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Spelling Program 2012 Presentation

A comprehensive approach to teaching spelling also needs to provide explicit teaching, frequent opportunities to investigate and analyse words, and daily opportunities for authentic writing.

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90 views

Spelling Program 2012 Presentation

A comprehensive approach to teaching spelling also needs to provide explicit teaching, frequent opportunities to investigate and analyse words, and daily opportunities for authentic writing.

Uploaded by

api-114327740
Copyright
© Attribution Non-Commercial (BY-NC)
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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Spelling in the Primary School

Australian International School

Where are we at?


Early 2011 Spelling Working Party investigated resources and programs to support the teaching and learning of Spelling for the Primary School Late 2011 Words Their Way was adopted as a resource to be introduced in 2012 to all PS Staff Term 1 2012 - Introduced Words Their Way as a core resource for the teaching of spelling in the Primary School. Amanda provided all PS staff with extensive Professional Learning around the implementation of this resource. Mid Term 1 2012 All staff conducted the spelling inventory component of Words Their Way. Follow up PD by Amanda. Mid to Late Term 1 All staff experimenting using the Words Their Way strategies in their classrooms

Questions We Need To Address


How do we incorporate Words Their Way into our homework program? Is Words Their Way the only spelling lessons I teach in my room? Parents need educating about our new program, how should we do this? How do I manage all of the groups? How do I fit the explicit instruction into my already crowded curriculum?

Words Their Way?


So how does Words their Way fit into an effective classroom spelling program?

Spelling as Part of Writing


Learning to spell is part of learning to write. Writing gives spelling its context; without writing, spelling has no purpose and no audience. It is vital that students see the connection between spelling and being able to communicate effectively through writing (First Steps)

Spelling as Part of Writing


One of the best ways to help students acquire spelling proficiency is to teach spelling in the context of everyday writing. Addressing individual spelling needs during writing tasks is an effective way to individualise instruction and teach at point of need (First Steps).

Explicit Instruction
However, a comprehensive approach to teaching spelling also needs to provide explicit teaching, frequent opportunities to investigate and analyse words, and daily opportunities for authentic writing.

Key Points About Spelling Instruction


Spelling is a part of writing You need to dedicate time to explicitly teach spelling but you teach spelling all of the time We have to teach students spelling strategies Spelling is not about teaching words it is about teaching patterns. We learn to spell words pattern by pattern not word by word

Key Points About Spelling Instruction


Spelling is best learnt through inquiry Learning needs to go from the known to the unknown moving from the meaningful to the abstract Analysing a students spelling miscues determines the students spelling stage The purpose of Word Sorting is to gain word knowledge, not memorise specific words.

Effective Spellers

Effective Spellers Understand the English Orthographic System


Orthography refers to the system assigning graphic symbols to the sounds of language, ie: spelling Due to the history of the English language many words are not spelt as they sound English language is more tied to meaning than sound

Effective spellers have an understanding about the English orthographic system. They develop awareness about sound, pattern and meaning.

Effective Spellers Understand and Apply Spelling Generalisations (rules) Effective spellers discover, make observations and construct hypothesis about how words are spelt.

Effective Spellers Automatically Recall High-Frequency Words, Personally Significant Words.


Effective spellers continually add to the number of words they can spell automatically.

Being able to write a large bank of words quickly and correctly allows students to focus their attention on other aspects of writing.

Effective Spellers Continually Build Their Vocabulary


Effective spellers continually expand their vocabulary so they can express meaning precisely in their own writing by using rich and varied language. Before students can write across a range of learning areas, they need to have built up their vocabularies across a broad range of contexts and experiences.

Effective Spellers Self-Monitor and Generate Reasonable Alternative Spellings for Unknown Words Effective spellers are not necessarily perfect spellers. However, they can identify when a word is incorrect

Effective spellers have developed a spelling conscience and take responsibility for the use of conventional spelling where appropriate.

So What Does This All Mean?


How do we incorporate all of this into a Spelling Program across the Primary School which is: Effective Purposeful Links with our PYP Philosophy Provides targeted instruction Addresses all aspect of an effective speller Manageable

Effective Spellers

Purpose Understand the English Orthographic System


Process: Explicit spelling instruction through the Words Their Way resource Targets the identified area for instruction Mode: School

Purpose Understand and Apply Spelling Generalisations Process: Explicit spelling instruction through the Words Their Way resource Targets the identified area for instruction

Mode: School

Purpose
Automatically Recall High-Frequency Words, Personally Significant Words Process: High frequency words, personally significant words, are taken from students writing errors Use a high frequency word list to add errors into personal word bank Words taken home to learn Students choose the best strategies to learn their words Students tested on these words
Mode: Homework

Purpose
Continually Build Vocabulary
Process: Topic specific words are provided (UOI or other curriculum links. eg: Maths words) Focus on word meaning and exploration Students complete tasks which develop understanding of the meaning and use of words Students not expected to learn these words for a test, rather focus on learning about the words

Mode: Homework

Purpose Self-Monitor and Generate Reasonable Alternative Spellings for Unknown Words
Process: Students continually work through the draft, edit, refine, publish cycle within regular authentic writing experiences Students explicitly taught how to use resources to help with self-correcting Mode: School and Homework

Summary
SPELLING- CLASS FOCUS 1. Explicit teaching using the Words Their Way resource SPELLING- HOMEWORK 1. Using strategies to learn words which are high frequency words/errors from writing 2. Completing activities which encourage exploration of topic words linked to curriculum areas origins, meanings, patterns
SPELLING CLASS FOCUS SUPPORTED BY HOMEWORK

1.

Explicit instruction around self editing process in relation to spelling 2. Continual opportunities to write for authentic purposes 3. Students regularly work through the draft, edit, refine publish cycle

Year 5 Homework Sample


Vocab Extension
Peaceful Solutions

Personal Words tomorrow traveling skiing cupboard February

Vocab Extension: (learning about the words) Word Morphs Word Meanings Personal Words: (learning to spell the words) Determine the strategy you will use to learn your personal words Publish this in your book Spend time each day learning your words using your strategy Explain your strategies to somebody else You may wish to have an somebody at home test you each day You will be tested on these words at the end of the week

negotiate resolve solution oppose amicable

Vocab Extension Tasks

Strategies to Learn Words Year 3/4

Strategies to Learn Words Year 4/5

Activities to Support Homework


Always ask the question.
Are we learning ABOUT the word? (word inquiry/vocab extension) OR

-Are we learning to SPELL the word? (strategies to learn/adding to bank of known words)

Collecting Personal Words


Possible Suggestions Word Collection pages in the back of Word Study Book Sticky Notes in books Errors written in the margins Have a go pads Test high frequency words transfer errors

High flying students, spelling demons test transfer errors


Writing conferences students transfer errors into word collection

Support for Personal Words


Word Bank of 1200 High-Frequency Writing Words http://school.elps.k12.mi.us/donley/classrooms/berry/sitto n_spelling_activities/4thgrade_spelling/sitton_word_list.h tm

Spelling Demons These are many commonly misspelled words. http://df017.k12.sd.us/Spelling%20Demons.htm


Spelling Demons http://home.vicnet.net.au/~ozideas/spdemons.htm

Where to Now?
TERM 2 Continue to explore and solidify the use of Words Their Way within the classroom setting Continue with homework as per the current Year Group arrangement (all varied at the moment) BUT. Week 4 Wednesday, Collaborative Team Meetings HoY and team to determine the interim plan for homework

Extended Planning Late Term 2 Words Their Way on each Year levels agenda, progress, homework, etc.

Where to Now
TERM 3 Roll out the changes to homework in relation to spelling

Inform parents about our spelling focus and the direction we are taking
Continue to use Words Their Way as the Key resource for the teaching of spelling in each classroom Year 3 Year 5

The Other Questions..


How do we incorporate Words Their Way into our homework program?
Is Words Their Way the only spelling lessons I teach in my room? Parents need educating about our new program, how should we do this?

How do I manage all of the groups?


How do I fit the explicit instruction into my already crowded curriculum?

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