1. AGQTP Project Pinewood Primary School 2009 Sandra McGregor & Sandra James

2. Step 1 – Deciding on our choice of Project Developed Action Learning Team consisting of all level leaders + Literacy Co-ordinator NAPLAN Results Needs of children Observation/discussion between levels

3. Step 2 - Initial Survey Staff were asked to complete a survey. Questions included: - What are my strengths when teaching spelling? What works for me? - What are my weaknesses when teaching spelling? What doesn’t work for me? What do I find difficult? - How could I improve my teaching of spelling? - What resources/assistance would be useful to help teach spelling? - What resources have you found to be helpful when teaching spelling? - Are there any additions or deletions, you would like to recommend that would benefit our Spelling Scope and Sequence?

4. Step 3 – Assessing Results of Survey Results indicated: There was a need to timetable and teach spelling on a regular basis. There was a need to revisit our Spelling Scope and Sequence. P.D. in regard to spelling would be gratefully received. A common assessment tool for spelling throughout the school would assist staff in checking progress of students.

5. Step 4 - Initial Testing All students were tested using a modified form of Marie Clay’s (Observational Survey) test. Grade p/1 - 1+ letters, Grade 2 – 2+ letters, Grade ¾ - 3+ letters and Grade 5/6 – 4+ letters. Data was collected from each student.

6. Testing

7. Results of testing

8. Step 5 – Staff timetabled and taught spelling for at least 20 mins per day for 3 weeks. Spelling had to be timetabled and taught for at least 20 minutes per day for 3 weeks. The sessions could be taught as a formal session, part of literacy groups or as part of the writing process. Sessions were to be documented outlining time taken for planning, session time and an outline of the content of the session.

9. Step 6 – Activities implemented throughout the school included: - Listing words which included particular blends/digraphs.

10. - Rolling paper to make th words.

11. - Testing each other on Wizard Words.

12. - Practising different spelling strategies.

13. - Using White Boards

14. - Using individual white boards.

15. - Practising words in the air.

17. Step 6 - Collect spelling plans

18. Step 7 - Retest students Once again a modified version of the Marie Clay – (Observational Survey) Spelling test was conducted. Results were compared with the initial testing results. Results showed: - a marked improvement in the number of words spelt correctly ( an overall average of 26%, with lower grades having higher percentages ) ; - a marked improvement in the number of attempts to spell words ( most children made mistakes during the second round of testing whereas during the first round of testing most children tended to write only words they knew how to spell ) and - familiarity with the testing procedure;

19. Step 8 - Professional Development Cheryl Lawson and Helen Dent have been booked to undertake several sessions of PD with the staff. Cheryl is to discuss how spelling can be improved through the improvement of your writing program. Follow up work will be provided, monitored and supported by Cheryl, then a final session will be conducted.

20. Step 9 - Findings and Recommendations Conducting timetabled and structured spelling lessons on a regular basis will help improve children’s confidence and ability to spell words; Recommend the use of the South Australian Spelling Test throughout the school. Recommend an update of the Scope and Sequence for Spelling. Compare with developmental order of grapho-phonic understanding in “The Complete Phonic Handbook” by Diana Hope.

21. Findings and Recommendations cont. Monitor the English Online testing and gauge progress. Continue to develop the focus of spelling within the school – Initial project is seen as an ongoing project to be further developed.