General Description

Many teachers (primary and secondary) received little instruction in the teaching of spelling in their teacher training. Some received minimum spelling instruction in their own primary and secondary education. Consequently, they are not best equipped to teach students the skills they need to improve their spelling in daily writing or to perform optimally in the Language Conventions section of NAPLAN. 

This course equips teachers with the understanding they need to have of the spelling process and the components of spelling. It provides strategies for identifying spelling needs and responding to these. That response includes the teaching of phonological awareness, letter-sound correspondences and the rules that govern them, word study (incorporating grammar, semantic knowledge, morphology, etymology). It also includes the teaching of memory and proofreading skills. One of the greatest challenges for teachers is differentiating instruction to cater for a wide range of needs.

One of the greatest challenges for teachers is differentiating instruction to cater for a wide range of needs. The course suggests ways of differentiating content, process and product, with specific activities and programs described in detail.

This is a very practical course, with teachers asked to undertake a range of activities that give them practice in using important instructional skills.

 

 

Audience

This course is designed for any teacher, primary or secondary, who wants to develop the skills and understandings needed to improve the spelling performance of a student.

 

Teaching Standards

1.2.2 Proficient Level - Know students and how they learn - Understand how students learn:  Structure teaching programs using research and collegial advice about how students learn,

1.5.2 Proficient Level - Know students and how they learn - Differentiate teaching to meet the specific learning needs of students across the full range of abilities:  Develop teaching activities that incorporate differentiated strategies to meet the specific learning needs of students across the full range of abilities,

2.1.2 Proficient Level - Know the content and how to teach it - Content and teaching strategies of the teaching area:  Apply knowledge of the content and teaching strategies of the teaching area to develop engaging teaching activities,

2.3.2 Proficient Level - Know the content and how to teach it - Curriculum, assessment and reporting:  Design and implement learning and teaching programs using knowledge of curriculum, assessment and reporting requirements,

3.1.2 Proficient Level - Plan for and implement Effective Teaching and Learning - Establish challenging learning goals:   Set explicit, challenging and achievable learning goals for all students,

3.2.2 Proficient Level - Plan for and implement Effective Teaching and Learning - Plan, structure and sequence learning programs:   Plan and implement well-structured learning and teaching programs or lesson sequences that engage students and promote learning

 

Are you in NSW? If so, this is relevant for you

Completing “Improving daily spelling and NAPLAN results” before 4th February 2022 under NESA’s interim arrangements will contribute 6 hours of NSW Education Standards Authority (NESA) Accredited PD in the priority area of Delivery and assessment of NSW curriculum addressing standard descriptors  1.2.2, 1.5.2, 2.1.2, 2.3.2, 3.1.2, 3.2.2 from the Australian Professional Standards for Teachers towards maintaining Proficient Teacher Accreditation in NSW.

 

Course curriculum

  • 1

    Introduction

    • Welcome to Improving daily spelling and NAPLAN results

    • Course Objectives

  • 2

    Module 1: Spelling skills are important

    • Is spelling accuracy really important?

    • What I already know

  • 3

    Module 2: What the spelling of English words involves

    • What you need to know about the English spelling system

    • English Spelling Powerpoint

    • The Spelling Process

    • Spelling Test

    • The components of spelling

    • Developmental stages of spelling

    • Spelling sample - Extended Writing

    • The students who struggle

  • 4

    Module 3: The assessment of spelling skills

    • What you need to know - knowledge, skills and strategies

    • Formal and informal assessment

    • Analysing spelling errors

    • Spelling Analysis Sheet

    • NAPLAN - how and what it assesses

  • 5

    Module 4: Developing phonological and phonemic awareness

    • What is your phonological and phonemic awareness?

    • Using phonological and phonemic awareness skills in spelling

  • 6

    Module 5: Teaching letter-sound correspondences and the rules that govern them

    • The features of synthetic phonics instruction

    • The features of synthetic phonics programs

    • Using a sound chart

    • Pseudo-words to spell

    • Consolidating GPCs with activities

    • The rules of English spelling

    • Proofreading

  • 7

    Module 6: Teaching students how to study words

    • Components of word study

    • Word Study Lesson

    • Word study programs

    • Word study activities

  • 8

    Module 7: Differentiating content, process and product

    • Personalising spelling lists

    • Visual, Auditory and Kinesthetic consolidation activities

    • Programs for struggling spellers

    • More Spelling activities - games, electronic and extension

  • 9

    Module 8: Reflection and Action

    • Applying new knowledge

  • 10

    Course Feedback

    • Course Feedback

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