3. ch ea ei ar bb ck ed au

4. All of which is achieved through the process of visually recognising simple letter patterns and their associated sounds Is a learning activity that helps children in the early writing phase to:  Develop graphophonic knowledge  Begin the development of phonological awareness  Increase vocabulary  Expand their awareness of spelling generalizations

5. Students in Level 2: Make use of known spelling patterns to make plausible attempts at spelling unfamiliar words Use sound and visual patterns when attempting to spell unfamiliar words Begin to expand their vocabulary Develop spelling strategies by using graphophonic cues Sound Hunter addresses the following Victorian Essential Learning Standards for level 2

6. Key Indicators ConventionsProcesses & Strategy The use of a small bank of words drawn upon for automatic spelling Knowledge of all the common sounds of the letters Knowledge simple of letter patterns and the sounds they represent The ability to draw upon graphophonic knowledge when writing The use of a small range of strategies to spell unknown words

7. Major Teaching Emphases Conventions Build graphophonic knowledge Use of Texts Expose students to a range of text forms Build knowledge of words and word parts Provide opportunities for students to develop new vocabulary Processes & Strategy Build knowledge of graphophonic elements

8. The sound ‘air’ as in ‘fair’ 1.Select a text that clearly exhibits the chosen focus 2.Read the text for enjoyment 4.Discuss the words and ask students to sort them into subgroups 5.Create a chart of the words the students found 6.Challenge students to find more examples of words 7.Revisit, discuss and add to the chart on future occasions 3.Revisit the text, hunting for the chosen focus. Have students identify and record words with this focus

9. Advantages + Develops graphophonic understanding + Expands awareness of spelling generalizations + Increases Vocabulary + Has authentic applications + Involves the student in a fun and meaningful word play activity + Can be adapted for a diverse range of learners + Creates a resource for future reference + Develops spelling strategies + Employs a variety of texts + Helps build up a students bank of words that are automatically spelled + Builds knowledge of words and word parts + Is based on investigation, exploration and inquiry approaches to learning + Develops phonological awareness

10. Teaching Methods Sound Hunter supports spelling development in the classroom through the use of: Direct instruction Whole class and Individual work Explicit instruction Reflection

11. Catering for: Learner Diversity = Differentiating Instruction  Taking multiple approaches to instruction and making adaptions to content  Instruction and content is varied according to individual readiness level INVOLVES:

12. SUFFIXES ‘ing’ ‘ed’ CONTRACTIONS ‘I’ll’ ‘can’t’ PREFIXES ‘un’ ‘dis’ ‘s’ ‘es’ ‘x’ ‘wasn’t’ ‘don’t’

13. Reference List Annandale, K., Bindon, R., Handley, K., Johnston, A., Lockett, L., Lynch, P. & Rourke, R. (2005a). First steps writing map of development (2nd ed.). Port Melbourne: Rigby Heinemann. Annandale, K., Bindon, R., Broz, J., Dougan, J., Handley, K., Johnston, A., Lockett, L., Lynch, P. (2005b). First steps writing resource book (2nd ed.). Port Melbourne: Rigby Heinemann. Annandale, K., Bindon, R., Broz, J., Dougan, J., Handley, K., Johnston, A., Lockett, L., Lynch, P & Rourke, R. (2005c) First steps writing map of development CD (2nd Ed) [Computer Software] Belmont, Rigby. Berenstain, J., & Berenstain, S. (1957). The Berenstain Bears and the Missing Dinosaur Bone. Random House De Vries, A. (2010). A girl reading [Image]. Eggen, P. & Kauchak, D (2010) Educational Psychology – Windows on classrooms (8th ed) Pearson International edition, New Jersey: Pearson Education

14. Reference List Fountas, I., & Pinnell, G., (1999). Voices on word matters: learning about phonics and spelling in the literacy classroom. Portsmouth, NH: Heinemann Man with magnifying glass [image]. (2010). Retrieved from http://www.istockphoto.com/stock-photo-6321121-searching.php Rief, F., & Heimburge, A. (2006). How to reach and teach all children in the inclusive classroom (2 nd Ed.). San Francisco: Wiley Turner, A, Easy, S., Fletcher, M., Gilbert, J., Pearson, P. (1998). Literacy at work. South Melbourne: Longman Victorian Curriculum and Assessment Authority. (2009). Victorian essential learning standards: Level 2. Retrieved from http://vels.vcaa.vic.edu.au/vels/level2.htmlhttp://vels.vcaa.vic.edu.au/vels/level2.html