1. PPS

2.  What do we need to teach?
 Highlight the sections relevant to Spelling and
Handwriting for your year levels.
 Compare this to the Scope and Sequence put
together by Reynella. Would we need to add/
change anything to make it relevant to our
site?

3.  Oral language
 Phonological Awareness
 Vocabulary
 Phonics, Word Study, Spelling
 Fluency
 Comprehension

4.  Links on English@PPS blog
 http://englishatpps.edublogs.org/
 Spelling:from beginnings to proficiency
(DECD, 2011)
 Western Area web site
 Northern Area web site

5.  Stephen Graham
◦ Link with writing program
◦ Genre
◦ Content and function
◦ Explicitly identify the 4 knowledges that good
spellers rely on
◦ Activities related to the 4 knowledges
(phonological, visual, morphemic, etymological
◦ Use models of texts
◦ Introduce students to generalisations

6.  Anne Bayetto
◦ 15 minutes recommended
◦ 3 words a day
◦ Flow lists – words move off the list when student can correctly
spell
◦ Don’t introduce new vocabulary through spelling lists – use word
walls
◦ Oral language used to explore language use – written – spelling
lists
◦ 4 knowledges
◦ Error analysis used to assess regularly
◦ Focus on teaching spelling strategies
◦ Immerse students in language
◦ Use high frequency words, high frequency letter patterns, high
frequency morphological elements, errors in writing, words that
students want to know, words from other learning areas

7.  DECD Spelling: from beginnings to proficiency
A Quality spelling program is:
◦ Integrated
 Builds attention to spelling (in any teaching/learning cycle)
 Selects texts and words to model
 builds students self image as spellers
◦ Balanced
 4 kinds of spelling knowledge
 Attends to major spelling strategies (spell it like it sounds,
spell by pattern, spell by generalisation, analogy, chunking,
mnemonics
 Supports effective use of resources to select correct spelling

8.  Systematic and explicit
◦ Predicts the spelling pattern of an unfamiliar word
using prior knowledge about words and spelling
◦ Supports students to identify and define spelling
patterns and generalisations
◦ Provides a range of joint and independent
interactive activities to practice new spelling
patterns
◦ Supports self assessment of progress

9.  Explicit
 Systematic
 Consistent
 Whole school approach
 Assessment throughout to inform teaching
practice

10.  Use the data you have collected to identify
the needs of individuals, groups and the class
as a whole. (Wave 1,2,3)
 How will you structure the environment/
differentiate teaching to support the needs of
students?
 Share successful practices
 Choose one new aspect to trial