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Spelling- Part A Spelling Investigations P-12 Loddon Mallee Region

Spelling- Part A Spelling Investigations P-12 Loddon Mallee Region. Session Outline. Where does spelling fit? Spelling data and statistics Whole School Approach Spelling approaches Planning Time. LITERACY ELEMENTS. SPEAKING & LISTENING OBSERVATION & ASSESSMENT. Read Aloud

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Spelling- Part A Spelling Investigations P-12 Loddon Mallee Region

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  1. Spelling- Part A Spelling InvestigationsP-12Loddon Mallee Region

  2. Session Outline • Where does spelling fit? • Spelling data and statistics • Whole School Approach • Spelling approaches • Planning Time

  3. LITERACY ELEMENTS SPEAKING & LISTENING OBSERVATION & ASSESSMENT • Read Aloud • Shared Reading • Guided Reading • Independent Reading • Write Aloud • Shared Writing • Guided Writing • Independent Writing

  4. GRADUAL RELEASE OF RESPONSIBILITY Role of the teacher MODELLING The teacher demonstrates and explains the literacy focus being taught. This is achieved by thinking aloud the mental processes and modelling the reading, writing, speaking and listening SHARING The teacher continues to demonstrate the literacy focus, encouraging students to contribute ideas and information GUIDING The teacher provides scaffolds for students to use the literacy focus. Teacher provides feedback APPLYING The teacher offers support and encouragement when necessary The student works independently to apply the use of literacy focus DEGREE OF CONTROL Students work with help from the teacher and peers to practise the use of the literacy focus Students contribute ideas and begin to practise the use of the literacy focus in whole class situations 4 The student participates by actively attending to the demonstrations Pearson & Gallagher Role of the student

  5. What is it telling us? SCHOOL DATA

  6. Where not alone In 2007 the ‘value added’ for the average student from grade 3 to 5 in the state in spelling was 0.6. It should be 1.0.

  7. In 1996 industry sources had reported that a staggering 70% of Australian youth entering the workforce failed industry standards in spelling

  8. What are we currently doing?

  9. Establishing a Spelling Program in your School Before any decisions can be made to guide the school’s program, it is important to establish: • present levels of spelling performance • spelling “hot spots”- gaps of performance, the level and aspects of spelling that are of concern • measurements used to determine levels of spelling performance • current and former instructional approaches used by teachers • level of staff confidence in addressing issues related to spelling • resources provided and available for focused program implementation • leadership support is secured to support spelling initiative / focus • strategies to ensure staff buy in – establishing a whole KLA/ team shared view of how spelling should be approached is likely to be one of the most challenging aspects of your role • aim for a whole school / cross KLA approach, this profiles the issue and strengthens the strategy. Anne Hammond

  10. Diane Snowball & Faye Bolton In general, children must be involved in a range of literacy experiences across the entire curriculum to ensure they become competent and successful users of language. These include demonstrations, shared and guided practise supported by the teacher, and independent use of newly acquired knowledge by the child.

  11. Predicting Self- Questioning Creating Images Determining Importance Paraphrasing Connecting Re-Reading Synthesing Sounding out Chunking Visual Memory Spelling Generalisations Analogy Meaning Consulting and authority Memory Aids First Steps Writing Strategies

  12. What Strategy??? they life hidden because aquamarine sand

  13. Guidelines Decide who will talk first First person talks for one minute whilst other person listens Listener paraphrases Swap over Topic What strategies are you comfortable with? What strategies do you find challenging? Why? What do you need to clarify? Who or what resources can help you? Turn & Talk

  14. APPROACHES TO SPELLING

  15. A whole school approach

  16. A whole school approach

  17. A whole school approach

  18. A whole school approach

  19. Principles & Practices

  20. Get into groups of 4 Individually read Principles & Practices Discuss in your group Make a visual poster (mainly pictures) summing up your groups understanding of effective spellers. Decide on 2 people from your group who ‘stay’ and present the poster. The other 2 will ‘stray’ and look at others posters. 1 minute presentations for each poster (3 rotations) Return to your group, share other ideas with 2 people that ‘stayed’ and add any additional information to your poster if needed Stick posters up around the room 2 Stay 2 Stray

  21. Spelling Investigations

  22. 1. Stating the Focus • ARTICULATE THE FOCUS TO STUDENTS • MAKE A LINK TO STUDENTS WRITING E.G. “ IV’E NOTICED IN YOUR WRITING....”

  23. 2. Collecting Words • USE FAMILIAR READING MATERIALS TO COLLECT EXAMPLES OF WORDS • MAY BE ONGOING ACROSS SUBJECT AREAS AND LESSONS

  24. 3. Class List • COLLATE CLASS LIST OF WORDS • ASK STUDENTS TO CLEARLY ARTICULATE WHY THEY CHOSE THE WORDS • ENCOURAGE DISCUSSION & JUSTIFICATION

  25. 4. Group Words • STUDENTS IDENTIFY WAYS TO GROUP WORDS • STUDENTS GROUP WORDS ACCORDINGLY (WHOLE CLASS OR SMALL GROUP) • SHARE CATERGORISES

  26. 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

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

  28. 15 MINUTES DAILY

  29. WHAT should the students be learning?

  30. How to spell HFW, which include commonly used words as well as personal interest words • Useful techniques and routines for learning words to ensure that such words will automatically be spelled correctly in future writing • How to proofread writing and use a range of resources • Common and uncommon spelling patterns • Common and uncommon sound-symbol relationships • Generalisations about how to add prefixes and suffixes to base words • Understanding how compound words are formed • Common derivatives or root words • Correct placement and use of apostrophes for contractions and possessive case Di Snowball & Faye Bolton

  31. Whole School Approach Chelsea PS

  32. Assessment • Observations- whilst student writes ( confidence, risk taking, check & monitor own spelling, strategies used) • Work Samples- considering errors • Testing- ‘Remember testing is not teaching! • Discussion with the student- Conferencing, interviews etc. • Benchmarking Test e.g. SA Spelling Test

  33. http://vodpod.com/watch/990598-the-english-language-is-dum

  34. Planning Time

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