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Quality Teaching Spelling - SDD T3

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rebecca reynolds

on 14 July 2013

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Transcript of Quality Teaching Spelling - SDD T3

HPPS 15.7.13
Quality Teaching Spelling
What does our data tell us?
Exploring Words and Vocabulary is Essential to Spelling Development
Learning to spell is a part of the process
of learning to write
Dedicated instruction and time to learn the skills and strategies necessary to be a strong speller

Multiple opportunities to write for a variety of purposes and audiences each day

Ongoing assessment and monitoring of student writing - use a variety of strategies across contexts

Look more closely at HOW students write words than their score on a test

Give feedback on spelling - what they have written correctly and what they have missed

Write back and model correct spelling of misspelled words


Poor spelling inhibits the words students choose to use in their writing.

By making the fundamental skills effortless, students can focus on developing and expressing their ideas to their audience.

Analysis of word structures and meaning supports spelling knowledge, comprehension and fluency.
Stages of Spelling Development
1. Emergent Spellers


2. Letter-Name Alphabetic Spellers


3. Within Word Patterns Spellers


4. Syllables and Affixes


5. Derivational Relations Spellers
http://kelsiemarie.wordpress.com/2010/02/12/words-their-way-assignment/
http://pearsonschool.com/index.cfm?locator=PS174y
Learning to spell is a thinking activity - not a rote learning activity!
Our teaching strategies need to be matched to our students' stages of development

Word Study is time allocated daily for mini-lessons, in spelling, phonics and vocabulary at students' stages of development and instructional level

"more than teaching words, it is teaching
about
words: how they are put together, how they are learned and how they are used" (Nagy, 2007)

Students observe and explore words to discover their patterns and conventions
- problematic knowledge
- higher order thinking
- substantive communication

Where to now?
Assessment of high frequency words - beginning and end of Term 3

Spelling inventory - what do your students know about spelling patterns? - beginning of Term 3 & Week 5, Term 4

Identifying content vocabulary (Tier 2 and Tier 3) that needs to be taught and used by our students

Establishing base word lists of targeted spelling patterns / strategies for spelling
English Syllabus - Soft Copy
Stage Statements p18

Content p39, 60, 82, 104

English Syllabus - Hard Copy
Stage Statements

Content


What do your students know about spelling?

What do they need to know?
http://www.scholastic.com/teachers/top_teaching/2010/10/my-november-top-ten-list-word-study-in-action
Spelling is about patterns. Students need to be taught to see the patterns within words.
In word study students:
develop a general knowledge of English spelling
discover generalisations about spelling instead of memorising spelling rules
increase their specific knowledge of words

Students are involved in:
word sorts - open, closed and blind
word hunts - looking for patterns in known texts and their own writing
learning activities which reinforce and build recognition of the pattern
maintaining a spelling journal or notebook
ongoing assessment

Linking the Syllabus to Stages of Spelling Development
We need to know:

What our students do correctly - easy or independent level

What they use but confuse - instructional level

What is absent in their spelling - frustration level where spelling concepts are
too difficult

Invernizzi et al 1994
Word Study
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