Why teach spelling? Timor ps october , 2009

1. Why teach spelling?Timor psoctober, 2009

2. Is spelling important? Walk and talk

3. What is a ‘good’ speller? Record 3 characteristics.

4. Characteristics of Effective Spellers • Use a variety of spelling strategies • Automatically recall words • Continually build vocabulary • Understand the English orthographic system • Understand and apply spelling generalisations • Self monitor and generate reasonable alternative spellings for unknown words First Steps

5. What is the difference between a ‘good’ speller and a ‘safe’ speller?Turn and talk

7. Writing samples One day I went to daycuer and I brot two benebabs. One was a rabit and one was a duk. I poot them in my bacpac and then when I cam bac to my bacpac they wergon. I looktevrewer. The techerpoot up a sin a bat my benebabs. Thaywermising. I had a cat. I like my cat. My cat is fat. My cat is good. Who would you rather teach?

8. Learning spelling separately from writing is like learning music theory without playing music. What’s the point and where’s the enjoyment?

9. Supportive conditions for writing… • Time • Choice • Response • Demonstration • Expectation • Routines • Evaluation Brian Cambourne

10. Precision Personalisation Appropriate pedagogical experiences Daily Instruction Assessment Data Readiness to learn Precision Building Leadership Capacity Personalisation MoralPurpose Professional Learning Professional Learning Focused daily learning of teachers; individually and collectively ‘Breakthrough Framework’ Breakthrough- Fullan,Hill & Crevola

11. Naplan data - 2009

12. Don’t bury your head in the sand What can we do??

13. A WHOLE SCHOOL SPELLING APPROACH Spelling Investigations Student Centred Spelling- Personal Words Class Words

14. Spelling Investigations Students learn how to spell using a discovery process in which they then express their application in their own writing.

15. Spelling Investigations

16. 1. Stating the Focus • Articulate the focus to students. • Make a link to students’ writing. “ I’ve noticed in your writing.... that people are confusing there and their; that people are having difficulty with ‘ed’ endings; that words with more than 3 syllables are giving people trouble.”

17. 2. Collecting Words • Use familiar reading materials to collect examples of words. • May be ongoing across subject areas and lessons.

18. 3. Class List • Collate class list of words. • Ask students to clearly articulate why they chose the words. • Encourage discussion and justification.

19. 4. Group Words • Students identify ways to group words. • Students group words accordingly (whole class or small group). • Share categories. • Display on word wall for future additions.

20. 5. Discovering Generalisations • Students form generalisations for groupings. • Students verbalise and write their understandings. • Reflect on how new understandings can be applied to writing & reading.

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

22. What does it look like? Collect words with a ‘shun’ sound. cushion ashamed attention partition musician charade sheep wish

23. Your task • Identify a common spelling need. • Conduct a spelling investigation with your class. • Make generalisations. • Produce a class chart to display. • Invite students to add to the chart during their independent reading and writing time. • Share at next meeting.