Classroom Strategies for the Teaching of Spelling Early Stage 1 - Stage 3

Classroom Strategies

For TheTeaching

Of Spelling

Early Stage 1 – Stage 3

Revised 2007

Carol McMahonNorth Coast Region Spelling Project Coordinator

Johanna BruceNorth Coast Region Literacy Consultant

Classroom Strategies For The Teaching Of Spelling 2

The North Coast Region Spelling Strategy

Principals and teachers throughout the North Coast Region identified spelling as a priority area for their 2006-8 professional learning.

The original Classroom Strategies for the Teaching of Spelling Early Stage 1-Stage 3 was developed by North Coast Region teachers and support staff to assist teachers and parents. It contained an assessment tool that targeted individual and group spelling needs and provided strategies to address those needs.

The Spelling Strategy has been enhanced in 2008 with the addition of a new section, Classroom Strategies for the Teaching of Spelling Stages 3-5. This additional resource was developed in response to teachers wanting a more demanding assessment tool and strategies to assist students in the middle years of schooling.

This new package combines the two resources, links to NSW Department of Education and Training syllabus documents, contains case studies on how the assessment tool can be used and has a wealth of ideas that can be used in the classroom. It also contains a parent training section.

The original package was successfully trialled in three North Coast Schools: Rosebank PS, Evans River K-12 School and Ballina PS. The new section has been successfully trialled with Nimbin CS, Evans River K-12 School, Ballina PS and Year 4 Education students from Southern Cross University. Thank you to these teachers, parents and students for their valuable feedback.

Many thanks to: Carol McMahon, North Coast Region Priority Schools Consultant Johanna Presgrave, North Coast Region Literacy Consultant Alison Chawner, North Coast Region Administration Officer The North Coast Literacy Team

Carol CarriganRegional DirectorNorth Coast


Table of ContentsTheoretical Links..................................................................7Spelling Knowledges............................................................8Spelling- A tool for writing....................................................9Stage Expectations............................................................10Spelling Beliefs..................................................................12Implementation suggestions...............................................13Syllabus Links....................................................................14Facilitator Notes................................................................19Staff Training Package.......................................................20Parent Training Package.....................................................24

Appendix 1......................................................................................27Appendix 2......................................................................................29Appendix 3......................................................................................30Criterion Based Spelling Test 3 -A...................................................36Criterion Based Spelling Test 3 -B...................................................38Criterion Based Spelling Test 3 - C..................................................40Criterion Based Spelling Test 3 – D.................................................42NSW Criterion Based Spelling – student answer sheet....................45NSW Criterion Spelling 3 Class Profile. 1A – Visual Knowledge.......46NSW Criterion Spelling 3 Class Profile 1B –

Phonological Knowledge..................................................................47NSW Criterion Spelling 3 Class Profile 1C –

Morphemic Knowledge....................................................................48NSW Criterion Spelling 3 Class Profile 1D –

Etymological Knowledge..................................................................49Criterion Based Spelling Test 1 -A...................................................50Criterion Based Spelling Test 1 –B...................................................51Criterion Based Spelling Test 1 - C..................................................52Criterion Based Spelling Test 1 – D.................................................53Visual Knowledge Class profile – Criterion Based spelling 1a..........54Phonological Knowledge- Criterion Based spelling 1b.....................55Morphemic Knowledge- Criterion Based spelling 1c........................56Etymological Knowledge- Criterion Based spelling 1d.....................57Answer Sheet For students for test 1..............................................58Criterion Based Spelling Test 2 -A...................................................59Criterion Based Spelling Test 2 –B...................................................60Criterion Based Spelling Test 2 - C..................................................61Criterion Based Spelling Test 2 – D.................................................62student answer sheet Test 2...........................................................63Class Profile Proforma Test 2...........................................................64

Analysis of Data Proforma for all Criterion Tests..................66Glossary............................................................................67Phonological Strategies......................................................70


Appendix 1 – Use For: Word race, Race to match, Speedy spelling, Starting with....................................................................................79Appendix 1 A – Use For: Bargain words...........................................80Appendix 1 B – Use For: Bargain words...........................................81Appendix 1 C – Use For: Bargain words...........................................82Appendix 2 – Use For: Stamp it out.................................................83Spelling Game – Word Back Spied Her............................................88Appendix 3 – Use for Spiral Spelling................................................89Appendix 4 – Use with Rhyming Tag (General)...............................90Appendix 4 A – Use with Rhyming Tag (COGS Group C – ES1)........91Appendix 4 B – Use with Rhyming Tag (COGS Group C – S1)..........92Appendix 4 C – Use with Rhyming Tag (COGS Group C – S2)..........93

Visual Knowledge Strategies..............................................94Visual Appendices..............................................................98

Appendix 5 – Use for Speedy sight words.......................................98Appendix 6 – Use for: Mnemonics...................................................99Appendix 7 – Use for: Word wall....................................................100Appendix 8 – Use for: Racing Sight words.....................................108Appendix 9 – Use for Silent partners.............................................110Appendix 10 – Use for It takes 4....................................................113

Morphemic Knowledge Strategies.....................................114Morphemic Appendices.....................................................124

Appendix 11 – Use for: Compounded Words.................................124Appendix 12 – Use for: Let’s get tense..........................................125Appendix 13 – Use for: Dicing with prefixes..................................126Appendix 13A – Use for: Dicing with prefixes................................127Appendix 13B – Use for: Dicing with prefixes................................128Appendix 14 – Use for: Morph it....................................................129

Etymological Knowledge Strategies...................................132Etymological Appendices..................................................136

Appendix 15 – Use with: What does it stand for?..........................136Appendix 16 – Use with Eponyms.................................................137

Spelling Strategies...........................................................138in KLAs and COGs..........................................................................138Connected Outcomes Group (C) Early Stage 1 – Changes. .140Appendix 17 – Use for: Rhyming Tag with COG content...............143How the kangaroo got her pouch..................................................144Appendix 18, Use for: Stamp It Out, They’re Everywhere,

Racing Sight Words.......................................................................145Appendix 19: Use for Sensational Syllables (oral).........................146Appendix 20 – Use with Rhyming Tag (COGS Group C – ES1).......147Connected Outcomes Group (C) Stage 1 – Growing and Changing.....................................................................................148Appendix 21 – Use for; Words mean time, Let’s get tense, A tense race......................................................................................................150Appendix 22 - Use for: Sensational Syllables................................153Appendix 23 - Use for: Numbers are us, Who thinks wins.............153


Appendix 24 - Use for: Source Sort...............................................154Connected Outcomes Group (C) Stage 2 – Effects of Growth and Change.........................................................................................155Appendix 25 - Use for Suffixes......................................................157Appendix 26 - Use for: Source Sort...............................................158Appendix 27 - Use for: Rhyming Tag.............................................159Connected Outcomes Group (C) Stage 3 – Interconnecting growth and change....................................................................160Appendix 28 - Use for: Use for Suffixes Rule, Dice it up................162

Analysis of Data...............................................................166Identified Needs Embedded In The Literacy Session...........168Bibliography....................................................................169Scope and Sequence Of Spelling – A3 insert at the back of the folder

Link to workshop activity:


BackgroundNorth Coast Region is committed to assist and support schools and school communities in ensuring a meaningful and relevant focus on teaching children to spell.

This is underpinned by the knowledge that spelling is a tool for communication and therefore must not be isolated as a separate subject area, but embedded in all learning.

The teaching of spelling is about empowering students to use a range of problem solving strategies when attempting to spell unfamiliar words in a range of situations.

This initiative aims to develop a shared understanding between all stakeholders in our school communities as to best practice to ensure improved student outcomes in spelling and writing.

All material in this package is directly linked to existing DET documents.These include: Board of Studies NSW:

English K-6 Syllabus Mathematics K-6 Human Society and Its Environment K-6 Science and Technology K-6 Creative Arts K-6 PDHPE K-6 Focus on Literacy: Spelling Teaching Spelling K-6 Programming and Strategies Handbook Connected Outcomes Groups


Theoretical Links“For many students, learning to spell is a complex process that involves them in the act of problem-solving about how to spell accurately the words they want to use. In order for students to improve their spelling competencies they need to acquire the understanding or knowledge that some words can be sounded out (phonological knowledge), some have regular patterns (visual knowledge), some have base meanings that can be built on (morphemic knowledge), and some words originate from a number of languages (etymological knowledge). While engaging in this process they need to draw on the knowledge they have acquired about how words are spelt.”

Focus on Literacy: Spelling pg 8

“Learning to write well involves learning to spell. Writing creates the need for spelling. The purposes for spelling are the purposes of language itself, that is:

To make meaning, and To share meaning in a way that is clearly understood

by readers.Spelling is functional. That is, it is a system for making meaning. Spelling is also social, its purpose being to enable readers to construct meaning. The value of correct spelling is that it gives writers credibility and therefore reaches a wider audience. Understanding the four forms of spelling knowledge and their relationship with the process of learning to spell has significant implications for teaching. Within the context of meaningful written language experiences, students need explicit teaching about the phonological, visual, morphemic and etymological aspects of spelling that are relevant to their stages of development”

Focus on Literacy: Spelling pg 13


SPELLINGKNOWLEDGES

PHONOLOGICAL KNOWLEDGEHow words and letter combinations sound

The names of letters, the sounds they represent and the ways in which letters can be grouped to make different sounds

The concept of onset and rime e.g. p is the onset and ink is the rime

How to segment the sounds in words into ‘chunks’ of sound

VISUAL KNOWLEDGEThe way words and letter combinations look

Recall and compare the appearance of words Recognise what letters look like and how to write them Recognise that letters can be grouped in particular ways,

e.g. endings

MORPHEMIC KNOWLEDGEThe meaning of words and the way they take different spellings when they change form

How compound words are constructed Suffixes and prefixes and rule generalizations

ETYMOLOGICAL KNOWLEDGEThe derivation of words

Roots of words and word meanings, origins and history Clusters of letters that not only look the same but are

related in meaning, often because of their root


Spelling- A tool for writing

The English K-6 syllabus articulates the importance of developing spelling competence. Spelling is part of our language system and is connected to reading and serves writing. The syllabus outcomes include:

Writing Early Stage 1 (Kindergarten) – Begins to use letters to represent known words when spelling.

Writing Stage 1 (Years 1 and 2) – Uses knowledge of sight words and letter-sound combinations to develop a variety of strategies to spell familiar words.

Writing Stage 2 (Years 3 and 4) – Uses knowledge of letter-sound correspondence, common letter patterns and a range of strategies to spell familiar and unfamiliar words.

Writing Stage 3 (years 5 and 6) – Spells most common words accurately and uses a range of strategies to spell unfamiliar words.

The class spelling program needs to include daily writing for a clearly articulated audience and purpose. Without this the writer has no reason to work on spelling, writing process, proofreading and editing. These are important skills that must be taught.

In order that students improve their spelling competencies they need to acquire the understanding or knowledge that some words can be sounded out (phonological knowledge), some have regular patterns (visual knowledge), some have a base meaning that can be built on (morphemic knowledge), and words originate from a number of languages (etymological knowledge).

Stage Expectations NSW Board of Studies www.boardofstudies.nsw.edu.au


Stage 1

Recognise that language is broken into words Recognise that words consist of sounds Recognise the first letter of their name Recognise the sounds for the letters of the alphabet Write their name Trace letters and words Copy letters and words Write the sounds that they hear in words Use some common letter patterns, e.g. c-a-t, s-u-n, b-i-g Use their visual memory of words, e.g. the LOOK, SAY, COVER,

WRITE, CHECK method Clap syllables in words Spell some common words accurately in their own writing Try to spell words that are new to them Develop a bank of word families, e.g. bee, see, tree Identify and try to correct spelling errors Use word banks, theme words and picture dictionaries

Stage 2

Use their visual memory of words Use the auditory memory or words, e.g. say the sound of the word

and match them to the letters Develop personal spelling lists from their writing Use their knowledge of letter patterns to spell unknown words Break words into syllables Use their knowledge of word families to spell words Correct words that don’t look right Use some spelling rules Use junior dictionaries and encyclopedias

Stage 3

Spell most common words correctly Use visual strategies such as recognition of letter patterns and

critical features of words- silent letters, e.g. cough Use their knowledge of word parts to spell unfamiliar words such

as prefixes Use their knowledge of word meanings to assist spelling Use apostrophes to indicate contractions Use their knowledge of spelling rules, eg if a word ends in an ‘f’

change it to ‘ve’ before adding ‘s’ – knife-knives Proofreads and corrects own writing Uses correct spelling and punctuation



Spelling BeliefsThese beliefs are to drive school and classroom decisions regarding spelling programs and practices. Spelling is a tool for writing and writing is a means of communication. Effective spelling enhances communication. Effective spelling enhances students’ understanding of our language

system. The learning of spelling requires student engagement. For most students learning to spell is a problem-solving exercise

which requires students to utilise strategies which enhance their opportunities to spell correctly.

Spelling is embedded within the English strands of Reading, Talking and Listening and Writing and integrated across KLAs.

Students need explicit teaching (modeled, guided and independent practice) of the four spelling knowledges and spelling strategies

The knowledge that students need if they are to become proficient spellers takes four different forms:

o Phonological (how words sound), visual (how words look), morphemic (meaning and how words change form) and etymological (where words come from).

The continuous development of spelling skills and strategies K-6 is essential for spelling improvement.

Student’s spelling progress needs to be diagnosed, monitored, recorded, reported and used to inform teaching in line with the Teaching and Learning Cycle.

Students should positively attempt to spell words (have-a-go approximations - and be prepared to strive for correctness (conventional forms) using authoritative references and thus valuing spelling correctness.

The articulations of spelling strategies by students in how they spell words is an important teaching strategy to improve students’ spelling.

Adapted from Gloucester Public & Raymond Terrace Public Schools Spelling Strategy Document


Implementation suggestions

Phase One Staff representative attends initial Professional Development

workshops run by Regional Spelling Coordinator and Literacy Consultant.

Attendees are walked through the package in order to unpack the various sections.

Presenters go though the practical strategies and the theoretical links to the English K-6 Syllabus in order to embed the knowledge in participants.

Participants are thoroughly walked through the criteria spelling assessment and, using the various case studies, look at analysing the data in order to establish identified needs = ‘teaching and learning cycle’.

Staff representatives view the DVDs of Parent training package and the practical strategies modeled on the DVD.

Staff representative familiarised with school training package. All schools receive “Classroom Strategies For Teaching Spelling”

and contact details to assist in follow up support.

Phase 2 Schools implement the training packages, both the parent and

staff sections.

Phase 3 Implementation of “Classroom Strategies For Teaching Spelling”

into classrooms beginning with the Criterion Based Spelling Assessments to supplement existing data.

Schools are encouraged to access support personnel to aid with implementation.

Phase 4 As schools implement “Classroom Support For Teaching Spelling”,

we encourage you to participate in the reflection and evaluation survey that will be sent to you at your school.


Foundation StatementsEnglish www.boardofstudies.nsw.edu.auEarly Stage 1Talking and Listening n Reading n WritingStudents mix and talk informally with peers, teachers and known adults. They give short talks and interact effectively in theclassroom and in groups. Students listen with attentiveness to follow simple instructions and ask relevant questions. Theyexpress ideas clearly, demonstrating an emerging awareness of how people use spoken language for different purposes.They explore the way familiar spoken texts are constructed and the features of these texts.Students develop reading, viewing and comprehension skills and strategies using context, grammar, word usage and phonicsin short predictable printed texts on familiar topics. They recognise, discuss and respond to the different kinds and purposesof various written and visual texts. Students explore and identify some language features of written and visual texts.Students write with an increasing awareness of the nature, purpose and conventions of written language. They producesimple texts that demonstrate an awareness of the basic grammar and punctuation needed. Students know and use lettersand sounds of the alphabet to attempt to spell known words and use most lower and upper case letters appropriately toconstruct sentences. Students explore the use of computer technology to construct texts.

EnglishStage 1Talking and Listening n Reading n WritingStudents communicate with a wide range of people on familiar and introduced topics to achieve a variety of purposes.They interact effectively, adopting new speaking skills, in order to give confident oral presentations. They listen to instructionsand share ideas with peers to complete tasks. Students recognise that spoken language has a range of purposes andaudiences and use this knowledge when attempting to communicate effectively with others. They investigate the differenttypes and organisational patterns of common spoken texts and recognise features within them.Students read and view short literary and factual texts, using an increasing variety of skills and strategies including context,grammar, word usage and phonics to make connections between their own experiences and information in texts. Studentsread, interpret and discuss texts, including visual and multimedia texts, using a range of skills and strategies. They exploreand identify ways texts differ according to purpose, audience and subject and understand that people produce texts.Students recognise the basic structure and grammatical features of a limited range of text types.


Students write simple literary and factual texts on familiar topics for known readers by planning and reviewing their writing.They write using basic grammatical features and conventions of punctuation, showing awareness of different purposes,audiences and subject matter. Students spell using knowledge of sight words, letter-sound correspondence and otherstrategies. They write using letters of consistent size and slope in NSW Foundation Style and use computer technology toproduce texts, recognising simple conventions, language and functions

EnglishStage 2Talking and Listening n Reading n WritingStudents communicate proficiently ideas and information in classroom, school and social situations for a range of purposes. Theyexplore a range of roles when interacting in pairs and groups, using various listening strategies to gather general ideas fromconversations, reports or spoken presentations. Students identify the effect of purpose and audience on spoken texts and they shapeand present ideas accordingly. They identify common organisational patterns and language features of predictable spoken texts.Students independently read and view familiar and challenging texts and justify interpretations of ideas, information and events,using a range of skills and strategies. They integrate a range of skills and strategies efficiently when reading and interpreting textsand visual images. Students recognise and explore the relationship between writers and readers and how writers use language tocreate different worlds and achieve a range of purposes. They explore the structure and grammatical features for a range ofwritten and visual texts.Students write well-structured literary and factual texts in terms of topic, purpose, audience and language by drafting, revising andproofreading. They use accurate sentence structure, grammatical features and punctuation conventions to produce various textsand spell familiar and unfamiliar words using knowledge of letter-sound correspondence, common letter patterns and a range ofother strategies. Students use joined letters when writing in NSW Foundation Style and develop basic desktop publishing skills.Students explain how they structure their writing to achieve intended purposes.EnglishStage 3Talking and Listening n Reading n WritingStudents communicate effectively, using considered spoken language to entertain, inform and influence audiences for an increasingrange of purposes. They work productively and independently, in pairs or groups to deliver effective oral presentations using variousskills and strategies. Students listen attentively to gather specific information and ideas, recognising and exploring how spoken andwritten language differs, and how spoken language varies according to context. Students evaluate characteristic language features andorganisational patterns of challenging spoken texts.Students independently read and view an extensive range of complex texts and visual images using a comprehensive range of skillsand strategies. They respond to themes and issues within texts, recognise point of view and justify interpretations by referring to their


own knowledge and experience. Students identify, critically analyse and respond to techniques used by writers to influence readersthrough language and grammar. They identify text structure of a range of complex texts and explore how grammatical features workto influence an audience understands of written, visual and multimedia texts.Students write well-structured and well-presented literary and factual texts for a wide range of purposes and audiences, dealing withcomplex topics, ideas, issues and language features. They write well-structured sentences, effectively using a variety of grammaticalfeatures. Students spell most common words accurately, and use a variety of strategies to spell less common words. They use a fluentand legible style to write and employ computer technology to present written texts effectively in a variety of ways for differentpurposes and audiences. Students evaluate the effectiveness of their writing by focusing on grammatical features and the conventionsof writing.

NSW Board Of Studies



Pages 40 - 41


Facilitator NotesNotes to support Facilitators in their presentations

Purpose of this initiative: To assist schools to re-visit the Spelling K-6 document. To assist schools to re-visit where the teaching of spelling fits into

the English Syllabus. To assist teachers to improve for all students across North Coast

Region. To ensure that North Coast Region has a relevant and systematic

approach to the teaching of spelling. To provide teachers with assessment tools to identify specific

needs and drive teaching of spelling. To provide teachers with strategies to respond to the identified

needs resulting in improved student outcomes in spelling. To provide schools with information to develop a common

understanding of how spelling is taught.

Role of the Facilitators: To demonstrate and encourage the English K-6 Spelling Document. To promote and support schools to implement the North Coast

Strategy. To monitor ongoing practice and outcomes. To feed back from schools. If required and if time permits conducting parent workshops.


Staff Training PackageTo assist school based staff to present to the whole school.Purpose of this initiativeTo provide a practical tool for the teaching of spelling, based on the Teaching and Learning Cycle, embedded in all Klaus in accordance with:

Existing DET resources to support the teaching of spelling:

English K-6 Syllabus. Learning to Write-Skills and strategies.WES1.11, WS1.11 , WS2.11 , WS3.11 Focus on Literacy: Spelling. Teaching Spelling K-6. Programming and Strategies Handbook.

Why is spelling important? Spelling is a tool for writing and therefore communication. Spelling is valued in our society.

What is the teacher’s role?Empowering students with the strategies to use a problem solving approach to spelling.

Learning to spell is an ongoing process. It is not the memorization of lists of increasingly tricky words that are not attached to meaning.

Students need to know about: what words mean how they sound how words look how words change form where words come from

This forms the basis of the strategies that writers use when working out how to spell words. Adapted from Focus on Literacy: Spelling DET 1998

What will this look like in the classroom?


Teaching and Learning Cycle:

Students involved in lots of reading – Students need to see the words in print to know how to spell them. Not all words in our English language can be ‘sounded out’. Opportunities for students to see modeled reading, shared reading, guided reading and personal reading contribute to the development of spelling.

Students involved in lots of writing – Students can invent spellings for words not yet known based on their growing knowledge of sound/letter relationships, patterns and the written language.Opportunities for students to see modeled writing, guided writing and to participate in individual, experimental writing are paramount in the development of spelling.

Students involved in spelling as problem solving – Children need to see spelling as a problem solving activity, not words that need to be


assessment

Planning Programming using syllabus outcomes driven by data collection

TeachingLearning experienceStrategies to address identified needs

Assessing and recordingCollecting meaningful data to inform teaching practices

Teaching And Learning Cycle

memorised and then forgotten. Students should be given opportunities to use a range of strategies to solve the spelling of unknown words.

How can we fit this in to an already over crowded curriculum?Easy!Spelling is not a separate or extra subject to teach. We do not have to timetable for isolated spelling instruction as such.This does not mean that spelling is not explicitly taught but refers to when and where it is taught.Relating the explicit teaching of spelling to relevant learning will ensure transference of knowledge across all learning, not just in spelling lists.

Spelling is not a separate, isolated lesson but rather, is a teaching of knowledge and strategies that are integrated into the reading and writing process.

Teaching Spelling K-6 (pg 19)

Embedding Spelling in the classroom

Step 1 Assess to identify individual student and whole class needs.

See Criterion Based Assessment Document. Complete class profile. Identify strengths and areas of need on a whole class basis and individual basis. Use this knowledge to plan your teaching.

Step 2 Response to whole class need.

Systematically plan to include this teaching across KLAs.This can include during modeled reading in literacy, HSIE, S&T etc.Use Spelling Strategies Resources.

Response to individual need.Plan to include this instruction in guided groups.

Step 3 Ongoing criterion assessment to supplement other assessment tools to ensure improved student outcomes.

ExampleConnected Outcomes Group ( C )

It sounds too easy. What else do we need to consider?

1) School Culture/Organisation. Schools may have a program in place already, sometimes including students moving to different classrooms


Response: If the existing program: is responsive and relevant to student needs and inclusive across all learning is aligned with the English Syllabus and Spelling K-6 document uses the T&L cycle as a basis for ensuring student needs are being

assessed and met consistently demonstrates improved student outcomes in spelling

- the school will continue to use the program.If the existing program does not fulfill these criteria then a change of practice is recommended.

2) Parent Perceptions. If lists of increasingly random and tricky words are not sent home each week, to be memorised for the weekly test, the perception may be that spelling is not being taught.

Response: A parent information package is included to enable the school to ensure a shared understanding between school and home as to how spelling is being taught.

3) Lack of resources/time to prepare resources.

Response: This package provides the resources to support the teaching of spelling, using the 4 forms of spelling knowledge across all KLAs.Support resources are provided within the COGS framework.


Parent Training Package

To assist the school to present to parents.

What is our purpose?Our region is committed to improving and empowering students to be successful spellers, writers and communicators. Developing a shared understanding and partnership between school and home, will ensure a consistent approach to the teaching of spelling skills and strategies.

Why is spelling so important? Spelling is a tool for writing and therefore communication. Spelling is a valued in our society.

What do WE do when trying to spell an unfamiliar word?Activity: Appendix 1.

We can’t Teach students to spell every word they’ll ever need.

Learning to spell must be an ongoing process.

Memorising lists of increasingly tricky words that are not attached to meaning is not the most effective method of assisting students to be ongoing, successful spellers.Activity: Appendix 2

Students need to know about: what words mean how they sound how words look how words change form where words come from

Spelling is empowering students with the strategies to use a problem solving approach to spelling.

How can parents/home partners help?Classroom Strategies For The Teaching Of Spelling

25

Students involved in lots of reading – Students need to see the words in print to know how to spell them. Not all words in our English language can be ‘sounded out’. Opportunities for students to see and hear words will contribute to the development of spelling. Reading to your child, with your child and encouraging your child to read independently will have a positive impact on development of spelling skills.

Students involved in lots of writing – Students can invent spellings for words not yet known based on their growing knowledge of sound/letter relationships, patterns and the written language.Opportunities for students to see writing and to participate in individual, experimental writing are paramount in the development of spelling.

Students involved in spelling as problem solving – Children need to see spelling as a problem solving activity, not words that need to be memorised and then forgotten. Students should be given opportunities to use a range of strategies to solve the spelling of unknown words.

So when and how can parents/home partners do this?With sport, dancing lessons, music lessons, homework etc. etc finding time to fit extra work in is impossible!Seeing opportunities in the daily routine is the answer. Shopping Lists – Encourage your child to write the shopping list for

you. Encourage them to have a go at unknown words. Encourage them to identify where they may be able to see the correct spelling. E.g. pantry, ‘junk mail’ etc.

When shopping - ask your child to find the aisle where you can find a nominated item. (Aisle signage)

Signs – Draw your child’s attention to signs. Categorise by what they start with, shortened word etc.

TV Guide – Ask your child to find words they know in the TV guide.Encourage them to work out what some other words are that would help them to know what is going to be on.

TV Credits – Encourage your child to watch for words they know on the TV. Assist to identify words that occur regularly and work out what they say.

Notes – Have your child write notes for school etc. Lunch orders – Have your child write their own lunch orders. Have a dictionary visible and readily available. Use it together when trying to spell an unfamiliar word. Always encourage your child’s attempts to spell new words.

What should you do if your child asks you to spell a word for him/her?


Ask your child what sounds he/she can hear in the word. Ask your child to say the first sound and/or the last sound. Acknowledge if you can’t, or you are unsure of the spelling and look it up in the dictionary together. Spell the word for him/her, vocalising strategies that you are using to spell it correctly. Just spell it.

Should children be encouraged to only write (pen to paper) when they are sure their spelling is correct?No!“Get it out, get it down, get it right”

Encourage and praise your child’s attempts to express their ideas in writing.Value your child’s writing for its purpose.Enjoy your child’s writing.Praise the parts of the spelling that your child has correct.Assist your child to proofread and attend to spelling when appropriate.

What can you learn from reading your child’s writing?Activity: Appendix 3

If your child does not write for fear of making spelling mistakes, development of spelling skills will be affected.


Appendix 1 – Cut up to make 5 handouts for parent/staff presentations.

The car accident caused blood to burst from her blood vessels. The doctors worked frantically to stop the h__________________.






Appendix 1 (cont.)

Distribute handouts.Read sentence aloud, not inserting the final word.Have participants write the final word.Ask participants to identify the strategy they used to spell the word.

Example: I sounded out the word, using the first sound provided.

Example: I knew the word couldn’t be sounded out so I tried to visualise the word in books that I have read.

Example: I used my knowledge of Latin/Greek rules e.g. rrhagia means discharge and/or haemo means blood.

(Correct spelling: haemorrhaging)

Discuss the degree of knowledge we relied on to complete this task.We relied on a range of strategies.


Appendix 2

Read the following list to participants.Listen to this list:jumpingtreeoffactivehairkeyorangeDo not refer to the list just read.

Begin discussion as to how students learn better in context. If there is meaning attached then learning is more likely to be retained.

Ask a participant to recall the list read earlier.

Re-read the list as following:jumping – the ants are jumping on me.tree – they were tree ants.off – they jumped off the tree.active – the ants were so active biting me.hair – it hurt so much my hair was standing up on my neck.key – I found the key was to jump around to shake them off.orange – The ants were orange.

Discuss the story about the ants the impact of adding a context to the words.Relate to language/spelling/writing.


Appendix 3

Student writing sample 1.Early Stage 1

See CD for writing samples in student handwriting

Student writing sample 2Stage 1

See CD for writing samples


See CD for writing samples



PHONOLOGICALKNOWLEDGE

How words and letter combinations sound

The names of letters, the sounds they represent and the ways which letters can be grouped to make different sounds

The concept of onset and rime, e.g. ‘p’ is the onset and ‘ink’ is the rime

How to segment the sounds in words into chunks of sound


VISUALKNOWLEDGE

The way words and letter combinations look

Recall and compare the appearance of words

Recognise what letters look like and how to write them

Recognise that letters can be grouped in particular ways, e.g. endings


MORPHEMICKNOWLEDGE

The meaning of words and the way they take different spellings when they change form

How compound words are constructed

Suffixes and prefixes Rule generalisations


ETYMOLOGICALKNOWLEDGE

The derivation of words

Roots of words and word meanings, origins and history

Clusters of letters that not only look the same but are related in meaning, often because of their root


Prior KnowledgeFollowing are three diagnostic assessment tools. They are not stage related nor meant to be used in isolation. This is one form of assessment to inform teaching practice and assist to identify specific class and individual student areas of need.Contained are: The Judith Hall diagnostic assessment in its entirety. Alternate Test A-D - adapted test that has been modified. While still following the original test guidelines, this test follows the NSW English K-6 Syllabus outcomes and expectations. Short Alternate Test A-D – Shortened Test. While still following the original test guidelines, this test follows the NSW English K-6 Syllabus outcomes and expectations.Focus words can be changed as long as the word substituted is consistent with the spelling breakdown of the previous words, as is demonstrated by bracketed words underneath.It is important that verbal instructions are followed when administering assessments to ensure consistent data.Primary students are students from Kindergarten to year 6. The diagnostic tools help plan for teaching programs when used as parallel pre and post assessment. (Curriculum Planning and Programming, Assessing and reporting To Parents K-!2 Policy) “Teachers plan assessment strategies when developing teaching programs and will also make additional judgements in the course of teaching and learning”

Criterion Based Spelling Test Entire Version -A Classroom Strategies For The Teaching Of Spelling

36

Sight words testing visual knowledgeVerbal instructions to the students.We’re going to be writing some sight words.Sight words are words that you remember to spell correctly simply because they ‘look right’.Here are 20 sight words. Write each word carefully and check your spelling to make sure it looks right. Sight words should always look right.If you are unsure, have a go anyway.

Focus word Verbal InstructionsThe the; the ball.

the cat.the

And and; a bat and balla cat and dogand

Of of; a plate of soupa bowl of fruitof

To to; go to the beachI go to schoolto

Was was; was it there?what was that?was

said said; he said something.The man said somethingsaid

Some some; I ate some cake.She had some toosome

School school; we go to school.I like school.school

There there; put it over there.there are books at home.there

That that; what was that?that is great.that

For for; is that for me,that is for me.for

He he; he is my brother.he is 10 years old.


Focus word Verbal Instructionshe

By by; I came by bus.they went by plane.by

They they; where are they.they are here.they

which which; which one is blue?which one is mine?which

One one; one,two,threethe number one.one

You you; you are ten years oldyou are my friendyou

Were were; were you on the bus?we were all there.were

Their their; (the one that owns something) Is that their ball?It is their cat.their

Her her; that is her bookdo you know her name?her

Final verbal instructions to the students.Now, once again check your spelling to make sure it looks right.

Diagnostic Considerations.Primary students should not have any errors from this list.Consider using the additional test written test for proofreading(Judith Hall) to support findings. Students may have to rely on other forms of knowledge to support their spelling. It is important to test other knowledge areas to gain information on their overall spelling strategies.Perhaps a referral to an optometrist or similar medical provider would be appropriate for students who appear to have a deficit in visual knowledge.

Criterion Based Spelling Entire Version -B

Phonetically regular words for testing phonological knowledgeClassroom Strategies For The Teaching Of Spelling

38

Verbal instructions to the childrenWe’re going to write 12 phonetically regular words.These are words that you can ‘sound out’.Write each one carefully and check your spelling to make sure it sounds out.You should have a letter or letter combination for every sound.If you are unsure, have a go anyway.

Focus Word Verbal Instructionshat(cvc)

hat; Repeat slowly while sounding each sound within the complete blended word. h/a/tthe hat on my head.I have a new hat for school. hat

hike(cvc-e)

hike; Repeat slowly as above.I went for a hike.I enjoy going for a hike. hike

wait(cvvc)

wait; Repeat slowly as above.Wait there please.We had to wait. wait

bird(r-controlled vowel)

bird; Repeat slowly as above.The bird flew to the tree.I have a pet bird. bird

glob(initial c-blend short vowel)

glob; Repeat slowly as above.There is a glob of glue on my shirt.I want a glob of cream on my dessert. glob

belt(short vowel final c-blend)

belt; Repeat slowly as above.A belt will hold up my trousers.The nuts moved on the conveyer belt. belt

claim(initial c-blend long vowel)

claim; Repeat slowly as above.A mining claim.She made a claim for the pencil on the table. claim

strict(initial c-blend short v,final c-blend)Focus word

strict; Repeat slowly as above.A strict rule.A strict principal. StrictVerbal Instructions

shop(c digraph beginning)

shop; Repeat slowly as above.I love to shop.I like the ice-cream shop the best. shop

crushc digraph ending)

crush; Repeat slowly as above.Be careful not to crush the cat.Crush the ice for the esky. crush

sketch sketch; Repeat slowly as above.Classroom Strategies For The Teaching Of Spelling

39

Focus Word Verbal Instructions(c blend-short v c blend digraph) I love to sketch.

My sketch of my dog is my favorite sketch. sketch

out(vowel diphthong)

out; Repeat slowly as above.Get out of bed now.Behind the shed is out of bounds. out

Diagnostic ConsiderationsPrimary students should be able to spell 80% of these words.Consider the combination of c, v, diphthong, and digraph.Consider where the error occurred e.g. beginning/end.Perhaps use additional tests for specific diagnostic purposes to support findings.Students may have to rely on other forms of knowledge to support their spelling. Therefore it is important to test other knowledge areas to gain information on their overall spelling strategies.Perhaps a referral to a speech pathologist or similar medical provider would be appropriate for students who appear to have a deficit in phonological knowledge.


Criterion Based Spelling Test Entire Version - C

Application of spelling rules for testing morphemic knowledge.

Verbal Instructions to students.Now let’s check if we know some spelling rules .First, let’s check for rules for adding suffixes. Suffixes are always added to the end of the words, and the addition of suffixes is responsible for most of the spelling rules.Nearer the other end of the test we will check other rules, such as 2 syllable words and making compound words. All of these words follow the rules, there are no tricks.If you are unsure of the rule, have a go anyway.

Focus Word Verbal Instructionspatted(cvc + suffix)

Patted; She patted the dog. The rain patted on the window. Patted.

hiking(cvc-e + suffix)

Hiking; I go hiking in the mountains.People go hiking all over the world. Hiking.

waited(cvvc + suffix)

Waited; I waited all day. They waited at the station for the train. Waited.

birdie(R-controlled vowel + suffix)

Birdie; A birdie is a golf score.Some people call a little bird, a birdie. Birdie.

slobber(initial c-blend, short vowel + suffix)

Slobber; I try not to slobber in my soup. It’s fun to slobber ice-cream. Slobber.

melting(short vowel, final c-blend + suffix)

Melting; The butter is melting. I like melting cooking chocolate Melting.

claimable(initial c-blend, long vowel + suffix)

Claimable; Lost property is claimable. Gold is claimable. Claimable.

strictly( c-blend,short v final c-blend + suffix)

Strictly; Strictly no entry. Apply the rules strictly. Strictly

crushing(short v consonant digraph + suffix)

Crushing; Crushing ice. The tree fell, crushing the roof. Crushing.

sketches(sibilant + plural suffix)

Sketches; I love sketches. My sketches are great. Sketches.

outing(v diphthong + suffix)

Outing; I went on an outing to the zoo. School had an outing to the movies. Outing.

Application of spelling rules for testing morphemic knowledge . Verbal Instructions to students.

That’s enough suffixes! Now let’s check that you know other spelling rules.


Focus Word Verbal Instructionsdistrust(1 syllable word + prefix)

Distrust; I distrust my dog with my cat. If you distrust somebody it means that you don’t trust them. Distrust.

kitten(2 syllable word; initial syllable short vowel sound)

Kitten; A kitten is playful. Many people have a kitten for a pet. Kitten.

bisect(2 syllable word; initial syllable long vowel sound)

Bisect; If you bisect something, you cut it up. Most people bisect their meat before they eat it. Bisect.

silkworm(Compound word)

Silkworm; A silkworm is a worm that makes silk. I keep my silkworms in a shoebox. Silkworm.

Diagnostic ConsiderationsPrimary students should be able to spell 80% of these words.Appropriate treatment of the spelling rules may be indicated, in particularly noting: The general rules. Long vowel letter pairs patterns. Summary activities of the vowels chart. Specific spelling rules.


Criterion Based Spelling Test Entire Version – D

Ability to use etymological KnowledgeVerbal Instructions to students.Now let’s check that you know how to apply etymological knowledge.Etymological knowledge helps us to put words into groups, and it also helps us to remember tricky spellings.In this test, I will write the word on the board.

Write “ear” on the board.

Focus Knowledge Verbal Instructions.ear The word ear can be found in other

words that deal with hearing.hear Look at the word ear.

Now spell hear; You hear with your ear. Hear.

heard Again, look at the word ear.Now spell heard; You heard with your ear. Heard.

Remove the word from the board.

Write “you” on the board.

Focus Knowledge Verbal Instructionsyou The pronoun you can be found in

other words that deal with things that belong to you.

your Look at the word youNow spell: yourThey are your things.Your.

yours Look at the word youNow spell: yoursThose things are yours.Yours.



Criterion Based Spelling Test Entire Version – D Continued

Ability to use etymological Knowledge

Write “here” on the board.

Focus Knowledge Verbal Instructionshere This word here can be found in other

words that deal with putting things somewhere.

there Look at the word hereNow spell: there.There is your ball, put it over there please.There.

where Look at the word here.Now spell: where.Where did you put your ball?


Write five and fifth on the board.

Focus Knowledge Verbal Instructionsfive, fifth Fifth is the ordinal number for five.

Look carefully to see how five changes to become fifth.

twelve Look at the words five and fifthNow spell: twelve.Twelve has the same letter ending as five.Twelve.

twelfth Look at the words five and fifthNow spell: twelfth.Twelfth is the ordinal number for twelve.

Remove the words from the board.


Criterion Based Spelling Test Entire Version – D ContinuedAbility to use etymological Knowledge

Write “aqua” on the board.

Focus Knowledge Verbal Instructionsaqua The word aqua is an abbreviation for

the colour aquamarine, a colour often seen in the ocean.Aqua is part of many words to do with water.

aqualung Look at the word aqua.Now spell: aqualung.An aqualung is used for breathing underwater.Aqualung.

aquarium Look at the word aqua.Now spell: aquarium.I saw a shark in the aquarium.Aquarium.


Write beau on the board

Focus Knowledge Verbal Instructionsbeau The word beau is a French word,

meaning handsome man. Beau is in many words to do with beauty.

beaut Look at the word beau.Now spell; beaut.You beaut. Beaut.

beautiful Look at the word beau.Now spell beautiful. It is a beautiful day. Beautiful.

beauty Look at the word beau.Now spell beauty. My new car is a beauty. Beauty.

Remove the word from the board.Diagnostic Considerations.Having been given the appropriate piece of etymological knowledge, 80% of primary students should be able to spell these words. Etymological knowledge helps students to remember the consistencies in the many irregularities of the English language.


NSW Criterion Based Spelling – student answer sheet

Name _______________________ Grade_____________ Date________________

Visual Knowledge Morphemic Knowledge Phonological Knowledge Etymological Knowledge


NSW Criterion Spelling Entire Version Class Profile. A – Visual Knowledge

theandoftowassaidsomeschooltherethatforhebytheywhichoneyouweretheirher


NSW Criterion Spelling Entire Version Class Profile B – Phonological Knowledge

hathikewaitbirdglobbeltclaimstrictshopcrushsketchout


NSW Criterion Spelling Entire Version Class Profile C – Morphemic Knowledge

pattedhikingwaitedbirdieslobbermeltingclaimablestrictlycrushingsketchesoutingdistrustkittenbisectsilkworm


NSW Criterion Spelling Entire Version Class Profile D – Etymological Knowledge

hearheardyouryourstherewheretwelvetwelfthaqualungaquariumbeautbeautifulbeauty


Criterion Based Spelling Test Alternate Version –A

Sight words testing visual knowledgeVerbal instructions to the students.We’re going to be writing some sight words.Sight words are words that you remember to spell correctly simply because they ‘look right’.Write each word carefully and check your spelling to make sure it looks right. Sight words should always look right.If you are unsure, have a go anyway.

Focus word Verbal Instructionsthe the; They had the ball.

They bought the cat. theand and; I have a pen and pencil.

Who has the pink and green ball? and

of of; There are 3 of us here Do you want a piece of cake? of

to to; You can go to the beachYou must go to school. to

was was; was it there? what was that? was

said said; he said something. The man said something said

some some; I ate some cake. She had some too some

school school; we go to school. I like school. school

there there; put it over there. there are books at home. there


Diagnostic Considerations.Primary students should not have any errors from this list.Consider using the additional test written test for proofreading to support findings.Students may have to rely on other forms of knowledge to support their spelling. It is important to test other knowledge areas to gain information on their overall spelling strategies


Criterion Based Spelling Test Alternate Version –BPhonetically regular words for testing phonological knowledgeVerbal instructions to the childrenWe’re going to write words that you can ‘sound out’.Write each one carefully and check your spelling to make sure it sounds out. You should have a letter or letter combination for every sound.If you are unsure, have a go anyway.

Focus Word Verbal Instructionshat hat; Repeat slowly while sounding

each sound within the complete blended word. h/a/tthe hat on my head.I have a new hat for school. hat

fit fit; Repeat slowly as above.Can you fit everything in your bag?I enjoy being fit & healthy. fit

cut cut; Repeat slowly as above.I cut my finger.You can cut some cake to eat. cut

met met; Repeat slowly as above.I met my friend at the park.Have we ever met? met

rod rod; Repeat slowly as above.I caught a fish with my rod.The curtain hangs on a rod. rod

shut shut; Repeat slowly as above.Shut the gate please.Shut the book now. shut

chin chin; Repeat slowly as above.I fell on my chin.My chin moves when I chew. chin

rake rake; Repeat slowly as above.I will rake the leaves.I have a garden rake. rake

thing thing; Repeat slowly as above.What is that thing in the book?What thing can you see? thing

Diagnostic Considerations.Does student know medial vowel sounds?What blends does student know?Consider where the error occurred e.g. beginning/end.


Criterion Based Spelling Test Alternate Version – C

Application of spelling rules for testing morphemic knowledge . Verbal Instructions to students.

If you are unsure of the rule, have a go anyway.

Focus Word Verbal Instructionshats hats: I have 2 hats.

My hats are all pink. hatsfitting fitting: Is it fitting in to the bag?

It is hard fitting lunch in. fittingraked raked: He raked the leaves up.

Have you raked the soil? rakedringing ringing: The phone is ringing.

Is he ringing me tonight? ringingsomething something: I can hear something.

Can you smell something? somethingdo do: Do you like reading?

Do you hear the bell? dodoes does: Does dog like to play?

What does he do at work? doeshot hot: In summer it’s hot.

It is hot in here today. hothotter Hotter: Today is hotter than

yesterday.It is hotter in Queensland. hotter

hottest hottest: It is the hottest day.This pie is the hottest of all. hottest

thirty thirty: She is thirty years old.Thirty is three lots of ten. thirty

Diagnostic ConsiderationsAppropriate treatment of the spelling rules may be indicated, in particularly noting: The general rules. Suffixes Compound words Comparatives and superlatives.


Criterion Based Spelling Test Alternate Version – D

Ability to use etymological KnowledgeWrite “ear” on the board. The word ear can be found in other words that have to do with hearing.

Focus Knowledge Verbal Instructions.hear Look at the word ear.



Sometimes we shorten words and just use the initials or letters.Write T.V on the board. What is this short for?

Focus Knowledge Verbal InstructionsNSW Write what the initials NSW stand for.ACT Write what the initials ACT stand for?

Sometimes we borrow words from other languages.Write Oct on the board. Oct is Latin for 8.

Focus Knowledge Verbal InstructionsOctopus Octopus: An octopus has 8 tentacles.Octagon Octagon: An octagon is a shape that

has 8 sides.

Write aero on the board. Aero means air. Write these words that have aero in them.

Focus Knowledge Verbal Instructionsaeroplane Aeroplane: I went on an aeroplane to

Sydney.aerodrome Aerodrome: An aerodrome is where

aeroplanes are kept.

Diagnostic Considerations.Having been given the appropriate piece of etymological knowledge, some students should be able to spell these words. Etymological knowledge helps students to remember the consistencies in the many irregularities of the English language.


Visual Knowledge Class profile – Criterion Based spelling Alternate Version - A

Focus Word

theandoftowassaidsomeschoolthere


Phonological Knowledge- Criterion Based spelling Alternate Version - B

Focus Word

hatfitcutmetrodshutchinrakething


Morphemic Knowledge- Criterion Based spelling Alternate Version - C

Focus Word

hatsfittingrakedringingsomethingdodoeshothotterhottestthirty


Etymological Knowledge- Criterion Based spelling Alternate Version - D

Focus Word

hearheardNSWACToctopusoctagonaeroplaneaerodrome


Answer Sheet For students for test Alternate Version

Visual Phonological Morphemic Etymological


Criterion Based Spelling Test Short Alternate -A

Sight words testing visual knowledgeVerbal instructions to the students.We’re going to be writing some sight words.Sight words are words that you remember to spell correctly simply because they ‘look right’.Write each word carefully and check your spelling to make sure it looks right. Sight words should always look right.If you are unsure, have a go anyway.

Focus word Verbal Instructionsthey they; They had a ball.

They bought a cat. theywhen when; When can I play?

When will you be home whenare are; You are very clever

Are you coming home yet? areyou you; You can go to the beach

You must go to school youwas was; was it there?

what was that? wassaid said; he said something.

The man said something saidsome some; I ate some cake.

She had some too someschool school; we go to school.

I like school. schoolthere there; put it over there.

there are books at home. there


Diagnostic Considerations.Primary students should not have any errors from this list.Consider using the additional test written test for proofreading to support findings.Students may have to rely on other forms of knowledge to support their spelling. It is important to test other knowledge areas to gain information on their overall spelling strategies.


Criterion Based Spelling Test Short Alternate –BPhonetically regular words for testing phonological knowledge

Verbal instructions to the childrenWe’re going to write words that you can ‘sound out’.Write each one carefully and check your spelling to make sure it sounds out. You should have a letter or letter combination for every sound.If you are unsure, have a go anyway.

Focus Word Verbal Instructionssand sand; Repeat slowly while sounding

each sound within the complete blended word. s/a/n/dThe sand is hot.I have sand in my shoes. sand

best best; Repeat slowly as above.That is your best dressI think your work is the best. best

jump jump; Repeat slowly as above.I can jump really high.You can jump so high. jump

stream stream; Repeat slowly as above.The water in the stream is cold.The stream runs by a road. stream

out out; Repeat slowly as above.I went out.Three strikes you’re out. out

shut shut; Repeat slowly as above.Shut the gate please.Shut the book now. shut

chin chin; Repeat slowly as above.I fell on my chin.My chin moves when I chew. chin

rake rake; Repeat slowly as above.I will rake the leaves.I have a garden rake. rake

thing thing; Repeat slowly as above.What is that thing in the book?What thing can you see? thing

Diagnostic Considerations.Does student know medial vowel sounds?What blends does student know?Consider where the error occurred e.g. beginning/end.


Criterion Based Spelling Test Short Alternate – C

Application of spelling rules for testing morphemic knowledge . Verbal Instructions to students.If you are unsure of the rule, have a go anyway.

Focus Word Verbal Instructionshats hats: I have 2 hats.

My hats are all pink. hatsfitting fitting: Is it fitting in to the bag?

It is hard fitting lunch in. fittingraked raked: He raked the leaves up.

Have you raked the soil? rakedringing ringing: The phone is ringing.

Is he ringing me tonight? ringingsomething something: I can hear something.

Can you smell something? somethingdo do: Do you like reading?

Do you hear the bell? dodoes does: Does dog like to play?

What does he do at work? doeshot hot: In summer it’s hot.

It is hot in here today. hothotter Hotter: Today is hotter than

yesterday.It is hotter in Queensland. hotter

hottest hottest: It is the hottest day.This pie is the hottest of all. hottest

thirty thirty: She is thirty years old.Thirty is three lots of ten. thirty

Diagnostic ConsiderationsAppropriate treatment of the spelling rules may be indicated, in particularly noting: The general rules. Suffixes Compound words Comparatives and superlatives.


Criterion Based Spelling Test Short Alternate – D

Ability to use etymological KnowledgeWrite “ear” on the board. The word ear can be found in other words that have to do with hearing.

Focus Knowledge Verbal Instructions.hear Look at the word ear.



Sometimes we shorten words and just use the initials or letters.Write T.V on the board. What is this short for?

Focus Knowledge Verbal InstructionsNSW Write what the initials NSW stand for.SRC Write what the initials SRC stand for?

Sometimes we borrow words from other languages.Write Oct on the board. Oct is Latin for 8.

Focus Knowledge Verbal InstructionsOctopus Octopus: An octopus has 8 tentacles.Octagon Octagon: An octagon is a shape that

has 8 sides.

Write aero on the board. Aero means air. Write these words that have aero in them.

Focus Knowledge Verbal Instructionsaeroplane Aeroplane: I went on an aeroplane to

Sydney.aerodrome Aerodrome: An aerodrome is where

aeroplanes are kept.

Diagnostic Considerations.Having been given the appropriate piece of etymological knowledge, some students should be able to spell these words. Etymological knowledge helps students to remember the consistencies in the many irregularities of the English language.


student answer sheet Short Alternate Test Visual Phonological Morphemic Etymological



Class Profile Proforma Short Alternate

Focus Word

visualtheywhenareyourwassaidsomethentherephonologicalsandbestjumpstreamoutshutchinrakething


morphemichatsfittingrakedringingsomethingdodoeshothotterhottestthirtyetymologicalhearheardNSWSRCoctopusoctagonaeroplaneaerodrome


Analysis of Data Proforma for all Criterion Tests

Student name Identified Individual Needs

Identified Class Needs Strategies


GlossaryAcronym: A word formed from the initial letters in a phraseAlphabetic principle: An assumption underlying alphabetic writing systems that speech sounds are represented by letters.Analogy: In spelling, using a known word to help in the spelling of other words.Base Word: A word to which prefixes and suffixes may be added to create words relate in meaningBlend: The joining of sounds represented by two or three letters with minimal change in those sounds – for example, spl, in split.Blended Word: A word formed from portions of two words – e.g.. smog = smoke + Fog. The meaning of a blended word is also a combination of the meaning of the two words it came from.Comparative Form: Form of an adjective or adverb to compare two itemsCompound Word:1) A word having its meaning the meaning of the two or more smaller words within it – e.g., the compound word roommates relates to the meaning of room and mate2) A word consisting of two or more free morphemes (the smallest units of Meaning) with a meaning that is unrelated to the meanings of the morphemes e.g., butterfly.Consonant: 1) A speech sound made by partial or complete blockage of the breath2) A letter of the alphabet representing any of these sounds.Contraction: The shortening of a spoken or written expression by the omission of one or more sounds or letters. There are two types of contractions: one is formed from two words in which the omitted letters are represented by an apostrophe (we’re); the other is the shortened form of one word in which the omitted letters are not represented by an apostrophe (Dr).Derivative: An English word or portion of a word derived from other languages such as Greek, Latin, or Old French.Digraph: Two or more letters that represent one speech sound – e.g., the vowel digraphs eigh and ai and the consonant diagraphs th and ch.Diphthong: A vowel sound created by combining two vowel sounds, such as in buy.Eponym: A word derived from the name of a person, a place, pr an institution,E.g.; pasteurization, after Louis Pasteur.


Generalization: In spelling, a general conclusion about how written English works.High-Frequency Words: Words used often in reading and writingHomographs: Words that sound different, but are spelt the same and have different meanings E.g.; minute (time) and minu/te table (small)Homonyms: Words that sound the same and are spelt the same, but have different meanings E.g.; table (furniture) and table (math)Homophones: Words that sound the same, but are spelt differently and have different meanings E.g.; hear and here.Interactive writing: A writing partnership in which the teacher and the students plan and compose texts together, and the teacher shares the pen with the students. It provides opportunities for the teacher to demonstrate and the children to practice strategies good writers and spellers use.Letter name: A consistent label given to each letter of the alphabet.Meaning strategy: Using the structural relationships between words when attempting to spell unknown words, E.g.; using the generalization that past tense if often indicated by the suffix Ed when attempting to spell an unknown word in the past tense.Modeled writing: Demonstrating writing in front of students or introducing previously written print.Onset: The consonant or consonants preceding the vowel in a syllable, E.g.; ple, /l/ in look.Phoneme: The smallest sound unit of spoken language. E.g.; the word telephone has seven Phonemes: /t/-/e/-/l/-/e/-/f/-/o/-/n/.Phonemic Awareness: Awareness of the separate sounds in words.Phonic Strategy: Using the sound-letter relationships in words when attempting to spell.Unknown words, E.g.; using the generalization that the /w/ sound is usually represented by the letter w when attempting to spell an unknown word with /w/ sound.Phonics: Letter-sound correspondences in a language.Phonological Awareness: The ability to hear and manipulate sound units in the language, such as syllables, onsets and rimes, and individual sounds in words (phonemes).Phonology: The study of speech sounds and their functions in language.Prefix: An affix attached before a base word that changes the meaning of the base word.Rime: The first vowel and any following consonants or vowels of a syllableE.g.; /ook/ in look.Schwa: In English, the midcentral vowel in an unstressed syllable. E.g.; /a/ in above, and /u/ in industry.

Shared Writing: A writing partnership in which the students and the teacher together compose a piece of writing, then the teacher writes the piece. Unlike interactive writing, the pen is not shared between the


students and the teacher, even though the students may suggest how the words should be spelt.Spelling Patterns: A group of letters representing a sound, including groups of letters, such as ould and ear, and diagraphs.Stress: The emphasis or degree of loudness placed on a syllable.Suffix: An affix attached to the end of a base word that changes the meaning or grammatical function of the word.Superlative Form: Form of an adjective or adverb used to compose more than two items.Syllable: The smallest unit of sequential speech sounds consisting of either a vowel sound or a vowel sound with one or more consonant sounds.Visual Strategy: Using the visual relationships between words when attempting to spell unfamiliar words, E.g.; knowing that the spelling pattern eigh represents the /ay/ sound in eight when attempting to spell the word weigh.Vowel:1) A voiced speech sound made without stoppage or friction of the air flow as it passes through the vocal tract.2) A letter of the alphabet representing any of these sounds: The letters A, E, I, O, U,Word Family: A group of words related in meaning. Words in a word family might be derived from the same base word and have different prefixes and/or suffixes added to it. E.g.; the word replays is derived from the base word play; the prefix re and the suffix s have been added to form a new word related in meaning to the base word, play. Compound words may also be part of a word family. E.g.; the words playground and playpen are related in meaning to the word play. Other word families may be based on derivatives. E.g.; the words photographer and telephoto are related in meaning to derivative photo.

/ / Used to indicate a sound.


Phonological Strategies (written and adapted by Carol McMahon & Johanna Bruce)

Strategy Focus Materials Syllabus LinksSpeedy spelling Letter identification Alphabet cards

See appendix 1WES1-3: 1.11

Teacher nominates a word.Students race to correctly construct the word using their alphabet cards.Teacher nominates whether students have a written model for support.

Skimming and scanning

Finding identified focus/word in context.

Relevant text.Highlighters/pencils

RES1-3 1.6

Provide a page of relevant text at student’s instructional level.Read text to students.Nominate time frame e.g. 5 minutes.Instruct students to locate and highlight the identified focus e.g. ‘ch’Extension: Use more challenging or numerous concepts.

Bargain Words Letter identificationTransferring knowledge

Numerical value for each letter of the alphabet.See Appendix 1 A-C

WES1-3: 1.11NES1-3 1.1NES!-3 1.4

On the board or a poster display a monetary value to each letter.Students assign the relevant value to each letter/sound and calculate the value of each of their words.Extension: Students calculate the total value of all of their words.Increase the monetary values of the letters.Students calculate how much change they would receive from a nominated amount.Extension: Students race within a nominated time frame to make the most expensive words they can.


Strategy Focus Materials Syllabus LinksRace to match Sound/letter matching &

identificationTwo sets of cards with

letters on them.TSES1-3 2.1

Place one set of cards, in a single line on the other side of a cleared spot. (Inside or outside)Students lay face down in front of teacher.Teacher places the other set of cards face down, in front of each student.On the given signal students take the card in front of them and race to the other side to find the matching sound.The first to match and say the sound correctly gets the point.Extension: Student must say a word with the same initial sound.Student must say a word with the same final sound.Extension: Include cards with blends.

Spiral Spelling Identifying initial and final letters/sounds.

A blank sheetor

A sheet with the outline of a spiral

See Appendix 3

WES1-3: 1.11

Teacher nominates starting wordStudents write beginning word and continue the spiral using the final sound as an initial soundExtension: student choose beginning word

Wordback Spied Her Spelling Concepts Proforma see page 85pencil

TSES1-3 2.1, WES1-3: 1.11

RES1-3 1.6

Teacher puts in the words into the gridStudents eliminate words by asking Spelling Questions to guess the word, e.g. Is it a compound wordExtension: more difficult or technical words, or more difficult spelling concepts


Strategy Focus Materials Syllabus LinksRhyming Tag

p.68Identifying rhyming

wordsCards with words on

them to initiate rhymes.See Appendix 4

RES1-3 1.6WES1-3: 1.11TSES1-3 2.1

Students sit in pairs.One student is given a card with a word on it.Student one says that word.Student two must say a word that rhymes with that word.Students continue to take turns saying different words that have the same rhymes until they can think of no more.Student chooses another card and the game continues.Extension: Teacher nominates a category (e.g. maths words) that the rhyming words must come from.Extension: Students must write the words they say.

Picture Sort Identifying initial sounds of relevant items.

Pictures showing items that have a range of

initial sounds.

WES1-3: 1.11

Teacher nominates the sound/s.Students find the pictures that fit the criteria.Extension: Increase difficulty of criteria. e.g. blends, final sound, etc.


Strategy Focus Materials Syllabus LinksStamp it Out Identifying letter

patterns to form words.26 large cards each with a letter of the alphabet

on it.See Appendix 2

RES1-3 1.6TSES1-3 2.1

Place cards on floor.The cards may be placed as they would appear on a keyboard, in alphabetical order or randomly.Students sit in a circle around the letters.Teacher nominates a student to be the ‘stamper’.Teacher writes a word on the board and the student must stamp it out.Other students monitor if the word is stamped correctly.Extension: Teacher says the word and does not provide a written model.Extension: Student chooses a word to stamp out and students must guess that word.

Starting With Identifying sounds in words.

Two sets of cards.Set one has a letter of the alphabet on each.

Set two has a topic word. e.g. food, toy, clothing, science etc.

TSES1-3 2.1

Place cards in two piles face down.Teacher nominates a student.Student takes the top card from each pile.Student must say words with the initial sound on the card, relating to the topic on the second card.Extension: Students must write the words.Extension: Include blends.Extension: Nominate final or medial sound.


Strategy Focus Materials Syllabus LinksWho’s the Boss? How the “Bossy e”

changes sounds.Blackboard. WES1-3: 1.11

Teacher writes a word on the board. e.g. mat.Teacher nominates a student to add an ‘e’ to the end of the word and say the ‘new’ word.Extension: Include words that do not work this way e.g. map and have students identify if the new word is correct.

Find the Boss Transferring spelling knowledge to authentic

text.

Authentic text.Highlighters/pencils

RES1-3 1.6

Teacher provides a piece of text. ( May vary according to instructional levels)Students highlight words that have the ‘Bossy e’.

To name or to sound that vowel?

Identifying vowel sounds in words.

A set of cards with a word on each. e.g. hat,

shake, etc.

TSES1-3 2.1WES1-3: 1.11RES1-3 1.6

Place cards face down in a single pile.Nominate a time frame. e.g. 30 secs.On the signal a student turns over the cards one at a time and says the vowel as it appears in the word. i.e. name or sound.


Strategy Focus Materials Syllabus LinksCan I come to the

party?Identifying spelling

strategies/rules.Students TSES1-3 2.1

Teacher nominates a student to be the host of the party.That student secretly tells the teacher their party rule. e.g. Words with a specific initial sound or blend, bossy e words etc.The party host asks students one at a time what they would like to bring to the party.The teacher writes each response on the board under “Yes’ or “No”.The first student who cracks the code is the next party host.Extension: “Party may be changed. e.g. museum, maths lesson, excursion etc.

Blender Bender Identifying blends in text Text.Highlighters/pencils

TSES1-3 2.1WES1-3: 1.11RES1-3 1.6

Teacher identifies blend. e.g. ’sh’, ‘th’ etc.Teacher gives students a piece of text.Students highlight the words that have the nominated blend.Students report back identifying the words that they found.Extension: Authentic text from KLA’slyrics to a songa magazineschool newsletterExtension: Blends appearing as the final sound.Blends appearing as the medial sound.Extension: Blends of increasing difficulty e.g. str.


Strategy Focus Materials Syllabus LinksIt takes two Identifying vowel blends

in words.Text

Highlighters/pencilsRES1-3 1.6

Teacher gives students piece of text.Students highlight the words that have two blends together.Students report back, identifying the vowels and the sound they provide in the word.

How do I Look? Identifying letter patterns.

Authentic text RES1-3 1.6

Teacher nominates a letter pattern. e.g. cvcc (rush)Students find words with the same letter patterns.Extension: Words must be related to a specific category. e.g. S&T,Extension: The vowel must remain the same.

Pass the blend Identifying sounds in words

Ball/beanbag TSES1-3 2.1WES1-3: 1.11RES1-3 1.6

Teacher nominates blend.Students sit in a circle.Students throw the ball to another person.The person who catches the ball must say a word that has the nominated blend.Variation: The student with the ball may say “Change” and nominate another blend and give a correct example of a word with the new blend.If correct, that blend becomes the new focus.


Strategy Focus Materials Syllabus LinksDisappearing Vowels Identifying vowels in

words.A set of cards with a

word on each that has had the vowels omitted.

TSES1-3 2.1WES1-3: 1.11RES1-3 1.6

Place cards face down in a single pile.Student turns over a card and must say what vowel has been omitted from the word.The student must say the word.Extension: Omit vowel blends.

What’s Changed? Identifying the sequence of letters that form a

word.

Letter Tiles see Appendix 1

TSES1-3 2.1WES1-3: 1.11

Teacher writes focus words on the board.Students given time to study the words.Students close their eyes.Teacher erases some of the letters.Students must identify what letters have been erased and make the appropriate correction.Student says the word.

Elkonin Boxes Identifying how sounds can be ‘chunked’

Spelling sheet containing boxes.

Students are given a spelling sheet that contains groups of boxes.Each group contains the same number of empty boxes as there are sounds in each word. e.g. ship would have 3 boxes; sh-i-pStudents put their words into the boxes.


Strategy Focus Materials Syllabus LinksThrow and Know Using concept in

context.Large cards with a sound

or blend on each one.A beanbag or similar.

WES1-3: 1.11

Students stand in a circle around the cards.Students take turns to throw the beanbag on to a sound or blend.Student must say a word that contains that sound or blend.Extension: Students must use the word in a sentence.Extension: Teacher nominates a topic area for the sentence.

Let’s get it sorted Identifying initial sounds of a variety of concepts such as words, objects,

pictures etc

Pictures, objects, words for sorting

WES1-3: 1.11

Teacher nominates sound.Students find pictures, objects, words that have the same initial sound.Extension: More than one sound is nominated.

Who’s Silent? Knowing words that have a silent initial

sound.

Duplicate sets of cards with a word that has a

silent initial sound.

WES1-3: 1.11

Students play concentration, Go fish, using the cards.Extension: Students use the words in sentences.


Phonological AppendicesAppendix 1 – Use For: Word race, Race to match, Speedy spelling, Starting with

a m t s i f d a i d

r o g l h u c o u g

b n k v e w j e b e

p y x q z a e u o i

i t m n s e a o r i


Appendix 1 A – Use For: Bargain words

a2c

m5c

t4c

s8c

i2c

f6c

d7c

a2c

i2c

d11c

r7c

o2c

g12c

l15c

h13c

u2c

c8c

o2c

u2c

g9c

b4c

n11c

k8c

v15c

e2c

w14c

j11c

e2c

b6c

e2c

p9c

y10c

x15c

q11c

z15c

a2c

e2c

u2c

o2c

i2c

i2c

t4c

m5c

n11c

s8c

e2c

a2c

o2c

r7c

i2c


Appendix 1 B – Use For: Bargain words

a_c

m_c

t_c

s_c

i_c

f_c

d_c

a_c

i_c

d_c

r_c

o_c

g_c

l_c

h_c

u_c

c_c

o_c

u_c

g_c

b_c

n_c

k_c

v_c

e_c

w_c

j_c

e_c

b_c

e_c

p_c

y_c

x_c

q_c

z_c

a_c

e_c

u_c

o_c

i_c

i_c

t_c

m_c

n_c

s_c

e_c

a_c

o_c

r_c

i_c


Appendix 1 C – Use For: Bargain words

a$

m$

t$

s$

i$

f$

d$

a$

i$

d$

r$

o$

g$

l$

h$

u$

c$

o$

u$

g$

b$

n$

k$

v$

e$

w$

j$

e$

b$

e$

p$

y$

x$

q$

z$

a$

e$

u$

o$

i$

i$

t$

m$

n$

s$

e$

a$

o$

r$

i$


Appendix 2 – Use For: Stamp it out

a b c

d e f




g h i

j k l




m n o

p q r




s t u

v w x




y z



Spelling Game – Word Back Spied Her

Fill in the table with topic words One person chooses a word, writes it on paper and covers it so no one can see Students take turns to find out the word by asking questions that relate to a spelling strategy, rule

or focus set by the teacher

Possible questions include:

Does it have 2 syllables etc? Is it a word that is a homonym? Is it a compound word? Is it a contraction? If the answer to a question is YES then all words that do not fit the criteria can be crossed from the

list Further questions are asked until the correct word remains or someone guesses the word.


Appendix 3 – Use for Spiral Spelling


Appendix 4 – Use with Rhyming Tag (General)

Cat Win Can Drum Jam

Jump Three Sort Dance Swing

Play Roll Class Act Turn


Appendix 4 A – Use with Rhyming Tag (COGS Group C – ES1)

Change Event Grow Me Look

Name Dad Mum Draw Feel

Wild Things Yes No Tell


Appendix 4 B – Use with Rhyming Tag (COGS Group C – S1)

Time Line Four Treasure Frog

Life Old Young Enjoy Feelings

Local Then Now Ground Label


Appendix 4 C – Use with Rhyming Tag (COGS Group C – S2)





Visual Knowledge Strategies (written and adapted by Carol McMahon & Johanna Bruce)

Strategy Focus Materials Syllabus LinksSpeedy Sight Words Automatic recognition of

sight words.Sight word listTiming device.Personal graph.

Appendix 5

WES1.11WS1.11WS2.11

Students work in pairs.Students time each other to read listed sight words.Students graph the time taken.Students aim to see and say less than 1 sight word per second.

Mnemonics Creating a relevant and meaningful strategy for

spelling sight words.

PaperAppendix 6

WES1.11WS1.11WS2.11

Teacher demonstrates some examples of common mnemonics. e.g. You hear with your ear.Students identify sight words that continue to cause them difficulty.Students create personalized mnemonics to assist with the word.

Which word wall word?

Identifying sight words Sight Word wallAppendix 7

WES1.11WS1.11WS2.11

Teacher secretly chooses a word off the word wall.The teacher gives a clue as to which word it is.Students write their guess next to 1.Teacher gives a second clue.Students write their guess next to number 2.After the 5th clue teacher reveals the word.Students discuss how they arrived at the correct answer.


Strategy Focus Materials Syllabus LinksRacing Sight Words Sight word identification 2 matching sets of sight

word cards.See appendix 8

RES1.6RS1.6

WES1.11WS1.11

Place one set of cards, in a single line on the other side of a cleared spot. (Inside or outside)Students lay face down in front of teacher.Teacher places the other set of cards face down, in front of each student.On the given signal students take the card in front of them and race to the other side to find the matching sight word.The first to match and say the word correctly gets the point.Extension: Student use the word in a sentenceExtension: Student closes eyes and spells the word

Silent Partners Spelling sight words A set of cards that has sight words written that

have letters missing.Appendix 9

WES1.11WS1.11RES1.6RS1.6RS2.6

Teacher hands out cards.Student spells the word including the missing letters.Sight word Stampede Automatic identification

of sight words.Large sight word cards.

Appendix 7WES1.11WS1.11

Place cards on the floor.Teacher chooses two students.Students stand in front of the cards.Teacher calls a sight word.The first person to stand on the word keeps it.Student with most words gets the point.Variation: Students can be matched and sight words chosen accordingly.


Strategy Focus Materials Syllabus LinksToss the sight word Automatic sight word

identificationWord wall

Appendix 7TES1.1TS1.1

WES1.11WS1.11

Students line up in 2 teams in front of the word wall.The student first in line throws a beanbag at a sight word and says the word.Each student takes a turn.The team with the most correct words wins.Extension: Students must say the word, close their eyes and spell the word to get the point.

They’re Everywhere Identifying sight words in text

Text RES1.5RS1.5

WS2.11Teacher provides students with relevant text. e.g. newspaper, brochure, song lyrics, HSIE reading etc.Students highlight sight words.Extension: Class records the number of sight words.Class records words not highlighted.Determine percentages.

Spelling Heads Identifying sight words Sight word cardsHeadbands.Appendix 8

TES1.1TS1.1

WES1.11WS1.11

Teacher selects a number of students.Each student has a headband put on their head.Teacher attaches a sight word to each headband.Students ask the class ‘yes’ or ‘no’ questions to determine which word is on their headband.


Strategy Focus Materials Syllabus LinksIt takes 4 Identifying sight words It takes 4 boards

Appendix 10Sight/spelling word

cards.Counters and dice.

Appendix 8

TES1.1TS1.1

WES1.11WS1.11

Place word cards face down in a pile.Students take turns to throw the dice.The student takes the card on the top of the pile.If student says word correctly they get to place a counter on the board.The number on the dice determines the column where the student can place a counter.The first player to get 4 correct words in a row wins.Extension: The student must use that word in a sentence.Extension: The student must use that word in a correct sentence related to a nominated topic. e.g. HSIE, maths etc.

Throw and Know Using concept in context.

Large cards with a sight word on each one.

A beanbag or similar.Appendix 7

TES1.1TS1.1

WES1.11WS1.11

Students stand in a circle around the cards.Students take turns to throw the beanbag on to a sight word.Student must use that word in a sentence.


Visual AppendicesAppendix 5 – Use for Speedy sight words

Words Write LSCWC LSCWC

How Fast Can You GO?

2019181716151413121110987654321

Appendix 6 – Use for: Mnemonics


Use these tricks to help you remember tricky words.

ache – I have a chest ache. whole – Who knows the whole story?

affect – Affect has an ‘a’ for action. witch – A witch can make you itch

always – Al always wins.

balloon – A balloon looks like a ball.

believe – Never believe a lie.

boil – There’s oil on the boil.

diary – In your diary you write about yourself so ‘i’ comes first.

friend – A friend is a friend to the end.

hear – You hear with your ear.

island – An island is land.

weather – We eat her food in all weather.


Appendix 7 – Use for: Word wall

the

to

of

myClassroom Strategies For The Teaching Of Spelling

107


you

me

he


am


she

good

like


who

when

where


they

your

here


only

and

for


which

on

could


how


only

about

use


now


some

what


Appendix 8 – Use for: Racing Sight words (Make 2 sets)

the to of is

was my you me

he about use how


some she by good

like who when where

and for that which

on could how only


Appendix 9 – Use for Silent partners

t _e t_ o_ i_

w_s m_ y_u m_

h_ ab_ _t us_ h_w


som_ s_e b_ g_ _d

lik_ _ho w_en w_er_

th_y y_ _r h_r_ onl_


a_d f_r t_at w_ich

o_ c_ _ _d h_w onl_

ver_ e_c_ wi_h wh_t


Appendix 10 – Use for It takes 4

1 2 3 4 5 6

1 2 3 4 5 6

1 2 3 4 5 6

1 2 3 4 5 6

1 2 3 4 5 6

1 2 3 4 5 6


Morphemic Knowledge Strategies (written and adapted by Carol McMahon & Johanna Bruce)

Strategy Focus Materials Syllabus LinksCompounded words Identifying words within

wordsBlack/white board

Set of cards with words on each. (Extension)Appendix 11

Wes1.11WS1.11WS2.11WS3.11

Teacher writes a base word on the board.Teacher nominates a time frame.Students race to write words that include the base word.Variation: Students chooses 2 cards.Student must identify whether the 2 can be combined to form a correct compound word.Extension: Teacher nominates a topic. e.g. Nature, Man made etc.

Let’s get tense Identifying how the word changes in relation to

tense.

A set of cards with words on each. Words to be examples of different tense. E.g. jump,

walked, will write. etc.Appendix 12

WS1.11WS2.11WS3.11TS1.2TS2.2TS3.2

Students choose a card.Student must identify what tense the word indicates.Extension: Student must say the other forms of the words to denote different tense.Extension: Student must add the superlative form.


Strategy Focus Materials Syllabus LinksDicing with prefixes Identifying how the

addition of a prefix can change meaning.

Three sets of cards.Set one has a common prefix.Set two has the meaning of a

prefix.Extension: Set three has a base

word on it.Three large dice.

Appendix 13

WS1.11WS2.11WS3.11

Attach cards from set 1 to each face of a large dice.Attach cards from set 2 to each face of a large dice.Students take turns to roll the dice.Student identifies if the prefix matches its meaning.Variation: Cards can de used for concentration, fish, board games etc.Extension: Attach cards from set 3 to each face of a large dice.Extension: Student must use the ‘new’ word in a sentence.Extension: Teacher nominates topic for the sentence


Strategy Focus Materials Syllabus LinksMorph it Identifying appropriate

prefixes and suffixes.Three sets of cards.

Set 1 has base word on each.

Set 2 has a prefix on each.Set 3 has a suffix on each.Appendix 13, 13A, 13B, 14,

14A, 14B

TSES1-3 2.1WES1-3: 1.11RES1-3 1.6

Suffix and prefix cards placed in a single line on the other side of a cleared spot. (Inside or outside)Students lay face down in front of teacher.Teacher places the other set of cards, containing base words face down, in front of each student.On the given signal students take the card in front of them and race to the other side to find the matching prefix and/or suffix.Student must say the word and identify how the prefix/suffix changes the word.


Strategy Focus Materials Syllabus LinksA Tense Race Identify how words

change according to tense.

Four sets of cards.Set one has a base word on

each.Set two has the past form of

the words on each.Set three has the present

forms of the words on each.Set four has the future form

of the words on each.

TSES1-3 2.1WES1-3: 1.11RES1-3 1.6

‘Tense’ cards placed in a single line on the other side of a cleared spot. (Inside or outside)Students lay face down in front of teacher.Teacher places the set of cards, containing base words face down, in front of each student.On the given signal students take the card in front of them and races to the other side to find the matching altered forms of their word.Student must say the words and identify the appropriate tense.


Strategy Focus Materials Syllabus LinksDicing with suffixes Identifying meaning of

suffixes.Identifying how a suffix can change meaning.

Three large dice.One set of cards with a base

word on each.One set of cards with a

prefix on each.One set of cards with a

suffix on each.

TSES1-3 2.1WES1-3: 1.11RES1-3 1.6

Attach cards from set 1 to each face of a large dice.Attach cards from set 2 to each face of a large dice.Students take turns to roll the dice.Student identifies if the suffix matches its meaning.Variation: Cards can de used for concentration, fish, board games etc.Extension: Attach cards from set 3 to each face of a large dice.Extension: Student must use the ‘new’ word in a sentence.Extension: Teacher nominates topic for the sentence.Extension: Teacher places a mixture of prefixes and suffixes on each face of the second dice.Student must identify whether they have rolled a prefix or a suffix.Student must identify whether the ‘new’ word is correct.

Authentic Detective Identifying concepts in context.

Authentic text from HSIE unit, S&T etc.

Modified to support focus.

RES1-3 1.6

Students are given a copy of the text that demonstrates or has mistakes in it according to focus. E.g. prefix, suffix, tense etc.Students proofread the text and correct errors.Students report back the errors they found and what was needed to correct them.Extension: Mistakes from multiple concepts. Extension: Teacher nominates a time frame.


Strategy Focus Materials Syllabus LinksSuffix Scramble Identifying rules that

apply to adding suffixes.Two sets of cards.

Set one. Each card has a base word on it.

Set two. Each card has a different suffix on it.

Appendix 14, 14A, 14B

TSES1-3 2.1WES1-3: 1.11RES1-3 1.6

Place cards face down in two piles.Students choose a card from each pile.If appropriate, students write the ‘new’ word in its new form.If the base word and suffix do not match they are placed on the bottom of the piles.Variation: Prefix Scramble.

Throw and Know Using concept in context. Large cards with a prefix or suffix on each one.

Appendix 13, 13A, 13B, 14, 14A, 14B

A beanbag or similar.

WES1-3: 1.11

Students stand in a circle around the cards.Students take turns to throw the beanbag on to a prefix or suffix.Student must explain how the prefix or suffix changes the word.Student must say a word that contains that concept

Throw and Know the Using concept in context. Large cards with a spelling TSES1-3 2.1


Strategy Focus Materials Syllabus LinksRules ‘rule’ on each one.

A beanbag or similar.Students stand in a circle around the cards.Students take turns to throw the beanbag on to a rule.Student must say a word that demonstrates that rule.Extension: Student must use the word in a sentence.Extension: Teacher nominates a topic for the sentence.

Strategy Focus Materials Syllabus LinksYou make the rules Identify spelling rules in

context.One set of cards each with a

spelling rule on it.TSES1-3 2.1

Place a card face down in front of individual students or teams.On the nominated signal students turn over the card to reveal their rule.In a nominated time students must write a list of words that adhere to that rule.The most correct words win.Extension: Students must write their words in a sentence.Extension: Teacher nominates a topic area for the sentences. e.g. Maths, Creative Arts etc.Sensational Syllables Identifying how to break

words up.One set of cards.

Each card has a word with a different number of syllables

on it.

WES1-3: 1.11

Place cards face down.On a nominated signal students turn over card.Students write how many syllables their word has.Students compile a list of words that have the same amount of syllables.Extension: Teacher nominates a topic for the words to relate to.


Strategy Focus Materials Syllabus LinksConcentrating Contractions

Identifying how words are contracted.

Two sets of cards.Set one has the full form of

the words.Set two has the matching

contractions

WES1-3: 1.11

Cards are placed face down.Students take turns to match the contraction with the full form of the word.


Strategy Focus Materials Syllabus LinksSuffixes Rule Identifying rule when

adding a suffix.Two sets of cards.

Set One has a base word on each.

Set Two has a suffix on each.

WES1-3: 1.11

Nominated student takes a card from each set.Student identifies if the suffix can be added to the base word.Student identifies the spelling rule that will apply.Student spells the new word.

Always a rule Identifying spelling rule in context.

Authentic text. TSES1-3 2.1

Teacher nominates a rule or generalization.Student reads authentic text, highlighting words that exemplify the rule.Students report back explaining how the rule impacts on each word.Extension: Teacher nominates more than one rule/generalization

Source Sort Identifying the four forms of spelling knowledge.

Understanding the impact of this on learning

to spell.

Authentic group of words. TSES1-3 2.1

Students sort words according to their source.Students report back, explaining how this knowledge will assist with spelling.

Tense Detective Identifying tense in Authentic text RES1-3 1.6


Strategy Focus Materials Syllabus Linkscontext

Students read authentic text, highlighting words that denote tense.Students report back on findings.Extension: Students either say or write that text in a different tense.

Strategy Focus Materials Syllabus LinksName the rule, it’s

authenticAutomatic,

knowledge/use of rules in context.

TSES1-3 2.1WES1-3: 1.11RES1-3 1.6

Students choose a piece of authentic text, e.g. from magazine, TV. guide etc.Students compile a group of words from that text that adhere to a rule or generalization.Students show their group of words to other students.Students must guess the rule that governed the list.


Morphemic AppendicesAppendix 11 – Use for: Compounded Words

some thing body one time

every any day bus stop

fall rain drop bow sun

light shine burn where ever

how air bed balloon water


Appendix 12 – Use for: Let’s get tense

play jumped will eat ran swam

will shop spoke left visit studied

try will be waiting have going to cook laid

will be washing exercise going to eat use preparing

arrive reading travel going overseas exited


Appendix 13 – Use for: Dicing with prefixes

be auto deca ex for

fore im mid mis multi

out post pre pro re

semi sub un up with


Appendix 13A – Use for: Dicing with prefixes

near to self ten times out of denial from

before, front in, into middle of bad, wrong many

beyond after, behind before forward back, again

half under not, opposite upwards from, back


Appendix 13B – Use for: Dicing with prefixes

friend graph cycle change give

cast land night handle form

do script heat pose call

circle normal clean hold stand


Appendix 14 – Use for: Morph it

ly less ion le ee

eer ed ment ette ish

able est ling man ing

ism ant ful dom ic


Appendix 14B – Use for: Morph it

adjective to adverb

without process of to make one who

one concerned with

past tense verb to noun small form sort of

verb to adjective

comparing more than two

small, little a person continuous action

state of being one who as much as will fill

state, condition

a body of facts


Appendix 14C – Use for: Morph it

slow friend act spark employ

mountain raid pay diskette red

enjoy cold duck store jump

hero contest plenty free math

Etymological Knowledge Strategies;(written and adapted by Carol McMahon & Johanna Bruce)


Strategy Focus Materials Syllabus OutcomesWhat does it stand for? Understanding acronyms

and abbreviations.Examples of relevant

acronyms and abbreviations. (appendix

15)

RES1-3 1.6WES1-3: 1.11

Teacher models traditional acronyms and abbreviations. ANZAC, QANTAS, NSW etc.Teacher gives opportunities to discover current examples. ATM, ASAP, GST etc.Teacher nominates a topic. E.g. S&T, Government departments etc.Students find examples and write what they stand for.Variation: Students invent their own acronyms and abbreviations for school, class, local use.

Who thinks Wins Identifying derivations within our languages.

BoardPaper

WES1-3: 1.11

Teacher writes a derivation word on the board. e.g. teleIdentify meaning from original language.Teacher nominates time frame.Students write words in our language that contain the derivation.Extension: Students write meanings of the words in their list.

Etymological Zoo Using derivatives. Derivative and origin chart WES1-3: 1.11RES1-3 1.6

Teacher writes the name of an invented animal whose characteristics are indicated by derivatives from other origins. E.g. Micromonopedavinoct (small, one legged, bird that appears at night.)Students use the chart to write the characteristics of the animal.Extension: Students invent their own ‘etymological animals’.Extension: Students classify their animal using logical or nominated criteria.


Strategy Focus Materials Syllabus OutcomesWhere did it come from Identifying words and their

origin that our language has borrowed.

Stimulus for words e.g. Magazine cutouts

RES1-3 1.6WES1-3: 1.11

Teacher nominates a category. E.g. food.Students assist to compile a list of foods. E.g. sushi, naan, quiche, tagliatelle etc.Students race to find and write the country of origin of each food.Extension: Students add more examples of food from each country.Extension: Students research the characteristics of each country’s food.

Webb-a-word Identifying derivations within our languages.

Dictionary derivation chart WES1-3: 1.11

Teacher nominates a base word. E.g. aero.Students create a web of words from that base.Extension: Extend web to include meanings.

Match and win Identifying derivations within our languages.

Two sets of cards.Set one. A borrowed base

word. E.g. uni, quad.Set two. A word from the

English language that contains that derivation.

TSES1-3 2.1WES1-3: 1.11RES1-3 1.6

Borrowed base cards placed in a single line on the other side of a cleared spot. (Inside or outside)Students lay face down in front of teacher.Teacher places the set of cards, containing derivations face down, in front of each student.On the given signal students take the card in front of them and races to the other side to find the matching base to form a word from the English language.Student must say the derivation and what it means.Student must say the word and what it means.


Strategy Focus Materials Syllabus OutcomesNumbers are us Web-a-

NumberIdentifying how numbers in the English language have been influenced by

other languages.

‘Number’ derivation chart NES1-3 1.1WES1-3: 1.11

Teacher nominates a derivative. E.g. oct etc.Students find words with the derivationStudents report back as to how the number relates to the word.

It’s in your name Tracing the etymology of own name

Internet site: Linguistics and human languages

Etymology in the yahoo directory.

WES1-3: 1.11

Students given access to etymology of names.Student traces his/her own name.Extension: Student discovers more information relating to their name and researches some people in history with whom they share a name.

Eponyms Identifying that some everyday words have

evolved from the trademark or brand name.

Examples of eponyms.Appendix

WES1-3: 1.11

Discuss examples listed in appendix 16.Using magazines, internet etc. students discover more examples of eponyms.Why did eponyms evolve?Extension: Make eponyms for everyday products.


Strategy Focus Materials Syllabus OutcomesEtymological chain Identifying the root word

contained in our words.Chain links. WES1-3: 1.11

Teacher nominates base words. E.g. aqua, tele, cent.Students write base word on first link.Students discover words that are linked and write them on the next link.Students form the longest chain, using the nominated base word.Extension: Students add a link identifying language of originExtension: Students add a link after each new word, giving its definition.

Months/years where did they come from

Etymology of the names of days and months.

Access to derivations of days and months.

RES1-3 1.6WES1-3: 1.11

Teacher provides students with access to wordsStudents must research the origin of the words


Etymological Appendices

Appendix 15 – Use with: What does it stand for? What do they all mean?

ANZAC – Australian and New Zealand Army Corps.QANTAS – Queensland and Northern Territory Airline Service.NSW – New South Wales.ACT – Australian Capital Territory.NASA – National Aeronautics & Space AdministrationEFTPOS – Electronic Funds Transfer Point Of Sale.ATM – Automatic Teller Machine.ASAP – As Soon As Possible.TV – Television.SRC – Student Representative Council.P&C – Parents and Citizens.P&F – Parents and Friends.


Appendix 16 – Use with Eponyms.

1) When you have a headache you take an a___________.

2) When you cut yourself you put a _____________on the cut.

3) Moving stairs are called e_____________.

Aspirin was introduced to the market under the trademark Aspirin in 1899. It is actually acetylsalicylic acid.Band aid is a registered trademark of JOHNSON & JOHNSTON and still remains the number 1 adhesive bandage in America.Escalator. Otis Elevator Co., is the world’s largest manufactures, installer and servicer of elevators, escalators, moving walkways and other horizontal transportation systems.


Spelling StrategiesEmbedded Across

KLAs/COGsThe COGs have been used as a vehicle to demonstrate the implementation of spelling into an already over crowded curriculum.The C String has been used as a sample only, the programming ideas can be applied to all COGs Strands and into any integrated units based on any particular KLA focus e.g. HSIE

The Spelling strategies demonstrated in the COGs unit can also stand alone within any literacy session as modeled in the sample literacy session on page 170.

Spelling is not to be seen as a separate teaching strand but embedded across all teaching practices and student learning. By integrating the spelling strategies into a COG String we have endevoured to reinforce this.


Strategies Modified To Support COGs Group C

Phonological MorphemicSpeedy Spelling Let’s Get TenseSensational Syllables Tense SortStamp It Out Compounded WordsWhat’s Changed? Web-A-WordStarting With?

Picture Sort EtymologicalWho’s Silent? Where Do I Let’s Get It Sorted come from?Spelling HeadsThrow and Know

VisualThey’re EverywhereRacing Sight WordsSight Words StampedeAuthentic Detective – sight words


Connected Outcomes Group (C) Early Stage 1 – ChangesSuggested Links to spelling.

Curriculum Links

COGS Content Strategy Quality Teaching Elements

HSIE

READINGWRITING

Aboriginal Dreaming stories.How the kangaroo got her pouch.

Speedy spellingThey’re EverywhereSensational SyllablesRacing sight wordsStamp it out

Cultural SignificanceHigher Order ThinkingEngagement

PDHPE Play, Spot the Change What’s Changed? Quality learning environmentMetalanguage

MATHSENGLISH

‘Uses terms such as yesterday, today, tomorrow’.May be oral.

Let’s get tenseSensational syllablesTense Sort

Explicit Teachingknowledge integrationsubstantive communication

HSIEENGLISHCREATIVE ART

‘People in our lives’Sort ‘people’ words by initial sounds.Identify sight words e.g. Mum, and, Dad, my, of, the, to etc.

Starting WithSight word Stampede

SignificanceEngagement

ENGLISH ‘Guess What’This game can be extended to include word games with similar concept.

Picture sortWhat’s Changed?Spelling Heads (variation)

quality learning environmentnarrativeengagement


Curriculum Links


English Images of artworks.Sort pictures according to initial, final, medial sounds.Compound words – artwork, printmaking, background, play dough, Picture SortCompounded WordsAuthentic Detective

higher order thinkingstudent self directionexplicit criteria

English Where the Wild things areUse this text as stimulus.Gnashed

Authentic Detective-Sight words.Who’s Silent?

narrativeknowledge integrationengagement

Creative Arts ‘Recognises colour ….’Introduce ‘aqua’ as a colour.

Web a Word higher order thinkingmetalanguage

MathematicsENGLISH

‘Shapes and lines’Set one cards – word with picture clue of shape.Set two cards – initial or final sound.Student must say a shape beginning with the sound.

Race to Match

Throw and Know

knowledge integrationengagement

Creative ArtsEnglish

Charades – acting a warning Know the warning engagementquality learning environment

HSIE Family Heritage.Introduce words the English language has borrowed. Perhaps ‘food’ words.

Where do I come From? cultural significanceconnectednesssignificance


Curriculum Links


EnglishMaths

Jointly construct a weather chart. Let’s get sorted - weather student self direction

Planned Assessment - SpellingWES1.11 Says and writes beginning and ending sounds of spoken words. uses groups of letters or symbols to represent words spells some common words accurately in own writingcopies the sequence of letters and models of high frequency words


Appendix 17 – Use for: Rhyming Tag with COG content

hat car fan ten fin

cot cut hide mad make

still well rub fish crush

chop fed chimp rich think

say he horse lit rag


How the kangaroo got her pouch

McKay, H. Gadi Mirrabooka , available on:http://www.gadimirrabooka.com/story-3.php


http://www.gadimirrabooka.com/story-3.php

Appendix 18, Use for: Stamp It Out, They’re Everywhere, Racing Sight Words

How the Kangaroo got her pouch

was to and

for the in

was to and

for the in


Appendix 19: Use for Sensational Syllables (oral)

kangaroo pouch mother

baby wombat grass

gentle wobbly up

the look tail

hills eaten remembered


Appendix 20 – Use with Rhyming Tag (COGS Group C – ES1)





Connected Outcomes Group (C) Stage 1 – Growing and Changing

Curriculum Links COGS Content Strategy Quality Teaching ElementsHSIE When Frank was four

Use text as stimulusBlender Bender (P)It takes two (P)They’re Everywhere (V)

NarrativeKnowledge Integration

English Maths

‘Language of time and place’.Number word origins and words. e.g. deca – decadeStudent recounts own experience. Teach tense and how it changes word forms.Use a recount for students to identify tense in context.

Numbers are me (E)

Change that story (M)Let’s get tense (M)

A Tense Detective (M)

MetalanguageCulture significanceconnectedness

S&TEnglish Creative Art

‘Observing and exploring’ Use authentic text to highlight spelling focus.Students collect pictures to sort into 1.Animals 2.Plants.Re classify according to a spelling focus. E.g. syllables, blends etc.Use animal and plant names.

Skimming and Scanning (P) (V) (M)Sensational syllables (P)

Picture Sort (P) (V) (M)

Disappearing vowels (P)

Higher Order ThinkingDeep Understanding

Maths

Creative art

Units of measurement. E.g. centimeter, millimeter etc.Acronyms and abbreviations on graphs, timelines etc. e.g.

Numbers are Us (E)Who thinks wins (E)What does it stand for? (E)Sensational syllables (P)

Intellectual qualityHigher Order Thinking

English Construct explanation of the lifecycle of a tadpole. source sort

Higher Order thinkingEngagementconnectiveness


Curriculum Links COGS Content Strategy Quality Teaching ElementsEnglish ‘What makes me unique?’

Use unique for etymologyWeb a word. (E)Who thinks wins (E)

Explicit criteriaProblematic knowledge

HSIECreative Arts

When I turned sixUse text as stimulus.

‘Creating a soundscape’Use the words brainstormed as stimulus.

They’re everywhere (V)Throw and Know (V)Who’s the boss? (M)It takes two (P)How do I look? (P)Source Sort

narrativeKnowledge IntegrationDeep understanding

Creative Arts ‘Ground cover’ words.Use as stimulus to identify spelling pattern/rule. e.g. compound word, ‘ph’ says f etc.

You make the rules (M) Problematic knowledge

Planned Assessment - SpellingWS1.11 Draws on knowledge of sight words in writing. Writes words using blends, letter combinations and long vowel sounds. segments word into individual sounds and forms letter that relates to that sound Draws on knowledge of common letter patterns and letter-sound correspondences when writing a text.reads own writing aloud and makes some corrections to clarify meaning


Appendix 21 – Use for; Words mean time, Let’s get tense, A tense race

Students complete sentences about themselves, using these sentence starters.

Students use on personal timelines.Set 1

yesterday last week last weekend

last year when I was when I went

last birthday last holidays I went



Set 2

tomorrow next week next weekend

next year when I am when I will go

next birthday next holidays I will



Set 3

now this week this weekend

this year I am I am

this birthday this holiday I am


Appendix 22 - Use for: Sensational SyllablesSample words

lookobserveexploreanimalsplantsgroupclassifyclassification

Students cut words into syllables.Students place syllables in boxes.

1 2 3 4 5

Appendix 23 - Use for: Numbers are us, Who thinks wins

cent

milli


Appendix 24 - Use for: Source SortSuggested wordseggtadpolefroggerminateseedlingsmaturephotographsgraphsmetamorphicgrowplant

Write words

Phonological Visual Morphemic Etymological


Connected Outcomes Group (C) Stage 2 – Effects of Growth and Change

Curriculum Links COGS Content Strategy Quality Teaching ElementsEnglish Changes Use change to begin spiral

spelling relating to change.Use as stimulus.

Spiral spelling (P)Rhyming Tag

Engagement

S&T Students involved in: ‘observing, questioning, predicting, recording, and analysing’.Use these words as stimulus.

Dice it Up-Suffixes (M)Suffix Scramble (M)Throw and Know-Suffix (M)

Higher Order ThinkingDeep Understanding

English ‘Students produce a scientific report’Spelling of scientific words based on strategies from 4 forms.

Mnemonics (V)

Source sort

Higher Order ThinkingKnowledge Integration

PDHPE ‘Collect brochures, menus… to investigate food.Use this authentic text as stimulus.

Authentic Detective (M)Skimming and Scanning (P)They’re Everywhere (V)

Higher Order ThinkingProblematic Knowledge

HSIEMathsEnglish

Map study.Use as stimulus.Map key What does it stand for? (E)

Knowledge IntegrationConnectedness

HSIEEnglish

They only take what they neededUse as stimulus They’re Everywhere (V)

Authentic Detective (M) (V)You make the rule (P) (M)Can I help the environment? (M) (Adaptation of Can I come to the party?)

Student Self DirectionHigher Order ThinkingNarrative


Curriculum Links COGS Content Strategy Quality Teaching ElementsEnglish Students create timelines

Use as stimulusProof is in the reading Connectedness

Cultural SignificanceHSIE Students identify local environmental

issueuse authentic text as stimulus

Authentic Detective Sight wordsAuthentic Detective (nominate a morphemic focus)Authentic Detective (nominate a blend, digraph etc.)Authentic Detective (nominate etymological focus if appropriate)

Higher Order ThinkingSubstantive CommunicationMetalanguageKnowledge integration

HSIEEnglish

Students develop matrix of changesUse as stimulus

Source Sort Higher Order Thinking

Planned Assessment – SpellingWS2.11 spells high frequency words correctly in own spelling writes words using less common digraphs and letter combinations identifies possible spelling errors in own writing discusses strategies used for spelling difficult words


Appendix 25 - Use for Suffixes

Set 1

predict observe collect

analyse conclude focus

conduct question explore

Set 2

ing ion ed

able es ing

ed ed tion


Appendix 26 - Use for: Source Sort

Suggested wordsanalyseconclusionreportacknowledgenotationinformationinvestigationsource

Write words

Phonological Visual Morphemic Etymological


Appendix 27 - Use for: Rhyming Tag

changes body lung estimate graph

lungs breath breathe rate feel

pulse map local explore drugs


Connected Outcomes Group (C) Stage 3 – Interconnecting growth and change

Curriculum Links COGS Content Opportunities for Spelling:Strategies

Quality Teaching elements

Maths S&TEnglish

‘Students record how they have changed’.Use as stimulus

Let’s get tense (M)Playing with prefixes (M)Change that story (M)Dice them up (M)

Problematic KnowledgeDeep UnderstandingNarrative

English Hannah’s Tomorrow RoomPenny Pollard’s DiaryDia’s story clothUse as stimulus

They’re everywhere (V)Where did it come from (traditions) (E)Skimming and scanning (P)Name the rule (M)

Deep UnderstandingNarrative

Maths ‘lengths, distances, perimeters’ Numbers are us (E)Source SortMnemonics (P)

Knowledge Integration

English ‘Compares and contrasts information from a range of sources..’World Rivers‘ph’ test

Authentic Detective. (teacher nominates focus)

Deep KnowledgeHigher Order Thinking

SciTech ‘Observing and Exploring’Strategies to spell technical language.Adding suffixes.

‘Devise and record procedure’

What Does it Stand For?Match and WinAuthentic Detective-SuffixesSuffixes RuleDice it up (suffixes)The proof is in the reading.Authentic Detective.

Higher Order thinkingInclusivityStudent Self DirectionExplicit Criteria

Creative Arts: Music

‘List and talk about the different music students have appreciated over the years’.

There’s always a Rule.Can I come to the concert? (party)

Narrative


Curriculum Links COGS Content Opportunities for Spelling:Strategies

Quality Teaching elements

SciTech‘What is an Ecosystem?’‘What is Bio-diversity?’‘Data’‘Create food webs’

Who thinks winsWeb-a-wordNumbers are usSource Sort

Cultural SignificanceInclusivity


Appendix 28 - Use for: Use for Suffixes Rule, Dice it up

acid cloudy alkaline muddy

predict hypothesis turbid concentrate

suspend result measure express

demonstrate observe explore investigate


Appendix 28 - Use for: Use for Suffixes Rule, Dice it up

Cards set 2

ity ed ing er

ish ion ness age

able less like ly

ify ic ation ise


Model Of process For Teachers

Following is a modeled class profile that has been included for teachers to demonstrate: the process of assessment, identification of both class and individual student needs planning to address needs by utilising strategies included in the folder embedding spelling into a generalized literacy session

This process is demonstrated in its entirety at the workshop by both the Spelling Coordinator, the literacy Consultant and then by participants.Class Profile

Focus Word

Straun

Tom

Jake

Freddy

Peter

Jim

Tracy

Michele

Linda

Julia

Sam

Brooke

Visualthey * *when * *are * * * * * * * * *your * was * * * * * * said * * * * * * * *

some * * * * * * * *then there *

Phonologicalsand best jump * * * * * * *

stream * * * * * * * * * *out * * * * *shut * * * * * * * *chin * * * * * * * *rake * * * * * * * * * *thing * * *

Morphemichats

raked * * * * * * * * * *fitting * * * * * * * *ringing * *

something * * * * * * * *


do does * * * * * * * * *

doesn’t * * * * * * * * *hot

hotter * * * * * * * * *hottest * * * * * * * *

Etymologicalhear * * * * * * * * * *heard * * * * * * * * * *NSW SRC * * * * *

octopus * * * * * * * *octagon * * * * * * * * *

aeroplane * * * * * * * *aerodrom

e* * * * * * * * *

Analysis of Data


Identified Individual Needs Identified Class Needs

Strategies

Struan ‘th’ ‘wh’ ‘sh’ ‘ch’ contractions Bossy ‘e’SuffixDouble consonants

ContractionsMorphemic

Bossy ‘e’MorphemicDouble ConsonantsMorphemic

Etymological(apart from acronyms)

Suffix Scramble

Who’s The Boss

Blender Bender

Authentic Detective (Bossy ‘e’)

Authentic Detective (contractions)

Authentic Detective (nominated Blend)

Tom Contractions3 letter blends‘sh’ ‘ch’ initial blendBossy ‘e’Double consonant

Jake ContractionsBossy ‘e’

Freddy ‘sh’ ‘ch’ initial blend

Peter Contractions3 letter blends

Jim Contractions3 letter blends‘sh’ ‘ch’ initial blendBossy ‘e’Double consonant

Tracy Contractions3 letter blends‘sh’ ‘ch’ initial blendBossy ‘e’Double consonantSight words

Michele ContractionsSight words3 letter blends‘sh’ ‘ch’ initial blendBossy ‘e’

Linda ContractionsSight wordsSuffix3 letter blends‘sh’ ‘ch’ initial blendBossy ‘e’Double consonant

Sam Contractions3 letter blends‘sh’ ‘ch’ initial blendBossy ‘e’Double consonant


Identified Individual Needs Identified Class Needs

Strategies

Brooke ContractionsSight words‘th’ ‘wh’ initial sounds3 letter blends‘sh’ ‘ch’ initial blendBossy ‘e’Double consonant


Identified Needs Embedded In The Literacy Session

Modeled reading session

Teacher reads the book ‘Where The Wild Things Are’ to the class, the focus is on meaning of whole text on the first read through. After the read through the focus shifts from meaning to identified spelling strategies

Focus lesson

Identified class needs from Criterion based spelling assessment, Morphemic Knowledge, contractions, Bossy ‘e’

Guided reading

As the teacher treats each guided group for individual needs the rest of the class may rotate involved in a variety of activities that focus on comprehension skills, writing, and a spelling activity that follows on from the modeled reading session but continuing on the identified class needs from the data.

Modeled writing

Teacher models writing that contains many and varied examples of words that will reinforce the spelling focus

Guided writing

Joint construction of text using strategies to focus on identified needs, as well as writing focus for that particular lesson

Independent writing

Students write using a variety of strategies to solve spelling problems, in particular strategies modeled in teacher led writing session

GUIDED READING OUTLINE

teacher focus

Class activities

guided reading group

3 level guides of comprehension (here, hidden, head)Spelling focus – Bossy “e” – authentic detectiveReading follow up activityResponse to text activitySpelling Focus – Morphemic suffix scramble


BibliographyDET Documents:

English K-6 Syllabus: http://k6.boardofstudies.nsw.edu.au/english/ Focus On Literacy – Teaching Spelling K-6 (Curriculum Support

Directorate1998) Focus On Spelling – State Literacy and Numeracy Plan (Curriculum

Support Directorate 1998) Teaching Spelling K-6 – State Literacy Strategy (Curriculum Support

Directorate 1998) Programming and Strategies Handbook – State Literacy Plan (NSW

DET) Focus On Writing – State Literacy and Numeracy Plan (Curriculum

Support Directorate 2000)

Connected Outcomes Groups:www.curriculumsupport.education.nsw.gov.au/timetoteach/cogs/

Judith Hall Criterion Based Spelling Assessment: www.dest.gov.au/.../key_issues/literacy_numeracy’

Quality Teaching in NSW Public Schools: Discussion Paper (Professional Support and Curriculum Directorate 2003).

Pinnell, G.S. & Fountas, I.C. 1999 Voices On Matters – Learning About Phonics and Spelling In The Classroom, Harcourt Education.

Snowball, D & Bolton, F. 1999 Spelling K-8 Planning and Teaching, Stenhouse Publishers.


http://www.dest.gov.au/.../key_issues/literacy_numeracy

http://www.curriculumsupport.education.nsw.gov.au/timetoteach/cogs/

http://k6.boardofstudies.nsw.edu.au/english/