Word Study (Spelling) Key Understandings Based on a Word Study Approach Words their Way And QUT Literacy Secretariat Spelling Modules ALSO Spelling; Improving Learning Outcomes, DETYA 2002

Spelling Lists In a word study approach focus words for spelling come from a number of sources. spelling inventories that identify the student needs according to spelling stages vocabulary that is unit or text specific for writing purposes Writing samples that identify spelling errors and words that many refer to as ‘no excuse words Class and personal lists are best developed in consultation with students. Sample list for year levels developed in the 1990 are available on mysuite for those wanting a guide. However, the patterns are identified in AC and QSA documents.

Spelling – What works? What could change? Aspect of Spelling Current Practice Next Steps Assessment Practices Beliefs about how students learn to spell Catering for Difference Classroom Environment and Resources Daily Routines Proofreading Spelling Journals Spelling Lists Teaching/learning Strategies Other Sharing feedback in small groups supports teachers to identify and share current practices and highlights challenges. Follow up can then be used to identify whole school focus areas. The Schools Effectiveness framework is an option for whole school strategies to be identified.

Word Study: Stages of Spelling Development Phonological Pattern Morphemic Etymological Emergent Letter Name Within Word Syllables and affixes Derivation Read the notes on these stages. Consider the challenges for teaching.

The stages of spelling development link to all aspects of literacy Use the Harry and Herbert text as a starting point for a whole group sound sort, word sort, no-peeking sort, writing sort and word hunt. Consider using IWB. Link to curriculum and spelling stage. Discuss cutting up of sort, storage and classroom organisation. The braids of literacy are interwoven.

Words their Way A little history The Alphabet Stage: Letter Name Enter the Anglo Saxons (sun, moon) The Pattern Stage: Word Patterns Trouble with the French (conquer) The Meaning Stage: Syllables & Derivation Romans and Greeks to the Rescue (etymology) Cut outs of an Anglo Saxon, French Conqueror and Romand and Greeek help with the sense of history.

Curriculum Expectations What do we want students to learn? The QSA Scope and Sequence for Spelling outlines: What students need to know Metacognition Strategies This scope and sequence links closely to the Australian Curriculum and provides additional information. Discuss the implications for classroom resources eg. standardised proofreading guides.

Assessment and Evaluation What evidence shows student learning? 1. Inventories Identify stages of spelling development Identify what students know as well as what they use but confuse 2. Writing samples Identify application of spelling knowledge Identify proofreading abilities/attitudes Refer to whole school data wall. What are the implications for us as a school? What other evidence do we have? Naplan? Writing Samples? View DVD on Assessment (6:42) and discuss challenges for your class.

Using Inventories Administer the spelling inventory using sample sentences. Use the feature guide to determine the stage of spelling. Student who miss more than two features need instruction in this stage. Link this unit to a text e.g Ned Kelly where open and closed syllables and the consonant and vowel patterns are discussed OR use a range of sorts and have participants share learning.

(Spelling Scope and Sequence and Planning) Teaching and Learning Spelling requires: a love for word study high expectations based on specific feedback diagnostic assessment to identify needs knowledge of stages of spelling development explicit strategies through modelling links to curriculum (Spelling Scope and Sequence and Planning) Where does spelling fit into our English blocks? How is instruction differentiated?

PRINCIPLES OF WORD STUDY Look for what students use but confuse. A step backward is a step forward. Use content related words. Link meaning and spelling Don’t hide the exceptions. Templeton S. et al (2000). Words their way: Word Study for Phonics, Vocabulary and Spelling Instruction. Merill, NJ. 1.      11

Proofreading Proofreading and editing skills need to be taught explicitly, using modelled and guided strategies. Students should be encouraged to take responsibility for their own editing. A whole-school approach to proofreading is highly desirable. As students develop as writers, demands in editing and proofreading become greater. 12

Strategies for Learning to Spell and Recall Words Look Say Cover Write Check Have-a-go Visualisation - highlighting Syllabification Suffixes Word building Word webs Greek and Latin elements Analogy and Generalisations Mnemonics Fast writes 13

Zone of Actual Development Zone of Proximal Development Gradual Release of Responsibility Vygotsky’s Zone of Proximal Development Zone of Actual Development Zone of Proximal Development New Zone of Actual Development Gradual Release of Teacher Support Student spells independently words with features appropriate to a developmental stage having internalized the spelling knowledge, thinking processes and strategies appropriate to that stage. Teacher explicitly teaches a new spelling feature using modeling and think aloud strategies Teacher and student discuss new spelling feature, comparing with words containing a contrasting feature/s. Student spells independently words with more complex features having internalized the spelling knowledge, thinking processes and strategies appropriate to that stage How does this approach to spelling link with Vygotsky’s Gradual Release of Responsibility model? 1/14/2019 Vygotsky’s ZPD

High yield teaching strategies are... Research-based - Words their Way Data driven - Inventories Developmentally appropriate – Scope and Sequence Interactive and constructive – Word Study Provide students with: opportunities to make meaning use words in real world context opportunities for students to talk about their learning Word study focus for subject specific vocabulary Identification of spelling vocabulary in unit plans (Ontario Department of Education 2003) 15

QUT Literacy Secretariat Each school has this resources that provides many practical applications for classrooms. © 2008 QUT Literacy Secretariat Module 1 Spelling

From the earliest stages, students need to be taught Visualisation From the earliest stages, students need to be taught strategies to ….. Spelling Diaries Look Say Cover Write Check Analogy Learn Base word Onset & Rime Recall Each of these activities is fully explored within the CD ROM. We are going to specifically look at proof reading, generalisations and authoritative sources. Does anyone want me to elaborate on any of the other strategies, spelling diaries, for example. Bee Keys Self monitor Spelling Generalisations Mnemonics Authoritative sources Proof reading © 2008 QUT Literacy Secretariat Module 1 Spelling

QUT Literacy Secretariat A Weekly Schedule for Years 1-3 Monday Tuesday Wednesday Thursday Friday Introduce sort in group Re-sort and write sort Buddy Sort Writing sort Word hunt Testing and games MONDAY every child receives a word study sheet. Different spelling groups get different words for the week. 1. Teacher goes through words, students read words aloud to be sure they dare known. Meaning are discussed. 2. Next teacher establishes the key words that guide the sort Teacher models the sorting of each word, students participate. (Use of blackboard or OHP) 3.Students return to desks and cut out, then sort their own word cards. 4. Students write sorts into word study notebooks. Words are taken home to practice in anticipation of the speed sort. TUESDAY - Students bring their words to sort under the teacher’s supervision again. Return to desk for writing sort. WED - Buddy sorts and writing sorts. THURS -Word hunts in groups, with partners, or individually. This can be done as homework. FRI - a traditional spelling test format can be used for assessment, not every word tested. © 2008 QUT Literacy Secretariat Module 1 Spelling

QUT Literacy Secretariat A Weekly Schedule for Years 4 - 7 Monday Tuesday Wednesday Thursday Friday Introduce sort in group Speed sort with partner Word hunts in books Writing sort with teacher Testing Lesson components 1. Model procedure with OHP providing key words that represent categories on top © 2008 QUT Literacy Secretariat Module 1 Spelling