2. What do we need to teach?
Highlight the sections relevant to Spelling and
Handwriting for your year levels.
Compare this to the Scope and Sequence put
together by Reynella. Would we need to add/
change anything to make it relevant to our
site?
3. Oral language
Phonological Awareness
Vocabulary
Phonics, Word Study, Spelling
Fluency
Comprehension
4. Links on English@PPS blog
http://englishatpps.edublogs.org/
Spelling:from beginnings to proficiency
(DECD, 2011)
Western Area web site
Northern Area web site
5. Stephen Graham
◦ Link with writing program
◦ Genre
◦ Content and function
◦ Explicitly identify the 4 knowledges that good
spellers rely on
◦ Activities related to the 4 knowledges
(phonological, visual, morphemic, etymological
◦ Use models of texts
◦ Introduce students to generalisations
6. Anne Bayetto
◦ 15 minutes recommended
◦ 3 words a day
◦ Flow lists – words move off the list when student can correctly
spell
◦ Don’t introduce new vocabulary through spelling lists – use word
walls
◦ Oral language used to explore language use – written – spelling
lists
◦ 4 knowledges
◦ Error analysis used to assess regularly
◦ Focus on teaching spelling strategies
◦ Immerse students in language
◦ Use high frequency words, high frequency letter patterns, high
frequency morphological elements, errors in writing, words that
students want to know, words from other learning areas
7. DECD Spelling: from beginnings to proficiency
A Quality spelling program is:
◦ Integrated
Builds attention to spelling (in any teaching/learning cycle)
Selects texts and words to model
builds students self image as spellers
◦ Balanced
4 kinds of spelling knowledge
Attends to major spelling strategies (spell it like it sounds,
spell by pattern, spell by generalisation, analogy, chunking,
mnemonics
Supports effective use of resources to select correct spelling
8. Systematic and explicit
◦ Predicts the spelling pattern of an unfamiliar word
using prior knowledge about words and spelling
◦ Supports students to identify and define spelling
patterns and generalisations
◦ Provides a range of joint and independent
interactive activities to practice new spelling
patterns
◦ Supports self assessment of progress
9. Explicit
Systematic
Consistent
Whole school approach
Assessment throughout to inform teaching
practice
10. Use the data you have collected to identify
the needs of individuals, groups and the class
as a whole. (Wave 1,2,3)
How will you structure the environment/
differentiate teaching to support the needs of
students?
Share successful practices
Choose one new aspect to trial