ENGLISH STAFF MEETING

APRIL 2014
What will we be covering?
1. English goals 2014
2. Results of the survey
3. Why the focus on spelling?
4. Curriculum, pedagogy and assessment of
spelling

English Goals 2014

1. Develop a draft school wide English/literacy policy
identifying definitions, assessment and reporting requirements
and common goals for reading, writing, speaking and listening
instruction, for consultation and eventual implementation post
2015.
2. Develop a school wide spelling program for
implementation in 2015
3. Provide instructional resources that are explicit, systematic,
specific and research backed for all year levels

By the end of this session I would like you to:

1. Question your current spelling program and instructional
practice/s e.g. Is the program addressing all
knowledge domains and curriculum requirements for
spelling? Are the instructional practices you are using
effective?
2. Recognise your strengths and areas for improvement in
spelling instruction.
3. Extend your knowledge about the English Curriculum,
pedagogy and assessment.

Results of the Survey

Why the focus on spelling?

Spelling is one area of the primary school curriculum that hasnt
changed much in the last 200 years. On Mondays, in classrooms
across the globe, children are given a list of words to study. For
homework throughout the week, they do activities intended to help them
practice the words. They write the words 5 times each, put the
words into sentences and in alphabetical order, and often write
definitions for the words. On Fridays, millions of children take the
spelling test. Some children get it right, others get them wrong week
after week. Even the students who do well on these spelling tests
often do not transfer these skills into their writing. These routines
have become so much a part of our experience and parents experience
that we seldom stop to question how effective they are.
Patricia M. Cunningham

What is the purpose in teaching spelling?

1. Summarise what you think is the
purpose for teaching spelling in one
sentence
2. Write it on your post-it note
3. Place it on the white board

Curriculum, Pedagogy and Assessment

Where does THRASS fall into

this triangle? Why?

The 5 Knowledge Domains of Spelling

1. Phonological
How a word sounds

2. Visual
How a word looks

3. Morphemic
The structure/meaning of a
word

4. Etymological
The origin/history of a word

Checking
How to check spelling choices

Gradual release of responsibility

Modelled
Spelling

Shared
Spelling

I do
Watch me and
notice what I am
doing as I tell you
whats going on in
my head.

Guided
Spelling
We do

Ive shown you

how I do it
now lets do it
together.

Have a go by
yourself, but I will
be here to guide
you.

(Adapted from The Gradual Release of Responsibility Model, Pearson and Gallagher, 1983.)

Independent
Spelling
You do
Now you can spell
independently with
support and
feedback from
others.

Effectiveness of Spelling Learning Experiences

The goal of teaching spelling is to:
1. Help students develop the knowledge and skills to
spell a growing bank of words accurately and
automatically in their writing
2. Help students develop a set of strategies they can
use to spell words that they dont know how to spell
automatically

Where to from here?

Start to critically evaluate the strengths and weaknesses of
current spelling programs or textbooks you are using in your
class e.g. Are they addressing all 5 spelling domains? Are the
strategies/activities/lessons effective at achieving the goals of
spelling?
Start to think about where word lists for your year level
should come from and what needs to be included in them so
they are linked to the curriculum and the scope and sequence
for spelling.
Term 3 I will be meeting with each year level to discuss the
draft spelling program and generate word lists for each year
level.