?What thing can you see? thing
Diagnostic Considerations.Does student know medial vowel sounds?What blends does student know?Consider where the error occurred e.g. beginning/end.
Classroom Strategies For The Teaching Of Spelling 52
Criterion Based Spelling Test Alternate Version – C
Application of spelling rules for testing morphemic knowledge . Verbal Instructions to students.
If you are unsure of the rule, have a go anyway.
Focus Word Verbal Instructionshats hats: I have 2 hats.
My hats are all pink. hatsfitting fitting: Is it fitting in to the bag?
It is hard fitting lunch in. fittingraked raked: He raked the leaves up.
Have you raked the soil? rakedringing ringing: The phone is ringing.
Is he ringing me tonight? ringingsomething something: I can hear something.
Can you smell something? somethingdo do: Do you like reading?
Do you hear the bell? dodoes does: Does dog like to play?
What does he do at work? doeshot hot: In summer it’s hot.
It is hot in here today. hothotter Hotter: Today is hotter than
yesterday.It is hotter in Queensland. hotter
hottest hottest: It 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
Diagnostic ConsiderationsAppropriate treatment of the spelling rules may be indicated, in particularly noting: The general rules. Suffixes Compound words Comparatives and superlatives.
Classroom Strategies For The Teaching Of Spelling 53
Criterion Based Spelling Test Alternate Version – D
Ability to use etymological KnowledgeWrite “ear” on the board. The word ear can be found in other words that have to do with hearing.
Focus Knowledge Verbal Instructions.hear Look at the word ear.
Now spell hear; You hear with your ear. Hear.
heard Again, look at the word ear.Now spell heard; You heard with your ear. Heard.
Sometimes we shorten words and just use the initials or letters.Write T.V on the board. What is this short for?
Focus Knowledge Verbal InstructionsNSW Write what the initials NSW stand for.ACT Write what the initials ACT stand for?
Sometimes we borrow words from other languages.Write Oct on the board. Oct is Latin for 8.
Focus Knowledge Verbal InstructionsOctopus Octopus: An octopus has 8 tentacles.Octagon Octagon: An octagon is a shape that
has 8 sides.
Write aero on the board. Aero means air. Write these words that have aero in them.
Focus Knowledge Verbal Instructionsaeroplane Aeroplane: I went on an aeroplane to
Sydney.aerodrome Aerodrome: An aerodrome is where
aeroplanes are kept.
Diagnostic Considerations.Having been given the appropriate piece of etymological knowledge, some students should be able to spell these words. Etymological knowledge helps students to remember the consistencies in the many irregularities of the English language.
Classroom Strategies For The Teaching Of Spelling 54
Visual Knowledge Class profile – Criterion Based spelling Alternate Version - A
Focus Word
theandoftowassaidsomeschoolthere
Classroom Strategies For The Teaching Of Spelling 55
Phonological Knowledge- Criterion Based spelling Alternate Version - B
Focus Word
hatfitcutmetrodshutchinrakething
Classroom Strategies For The Teaching Of Spelling 56
Morphemic Knowledge- Criterion Based spelling Alternate Version - C
Focus Word
hatsfittingrakedringingsomethingdodoeshothotterhottestthirty
Classroom Strategies For The Teaching Of Spelling 57
Etymological Knowledge- Criterion Based spelling Alternate Version - D
Focus Word
hearheardNSWACToctopusoctagonaeroplaneaerodrome
Classroom Strategies For The Teaching Of Spelling 58
Answer Sheet For students for test Alternate Version
Visual Phonological Morphemic Etymological
Classroom Strategies For The Teaching Of Spelling 59
Criterion Based Spelling Test Short Alternate -A
Sight words testing visual knowledgeVerbal instructions to the students.We’re going to be writing some sight words.Sight words are words that you remember to spell correctly simply because they ‘look right’.Write each word carefully and check your spelling to make sure it looks right. Sight words should always look right.If you are unsure, have a go anyway.
Focus word Verbal Instructionsthey they; They had a ball.
They bought a cat. theywhen when; When can I play?
When will you be home whenare are; You are very clever
Are you coming home yet? areyou you; You can go to the beach
You must go to school youwas was; was it there?
what was that? wassaid said; he said something.
The man said something saidsome some; I ate some cake.
She had some too someschool school; we go to school.
I like school. schoolthere there; put it over there.
there are books at home. there
Final verbal instructions to the students.Now, once again check your spelling to make sure it looks right.
Diagnostic Considerations.Primary students should not have any errors from this list.Consider using the additional test written test for proofreading to support findings.Students may have to rely on other forms of knowledge to support their spelling. It is important to test other knowledge areas to gain information on their overall spelling strategies.
Classroom Strategies For The Teaching Of Spelling 60
Criterion Based Spelling Test Short Alternate –BPhonetically regular words for testing phonological knowledge
Verbal instructions to the childrenWe’re going to write words that you can ‘sound out’.Write each one carefully and check your spelling to make sure it sounds out. You should have a letter or letter combination for every sound.If you are unsure, have a go anyway.
Focus Word Verbal Instructionssand sand; Repeat slowly while sounding
each sound within the complete blended word. s/a/n/dThe sand is hot.I have sand in my shoes. sand
best best; Repeat slowly as above.That is your best dressI think your work is the best. best
jump jump; Repeat slowly as above.I can jump really high.You can jump so high. jump
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.I went out.Three strikes you’re out. out
shut shut; Repeat slowly as above.Shut the gate please.Shut the book now. shut
chin chin; Repeat slowly as above.I fell on my chin.My chin moves when I chew. chin
rake rake; Repeat slowly as above.I will rake the leaves.I have a garden rake. rake
thing thing; Repeat slowly as above.What is that thing in the book?What thing can you see? thing
Diagnostic Considerations.Does student know medial vowel sounds?What blends does student know?Consider where the error occurred e.g. beginning/end.
Classroom Strategies For The Teaching Of Spelling 61
Criterion Based Spelling Test Short Alternate – C
Application of spelling rules for testing morphemic knowledge . Verbal Instructions to students.If you are unsure of the rule, have a go anyway.
Focus Word Verbal Instructionshats hats: I have 2 hats.
My hats are all pink. hatsfitting fitting: Is it fitting in to the bag?
It is hard fitting lunch in. fittingraked raked: He raked the leaves up.
Have you raked the soil? rakedringing ringing: The phone is ringing.
Is he ringing me tonight? ringingsomething something: I can hear something.
Can you smell something? somethingdo do: Do you like reading?
Do you hear the bell? dodoes does: Does dog like to play?
What does he do at work? doeshot hot: In summer it’s hot.
It is hot in here today. hothotter Hotter: Today is hotter than
yesterday.It is hotter in Queensland. hotter
hottest hottest: It 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
Diagnostic ConsiderationsAppropriate treatment of the spelling rules may be indicated, in particularly noting: The general rules. Suffixes Compound words Comparatives and superlatives.
Classroom Strategies For The Teaching Of Spelling 62
Criterion Based Spelling Test Short Alternate – D
Ability to use etymological KnowledgeWrite “ear” on the board. The word ear can be found in other words that have to do with hearing.
Focus Knowledge Verbal Instructions.hear Look at the word ear.
Now spell hear; You hear with your ear. Hear.
heard Again, look at the word ear.Now spell heard; You heard with your ear. Heard.
Sometimes we shorten words and just use the initials or letters.Write T.V on the board. What is this short for?
Focus Knowledge Verbal InstructionsNSW Write what the initials NSW stand for.SRC Write what the initials SRC stand for?
Sometimes we borrow words from other languages.Write Oct on the board. Oct is Latin for 8.
Focus Knowledge Verbal InstructionsOctopus Octopus: An octopus has 8 tentacles.Octagon Octagon: An octagon is a shape that
has 8 sides.
Write aero on the board. Aero means air. Write these words that have aero in them.
Focus Knowledge Verbal Instructionsaeroplane Aeroplane: I went on an aeroplane to
Sydney.aerodrome Aerodrome: An aerodrome is where
aeroplanes are kept.
Diagnostic Considerations.Having been given the appropriate piece of etymological knowledge, some students should be able to spell these words. Etymological knowledge helps students to remember the consistencies in the many irregularities of the English language.
Classroom Strategies For The Teaching Of Spelling 63
student answer sheet Short Alternate Test Visual Phonological Morphemic Etymological
Classroom Strategies For The Teaching Of Spelling 64
Classroom Strategies For The Teaching Of Spelling 65
Class Profile Proforma Short Alternate
Focus Word
visualtheywhenareyourwassaidsomethentherephonologicalsandbestjumpstreamoutshutchinrakething
Classroom Strategies For The Teaching Of Spelling 66
morphemichatsfittingrakedringingsomethingdodoeshothotterhottestthirtyetymologicalhearheardNSWSRCoctopusoctagonaeroplaneaerodrome
Classroom Strategies For The Teaching Of Spelling 67
Analysis of Data Proforma for all Criterion Tests
Student name Identified Individual Needs
Identified Class Needs Strategies
Classroom Strategies For The Teaching Of Spelling 68
GlossaryAcronym: A word formed from the initial letters in a phraseAlphabetic principle: An assumption underlying alphabetic writing systems that speech sounds are represented by letters.Analogy: In spelling, using a known word to help in the spelling of other words.Base Word: A word to which prefixes and suffixes may be added to create words relate in meaningBlend: The joining of sounds represented by two or three letters with minimal change in those sounds – for example, spl, in split.Blended Word: A word formed from portions of two words – e.g.. smog = smoke + Fog. The meaning of a blended word is also a combination of the meaning of the two words it came from.Comparative Form: Form of an adjective or adverb to compare two itemsCompound Word:1) A word having its meaning the meaning of the two or more smaller words within it – e.g., the compound word roommates relates to the meaning of room and mate2) A word consisting of two or more free morphemes (the smallest units of Meaning) with a meaning that is unrelated to the meanings of the morphemes e.g., butterfly.Consonant: 1) A speech sound made by partial or complete blockage of the breath2) A letter of the alphabet representing any of these sounds.Contraction: The shortening of a spoken or written expression by the omission of one or more sounds or letters. There are two types of contractions: one is formed from two words in which the omitted letters are represented by an apostrophe (we’re); the other is the shortened form of one word in which the omitted letters are not represented by an apostrophe (Dr).Derivative: An English word or portion of a word derived from other languages such as Greek, Latin, or Old French.Digraph: Two or more letters that represent one speech sound – e.g., the vowel digraphs eigh and ai and the consonant diagraphs th and ch.Diphthong: A vowel sound created by combining two vowel sounds, such as in buy.Eponym: A word derived from the name of a person, a place, pr an institution,E.g.; pasteurization, after Louis Pasteur.
Classroom Strategies For The Teaching Of Spelling 69
Generalization: In spelling, a general conclusion about how written English works.High-Frequency Words: Words used often in reading and writingHomographs: Words that sound different, but are spelt the same and have different meanings E.g.; minute (time) and minu/te table (small)Homonyms: Words that sound the same and are spelt the same, but have different meanings E.g.; table (furniture) and table (math)Homophones: Words that sound the same, but are spelt differently and have different meanings E.g.; hear and here.Interactive writing: A writing partnership in which the teacher and the students plan and compose texts together, and the teacher shares the pen with the students. It provides opportunities for the teacher to demonstrate and the children to practice strategies good writers and spellers use.Letter name: A consistent label given to each letter of the alphabet.Meaning strategy: Using the structural relationships between words when attempting to spell unknown words, E.g.; using the generalization that past tense if often indicated by the suffix Ed when attempting to spell an unknown word in the past tense.Modeled writing: Demonstrating writing in front of students or introducing previously written print.Onset: The consonant or consonants preceding the vowel in a syllable, E.g.; ple, /l/ in look.Phoneme: The smallest sound unit of spoken language. E.g.; the word telephone has seven Phonemes: /t/-/e/-/l/-/e/-/f/-/o/-/n/.Phonemic Awareness: Awareness of the separate sounds in words.Phonic Strategy: Using the sound-letter relationships in words when attempting to spell.Unknown words, E.g.; using the generalization that the /w/ sound is usually represented by the letter w when attempting to spell an unknown word with /w/ sound.Phonics: Letter-sound correspondences in a language.Phonological Awareness: The ability to hear and manipulate sound units in the language, such as syllables, onsets and rimes, and individual sounds in words (phonemes).Phonology: The study of speech sounds and their functions in language.Prefix: An affix attached before a base word that changes the meaning of the base word.Rime: The first vowel and any following consonants or vowels of a syllableE.g.; /ook/ in look.Schwa: In English, the midcentral vowel in an unstressed syllable. E.g.; /a/ in above, and /u/ in industry.
Shared Writing: A writing partnership in which the students and the teacher together compose a piece of writing, then the teacher writes the piece. Unlike interactive writing, the pen is not shared between the
Classroom Strategies For The Teaching Of Spelling 70
students and the teacher, even though the students may suggest how the words should be spelt.Spelling Patterns: A group of letters representing a sound, including groups of letters, such as ould and ear, and diagraphs.Stress: The emphasis or degree of loudness placed on a syllable.Suffix: An affix attached to the end of a base word that changes the meaning or grammatical function of the word.Superlative Form: Form of an adjective or adverb used to compose more than two items.Syllable: The smallest unit of sequential speech sounds consisting of either a vowel sound or a vowel sound with one or more consonant sounds.Visual Strategy: Using the visual relationships between words when attempting to spell unfamiliar words, E.g.; knowing that the spelling pattern eigh represents the /ay/ sound in eight when attempting to spell the word weigh.Vowel:1) A voiced speech sound made without stoppage or friction of the air flow as it passes through the vocal tract.2) A letter of the alphabet representing any of these sounds: The letters A, E, I, O, U,Word Family: A group of words related in meaning. Words in a word family might be derived from the same base word and have different prefixes and/or suffixes added to it. E.g.; the word replays is derived from the base word play; the prefix re and the suffix s have been added to form a new word related in meaning to the base word, play. Compound words may also be part of a word family. E.g.; the words playground and playpen are related in meaning to the word play. Other word families may be based on derivatives. E.g.; the words photographer and telephoto are related in meaning to derivative photo.
/ / Used to indicate a sound.
Classroom Strategies For The Teaching Of Spelling 71
Phonological Strategies (written and adapted by Carol McMahon & Johanna Bruce)
Strategy Focus Materials Syllabus LinksSpeedy spelling Letter identification Alphabet cards
See appendix 1WES1-3: 1.11
Teacher nominates a word.Students race to correctly construct the word using their alphabet cards.Teacher nominates whether students have a written model for support.
Skimming and scanning
Finding identified focus/word in context.
Relevant text.Highlighters/pencils
RES1-3 1.6
Provide a page of relevant text at student’s instructional level.Read text to students.Nominate time frame e.g. 5 minutes.Instruct students to locate and highlight the identified focus e.g. ‘ch’Extension: Use more challenging or numerous concepts.
Bargain Words Letter identificationTransferring knowledge
Numerical value for each letter of the alphabet.See Appendix 1 A-C
WES1-3: 1.11NES1-3 1.1NES!-3 1.4
On the board or a poster display a monetary value to each letter.Students assign the relevant value to each letter/sound and calculate the value of each of their words.Extension: Students calculate the total value of all of their words.Increase the monetary values of the letters.Students calculate how much change they would receive from a nominated amount.Extension: Students race within a nominated time frame to make the most expensive words they can.
Classroom Strategies For The Teaching Of Spelling 72
Strategy Focus Materials Syllabus LinksRace to match Sound/letter matching &
identificationTwo sets of cards with
letters on them.TSES1-3 2.1
Place one set of cards, in a single line on the other side of a cleared spot. (Inside or outside)Students lay face down in front of teacher.Teacher places the other set of cards face down, in front of each student.On the given signal students take the card in front of them and race to the other side to find the matching sound.The first to match and say the sound correctly gets the point.Extension: Student must say a word with the same initial sound.Student must say a word with the same final sound.Extension: Include cards with blends.
Spiral Spelling Identifying initial and final letters/sounds.
A blank sheetor
A sheet with the outline of a spiral
See Appendix 3
WES1-3: 1.11
Teacher nominates starting wordStudents write beginning word and continue the spiral using the final sound as an initial soundExtension: student choose beginning word
Wordback Spied Her Spelling Concepts Proforma see page 85pencil
TSES1-3 2.1, WES1-3: 1.11
RES1-3 1.6
Teacher puts in the words into the gridStudents eliminate words by asking Spelling Questions to guess the word, e.g. Is it a compound wordExtension: more difficult or technical words, or more difficult spelling concepts
Classroom Strategies For The Teaching Of Spelling 73
Strategy Focus Materials Syllabus LinksRhyming Tag
p.68Identifying rhyming
wordsCards with words on
them to initiate rhymes.See Appendix 4
RES1-3 1.6WES1-3: 1.11TSES1-3 2.1
Students sit in pairs.One student is given a card with a word on it.Student one says that word.Student two must say a word that rhymes with that word.Students continue to take turns saying different words that have the same rhymes until they can think of no more.Student chooses another card and the game continues.Extension: Teacher nominates a category (e.g. maths words) that the rhyming words must come from.Extension: Students must write the words they say.
Picture Sort Identifying initial sounds of relevant items.
Pictures showing items that have a range of
initial sounds.
WES1-3: 1.11
Teacher nominates the sound/s.Students find the pictures that fit the criteria.Extension: Increase difficulty of criteria. e.g. blends, final sound, etc.
Classroom Strategies For The Teaching Of Spelling 74
Strategy Focus Materials Syllabus LinksStamp it Out Identifying letter
patterns to form words.26 large cards each with a letter of the alphabet
on it.See Appendix 2
RES1-3 1.6TSES1-3 2.1
Place cards on floor.The cards may be placed as they would appear on a keyboard, in alphabetical order or randomly.Students sit in a circle around the letters.Teacher nominates a student to be the ‘stamper’.Teacher writes a word on the board and the student must stamp it out.Other students monitor if the word is stamped correctly.Extension: Teacher says the word and does not provide a written model.Extension: Student chooses a word to stamp out and students must guess that word.
Starting With Identifying sounds in words.
Two sets of cards.Set one has a letter of the alphabet on each.
Set two has a topic word. e.g. food, toy, clothing, science etc.
TSES1-3 2.1
Place cards in two piles face down.Teacher nominates a student.Student takes the top card from each pile.Student must say words with the initial sound on the card, relating to the topic on the second card.Extension: Students must write the words.Extension: Include blends.Extension: Nominate final or medial sound.
Classroom Strategies For The Teaching Of Spelling 75
Strategy Focus Materials Syllabus LinksWho’s the Boss? How the “Bossy e”
changes sounds.Blackboard. WES1-3: 1.11
Teacher writes a word on the board. e.g. mat.Teacher nominates a student to add an ‘e’ to the end of the word and say the ‘new’ word.Extension: Include words that do not work this way e.g. map and have students identify if the new word is correct.
Find the Boss Transferring spelling knowledge to authentic
text.
Authentic text.Highlighters/pencils
RES1-3 1.6
Teacher provides a piece of text. ( May vary according to instructional levels)Students highlight words that have the ‘Bossy e’.
To name or to sound that vowel?
Identifying vowel sounds in words.
A set of cards with a word on each. e.g. hat,
shake, etc.
TSES1-3 2.1WES1-3: 1.11RES1-3 1.6
Place cards face down in a single pile.Nominate a time frame. e.g. 30 secs.On the signal a student turns over the cards one at a time and says the vowel as it appears in the word. i.e. name or sound.
Classroom Strategies For The Teaching Of Spelling 76
Strategy Focus Materials Syllabus LinksCan I come to the
party?Identifying spelling
strategies/rules.Students TSES1-3 2.1
Teacher nominates a student to be the host of the party.That student secretly tells the teacher their party rule. e.g. Words with a specific initial sound or blend, bossy e words etc.The party host asks students one at a time what they would like to bring to the party.The teacher writes each response on the board under “Yes’ or “No”.The first student who cracks the code is the next party host.Extension: “Party may be changed. e.g. museum, maths lesson, excursion etc.
Blender Bender Identifying blends in text Text.Highlighters/pencils
TSES1-3 2.1WES1-3: 1.11RES1-3 1.6
Teacher identifies blend. e.g. ’sh’, ‘th’ etc.Teacher gives students a piece of text.Students highlight the words that have the nominated blend.Students report back identifying the words that they found.Extension: Authentic text from KLA’slyrics to a songa magazineschool newsletterExtension: Blends appearing as the final sound.Blends appearing as the medial sound.Extension: Blends of increasing difficulty e.g. str.
Classroom Strategies For The Teaching Of Spelling 77
Strategy Focus Materials Syllabus LinksIt takes two Identifying vowel blends
in words.Text
Highlighters/pencilsRES1-3 1.6
Teacher gives students piece of text.Students highlight the words that have two blends together.Students report back, identifying the vowels and the sound they provide in the word.
How do I Look? Identifying letter patterns.
Authentic text RES1-3 1.6
Teacher nominates a letter pattern. e.g. cvcc (rush)Students find words with the same letter patterns.Extension: Words must be related to a specific category. e.g. S&T,Extension: The vowel must remain the same.
Pass the blend Identifying sounds in words
Ball/beanbag TSES1-3 2.1WES1-3: 1.11RES1-3 1.6
Teacher nominates blend.Students sit in a circle.Students throw the ball to another person.The person who catches the ball must say a word that has the nominated blend.Variation: The student with the ball may say “Change” and nominate another blend and give a correct example of a word with the new blend.If correct, that blend becomes the new focus.
Classroom Strategies For The Teaching Of Spelling 78
Strategy Focus Materials Syllabus LinksDisappearing Vowels Identifying vowels in
words.A set of cards with a
word on each that has had the vowels omitted.
TSES1-3 2.1WES1-3: 1.11RES1-3 1.6
Place cards face down in a single pile.Student turns over a card and must say what vowel has been omitted from the word.The student must say the word.Extension: Omit vowel blends.
What’s Changed? Identifying the sequence of letters that form a
word.
Letter Tiles see Appendix 1
TSES1-3 2.1WES1-3: 1.11
Teacher writes focus words on the board.Students given time to study the words.Students close their eyes.Teacher erases some of the letters.Students must identify what letters have been erased and make the appropriate correction.Student says the word.
Elkonin Boxes Identifying how sounds can be ‘chunked’
Spelling sheet containing boxes.
Students are given a spelling sheet that contains groups of boxes.Each group contains the same number of empty boxes as there are sounds in each word. e.g. ship would have 3 boxes; sh-i-pStudents put their words into the boxes.
Classroom Strategies For The Teaching Of Spelling 79
Strategy Focus Materials Syllabus LinksThrow and Know Using concept in
context.Large cards with a sound
or blend on each one.A beanbag or similar.
WES1-3: 1.11
Students stand in a circle around the cards.Students take turns to throw the beanbag on to a sound or blend.Student must say a word that contains that sound or blend.Extension: Students must use the word in a sentence.Extension: Teacher nominates a topic area for the sentence.
Let’s get it sorted Identifying initial sounds of a variety of concepts such as words, objects,
pictures etc
Pictures, objects, words for sorting
WES1-3: 1.11
Teacher nominates sound.Students find pictures, objects, words that have the same initial sound.Extension: More than one sound is nominated.
Who’s Silent? Knowing words that have a silent initial
sound.
Duplicate sets of cards with a word that has a
silent initial sound.
WES1-3: 1.11
Students play concentration, Go fish, using the cards.Extension: Students use the words in sentences.
Classroom Strategies For The Teaching Of Spelling 80
Phonological AppendicesAppendix 1 – Use For: Word race, Race to match, Speedy spelling, Starting with
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 y x q z a e u o i
i t m n s e a o r i
Classroom Strategies For The Teaching Of Spelling 81
Appendix 1 A – Use For: Bargain words
a2c
m5c
t4c
s8c
i2c
f6c
d7c
a2c
i2c
d11c
r7c
o2c
g12c
l15c
h13c
u2c
c8c
o2c
u2c
g9c
b4c
n11c
k8c
v15c
e2c
w14c
j11c
e2c
b6c
e2c
p9c
y10c
x15c
q11c
z15c
a2c
e2c
u2c
o2c
i2c
i2c
t4c
m5c
n11c
s8c
e2c
a2c
o2c
r7c
i2c
Classroom Strategies For The Teaching Of Spelling 82
Appendix 1 B – Use For: Bargain words
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
y_c
x_c
q_c
z_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
Classroom Strategies For The Teaching Of Spelling 83
Appendix 1 C – Use For: Bargain words
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$
y$
x$
q$
z$
a$
e$
u$
o$
i$
i$
t$
m$
n$
s$
e$
a$
o$
r$
i$
Classroom Strategies For The Teaching Of Spelling 84
Appendix 2 – Use For: Stamp it out
a b c
d e f
Classroom Strategies For The Teaching Of Spelling 85
Classroom Strategies For The Teaching Of Spelling 86
Appendix 2 – Use For: Stamp it out
g h i
j k l
Classroom Strategies For The Teaching Of Spelling 87
Classroom Strategies For The Teaching Of Spelling 88
Appendix 2 – Use For: Stamp it out
m n o
p q r
Classroom Strategies For The Teaching Of Spelling 89
Classroom Strategies For The Teaching Of Spelling 90
Appendix 2 – Use For: Stamp it out
s t u
v w x
Classroom Strategies For The Teaching Of Spelling 91
Classroom Strategies For The Teaching Of Spelling 92
Appendix 2 – Use For: Stamp it out
y z
Classroom Strategies For The Teaching Of Spelling 93
Classroom Strategies For The Teaching Of Spelling 94
Spelling Game – Word Back Spied Her
Fill in the table with topic words One person chooses a word, writes it on paper and covers it so no one can see Students take turns to find out the word by asking questions that relate to a spelling strategy, rule
or focus set by the teacher
Possible questions include:
Does it have 2 syllables etc? Is it a word that is a homonym? Is it a compound word? Is it a contraction? If the answer to a question is YES then all words that do not fit the criteria can be crossed from the
list Further questions are asked until the correct word remains or someone guesses the word.
Classroom Strategies For The Teaching Of Spelling 95
Appendix 3 – Use for Spiral Spelling
Classroom Strategies For The Teaching Of Spelling 96
Appendix 4 – Use with Rhyming Tag (General)
Cat Win Can Drum Jam
Jump Three Sort Dance Swing
Play Roll Class Act Turn
Classroom Strategies For The Teaching Of Spelling 97
Appendix 4 A – Use with Rhyming Tag (COGS Group C – ES1)
Change Event Grow Me Look
Name Dad Mum Draw Feel
Wild Things Yes No Tell
Classroom Strategies For The Teaching Of Spelling 98
Appendix 4 B – Use with Rhyming Tag (COGS Group C – S1)
Time Line Four Treasure Frog
Life Old Young Enjoy Feelings
Local Then Now Ground Label
Classroom Strategies For The Teaching Of Spelling 99
Appendix 4 C – Use with Rhyming Tag (COGS Group C – S2)
Change Event Grow Me Look
Name Dad Mum Draw Feel
Wild Things Yes No Tell
Classroom Strategies For The Teaching Of Spelling 100
Visual Knowledge Strategies (written and adapted by Carol McMahon & Johanna Bruce)
Strategy Focus Materials Syllabus LinksSpeedy Sight Words Automatic recognition of
sight words.Sight word listTiming device.Personal graph.
Appendix 5
WES1.11WS1.11WS2.11
Students work in pairs.Students time each other to read listed sight words.Students graph the time taken.Students aim to see and say less than 1 sight word per second.
Mnemonics Creating a relevant and meaningful strategy for
spelling sight words.
PaperAppendix 6
WES1.11WS1.11WS2.11
Teacher demonstrates some examples of common mnemonics. e.g. You hear with your ear.Students identify sight words that continue to cause them difficulty.Students create personalized mnemonics to assist with the word.
Which word wall word?
Identifying sight words Sight Word wallAppendix 7
WES1.11WS1.11WS2.11
Teacher secretly chooses a word off the word wall.The teacher gives a clue as to which word it is.Students write their guess next to 1.Teacher gives a second clue.Students write their guess next to number 2.After the 5th clue teacher reveals the word.Students discuss how they arrived at the correct answer.
Classroom Strategies For The Teaching Of Spelling 101
Strategy Focus Materials Syllabus LinksRacing Sight Words Sight word identification 2 matching sets of sight
word cards.See appendix 8
RES1.6RS1.6
WES1.11WS1.11
Place one set of cards, in a single line on the other side of a cleared spot. (Inside or outside)Students lay face down in front of teacher.Teacher places the other set of cards face down, in front of each student.On the given signal students take the card in front of them and race to the other side to find the matching sight word.The first to match and say the word correctly gets the point.Extension: Student use the word in a sentenceExtension: Student closes eyes and spells the word
Silent Partners Spelling sight words A set of cards that has sight words written that
have letters missing.Appendix 9
WES1.11WS1.11RES1.6RS1.6RS2.6
Teacher hands out cards.Student spells the word including the missing letters.Sight word Stampede Automatic identification
of sight words.Large sight word cards.
Appendix 7WES1.11WS1.11
Place cards on the floor.Teacher chooses two students.Students stand in front of the cards.Teacher calls a sight word.The first person to stand on the word keeps it.Student with most words gets the point.Variation: Students can be matched and sight words chosen accordingly.
Classroom Strategies For The Teaching Of Spelling 102
Strategy Focus Materials Syllabus LinksToss the sight word Automatic sight word
identificationWord wall
Appendix 7TES1.1TS1.1
WES1.11WS1.11
Students line up in 2 teams in front of the word wall.The student first in line throws a beanbag at a sight word and says the word.Each student takes a turn.The team with the most correct words wins.Extension: Students must say the word, close their eyes and spell the word to get the point.
They’re Everywhere Identifying sight words in text
Text RES1.5RS1.5
WS2.11Teacher provides students with relevant text. e.g. newspaper, brochure, song lyrics, HSIE reading etc.Students highlight sight words.Extension: Class records the number of sight words.Class records words not highlighted.Determine percentages.
Spelling Heads Identifying sight words Sight word cardsHeadbands.Appendix 8
TES1.1TS1.1
WES1.11WS1.11
Teacher selects a number of students.Each student has a headband put on their head.Teacher attaches a sight word to each headband.Students ask the class ‘yes’ or ‘no’ questions to determine which word is on their headband.
Classroom Strategies For The Teaching Of Spelling 103
Strategy Focus Materials Syllabus LinksIt takes 4 Identifying sight words It takes 4 boards
Appendix 10Sight/spelling word
cards.Counters and dice.
Appendix 8
TES1.1TS1.1
WES1.11WS1.11
Place word cards face down in a pile.Students take turns to throw the dice.The student takes the card on the top of the pile.If student says word correctly they get to place a counter on the board.The number on the dice determines the column where the student can place a counter.The first player to get 4 correct words in a row wins.Extension: The student must use that word in a sentence.Extension: The student must use that word in a correct sentence related to a nominated topic. e.g. HSIE, maths etc.
Throw and Know Using concept in context.
Large cards with a sight word on each one.
A beanbag or similar.Appendix 7
TES1.1TS1.1
WES1.11WS1.11
Students stand in a circle around the cards.Students take turns to throw the beanbag on to a sight word.Student must use that word in a sentence.
Classroom Strategies For The Teaching Of Spelling 104
Visual AppendicesAppendix 5 – Use for Speedy sight words
Words Write LSCWC LSCWC
How Fast Can You GO?
2019181716151413121110987654321
Appendix 6 – Use for: Mnemonics
Classroom Strategies For The Teaching Of Spelling 105
Use these tricks to help you remember tricky words.
ache – I have a chest ache. whole – Who knows the whole story?
affect – Affect has an ‘a’ for action. witch – A witch can make you itch
always – Al always wins.
balloon – A balloon looks like a ball.
believe – Never believe a lie.
boil – There’s oil on the boil.
diary – In your diary you write about yourself so ‘i’ comes first.
friend – A friend is a friend to the end.
hear – You hear with your ear.
island – An island is land.
weather – We eat her food in all weather.
Classroom Strategies For The Teaching Of Spelling 106
Appendix 7 – Use for: Word wall
the
to
of
myClassroom Strategies For The Teaching Of Spelling
107
Classroom Strategies For The Teaching Of Spelling 108
you
me
he
Classroom Strategies For The Teaching Of Spelling 109
am
Classroom Strategies For The Teaching Of Spelling 110
she
good
like
Classroom Strategies For The Teaching Of Spelling 111
who
when
where
Classroom Strategies For The Teaching Of Spelling 112
they
your
here
Classroom Strategies For The Teaching Of Spelling 113
only
and
for
Classroom Strategies For The Teaching Of Spelling 114
which
on
could
Classroom Strategies For The Teaching Of Spelling 115
how
Classroom Strategies For The Teaching Of Spelling 116
only
about
use
Classroom Strategies For The Teaching Of Spelling 117
now
Classroom Strategies For The Teaching Of Spelling 118
some
what
Classroom Strategies For The Teaching Of Spelling 119
Appendix 8 – Use for: Racing Sight words (Make 2 sets)
the to of is
was my you me
he about use how
Classroom Strategies For The Teaching Of Spelling 120
some she by good
like who when where
and for that which
on could how only
Classroom Strategies For The Teaching Of Spelling 121
Appendix 9 – Use for Silent partners
t _e t_ o_ i_
w_s m_ y_u m_
h_ ab_ _t us_ h_w
Classroom Strategies For The Teaching Of Spelling 122
som_ s_e b_ g_ _d
lik_ _ho w_en w_er_
th_y y_ _r h_r_ onl_
Classroom Strategies For The Teaching Of Spelling 123
a_d f_r t_at w_ich
o_ c_ _ _d h_w onl_
ver_ e_c_ wi_h wh_t
Classroom Strategies For The Teaching Of Spelling 124
Appendix 10 – Use for It takes 4
1 2 3 4 5 6
1 2 3 4 5 6
1 2 3 4 5 6
1 2 3 4 5 6
1 2 3 4 5 6
1 2 3 4 5 6
Classroom Strategies For The Teaching Of Spelling 125
Morphemic Knowledge Strategies (written and adapted by Carol McMahon & Johanna Bruce)
Strategy Focus Materials Syllabus LinksCompounded words Identifying words within
wordsBlack/white board
Set of cards with words on each. (Extension)Appendix 11
Wes1.11WS1.11WS2.11WS3.11
Teacher writes a base word on the board.Teacher nominates a time frame.Students race to write words that include the base word.Variation: Students chooses 2 cards.Student must identify whether the 2 can be combined to form a correct compound word.Extension: Teacher nominates a topic. e.g. Nature, Man made etc.
Let’s get tense Identifying how the word changes in relation to
tense.
A set of cards with words on each. Words to be examples of different tense. E.g. jump,
walked, will write. etc.Appendix 12
WS1.11WS2.11WS3.11TS1.2TS2.2TS3.2
Students choose a card.Student must identify what tense the word indicates.Extension: Student must say the other forms of the words to denote different tense.Extension: Student must add the superlative form.
Classroom Strategies For The Teaching Of Spelling 126
Strategy Focus Materials Syllabus LinksDicing with prefixes Identifying how the
addition of a prefix can change meaning.
Three sets of cards.Set one has a common prefix.Set two has the meaning of a
prefix.Extension: Set three has a base
word on it.Three large dice.
Appendix 13
WS1.11WS2.11WS3.11
Attach cards from set 1 to each face of a large dice.Attach cards from set 2 to each face of a large dice.Students take turns to roll the dice.Student identifies if the prefix matches its meaning.Variation: Cards can de used for concentration, fish, board games etc.Extension: Attach cards from set 3 to each face of a large dice.Extension: Student must use the ‘new’ word in a sentence.Extension: Teacher nominates topic for the sentence
Classroom Strategies For The Teaching Of Spelling 127
Strategy Focus Materials Syllabus LinksMorph it Identifying appropriate
prefixes and suffixes.Three sets of cards.
Set 1 has base word on each.
Set 2 has a prefix on each.Set 3 has a suffix on each.Appendix 13, 13A, 13B, 14,
14A, 14B
TSES1-3 2.1WES1-3: 1.11RES1-3 1.6
Suffix and prefix cards placed in a single line on the other side of a cleared spot. (Inside or outside)Students lay face down in front of teacher.Teacher places the other set of cards, containing base words face down, in front of each student.On the given signal students take the card in front of them and race to the other side to find the matching prefix and/or suffix.Student must say the word and identify how the prefix/suffix changes the word.
Classroom Strategies For The Teaching Of Spelling 128
Strategy Focus Materials Syllabus LinksA Tense Race Identify how words
change according to tense.
Four sets of cards.Set one has a base word on
each.Set two has the past form of
the words on each.Set three has the present
forms of the words on each.Set four has the future form
of the words on each.
TSES1-3 2.1WES1-3: 1.11RES1-3 1.6
‘Tense’ cards placed in a single line on the other side of a cleared spot. (Inside or outside)Students lay face down in front of teacher.Teacher places the set of cards, containing base words face down, in front of each student.On the given signal students take the card in front of them and races to the other side to find the matching altered forms of their word.Student must say the words and identify the appropriate tense.
Classroom Strategies For The Teaching Of Spelling 129
Strategy Focus Materials Syllabus LinksDicing with suffixes Identifying meaning of
suffixes.Identifying how a suffix can change meaning.
Three large dice.One set of cards with a base
word on each.One set of cards with a
prefix on each.One set of cards with a
suffix on each.
TSES1-3 2.1WES1-3: 1.11RES1-3 1.6
Attach cards from set 1 to each face of a large dice.Attach cards from set 2 to each face of a large dice.Students take turns to roll the dice.Student identifies if the suffix matches its meaning.Variation: Cards can de used for concentration, fish, board games etc.Extension: Attach cards from set 3 to each face of a large dice.Extension: Student must use the ‘new’ word in a sentence.Extension: Teacher nominates topic for the sentence.Extension: Teacher places a mixture of prefixes and suffixes on each face of the second dice.Student must identify whether they have rolled a prefix or a suffix.Student must identify whether the ‘new’ word is correct.
Authentic Detective Identifying concepts in context.
Authentic text from HSIE unit, S&T etc.
Modified to support focus.
RES1-3 1.6
Students are given a copy of the text that demonstrates or has mistakes in it according to focus. E.g. prefix, suffix, tense etc.Students proofread the text and correct errors.Students report back the errors they found and what was needed to correct them.Extension: Mistakes from multiple concepts. Extension: Teacher nominates a time frame.
Classroom Strategies For The Teaching Of Spelling 130
Strategy Focus Materials Syllabus LinksSuffix Scramble Identifying rules that
apply to adding suffixes.Two sets of cards.
Set one. Each card has a base word on it.
Set two. Each card has a different suffix on it.
Appendix 14, 14A, 14B
TSES1-3 2.1WES1-3: 1.11RES1-3 1.6
Place cards face down in two piles.Students choose a card from each pile.If appropriate, students write the ‘new’ word in its new form.If the base word and suffix do not match they are placed on the bottom of the piles.Variation: Prefix Scramble.
Throw and Know Using concept in context. Large cards with a prefix or suffix on each one.
Appendix 13, 13A, 13B, 14, 14A, 14B
A beanbag or similar.
WES1-3: 1.11
Students stand in a circle around the cards.Students take turns to throw the beanbag on to a prefix or suffix.Student must explain how the prefix or suffix changes the word.Student must say a word that contains that concept
Throw and Know the Using concept in context. Large cards with a spelling TSES1-3 2.1
Classroom Strategies For The Teaching Of Spelling 131
Strategy Focus Materials Syllabus LinksRules ‘rule’ on each one.
A beanbag or similar.Students stand in a circle around the cards.Students take turns to throw the beanbag on to a rule.Student must say a word that demonstrates that rule.Extension: Student must use the word in a sentence.Extension: Teacher nominates a topic for the sentence.
Strategy Focus Materials Syllabus LinksYou make the rules Identify spelling rules in
context.One set of cards each with a
spelling rule on it.TSES1-3 2.1
Place a card face down in front of individual students or teams.On the nominated signal students turn over the card to reveal their rule.In a nominated time students must write a list of words that adhere to that rule.The most correct words win.Extension: Students must write their words in a sentence.Extension: Teacher nominates a topic area for the sentences. e.g. Maths, Creative Arts etc.Sensational Syllables Identifying how to break
words up.One set of cards.
Each card has a word with a different number of syllables
on it.
WES1-3: 1.11
Place cards face down.On a nominated signal students turn over card.Students write how many syllables their word has.Students compile a list of words that have the same amount of syllables.Extension: Teacher nominates a topic for the words to relate to.
Classroom Strategies For The Teaching Of Spelling 132
Strategy Focus Materials Syllabus LinksConcentrating Contractions
Identifying how words are contracted.
Two sets of cards.Set one has the full form of
the words.Set two has the matching
contractions
WES1-3: 1.11
Cards are placed face down.Students take turns to match the contraction with the full form of the word.
Classroom Strategies For The Teaching Of Spelling 133
Strategy Focus Materials Syllabus LinksSuffixes Rule Identifying rule when
adding a suffix.Two sets of cards.
Set One has a base word on each.
Set Two has a suffix on each.
WES1-3: 1.11
Nominated student takes a card from each set.Student identifies if the suffix can be added to the base word.Student identifies the spelling rule that will apply.Student spells the new word.
Always a rule Identifying spelling rule in context.
Authentic text. TSES1-3 2.1
Teacher nominates a rule or generalization.Student reads authentic text, highlighting words that exemplify the rule.Students report back explaining how the rule impacts on each word.Extension: Teacher nominates more than one rule/generalization
Source Sort Identifying the four forms of spelling knowledge.
Understanding the impact of this on learning
to spell.
Authentic group of words. TSES1-3 2.1
Students sort words according to their source.Students report back, explaining how this knowledge will assist with spelling.
Tense Detective Identifying tense in Authentic text RES1-3 1.6
Classroom Strategies For The Teaching Of Spelling 134
Strategy Focus Materials Syllabus Linkscontext
Students read authentic text, highlighting words that denote tense.Students report back on findings.Extension: Students either say or write that text in a different tense.
Strategy Focus Materials Syllabus LinksName the rule, it’s
authenticAutomatic,
knowledge/use of rules in context.
TSES1-3 2.1WES1-3: 1.11RES1-3 1.6
Students choose a piece of authentic text, e.g. from magazine, TV. guide etc.Students compile a group of words from that text that adhere to a rule or generalization.Students show their group of words to other students.Students must guess the rule that governed the list.
Classroom Strategies For The Teaching Of Spelling 135
Morphemic AppendicesAppendix 11 – Use for: Compounded Words
some thing body one time
every any day bus stop
fall rain drop bow sun
light shine burn where ever
how air bed balloon water
Classroom Strategies For The Teaching Of Spelling 136
Appendix 12 – Use for: Let’s get tense
play jumped will eat ran swam
will shop spoke left visit studied
try will be waiting have going to cook laid
will be washing exercise going to eat use preparing
arrive reading travel going overseas exited
Classroom Strategies For The Teaching Of Spelling 137
Appendix 13 – Use for: Dicing with prefixes
be auto deca ex for
fore im mid mis multi
out post pre pro re
semi sub un up with
Classroom Strategies For The Teaching Of Spelling 138
Appendix 13A – Use for: Dicing with prefixes
near to self ten times out of denial from
before, front in, into middle of bad, wrong many
beyond after, behind before forward back, again
half under not, opposite upwards from, back
Classroom Strategies For The Teaching Of Spelling 139
Appendix 13B – Use for: Dicing with prefixes
friend graph cycle change give
cast land night handle form
do script heat pose call
circle normal clean hold stand
Classroom Strategies For The Teaching Of Spelling 140
Appendix 14 – Use for: Morph it
ly less ion le ee
eer ed ment ette ish
able est ling man ing
ism ant ful dom ic
Classroom Strategies For The Teaching Of Spelling 141
Appendix 14B – Use for: Morph it
adjective to adverb
without process of to make one who
one concerned with
past tense verb to noun small form sort of
verb to adjective
comparing more than two
small, little a person continuous action
state of being one who as much as will fill
state, condition
a body of facts
Classroom Strategies For The Teaching Of Spelling 142
Appendix 14C – Use for: Morph it
slow friend act spark employ
mountain raid pay diskette red
enjoy cold duck store jump
hero contest plenty free math
Etymological Knowledge Strategies;(written and adapted by Carol McMahon & Johanna Bruce)
Classroom Strategies For The Teaching Of Spelling 143
Strategy Focus Materials Syllabus OutcomesWhat does it stand for? Understanding acronyms
and abbreviations.Examples of relevant
acronyms and abbreviations. (appendix
15)
RES1-3 1.6WES1-3: 1.11
Teacher models traditional acronyms and abbreviations. ANZAC, QANTAS, NSW etc.Teacher gives opportunities to discover current examples. ATM, ASAP, GST etc.Teacher nominates a topic. E.g. S&T, Government departments etc.Students find examples and write what they stand for.Variation: Students invent their own acronyms and abbreviations for school, class, local use.
Who thinks Wins Identifying derivations within our languages.
BoardPaper
WES1-3: 1.11
Teacher writes a derivation word on the board. e.g. teleIdentify meaning from original language.Teacher nominates time frame.Students write words in our language that contain the derivation.Extension: Students write meanings of the words in their list.
Etymological Zoo Using derivatives. Derivative and origin chart WES1-3: 1.11RES1-3 1.6
Teacher writes the name of an invented animal whose characteristics are indicated by derivatives from other origins. E.g. Micromonopedavinoct (small, one legged, bird that appears at night.)Students use the chart to write the characteristics of the animal.Extension: Students invent their own ‘etymological animals’.Extension: Students classify their animal using logical or nominated criteria.
Classroom Strategies For The Teaching Of Spelling 144
Strategy Focus Materials Syllabus OutcomesWhere did it come from Identifying words and their
origin that our language has borrowed.
Stimulus for words e.g. Magazine cutouts
RES1-3 1.6WES1-3: 1.11
Teacher nominates a category. E.g. food.Students assist to compile a list of foods. E.g. sushi, naan, quiche, tagliatelle etc.Students race to find and write the country of origin of each food.Extension: Students add more examples of food from each country.Extension: Students research the characteristics of each country’s food.
Webb-a-word Identifying derivations within our languages.
Dictionary derivation chart WES1-3: 1.11
Teacher nominates a base word. E.g. aero.Students create a web of words from that base.Extension: Extend web to include meanings.
Match and win Identifying derivations within our languages.
Two sets of cards.Set one. A borrowed base
word. E.g. uni, quad.Set two. A word from the
English language that contains that derivation.
TSES1-3 2.1WES1-3: 1.11RES1-3 1.6
Borrowed base cards placed in a single line on the other side of a cleared spot. (Inside or outside)Students lay face down in front of teacher.Teacher places the set of cards, containing derivations face down, in front of each student.On the given signal students take the card in front of them and races to the other side to find the matching base to form a word from the English language.Student must say the derivation and what it means.Student must say the word and what it means.
Classroom Strategies For The Teaching Of Spelling 145
Strategy Focus Materials Syllabus OutcomesNumbers are us Web-a-
NumberIdentifying how numbers in the English language have been influenced by
other languages.
‘Number’ derivation chart NES1-3 1.1WES1-3: 1.11
Teacher nominates a derivative. E.g. oct etc.Students find words with the derivationStudents report back as to how the number relates to the word.
It’s in your name Tracing the etymology of own name
Internet site: Linguistics and human languages
Etymology in the yahoo directory.
WES1-3: 1.11
Students given access to etymology of names.Student traces his/her own name.Extension: Student discovers more information relating to their name and researches some people in history with whom they share a name.
Eponyms Identifying that some everyday words have
evolved from the trademark or brand name.
Examples of eponyms.Appendix
WES1-3: 1.11
Discuss examples listed in appendix 16.Using magazines, internet etc. students discover more examples of eponyms.Why did eponyms evolve?Extension: Make eponyms for everyday products.
Classroom Strategies For The Teaching Of Spelling 146
Strategy Focus Materials Syllabus OutcomesEtymological chain Identifying the root word
contained in our words.Chain links. WES1-3: 1.11
Teacher nominates base words. E.g. aqua, tele, cent.Students write base word on first link.Students discover words that are linked and write them on the next link.Students form the longest chain, using the nominated base word.Extension: Students add a link identifying language of originExtension: Students add a link after each new word, giving its definition.
Months/years where did they come from
Etymology of the names of days and months.
Access to derivations of days and months.
RES1-3 1.6WES1-3: 1.11
Teacher provides students with access to wordsStudents must research the origin of the words
Classroom Strategies For The Teaching Of Spelling 147
Etymological Appendices
Appendix 15 – Use with: What does it stand for? What do they all mean?
ANZAC – Australian and New Zealand Army Corps.QANTAS – Queensland and Northern Territory Airline Service.NSW – New South Wales.ACT – Australian Capital Territory.NASA – National Aeronautics & Space AdministrationEFTPOS – Electronic Funds Transfer Point Of Sale.ATM – Automatic Teller Machine.ASAP – As Soon As Possible.TV – Television.SRC – Student Representative Council.P&C – Parents and Citizens.P&F – Parents and Friends.
Classroom Strategies For The Teaching Of Spelling 148
Appendix 16 – Use with Eponyms.
1) When you have a headache you take an a___________.
2) When you cut yourself you put a _____________on the cut.
3) Moving stairs are called e_____________.
Aspirin was introduced to the market under the trademark Aspirin in 1899. It is actually acetylsalicylic acid.Band aid is a registered trademark of JOHNSON & JOHNSTON and still remains the number 1 adhesive bandage in America.Escalator. Otis Elevator Co., is the world’s largest manufactures, installer and servicer of elevators, escalators, moving walkways and other horizontal transportation systems.
Classroom Strategies For The Teaching Of Spelling 149
Spelling StrategiesEmbedded Across
KLAs/COGsThe COGs have been used as a vehicle to demonstrate the implementation of spelling into an already over crowded curriculum.The C String has been used as a sample only, the programming ideas can be applied to all COGs Strands and into any integrated units based on any particular KLA focus e.g. HSIE
The Spelling strategies demonstrated in the COGs unit can also stand alone within any literacy session as modeled in the sample literacy session on page 170.
Spelling is not to be seen as a separate teaching strand but embedded across all teaching practices and student learning. By integrating the spelling strategies into a COG String we have endevoured to reinforce this.
Classroom Strategies For The Teaching Of Spelling 150
Strategies Modified To Support COGs Group C
Phonological MorphemicSpeedy Spelling Let’s Get TenseSensational Syllables Tense SortStamp It Out Compounded WordsWhat’s Changed? Web-A-WordStarting With?
Picture Sort EtymologicalWho’s Silent? Where Do I Let’s Get It Sorted come from?Spelling HeadsThrow and Know
VisualThey’re EverywhereRacing Sight WordsSight Words StampedeAuthentic Detective – sight words
Classroom Strategies For The Teaching Of Spelling 151
Connected Outcomes Group (C) Early Stage 1 – ChangesSuggested Links to spelling.
Curriculum Links
COGS Content Strategy Quality Teaching Elements
HSIE
READINGWRITING
Aboriginal Dreaming stories.How the kangaroo got her pouch.
Speedy spellingThey’re EverywhereSensational SyllablesRacing sight wordsStamp it out
Cultural SignificanceHigher Order ThinkingEngagement
PDHPE Play, Spot the Change What’s Changed? Quality learning environmentMetalanguage
MATHSENGLISH
‘Uses terms such as yesterday, today, tomorrow’.May be oral.
Let’s get tenseSensational syllablesTense Sort
Explicit Teachingknowledge integrationsubstantive communication
HSIEENGLISHCREATIVE ART
‘People in our lives’Sort ‘people’ words by initial sounds.Identify sight words e.g. Mum, and, Dad, my, of, the, to etc.
Starting WithSight word Stampede
SignificanceEngagement
ENGLISH ‘Guess What’This game can be extended to include word games with similar concept.
Picture sortWhat’s Changed?Spelling Heads (variation)
quality learning environmentnarrativeengagement
Classroom Strategies For The Teaching Of Spelling 152
Curriculum Links
COGS Content Strategy Quality Teaching Elements
English Images of artworks.Sort pictures according to initial, final, medial sounds.Compound words – artwork, printmaking, background, play dough, Picture SortCompounded WordsAuthentic Detective
higher order thinkingstudent self directionexplicit criteria
English Where the Wild things areUse this text as stimulus.Gnashed
Authentic Detective-Sight words.Who’s Silent?
narrativeknowledge integrationengagement
Creative Arts ‘Recognises colour ….’Introduce ‘aqua’ as a colour.
Web a Word higher order thinkingmetalanguage
MathematicsENGLISH
‘Shapes and lines’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.
Race to Match
Throw and Know
knowledge integrationengagement
Creative ArtsEnglish
Charades – acting a warning Know the warning engagementquality learning environment
HSIE Family Heritage.Introduce words the English language has borrowed. Perhaps ‘food’ words.
Where do I come From? cultural significanceconnectednesssignificance
Classroom Strategies For The Teaching Of Spelling 153
Curriculum Links
COGS Content Strategy Quality Teaching Elements
EnglishMaths
Jointly construct a weather chart. Let’s get sorted - weather student self direction
Planned Assessment - SpellingWES1.11 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 writingcopies the sequence of letters and models of high frequency words
Classroom Strategies For The Teaching Of Spelling 154
Appendix 17 – Use for: Rhyming Tag with COG content
hat car fan ten fin
cot cut hide mad make
still well rub fish crush
chop fed chimp rich think
say he horse lit rag
Classroom Strategies For The Teaching Of Spelling 155
How the kangaroo got her pouch
McKay, H. Gadi Mirrabooka , available on:http://www.gadimirrabooka.com/story-3.php
Classroom Strategies For The Teaching Of Spelling 156
Appendix 18, Use for: Stamp It Out, They’re Everywhere, Racing Sight Words
How the Kangaroo got her pouch
was to and
for the in
was to and
for the in
Classroom Strategies For The Teaching Of Spelling 157
Appendix 19: Use for Sensational Syllables (oral)
kangaroo pouch mother
baby wombat grass
gentle wobbly up
the look tail
hills eaten remembered
Classroom Strategies For The Teaching Of Spelling 158
Appendix 20 – Use with Rhyming Tag (COGS Group C – ES1)
Change Event Grow Me Look
Name Dad Mum Draw Feel
Wild Things Yes No Tell
Classroom Strategies For The Teaching Of Spelling 159
Connected Outcomes Group (C) Stage 1 – Growing and Changing
Curriculum Links COGS Content Strategy Quality Teaching ElementsHSIE When Frank was four
Use text as stimulusBlender Bender (P)It takes two (P)They’re Everywhere (V)
NarrativeKnowledge Integration
English Maths
‘Language of time and place’.Number word origins and words. e.g. deca – decadeStudent recounts own experience. Teach tense and how it changes word forms.Use a recount for students to identify tense in context.
Numbers are me (E)
Change that story (M)Let’s get tense (M)
A Tense Detective (M)
MetalanguageCulture significanceconnectedness
S&TEnglish Creative Art
‘Observing and exploring’ Use authentic text to highlight spelling focus.Students collect pictures to sort into 1.Animals 2.Plants.Re classify according to a spelling focus. E.g. syllables, blends etc.Use animal and plant names.
Skimming and Scanning (P) (V) (M)Sensational syllables (P)
Picture Sort (P) (V) (M)
Disappearing vowels (P)
Higher Order ThinkingDeep Understanding
Maths
Creative art
Units of measurement. E.g. centimeter, millimeter etc.Acronyms and abbreviations on graphs, timelines etc. e.g.
Numbers are Us (E)Who thinks wins (E)What does it stand for? (E)Sensational syllables (P)
Intellectual qualityHigher Order Thinking
English Construct explanation of the lifecycle of a tadpole. source sort
Higher Order thinkingEngagementconnectiveness
Classroom Strategies For The Teaching Of Spelling 160
Curriculum Links COGS Content Strategy Quality Teaching ElementsEnglish ‘What makes me unique?’
Use unique for etymologyWeb a word. (E)Who thinks wins (E)
Explicit criteriaProblematic knowledge
HSIECreative Arts
When I turned sixUse text as stimulus.
‘Creating a soundscape’Use the words brainstormed as stimulus.
They’re everywhere (V)Throw and Know (V)Who’s the boss? (M)It takes two (P)How do I look? (P)Source Sort
narrativeKnowledge IntegrationDeep understanding
Creative Arts ‘Ground cover’ words.Use as stimulus to identify spelling pattern/rule. e.g. compound word, ‘ph’ says f etc.
You make the rules (M) Problematic knowledge
Planned Assessment - SpellingWS1.11 Draws on knowledge of sight words in writing. Writes words using blends, letter combinations and long vowel sounds. segments word into individual sounds and forms letter that relates to that sound Draws on knowledge of common letter patterns and letter-sound correspondences when writing a text.reads own writing aloud and makes some corrections to clarify meaning
Classroom Strategies For The Teaching Of Spelling 161
Appendix 21 – Use for; Words mean time, Let’s get tense, A tense race
Students complete sentences about themselves, using these sentence starters.
Students use on personal timelines.Set 1
yesterday last week last weekend
last year when I was when I went
last birthday last holidays I went
Classroom Strategies For The Teaching Of Spelling 162
Appendix 21 – Use for; Words mean time, Let’s get tense, A tense race
Set 2
tomorrow next week next weekend
next year when I am when I will go
next birthday next holidays I will
Classroom Strategies For The Teaching Of Spelling 163
Appendix 21 – Use for; Words mean time, Let’s get tense, A tense race
Set 3
now this week this weekend
this year I am I am
this birthday this holiday I am
Classroom Strategies For The Teaching Of Spelling 164
Appendix 22 - Use for: Sensational SyllablesSample words
lookobserveexploreanimalsplantsgroupclassifyclassification
Students cut words into syllables.Students place syllables in boxes.
1 2 3 4 5
Appendix 23 - Use for: Numbers are us, Who thinks wins
cent
milli
Classroom Strategies For The Teaching Of Spelling 165
Appendix 24 - Use for: Source SortSuggested wordseggtadpolefroggerminateseedlingsmaturephotographsgraphsmetamorphicgrowplant
Write words
Phonological Visual Morphemic Etymological
Classroom Strategies For The Teaching Of Spelling 166
Connected Outcomes Group (C) Stage 2 – Effects of Growth and Change
Curriculum Links COGS Content Strategy Quality Teaching ElementsEnglish Changes Use change to begin spiral
spelling relating to change.Use as stimulus.
Spiral spelling (P)Rhyming Tag
Engagement
S&T Students involved in: ‘observing, questioning, predicting, recording, and analysing’.Use these words as stimulus.
Dice it Up-Suffixes (M)Suffix Scramble (M)Throw and Know-Suffix (M)
Higher Order ThinkingDeep Understanding
English ‘Students produce a scientific report’Spelling of scientific words based on strategies from 4 forms.
Mnemonics (V)
Source sort
Higher Order ThinkingKnowledge Integration
PDHPE ‘Collect brochures, menus… to investigate food.Use this authentic text as stimulus.
Authentic Detective (M)Skimming and Scanning (P)They’re Everywhere (V)
Higher Order ThinkingProblematic Knowledge
HSIEMathsEnglish
Map study.Use as stimulus.Map key What does it stand for? (E)
Knowledge IntegrationConnectedness
HSIEEnglish
They only take what they neededUse as stimulus They’re Everywhere (V)
Authentic Detective (M) (V)You make the rule (P) (M)Can I help the environment? (M) (Adaptation of Can I come to the party?)
Student Self DirectionHigher Order ThinkingNarrative
Classroom Strategies For The Teaching Of Spelling 167
Curriculum Links COGS Content Strategy Quality Teaching ElementsEnglish Students create timelines
Use as stimulusProof is in the reading Connectedness
Cultural SignificanceHSIE Students identify local environmental
issueuse authentic text as stimulus
Authentic Detective Sight wordsAuthentic Detective (nominate a morphemic focus)Authentic Detective (nominate a blend, digraph etc.)Authentic Detective (nominate etymological focus if appropriate)
Higher Order ThinkingSubstantive CommunicationMetalanguageKnowledge integration
HSIEEnglish
Students develop matrix of changesUse as stimulus
Source Sort Higher Order Thinking
Planned Assessment – SpellingWS2.11 spells high frequency 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
Classroom Strategies For The Teaching Of Spelling 168
Appendix 25 - Use for Suffixes
Set 1
predict observe collect
analyse conclude focus
conduct question explore
Set 2
ing ion ed
able es ing
ed ed tion
Classroom Strategies For The Teaching Of Spelling 169
Appendix 26 - Use for: Source Sort
Suggested wordsanalyseconclusionreportacknowledgenotationinformationinvestigationsource
Write words
Phonological Visual Morphemic Etymological
Classroom Strategies For The Teaching Of Spelling 170
Appendix 27 - Use for: Rhyming Tag
changes body lung estimate graph
lungs breath breathe rate feel
pulse map local explore drugs
Classroom Strategies For The Teaching Of Spelling 171
Connected Outcomes Group (C) Stage 3 – Interconnecting growth and change
Curriculum Links COGS Content Opportunities for Spelling:Strategies
Quality Teaching elements
Maths S&TEnglish
‘Students record how they have changed’.Use as stimulus
Let’s get tense (M)Playing with prefixes (M)Change that story (M)Dice them up (M)
Problematic KnowledgeDeep UnderstandingNarrative
English Hannah’s Tomorrow RoomPenny Pollard’s DiaryDia’s story clothUse as stimulus
They’re everywhere (V)Where did it come from (traditions) (E)Skimming and scanning (P)Name the rule (M)
Deep UnderstandingNarrative
Maths ‘lengths, distances, perimeters’ Numbers are us (E)Source SortMnemonics (P)
Knowledge Integration
English ‘Compares and contrasts information from a range of sources..’World Rivers‘ph’ test
Authentic Detective. (teacher nominates focus)
Deep KnowledgeHigher Order Thinking
SciTech ‘Observing and Exploring’Strategies to spell technical language.Adding suffixes.
‘Devise and record procedure’
What Does it Stand For?Match and WinAuthentic Detective-SuffixesSuffixes RuleDice it up (suffixes)The proof is in the reading.Authentic Detective.
Higher Order thinkingInclusivityStudent Self DirectionExplicit Criteria
Creative Arts: Music
‘List and talk about the different music students have appreciated over the years’.
There’s always a Rule.Can I come to the concert? (party)
Narrative
Classroom Strategies For The Teaching Of Spelling 172
Curriculum Links COGS Content Opportunities for Spelling:Strategies
Quality Teaching elements
SciTech‘What is an Ecosystem?’‘What is Bio-diversity?’‘Data’‘Create food webs’
Who thinks winsWeb-a-wordNumbers are usSource Sort
Cultural SignificanceInclusivity
Classroom Strategies For The Teaching Of Spelling 173
Appendix 28 - Use for: Use for Suffixes Rule, Dice it up
acid cloudy alkaline muddy
predict hypothesis turbid concentrate
suspend result measure express
demonstrate observe explore investigate
Classroom Strategies For The Teaching Of Spelling 174
Appendix 28 - Use for: Use for Suffixes Rule, Dice it up
Cards set 2
ity ed ing er
ish ion ness age
able less like ly
ify ic ation ise
Classroom Strategies For The Teaching Of Spelling 175
Model Of process For Teachers
Following is a modeled class profile that has been included for teachers to demonstrate: the process of assessment, identification of both class and individual student needs planning to address needs by utilising strategies included in the folder embedding spelling into a generalized literacy session
This process is demonstrated in its entirety at the workshop by both the Spelling Coordinator, the literacy Consultant and then by participants.Class Profile
Focus Word
Straun
Tom
Jake
Freddy
Peter
Jim
Tracy
Michele
Linda
Julia
Sam
Brooke
Visualthey * *when * *are * * * * * * * * *your * was * * * * * * said * * * * * * * *
some * * * * * * * *then there *
Phonologicalsand best jump * * * * * * *
stream * * * * * * * * * *out * * * * *shut * * * * * * * *chin * * * * * * * *rake * * * * * * * * * *thing * * *
Morphemichats
raked * * * * * * * * * *fitting * * * * * * * *ringing * *
something * * * * * * * *
Classroom Strategies For The Teaching Of Spelling 176
do does * * * * * * * * *
doesn’t * * * * * * * * *hot
hotter * * * * * * * * *hottest * * * * * * * *
Etymologicalhear * * * * * * * * * *heard * * * * * * * * * *NSW SRC * * * * *
octopus * * * * * * * *octagon * * * * * * * * *
aeroplane * * * * * * * *aerodrom
e* * * * * * * * *
Analysis of Data
Classroom Strategies For The Teaching Of Spelling 177
Identified Individual Needs Identified Class Needs
Strategies
Struan ‘th’ ‘wh’ ‘sh’ ‘ch’ contractions Bossy ‘e’SuffixDouble consonants
ContractionsMorphemic
Bossy ‘e’MorphemicDouble ConsonantsMorphemic
Etymological(apart from acronyms)
Suffix Scramble
Who’s The Boss
Blender Bender
Authentic Detective (Bossy ‘e’)
Authentic Detective (contractions)
Authentic Detective (nominated Blend)
Tom Contractions3 letter blends‘sh’ ‘ch’ initial blendBossy ‘e’Double consonant
Jake ContractionsBossy ‘e’
Freddy ‘sh’ ‘ch’ initial blend
Peter Contractions3 letter blends
Jim Contractions3 letter blends‘sh’ ‘ch’ initial blendBossy ‘e’Double consonant
Tracy Contractions3 letter blends‘sh’ ‘ch’ initial blendBossy ‘e’Double consonantSight words
Michele ContractionsSight words3 letter blends‘sh’ ‘ch’ initial blendBossy ‘e’
Linda ContractionsSight wordsSuffix3 letter blends‘sh’ ‘ch’ initial blendBossy ‘e’Double consonant
Sam Contractions3 letter blends‘sh’ ‘ch’ initial blendBossy ‘e’Double consonant
Classroom Strategies For The Teaching Of Spelling 178
Identified Individual Needs Identified Class Needs
Strategies
Brooke ContractionsSight words‘th’ ‘wh’ initial sounds3 letter blends‘sh’ ‘ch’ initial blendBossy ‘e’Double consonant
Classroom Strategies For The Teaching Of Spelling 179
Identified Needs Embedded In The Literacy Session
Modeled reading session
Teacher reads the book ‘Where The Wild Things Are’ to the class, the focus is on meaning of whole text on the first read through. After the read through the focus shifts from meaning to identified spelling strategies
Focus lesson
Identified class needs from Criterion based spelling assessment, Morphemic Knowledge, contractions, Bossy ‘e’
Guided reading
As the teacher treats each guided group for individual needs the rest of the class may rotate involved in a variety of activities that focus on comprehension skills, writing, and a spelling activity that follows on from the modeled reading session but continuing on the identified class needs from the data.
Modeled writing
Teacher models writing that contains many and varied examples of words that will reinforce the spelling focus
Guided writing
Joint construction of text using strategies to focus on identified needs, as well as writing focus for that particular lesson
Independent writing
Students write using a variety of strategies to solve spelling problems, in particular strategies modeled in teacher led writing session
GUIDED READING OUTLINE
teacher focus
Class activities
guided reading group
3 level guides of comprehension (here, hidden, head)Spelling focus – Bossy “e” – authentic detectiveReading follow up activityResponse to text activitySpelling Focus – Morphemic suffix scramble
Classroom Strategies For The Teaching Of Spelling 180
BibliographyDET Documents:
English K-6 Syllabus: http://k6.boardofstudies.nsw.edu.au/english/ Focus On Literacy – Teaching Spelling K-6 (Curriculum Support
Directorate1998) Focus On Spelling – State Literacy and Numeracy Plan (Curriculum
Support Directorate 1998) Teaching Spelling K-6 – State Literacy Strategy (Curriculum Support
Directorate 1998) Programming and Strategies Handbook – State Literacy Plan (NSW
DET) Focus On Writing – State Literacy and Numeracy Plan (Curriculum
Support Directorate 2000)
Connected Outcomes Groups:www.curriculumsupport.education.nsw.gov.au/timetoteach/cogs/
Judith Hall Criterion Based Spelling Assessment: www.dest.gov.au/.../key_issues/literacy_numeracy’
Quality Teaching in NSW Public Schools: Discussion Paper (Professional Support and Curriculum Directorate 2003).
Pinnell, G.S. & Fountas, I.C. 1999 Voices On Matters – Learning About Phonics and Spelling In The Classroom, Harcourt Education.
Snowball, D & Bolton, F. 1999 Spelling K-8 Planning and Teaching, Stenhouse Publishers.
Classroom Strategies For The Teaching Of Spelling 181