Spelling
The knowledge of spelling includes how the sounds of words are represented by various letters and the knowledge of irregular spelling and spelling rules. (the Australian Curriculum, Assessment and Report Authority (ACARA), 2012)
Spelling accuracy comes from recognition of spelling patterns. There are four components of spelling strategies:
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Teachers need to expose students to all four types of spelling strategies, and let students choose whichever strategy best suits their personal learning styles. Additionally new teachers need to be aware that due to English being a global language, not all words fit into the English spelling "rules". The prevalence of information and computer technology has also created the phenomenon of e-spelling, which many students are familiar with, such as the SMS phrase LOL, which means Laughing out loud.
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Spelling scope and sequence |
K-2
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Spelling developmental stages
1. Pre-communicative: letters/symbols are strung together randomly
2. Pre-phonetic: alphabet letters are recognisable and spelling is attempted by sounding out words
3. Phonetic stage: one-syllable spelling patterns and syllable combinations
4. Transitional stage: the spelling of meaningful parts of words (morphemes)
5. Correct spelling. (7-11+ years old)
(Ljungdahl, 2014, p.333)
2. Pre-phonetic: alphabet letters are recognisable and spelling is attempted by sounding out words
3. Phonetic stage: one-syllable spelling patterns and syllable combinations
4. Transitional stage: the spelling of meaningful parts of words (morphemes)
5. Correct spelling. (7-11+ years old)
(Ljungdahl, 2014, p.333)
It is important that spelling is taught systematically according to the Spelling Sequence and Scope, and in the order of the spelling developmental stages. (Hill, 2013, Ljungdahl, 2014) It is likely there are students across different stages of spelling developmental stages in one class. Students with lower levels need additional programs to catch up. You can check with students' previous grade teacher what level of spelling they had; look at their spelling record; conduct a spelling assessment such as the South Australian Spelling Test; observe students' response to spelling lessons and overall confidence during spelling lessons to determine what spelling developmental stage they are in and plan relevant lessons to meet their needs. It is common for teachers to teach spelling according to students' grade level, however extension activities might be required for higher achievers.
Memory strategies for spelling, which is commonly known as "look, cover, write and check"
It is important that children have spelling lessons regularly through a consistent progress. The above memory strategies have been recommended and implemented by many field educators. (Hill, 2013, Newtown Primary School) They integrate all four components of spelling strategies mentioned at the beginning of this page. They also equip students with tools to become independent spellers.
- Look: look at the word carefully so they remember it. Find small words in the word. Take a photograph of the word in their mind. Visualize the word.
- Cover: cover it so it cannot be seen.
- Write: write the word from memory, maybe spell the letters and say the word softly to yourself.
- Check: check what you have written against the original.
It is important that children have spelling lessons regularly through a consistent progress. The above memory strategies have been recommended and implemented by many field educators. (Hill, 2013, Newtown Primary School) They integrate all four components of spelling strategies mentioned at the beginning of this page. They also equip students with tools to become independent spellers.
Classroom teaching ideas
![Picture](/uploads/3/9/9/2/39923775/9531627.gif?250)
- Word Wall
- Word Bingo
- use of multiliteracies such as films (Frozen), audio, paintings to show how certain objects are portrayed
- Independent writing, with the aid of dictionary
- Guided writing as it encourages editing and proofreading (Ljungdahl, 2014)
- Shared writing, teacher and students work together, often can involve students sorting out different type of words such as verbs, nouns consequently contributing to students' development of spelling rules and spelling patterns. For example a verb can be changed into a noun by adding er, work to worker
- send a list of focus words for students to take home and work on the spelling and word recognition with parents. Each day same words but different orders for whole week
- encourage and foster students to have the implicit orientation of learning goals rather than competitive explicit motivation(Alderman & Green, 2011)
- use of personal dictionaries
- make the instruction fun and engaging
- use portfolios to keep private records of students’ progress and let students self-correct their written works (Ljungdahl, 2014)
Spelling assessment
Spelling of students needs to be tested regularly to find out existing understanding, problems and identify learning needs. Lesson plans are to be made accordingly. (Ljungdahl, 2014) This is not to say teachers should blindly use the same materials to test students' spelling, like the popular South Australian Spelling Test. It certainly can be used as a formative assessment tool to help teachers decide what students' spelling levels are, because all words are sequenced from simple to more complex. There are a number of ways teachers can assess students, for example checking individual students' writing and analysing their spelling errors. (Hill, 2013) Students' spelling can also be assessed through reading tasks, because how they sound out words according to what they see from the text shows their ability to break words into different syllables.
Reference list:
Alderman, G. L., & Green, S. K. (2011). Fostering lifelong spellers through meaningful experiences. The Reading Teacher 64(8), 599-605.
Biemiller, A., & Boote, C. (2006). An effective method for building meaning.
Hill, S. (2013). Developing early literacy: assessment and teaching (2nd ed.). VIC, Australia: Eleanor Curtain Publishing.
Ljungdahl, L. (2014). “Spelling”. In G. Winch., R.R. Johnston., P. March., L. Ljungdahl & M. Holliday, Literacy (4th ed.) (pp. 328-356). Victoria, Australia: Oxford University Press.
Pikulski, J., & Templeton, S. (2004). Teaching and developing vocabulary: keys to long term reading success. Retrieved from http://www.eduplace.com/marketing/nc/pdf/author_pages.pdf
Alderman, G. L., & Green, S. K. (2011). Fostering lifelong spellers through meaningful experiences. The Reading Teacher 64(8), 599-605.
Biemiller, A., & Boote, C. (2006). An effective method for building meaning.
Hill, S. (2013). Developing early literacy: assessment and teaching (2nd ed.). VIC, Australia: Eleanor Curtain Publishing.
Ljungdahl, L. (2014). “Spelling”. In G. Winch., R.R. Johnston., P. March., L. Ljungdahl & M. Holliday, Literacy (4th ed.) (pp. 328-356). Victoria, Australia: Oxford University Press.
Pikulski, J., & Templeton, S. (2004). Teaching and developing vocabulary: keys to long term reading success. Retrieved from http://www.eduplace.com/marketing/nc/pdf/author_pages.pdf