Spelling- Part A Spelling Investigations P-12 Loddon Mallee Region

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

LITERACY ELEMENTS Read Aloud Shared Reading Guided Reading Independent Reading SPEAKING & LISTENING OBSERVATION & ASSESSMENT Write Aloud Shared Writing Guided Writing Independent Writing

4 GRADUAL RELEASE OF RESPONSIBILITY MODELLING The teacher demonstrates and explains the literacy focus being taught. This is achieved by thinking aloud the mental processes and modelling the reading, writing, speaking and listening The student participates by actively attending to the demonstrations SHARING The teacher continues to demonstrate the literacy focus, encouraging students to contribute ideas and information Students contribute ideas and begin to practise the use of the literacy focus in whole class situations GUIDING The teacher provides scaffolds for students to use the literacy focus. Teacher provides feedback Students work with help from the teacher and peers to practise the use of the literacy focus APPLYING The teacher offers support and encouragement when necessary The student works independently to apply the use of literacy focus Role of the teacher Role of the student Pearson & Gallagher DEGREE OF CONTROL

SCHOOL DATA What is it telling us?

Where not alone In 2007 the ‘value added’ for the average student from grade 3 to 5 in the state in spelling was 0.6. It should be 1.0.

In 1996 industry sources had reported that a staggering 70% of Australian youth entering the workforce failed industry standards in spelling

What are we currently doing?

Establishing a Spelling Program in your School Before any decisions can be made to guide the school’s program, it is important to establish: present levels of spelling performance spelling “hot spots”- gaps of performance, the level and aspects of spelling that are of concern measurements used to determine levels of spelling performance current and former instructional approaches used by teachers level of staff confidence in addressing issues related to spelling resources provided and available for focused program implementation leadership support is secured to support spelling initiative / focus strategies to ensure staff buy in – establishing a whole KLA/ team shared view of how spelling should be approached is likely to be one of the most challenging aspects of your role aim for a whole school / cross KLA approach, this profiles the issue and strengthens the strategy. Anne Hammond

Diane Snowball & Faye Bolton In general, children must be involved in a range of literacy experiences across the entire curriculum to ensure they become competent and successful users of language. These include demonstrations, shared and guided practise supported by the teacher, and independent use of newly acquired knowledge by the child.

First Steps Writing Strategies Predicting Self- Questioning Creating Images Determining Importance Paraphrasing Connecting Re-Reading Synthesing Sounding out Chunking Visual Memory Spelling Generalisations Analogy Meaning Consulting and authority Memory Aids

What Strategy??? life hidden sand because aquamarine they

Turn & Talk Guidelines Decide who will talk first First person talks for one minute whilst other person listens Listener paraphrases Swap over Topic What strategies are you comfortable with? What strategies do you find challenging? Why? What do you need to clarify? Who or what resources can help you?

APPROACHES TO SPELLING

A whole school approach STUDENT CENTERED Personal Words SPELLING INVESTIGATIONS CLASS WORDS COLLECTING WORDS TRANSFER WORDS LEARN WORDS TESTING WORDS RECORDING PROGRESS

A whole school approach STUDENT CENTERED Personal Words SPELLING INVESTIGATIONS CLASS WORDS COLLECTING WORDS TRANSFER WORDS LEARN WORDS TESTING WORDS RECORDING PROGRESS STATING THE FOCUS COLLECTING WORDS CLASS LIST CATERGORISING DEVELOPING GENERALISATIONS

A whole school approach STUDENT CENTERED Personal words SPELLING INVESTIGATIONS CLASS WORDS COLLECTING WORDS TRANSFER WORDS LEARN WORDS TESTING WORDS RECORDING PROGRESS STATING THE FOCUS COLLECTING WORDS CLASS LIST GROUP WORDS DEVELOPING GENERALISATIONS IDENTIFY WORD FROM STUDENTS WRITING EXPLICITLY TEACH STUDENTS HOW TO LEARN WORD USING APPROPRIATE STRATEGIES STUDENTS PRACTISE

A whole school approach STUDENT CENTERED Personal Words SPELLING INVESTIGATIONS CLASS WORDS COLLECTING WORDS TRANSFER WORDS LEARN WORDS TESTING WORDS RECORDING PROGRESS STATING THE FOCUS COLLECTING WORDS CLASS LIST GROUP WORDS DEVELOPING GENERALISATIONS APPLICATION IDENTIFY WORD FROM STUDENTS WRITING EXPLICITLY TEACH STUDENTS HOW TO LEARN WORD USING APPROPRIATE STRATEGIES STUDENTS PRACTISE

Principles & Practices

2 Stay 2 Stray Get into groups of 4 Individually read Principles & Practices Discuss in your group Make a visual poster (mainly pictures) summing up your groups understanding of effective spellers. Decide on 2 people from your group who ‘stay’ and present the poster. The other 2 will ‘stray’ and look at others posters. 1 minute presentations for each poster (3 rotations) Return to your group, share other ideas with 2 people that ‘stayed’ and add any additional information to your poster if needed Stick posters up around the room

Spelling Investigations

1. Stating the Focus ARTICULATE THE FOCUS TO STUDENTS MAKE A LINK TO STUDENTS WRITING E.G. “ IV’E NOTICED IN YOUR WRITING....”

2. Collecting Words USE FAMILIAR READING MATERIALS TO COLLECT EXAMPLES OF WORDS MAY BE ONGOING ACROSS SUBJECT AREAS AND LESSONS

3. Class List COLLATE CLASS LIST OF WORDS ASK STUDENTS TO CLEARLY ARTICULATE WHY THEY CHOSE THE WORDS ENCOURAGE DISCUSSION & JUSTIFICATION

4. Group Words STUDENTS IDENTIFY WAYS TO GROUP WORDS STUDENTS GROUP WORDS ACCORDINGLY (WHOLE CLASS OR SMALL GROUP) SHARE CATERGORISES

5. Discovering Generalisations STUDENTS FORM GENERALISATIONS FOR GROUPINGS STUDENTS VERBALISE AND WRITE THEIR UNDERSTANDINGS REFLECT ON HOW NEW UNDERSTANDINGS CAN BE APPLIED TO WRITING & READING

6. Application Students demonstrate new learnings during independent writing time Teacher reinforces new learning during shared and interactive writing when eth opportunities arise Anchor charts are developed and are effectively used as referral points by both students and teacher

15 MINUTES DAILY

WHAT should the students be learning?

How to spell HFW, which include commonly used words as well as personal interest words Useful techniques and routines for learning words to ensure that such words will automatically be spelled correctly in future writing How to proofread writing and use a range of resources Common and uncommon spelling patterns Common and uncommon sound-symbol relationships Generalisations about how to add prefixes and suffixes to base words Understanding how compound words are formed Common derivatives or root words Correct placement and use of apostrophes for contractions and possessive case Di Snowball & Faye Bolton

Whole School Approach Chelsea PS

Assessment Observations- whilst student writes ( confidence, risk taking, check & monitor own spelling, strategies used) Work Samples- considering errors Testing- ‘Remember testing is not teaching! Discussion with the student- Conferencing, interviews etc. Benchmarking Test e.g. SA Spelling Test

english-language-is-dum

PLANNING TIME