1. Spelling- Part B Student Centered Spelling P-12 Loddon Mallee Region

2. Session Outline Literacy Frameworks Spelling Approaches: Spelling Investigations Proof Reading Class Words

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

4. 4 GRADUAL RELEASE OF RESPONSIBILITY 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 The student participates by actively attending to the demonstrations SHARING The teacher continues to demonstrate the literacy focus, encouraging students to contribute ideas and information Students contribute ideas and begin to practise the use of the literacy focus in whole class situations GUIDING The teacher provides scaffolds for students to use the literacy focus. Teacher provides feedback Students work with help from the teacher and peers to practise the use of the literacy focus APPLYING The teacher offers support and encouragement when necessary The student works independently to apply the use of literacy focus Role of the teacher Role of the student Pearson & Gallagher DEGREE OF CONTROL

6. A whole school approach STUDENT CENTERED Personal Words SPELLING INVESTIGATIONS CLASS WORDS COLLECTING WORDS TRANSFER WORDS LEARN WORDS TESTING WORDS RECORDING PROGRESS

7. A whole school approach STUDENT CENTERED Personal Words SPELLING INVESTIGATIONS CLASS WORDS COLLECTING WORDS TRANSFER WORDS LEARN WORDS TESTING WORDS RECORDING PROGRESS STATING THE FOCUS COLLECTING WORDS CLASS LIST CATERGORISING DEVELOPING GENERALISATIONS

8. A whole school approach STUDENT CENTERED Personal words SPELLING INVESTIGATIONS CLASS WORDS COLLECTING WORDS TRANSFER WORDS LEARN WORDS FEEDBACK RECORDING PROGRESS STATING THE FOCUS COLLECTING WORDS CLASS LIST GROUP WORDS DEVELOPING GENERALISATIONS IDENTIFY WORD FROM STUDENTS WRITING EXPLICITLY TEACH STUDENTS HOW TO LEARN WORD USING APPROPRIATE STRATEGIES STUDENTS PRACTISE

9. Student Centered Approach 1.Collect Words 2.Transfer Words 3.Learn Words 4.Feedback on Words 5.Recording Progress

10. COLLECT & TRANSFER WORDS

11. 3-8 words per week Collect words from writing, HFW lists, topic words. Write words in spelling journal Underline difficult part of each word Monitoring of correct spelling when writing words into spelling journals Need much discussion and teaching around word choose. Students are only cheating themselves if they choose easy words.

14. LEARN WORDS

15. 3. Learn words 2-3 times per week School and home Individual, pair, group, whole class Integrated into classroom teaching e.g. write aloud Focus on strategies and ways to learn difficult part of each word Not busy activities

28. FEEDBACK (NOT TESTS)

29. 4. Feedback (not tests) Ask a partner to give feedback on words during the week. Have a partner ask them to spell each word and then they can check to see how successful they were and discover which words they may need to work with more to make sure they are remembered As soon as you give spelling tests, rather than building in time for feedback, the students will see that the main goal is to score high on a test, and will lose sight that the purpose of learning to spell is so that others can read your writing. This will affect which words they choose to learn, how they learn them, and the learning will not transfer to their writing.

32. RECORDING PROGRESS

33. 5. Recording progress - Transfer words correct to ‘Words I now Know’ in journal. Teacher needs to have high expectations that students now know these words and will ALWAYS spell them correctly.

35. PROOF READING

36. Proof- reading As soon as students are spelling some words conventionally, encourage them to proofread, underline words they think are wrong, and then try to get them right. Students may try each word two or three ways and then use a resource to check the spellings. Help them to use a variety of resources

37. ONGOING ASSESSMENT Writing Conferences Moderation Authors Chair Peer Conferences WRITING SAMPLE/ERROR ANALYSIS ACTIVITY Roving Video VTS 02 1 11.00

39. STUDENT CENTERED Personal words SPELLING INVESTIGATIONS CLASS WORDS COLLECTING WORDS TRANSFER WORDS LEARN WORDS FEEDBACK RECORDING PROGRESS STATING THE FOCUS COLLECTING WORDS CLASS LIST GROUP WORDS DEVELOPING GENERALISATIONS IDENTIFY WORD FROM STUDENTS WRITING EXPLICITLY TEACH STUDENTS HOW TO LEARN WORD USING APPROPRIATE STRATEGIES STUDENTS PRACTISE

40. CLASS WORDS The teacher identifies a common word that students are finding difficult to spell. Often a HFW Explicitly teach students how to learn the word using appropriate strategies. Students practise.

41. GETTING STARTED

42. Select formats and create student journals Establish routines, especially proofreading and spelling strategies Introduce a daily process

45. Taking Stock Ensure spelling investigations are under way Assessment FOR learning to determine needs Set up spelling journals Begin to teach personal words structure in class Homework- letter home to parents, information session Explicitly teach strategies and activities that reinforce learning of personal words Once personal words are established, introduce class word once a week/fortnight

46. RING OF FIRE Effort Effectiveness