1. GAINING INDEPENDENCE in SPELLING
How to support students in their quests for spelling independence.

2. THE QUEST 5 Accumulating Independence 1 Awakening Awareness
Accepting the Challenge
Applying the Strategies
Achieving Success
THE QUEST

3. 1 AWAKENING AWARENESS A way eye went too sea. Sow eye saw
Sites of grate cities
Now dessert.
Knot two worry.

4. YOUR TURN: Create your poem of homophones
Pick a theme.
Make a list of homophones.
Write a poem using your words.
Substitute homophones into your poem.
Edit and publish.
Share with the class.

5. SPELLING LIST Word List
pdf/sampage/swlist.pdf
SA Modern Cursive
4F31-B780-4A2B2C19BF7C%7D/Handwriting.pdf

6. SPELLING LISTS – 10 words per week
A variety of words should be included:
engaging
mundane
everyday
student selections
frequently used

7. 2 ACCEPTING THE CHALLENGE
First test
Comparison for future tests

8. ERROR IDENTIFICATION Spelt like it sounds Rule unknown
Incorrect letter order
Sounds mixed up
Missing or adding parts

9. ERROR IDENTIFICATION –SPELT LIKE it Sounds
Nearly correct
Similar letter pattern
serched for searched
greatfully for gratefully
frend for friend
terned for turned

10. ERROR IDENTIFICATION–rule UNKNOWN
Find the spelling rules
Apply the rules
studys for studies
shoping for shopping
begining for beginning

11. ERROR IDENTIFICATION– INCORRECT LETTER order
Ordering the sounds correctly
Linking the letter patterns to the ordered sounds
frist for first
flim for film
vioce for voice

12. ERROR IDENTIFICATION– sounds MIXED UP
Separating the sounds
Recalling the sound-symbol combinations
elervates for elevates
sreet for street
particals for particles

13. ERROR IDENTIFICATION– MISSING OR ADDING PARTS
Remembering sounds
Remembering syllables
involenty for involuntary
acomodate for accommodate
occanionly for occasionally
rember for remember

14. THE QUEST What is your common error? Interrogate errors.
Identify type of error.
Set an achievable Quest for improvement.
Review your Quest often.

15. YOUR TURN: Can you help Amelia identify her errors?
barnicle for barnacle cockato for cockatoo
causeing for causing hopeing for hoping
cerssor for cursor carrear for career
garph for graph chior for choir
bloosom for blossom emploment for employment

16. ERROR IDENTIFICATION - Answer
barnicle for barnacle Mixes up sounds
cockato for cockatoo Mixes up sounds
causeing for causing Rule unknown
hopeing for hoping Rule unknown
cerssor for cursor Spells it like it sounds
carrear for career Spells it like it sounds
garph for graph Incorrect letter order
chior for choir Incorrect letter order
bloosom for blossom Missing/adding parts
emploment for employment Missing/adding parts

17. 3 APPLYING THE STRATEGIES
Find an activity for each type of error.
Use the activities to learn weekly spelling lists.
Apply the activities in your writing to improve your spelling.

18. ERROR IDENTIFICATION – SPELT like it Sounds
Speech uses sounds.
Writing uses letters.
Letters represent the sounds.
Before writing you must:
carefully say all the sounds and parts of the word
write one letter for each sound.
Exception – some sounds are represented by a combination of letters.

19. Sounds & writing
wig = 3 letters = 3 sounds park = 4 letters = 3 sounds ar = 1 sound shoulder = 8 letters = 5 sounds sh-ou-l-d-er

20. Check for meaning
knot = 4 letters = 3 sounds k is silent

21. ERROR IDENTIFICATION – RULE UNKNOWN
What rule can you find for the following spelling? all always also almost altogether already

22. What is the rule?
When the sound ‘all’ is joined to a word, drop one ‘l’. Exception: all right

23. YOUR TURN: What rule can you find for the following spelling?
timely hopeless careful advertisement

24. What is the rule?
When the suffix begins with a consonant keep the final ‘e’. Exceptions: argue argument true truly

25. ERROR IDENTIFICATION– INCORRECT LETTER order
Listen to the sounds.
Ask the question ‘Does it look right?’
vioce for voice

26. ERROR IDENTIFICATION–sounds MIXED UP
Practice memory retention to hold the sounds as they are heard.
Identify patterns for omissions.
Identify patterns for additions.
Pay particular attention to these omissions and additions.
sreet for street

27. ERROR IDENTIFICATION– MISSING OR ADDING PARTS
Write the patterns.
View the patterns to find the shape of the word.
acomodate for accommodate
The correct spelling is longer than the incorrect spelling.

28. 4 ACHIEVING SUCCESS
Personalize the strategy.

29. PERSONALIZED STRATEGY
What is your Learning Style?
Visual
Auditory
Kinesthetic

30. ONLINE LEARNING STYLE TEST

31. STRATEGIES FOR LEARNING STYLES
Apply the suggested strategies.

32. VISUAL LEARNER Change the look of the word: div/ ide div ide d ivi de
re ce ive r/ ece/ive r ece ive
Find words within words: fat her cap a city
Write words in a shape of smaller and larger letters.
Find the pattern of the word.

33. AUDITORY LEARNER Change the sound of the word.
Exaggerate the pronunciation or ‘say it funny’:
be-ca-use parli-a-ment
Say the names of the letters in rhythm:
p-e o-p l-e q-u e-u e
Especially confusing endings:
-t-i-o-n -g-h-t -c-i-a-l
Spell the word out aloud.
Dictation tests can be a useful way of learning.

34. KINESTHETIC or PHYSICAL LEARNER
Trace the letters with your forefinger
as you say or visualize the word.
Write the words in linked script.
Highlight the words or relevant parts.
Air write the words.

35. ALL LEARNING STYLES Beat out the syllables.
Write out each syllable as you say it.
Highlight the difficult parts of the word.
Link a new word with words you already know
sound-round-ground rain-train-Britain.

36. 5 ACCUMULATING INDEPENDENCE
Learn the derivations of words:
television: ‘tele’ means afar, over a distance
‘visio’ means sight (from Latin)
Remove or add prefixes and suffixes:
un-like-ly in-vis-ible un-re-strict-ed

37. LEARNING A WORD Have a go. Look for the letters that are correct.
Find a reason for incorrect letters.
Divide into syllables.
Focus on reversed letters rather than whole word.
Look, Cover, Write, Check to remember it.

38. Monitoring PROGRESS
Count the words that are right; not the words that are wrong.
Learn one or two words well, rather than failing to learn ten or twenty.
Use the strategies that have been successful for you.

39. PROOF READING Read through your work.
Underline any words you are not sure about.
Think about those words.
Use the strategies you have learnt.
Try alternative spellings.
Choose the spelling which looks right.
Check it.

40. OTHER ACTIVITIES Writing Corner Number Plate Games Craft Activities
Word Games
Reading
Jokes & Riddles
Word Puzzles
Mnemonics

41. Personalized Strategy
Benchmark
Error Identification
The Quest
Personalized Strategy
Monitor Progress
SUMMARY for TEACHER

42. REFERENCES
First Steps Spelling Developmental Continuum, Education Department of Western Australia, 1999, Rigby Heinemann
First Steps Spelling Resource Book, Education Department of Western Australia, 1999, Rigby Heinemann
Spelling: from beginnings to proficiency, Department for Education and Child Development SA, 2011, Government of South Australia
The Great Australian Spelling Book, Macquarie Dictionary, 2015, Macquarie Dictionary Publishers
4A2B2C19BF7C%7D/Handwriting.pdf