1. Word Study (Spelling) Key Understandings
Based on a Word Study
Approach
Words their Way
And QUT Literacy Secretariat Spelling Modules
ALSO
Spelling; Improving Learning Outcomes, DETYA 2002

2. Spelling Lists
In a word study approach focus words for spelling come from a number of sources.
spelling inventories that identify the student needs according to spelling stages
vocabulary that is unit or text specific for writing purposes
Writing samples that identify spelling errors and words that many refer to as ‘no excuse words
Class and personal lists are best developed in consultation with students. Sample list for year levels developed in the 1990 are available on mysuite for those wanting a guide. However, the patterns are identified in AC and QSA documents.

3. Spelling – What works? What could change?
Aspect of Spelling
Current Practice
Next Steps
Assessment Practices
Beliefs about how students learn to spell
Catering for Difference
Classroom Environment and Resources
Daily Routines
Proofreading
Spelling Journals
Spelling Lists
Teaching/learning Strategies
Other
Sharing feedback in small groups supports teachers to identify and share current practices and highlights challenges. Follow up can then be used to identify whole school focus areas. The Schools Effectiveness framework is an option for whole school strategies to be identified.

4. Word Study: Stages of Spelling Development
Phonological Pattern Morphemic
Etymological
Emergent
Letter Name
Within Word
Syllables and affixes
Derivation
Read the notes on these stages. Consider the challenges for teaching.

5. The stages of spelling development link to all aspects of literacy
Use the Harry and Herbert text as a starting point for a whole group sound sort, word sort, no-peeking sort, writing sort and word hunt. Consider using IWB. Link to curriculum and spelling stage. Discuss cutting up of sort, storage and classroom organisation.
The braids of literacy are interwoven.

6. Words their Way A little history
The Alphabet Stage: Letter Name
Enter the Anglo Saxons (sun, moon)
The Pattern Stage: Word Patterns
Trouble with the French (conquer)
The Meaning Stage: Syllables & Derivation
Romans and Greeks to the Rescue (etymology)
Cut outs of an Anglo Saxon, French Conqueror and Romand and Greeek help with the sense of history.

7. Curriculum Expectations What do we want students to learn?
The QSA Scope and Sequence for Spelling outlines:
What students need to know
Metacognition
Strategies
This scope and sequence links closely to the Australian Curriculum and provides additional information.
Discuss the implications for classroom resources eg. standardised proofreading guides.

8. Assessment and Evaluation What evidence shows student learning?
1. Inventories
Identify stages of spelling development
Identify what students know as well as what they use but confuse
2. Writing samples
Identify application of spelling knowledge
Identify proofreading abilities/attitudes
Refer to whole school data wall. What are the implications for us as a school? What other evidence do we have? Naplan? Writing Samples?
View DVD on Assessment (6:42) and discuss challenges for your class.

9. Using Inventories
Administer the spelling inventory using sample sentences.
Use the feature guide to determine the stage of spelling.
Student who miss more than two features need instruction in this stage.
Link this unit to a text e.g Ned Kelly where open and closed syllables and the consonant and vowel patterns are discussed OR use a range of sorts and have participants share learning.

10. (Spelling Scope and Sequence and Planning)
Teaching and Learning Spelling requires:
a love for word study
high expectations based on specific feedback
diagnostic assessment to identify needs
knowledge of stages of spelling development
explicit strategies through modelling
links to curriculum
(Spelling Scope and Sequence and Planning)
Where does spelling fit into our English blocks? How is instruction differentiated?

11. PRINCIPLES OF WORD STUDY
Look for what students use but confuse.
A step backward is a step forward.
Use content related words.
Link meaning and spelling
Don’t hide the exceptions.
Templeton S. et al (2000). Words their way: Word Study for Phonics, Vocabulary and Spelling Instruction. Merill, NJ.
1.      11

12. Proofreading
Proofreading and editing skills need to be taught explicitly, using modelled and guided strategies.
Students should be encouraged to take responsibility for their own editing.
A whole-school approach to proofreading is highly desirable. As students develop as writers, demands in editing and proofreading become greater. 12

13. Strategies for Learning to Spell and Recall Words
Look Say Cover Write Check
Have-a-go
Visualisation - highlighting
Syllabification
Suffixes
Word building
Word webs
Greek and Latin elements
Analogy and Generalisations
Mnemonics
Fast writes 13

14. Zone of Actual Development Zone of Proximal Development
Gradual Release of Responsibility
Vygotsky’s Zone of Proximal Development
Zone of Actual Development
Zone of Proximal Development
New Zone of Actual Development
Gradual Release of Teacher Support
Student spells independently words with features appropriate to a developmental stage having internalized the spelling knowledge, thinking processes and strategies appropriate to that stage.
Teacher explicitly teaches a new spelling feature using modeling and think aloud strategies
Teacher and student discuss new spelling feature, comparing with words containing a contrasting feature/s.
Student spells independently words with more complex features having internalized the spelling knowledge, thinking processes and strategies appropriate to that stage
How does this approach to spelling link with Vygotsky’s Gradual Release of Responsibility model?
1/14/2019
Vygotsky’s ZPD

15. High yield teaching strategies are...
Research-based - Words their Way
Data driven - Inventories
Developmentally appropriate – Scope and Sequence
Interactive and constructive – Word Study
Provide students with:
opportunities to make meaning
use words in real world context
opportunities for students to talk about their learning
Word study focus for subject specific vocabulary
Identification of spelling vocabulary in unit plans
(Ontario Department of Education 2003) 15

16. QUT Literacy Secretariat
Each school has this resources that provides many practical applications for classrooms.
© 2008
QUT Literacy Secretariat
Module 1 Spelling

17. From the earliest stages, students need to be taught
Visualisation
From the earliest stages,
students need to be taught
strategies to …..
Spelling Diaries
Look Say Cover Write Check
Analogy
Learn
Base word
Onset & Rime
Recall
Each of these activities is fully explored within the CD ROM.
We are going to specifically look at proof reading, generalisations and authoritative sources. Does anyone want me to elaborate on any of the other strategies, spelling diaries, for example.
Bee Keys
Self monitor
Spelling Generalisations
Mnemonics
Authoritative sources
Proof reading
© 2008
QUT Literacy Secretariat
Module 1 Spelling

18. QUT Literacy Secretariat
A Weekly Schedule for Years 1-3
Monday
Tuesday
Wednesday
Thursday
Friday
Introduce sort
in group
Re-sort and write sort
Buddy Sort
Writing sort
Word hunt
Testing and games
MONDAY every child receives a word study sheet. Different spelling groups get different words for the week.
1. Teacher goes through words, students read words aloud to be sure they dare known. Meaning are discussed.
2. Next teacher establishes the key words that guide the sort Teacher models the sorting of each word, students participate. (Use of blackboard or OHP)
3.Students return to desks and cut out, then sort their own word cards.
4. Students write sorts into word study notebooks. Words are taken home to practice in anticipation of the speed sort.
TUESDAY - Students bring their words to sort under the teacher’s supervision again. Return to desk for writing sort.
WED - Buddy sorts and writing sorts.
THURS -Word hunts in groups, with partners, or individually. This can be done as homework.
FRI - a traditional spelling test format can be used for assessment, not every word tested.
© 2008
QUT Literacy Secretariat
Module 1 Spelling

19. QUT Literacy Secretariat
A Weekly Schedule for Years 4 - 7
Monday
Tuesday
Wednesday
Thursday
Friday
Introduce sort
in group
Speed sort with partner
Word hunts in books
Writing sort with teacher
Testing
Lesson components
1. Model procedure with OHP providing key words that represent categories on top
© 2008
QUT Literacy Secretariat
Module 1 Spelling