2. Is spelling important?

3. Record 3 characteristics.

4.  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

7. 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 wer gon. I lookt evrewer. The techer poot up a sin a bat my benebabs. Thay wer mising. I had a cat. I like my cat. My cat is fat. My cat is good.

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

9.  Time  Choice  Response  Demonstration  Expectation  Routines  Evaluation Brian Cambourne

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

11. Year 3First NameSurnameREADINGWRITINGSPELLINGNUMERACYGRAMMAR JESSECASH0.70.790.880.94 LOCHELANDMILLER0.891.851.842.471.5 BROOKMILLER0.951.30.540.750.77 RAYMONDMAES0.951.850.540.951.4 CHRYSTALWEISE1.271.851.340.691.72 JACKBARTLETT1.521.852.121.492.36 NICHOLASCLARK1.641.851.521.961.5 JUSTINROBERTS1.871.661.341.960.89 ZACKSOUPE2.321.481.340.891.29 Year 5DESIREESOUPE2.783.113.311.982.59 MITCHELLBARTLETT2.522.471.961.982.79 SHAYLEYCORNWILL2.872.892.591.983.01

12. What can we do??

13. Spelling Investigations Student Centred Spelling- Personal Words Class Words

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

16.  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.  Use familiar reading materials to collect examples of words.  May be ongoing across subject areas and lessons.

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

19.  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.  Students form generalisations for groupings.  Students verbalise and write their understandings.  Reflect on how new understandings can be applied to writing & reading.

21.  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. Collect words with a ‘shun’ sound.

23.  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.

24. How can you support all students to be ‘good’ spellers?

26.  Good spellers are usually good readers and writers.  Children move through predictable, developmental stages in spelling.  Children use invented spelling to explore their understanding of spelling rules and patterns. These ‘errors’ inform our teaching.  Helping a child to become a competent reader and writer must take priority over helping him to become a proficient speller.  Students learn more about words through an inquiry approach than a one-size-fits-all memorisation process. Summary from Gentry & Gillet (1993)

27.  Good spellers take risks and attempt new words.  Good spellers use different strategies to try words as they are writing.  Good spellers use resources like dictionaries and word lists.  Good spellers are interested in words.  Good spellers are aware that their writing needs to be easily read by others.

28.  Good spellers read often and enjoy reading.  Good spellers use what they already know about words to figure out new words.  Good spellers assume responsibility for proofreading and editing.  Good spellers integrate sound, visual and meaning knowledge.