7. Spelling is a
developmental
process
Spelling gradually increases in complexity
Stage Strategies
Preliminary Emergent
Letter name-
Early Phonetic
alphabetic
Phonetic Within word pattern
Transitional Syllables and affixes
Independent Derivational spelling
8. What is there to
know about
spelling?
Spelling is a developmental process
Spelling happens in stages that correlate to
specific areas of spelling
15. Reading and
spelling go hand-
All of the literacy strands are interwoven.
Fluency in spelling = fluency in reading.
The more words that are understood, the
greater the vocabulary.
16. Contrary to this
knowledge...
Like times tables, spelling is still taught as if
it was a rote, isolated, visual memory task.
If this were true, spelling simple words (eg.
stick, rock, eat) would be as simple as
spelling more phonetically complex words
(eg. sword, piece & eye).
17. What can teachers
do to enable
spelling?
Encourage parents to enhance spelling
experiences
Create a positive classroom environment
Create specific spelling lessons with valid
assessment
18. Parents
Across all stages should...
• Encourage an interest in texts of all types
• Read with their children
• Create a print rich home
•Play word games
•Help with basic spellings
19. Spelling in the
Curriculum
ACARA
Strand 5.2.4 Spelling strategies, punctuation conventions, handwriting and word-processing skills
should be taught across all years of schooling. There should be a strong early focus on establishing
strategies and a knowledge of conventions, that can be consolidated and extended in the later years.
Beginning to use a common vocabulary for these strategies and conventions is a prerequisite for
consolidation and extension.
Strand 5.4.6 The motivation for learning about the English language comes from the demands of
expanding and consolidating English capabilities in the Literacy strand. Students’ accurate, fluent and
confident engagement with texts is based on developing skills of decoding, SPELLING, punctuation,
and grammatical and textual fluency. Similarly, processes and strategies that support comprehension
and expression in reading and writing texts will also underpin more proficient, analytic, and effective
uses of English.
National Council of Teachers of English
Students apply knowledge of language structure, language conventions (e.g., spelling and
punctuation), media techniques, figurative language, and genre to create, critique, and discuss print
and non-print texts.
20. Features of a good spelling
classroom... Technology is incorporated
in the television and computers
Bright and interesting displays
create an engaging learning
environment
Students obviously
Word wall feel relaxed in the
comfortable
learning
environment
Different stations
around the
classroom for
variety
Reading encouraged, in a
reading area
Alphabet
and
names on
desks
22. Spelling Assessment-
How?
Spelling inventories
Over the shoulder observation
spelling games
writing journals/pieces
“Spelling is a wonderful diagnostic tool”
- Dr. Louisa Moats
24. Observations based on
previous assessment
A late letter-name alphabetic speller
Needs help with long vowel patterns, prefixes
and suffixes and silent final syllables
Understands vowels and simple consonants
25. Summary
Spelling is an essential skill
Spelling is a developmental process
Spelling enables reading
Teachers create an environment and lessons cohesive
to student’s learning
Parents help is a useful tool in developing children’s
spelling abilities
Spelling is considered important in the Australian
Curriculum, not independently but collectively
28. References
Australian Curriculum, Assessment and Reporting Authority (2009), The Shape of the Australian Curriculum: English, Retrieved 29th March, 2012, from http://www.acara.edu.au/
curriculum/curriculum.html
Bear, D. (2008) Words their way: word study for phonics, vocabulary, and spelling instruction. ch. 1 pp 1-2
Bullard, J. (2010). Creating Environments for Learning. Pearson: New Jersey
Goodwin, P. (2011). The Literate Classroom (3rd ed.). Routledge: Canada
Harris, P. (2003). Writing in the primary school years. South Melbourne: Thomson
National Council of Teachers of English. (1998). NCTE for the English language arts. Illinois: NCTE Publishing
Ott, P. (2007). How to manage spelling successfully. New York: Routledge
Rees, D., Kovalevs, K. & Dewsbury, A. (2004). First Steps: Spelling Resource Book.
! Rigby Heinemann: Sydney
Snowball, D. & Bolton, F. (1999). Spelling K-8: Planning and teaching. Stenhouse
Tompkins, G., Campbell, R. & Green, D. (2012). Literacy for the 21st century. A balanced approach. Frenchs ! Forest, NSW. Pearson Australia
Westwood, P. (1999). Spelling: approaches to teaching and assessment. Victora: Australian Council for ! Educational Research LTD.
Winch, G., Johnston, R., March, P., Ljungdal, L.T. & Holliday, M. (2001). Literacy: reading,
! writing and children’s literature (2nd ed.). Victoria: Oxford University Press
Wyse, D. & Jones, R. (2001). Teaching English, Language and Literacy (2nd ed.). Canada:
Routledge
