Download spelling part a

Spelling- Part A
Spelling Investigations
P-12
Loddon Mallee Region
Session Outline
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Where does spelling fit?
Spelling data and statistics
Whole School Approach
Spelling approaches
Planning Time
LITERACY ELEMENTS
• Read Aloud
SPEAKING &
LISTENING
• Write Aloud
• Shared Reading
• Shared Writing
• Guided Reading
• Guided Writing
• Independent Reading
OBSERVATION
&
ASSESSMENT
• Independent Writing
GRADUAL RELEASE OF RESPONSIBILITY
DEGREE OF CONTROL
Role of the
teacher
MODELLING
SHARING
GUIDING
APPLYING
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
The teacher continues
to demonstrate the
literacy focus,
encouraging students
to contribute ideas
and information
The teacher provides
scaffolds for students
to use the literacy
focus. Teacher
provides feedback
The teacher offers
support and
encouragement when
necessary
The student
participates by
actively attending to
the demonstrations
Role of the
student
Students contribute
ideas and begin to
practise the use of the
literacy focus in
whole class situations
Students work with
help from the teacher
and peers to practise
the use of the literacy
focus
The student works
independently to
apply the use of
literacy focus
4
Pearson & Gallagher
What is it telling us?
SCHOOL DATA
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.
In 1996 industry sources had
reported that a staggering
70% of Australian youth
entering the workforce failed
industry standards in spelling
What are we currently
doing?
Establishing a Spelling Program
in your School
Before any decisions can be made to guide the school’s program, it is important to establish:
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present levels of spelling performance
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spelling “hot spots”- gaps of performance, the level and aspects of spelling that are of concern
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measurements used to determine levels of spelling performance
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current and former instructional approaches used by teachers
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level of staff confidence in addressing issues related to spelling
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resources provided and available for focused program implementation
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leadership support is secured to support spelling initiative / focus
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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
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aim for a whole school / cross KLA approach, this profiles the issue and strengthens the strategy.
Anne Hammond
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.
First Steps Writing
Strategies
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Predicting
Self- Questioning
Creating Images
Determining Importance
Paraphrasing
Connecting
Re-Reading
Synthesing
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Sounding out
Chunking
Visual Memory
Spelling Generalisations
Analogy
Meaning
Consulting and authority
Memory Aids
What Strategy???
they
life
hidden
because
sand
aquamarine
Turn & Talk
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Guidelines
Decide who will talk
first
First person talks for
one minute whilst
other person listens
Listener paraphrases
Swap over
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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?
APPROACHES TO SPELLING
A whole school approach
STUDENT
CENTERED
Personal Words
COLLECTING
WORDS
TRANSFER WORDS
LEARN WORDS
TESTING WORDS
RECORDING
PROGRESS
SPELLING
INVESTIGATIONS
CLASS WORDS
A whole school approach
STUDENT
CENTERED
Personal Words
COLLECTING
WORDS
TRANSFER WORDS
LEARN WORDS
TESTING WORDS
RECORDING
PROGRESS
SPELLING
INVESTIGATIONS
STATING THE
FOCUS
COLLECTING
WORDS
CLASS LIST
CATERGORISING
DEVELOPING
GENERALISATIONS
CLASS WORDS
A whole school approach
STUDENT
CENTERED
Personal words
COLLECTING
WORDS
TRANSFER WORDS
LEARN WORDS
TESTING WORDS
RECORDING
PROGRESS
SPELLING
INVESTIGATIONS
STATING THE
FOCUS
COLLECTING
WORDS
CLASS LIST
GROUP WORDS
DEVELOPING
GENERALISATIONS
CLASS WORDS
IDENTIFY WORD
FROM STUDENTS
WRITING
EXPLICITLY TEACH
STUDENTS HOW TO
LEARN WORD USING
APPROPRIATE
STRATEGIES
STUDENTS
PRACTISE
A whole school approach
STUDENT
CENTERED
Personal Words
SPELLING
INVESTIGATIONS
CLASS WORDS
STATING THE
FOCUS
COLLECTING
WORDS
COLLECTING
WORDS
TRANSFER WORDS
CLASS LIST
LEARN WORDS
GROUP WORDS
TESTING WORDS
DEVELOPING
GENERALISATIONS
RECORDING
PROGRESS
APPLICATION
IDENTIFY WORD
FROM STUDENTS
WRITING
EXPLICITLY TEACH
STUDENTS HOW TO
LEARN WORD USING
APPROPRIATE
STRATEGIES
STUDENTS
PRACTISE
Principles & Practices
2 Stay 2 Stray
• Decide on 2 people from
• Get into groups of 4
your
group
who
‘stay’
and
• Individually read
present the poster. The
Principles & Practices
other 2 will ‘stray’ and look
at others posters.
• Discuss in your group
• 1 minute presentations for
• Make a visual poster
each poster (3 rotations)
(mainly pictures)
• Return to your group, share
summing up your
other ideas with 2 people
groups understanding of
that ‘stayed’ and add any
effective spellers.
additional information to
your poster if needed
• Stick posters up around the
room
Spelling Investigations
1. Stating the Focus
• ARTICULATE THE FOCUS TO STUDENTS
• MAKE A LINK TO STUDENTS WRITING E.G. “ IV’E
NOTICED IN YOUR WRITING....”
2. Collecting Words
• USE FAMILIAR READING MATERIALS TO COLLECT
EXAMPLES OF WORDS
• MAY BE ONGOING ACROSS SUBJECT AREAS AND
LESSONS
3. Class List
• COLLATE CLASS LIST OF WORDS
• ASK STUDENTS TO CLEARLY ARTICULATE WHY
THEY CHOSE THE WORDS
• ENCOURAGE DISCUSSION & JUSTIFICATION
4. Group Words
• STUDENTS IDENTIFY WAYS TO GROUP WORDS
• STUDENTS GROUP WORDS ACCORDINGLY
(WHOLE CLASS OR SMALL GROUP)
• SHARE CATERGORISES
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
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
15 MINUTES DAILY
WHAT should the
students be learning?
• 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
Whole School Approach
Chelsea PS
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
http://vodpod.com/watch/990598-theenglish-language-is-dum
PLANNING TIME