Download Vignette 11: Morphemic spelling – nominalisation Narrator: Year 8

Vignette 11: Morphemic spelling – nominalisation
Narrator: Year 8
Understand how to apply learned knowledge consistently in order to spell accurately and to learn new
words including nominalisations; Establishing and maintaining clear learning goals and expectations
for each lesson
Teacher: I have identified a small group of students who need further support if they are to confidently
apply their newly acquired spelling knowledge. Their learning goals are to spell new words accurately,
including nominalisations and to use these words appropriately in their writing. These learning goals
will be the focus of the feedback and one-to-one explicit teaching I provide as I conference with them
about their writing drafts.
Narrator: Focusing instruction on identified curriculum content; Connecting to prior knowledge and
skills when beginning a learning sequence; Establishing and maintaining clear learning goals and
expectations for each lesson; Teaching and expecting students to use metalanguage in ways that
support learning; Deconstructing and sequencing teaching to focus on the steps that lead to new
knowledge, deeper understandings and or more sophisticated skill; Describing and modelling
concepts and processes clearly, using 'think aloud' and examining models and inferior examples;
Providing scaffolded learning experiences for students to practise, synthesise and consolidate
learning
Teacher: This morning our learning intention is to analyse spelling patterns of nominalisation. Now we
have already done quite a bit of work on nominalisation and today we are going to be taking it just a
bit further. We are going to be really looking carefully at all the patterns that we see when we
nominalise.
Let's have a look at the first one: 'collide'. Collide is a verb. Who can tell me what collide means –
Jordan?
Student 1: Say example a car hits another car.
Teacher: It collides – well done. It’s like an impact, isn't it? Well done. Good. How have I changed
collide into collision? Who can explain what has happened – Michael?
Student 2: You took away the 'd' and the 'e' and put '-sion'.
Teacher: Correct. Well done. It ends in a 'd-e'. I had to get rid of the 'd-e' and I had to add this bit here.
Who can tell me what the proper word is for that bit that you end the verb with, that you put on the end
– Jessie?
Student 3: Suffix.
Teacher: Suffix. Excellent. It's a suffix.
Narrator: Establishing and maintaining clear learning goals and expectations for each lesson;
Teaching and expecting students to use metalanguage in ways that support learning; Deconstructing
© 2013 Education Services Australia Ltd, except where indicated otherwise. You may copy, distribute and adapt
this material free of charge for non-commercial educational purposes, provided you retain all copyright notices
and acknowledgements. All Australian Curriculum content appearing in this video © Australian Curriculum,
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and sequencing teaching to focus on the steps that lead to new knowledge, deeper understandings
and/or more sophisticated skill; Asking questions to continually monitor understanding and progress
and inform immediate feedback; Providing scaffolded learning experiences for students to practise,
synthesise and consolidate learning
Teacher: Now today, we agreed I would give you some feedback about your learning goal for spelling.
I can see that you've spelt the word 'disruption' correctly. Well done. Here, you've got the word
collision, but it isn't spelt correctly. So let's have a look at how you spelt that word and identify some
strategies that would help you in future.
So remember we have talked previously about using your knowledge of a base word and suffixes to
learn how to spell a word? Collision is a word that has been formed through the process of
nominalisation, which is …?
Student 1: A verb going into a noun.
Teacher: Excellent. What verb does the word collision come from?
Student 1: Collide.
Teacher: Well done. Now, collide is the base word. Can you spell 'collide'?
Student 1: c-o-l-l-i-d-e.
Teacher: That’s right. Collide. So now you know how to spell collide, what can you change straight
away with this word?
Student 1: The 'e' into an 'i'.
Teacher: And how can you explain that in way that might help you in future?
Student 1: Well, collide and collision mean kind of the same thing, words that have similar meaning,
often have similar spelling.
Teacher: That's right. Even though the sounds might change. So the long vowel sound in collide
changes but the spelling doesn't. So you need to use your knowledge of related words to help you
with that. Okay, now let's think about your knowledge of suffixes. You've learnt how to predict spelling
changes that occur in when you change a verb into a noun. What generally happens when you
change a verb that ends in 'd-e' into a noun?
Student 1: Mmmm.
Teacher: Let me give you a clue. What happens when you turn 'divide' into 'division'?
Student 1: You usually use 's-i-o-n' with words ending in 'd-e'.
Teacher: Excellent. So how will you remember that in future?
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this material free of charge for non-commercial educational purposes, provided you retain all copyright notices
and acknowledgements. All Australian Curriculum content appearing in this video © Australian Curriculum,
Assessment and Reporting Authority (ACARA). Icons of book, weights of justice, cogs and people
© iStockphoto.com/dutchicon.
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Student 1: Verbs that end in 'd-e' change to nouns ending in 's-i-o-n'.
Teacher: – when they’re nominalised. Well done, that's good. Now, using your knowledge of verbs
that end in 'd-e', what can you do with the word collision if you spelt it out? How would you spell it
now?
Student 1: With the 'i' after the double 'l'.
Teacher: After the double 'l'. That’s right. Would you like to write down how you will spell it now?
Teacher: Well done; correct. Now check the rest of your draft using your knowledge of related words,
base words and suffixes and remembering that, yes, the most common spelling choice tends to be
't-i-o-n', but verbs ending in 'd-e' tend to use 's-i-o-n'. Okay? Good, you're working really well towards
your spelling goal.
Narrator: Developing the capability of students to self-regulate and learn independently
Teacher: The next stage would involve the student using the feedback I have given him about
nominalisation and applying that to his future spelling decisions. What I will do now is look for
evidence that he has applied that learned knowledge.
© 2013 Education Services Australia Ltd, except where indicated otherwise. You may copy, distribute and adapt
this material free of charge for non-commercial educational purposes, provided you retain all copyright notices
and acknowledgements. All Australian Curriculum content appearing in this video © Australian Curriculum,
Assessment and Reporting Authority (ACARA). Icons of book, weights of justice, cogs and people
© iStockphoto.com/dutchicon.
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