1. Presented by: Ruth, Rhea & Danielle

2. Those who set out to remember every letter of every
word never make it. Those who try to spell by sound
alone will be defeated. Those who learn how to walk
through words with sensible expectations, noting
sound, pattern and meaning relationships will know
what to remember, and they will learn English.

4.  Teacher as a model for students
 Role of spelling in general subjects, integrated into
every area
 As cited by Templeton and Morris (1999, p. 108),
‘accurate, automatized knowledge of basic spelling
patterns is at the heart of skilled reading and writing’.

5.  What does it involve in literacy?
 Phonemic awareness
 Graphophonic knowledge
 Morphemic awareness and knowledge
 Etymological awareness and knowledge
 Visual awareness
 What does it influence in literacy?
 Reading
 Writing

6.  As cited by Carreker, Joshi and Boulware-Gooden
(2010, p. 149), findings show that increased literacy-
related content knowledge facilitates teachers’
interpretation of assessments, selection of appropriate
words for reading and spelling instruction, analysis of
reading and spelling errors, and constructive feedback
to students’ errors.

8.  In the past, primarily taught through rote learning by
adhering to certain rules (Templeton & Morris, 1999,
p. 102).
 Traditional method: studying and learning words in
lists as presented in commercially published ‘spellers’
(Wallace, 2006, p. 269).
 Some even believe that explicit spelling instruction is
not necessary, and immersing students in reading and
writing is adequate (Winch, 2002, p. 224).

9.  The spelling system not only represents sound; it
represents meaning as well (Templeton, 2003).
 Teacher directed: guide students to an understanding
of how particular spelling features and patterns
operate (Templeton & Morris, 1999).
 Focus on spelling patterns, not individual words -
though these may be added if necessary (Templeton &
Morris, 1999)

10. Templeton and Morris (1999, p. 108) state that,
‘although word knowledge is best developed
through contextual reading and writing, many
students require careful teacher guidance and much
practice if they are to internalize foundational
spelling patterns’.

11.  According to most literacy experts, spelling is a
developmental process (Tompkins et al., 2012, p. 155;
Westwood, 1999, p. 7).
 As suggested by Wallace (2006, p. 273), when teachers
understand that spelling is developmental, they will
structure their teaching differently, and give students
word lists that suit their individual need.

12. Developmental Typical Children learn these
Stage Age
Characteristics
concepts:
Stage 1 - Random strings of scribbles or letters - Distinction between drawing and writing
Emergent Spelling or - Letters or marks have no relationship with - How to make letters
2-5 years - Direction of writing on a page
pre-phonemic sounds/phonemes
- Some letter-sound matches
Stage 2 - - The alphabetic principle
Letter name- - Consonant sounds
5-7 years - Short vowel sounds
alphabetic spelling or
early phonetic - Consonant blends and digraphs
Stage 3 - Long-vowel spelling patterns
Within-word pattern - R-controlled vowels
spelling or phonetic 7-9 years - More complex consonant patterns
- Diphthongs and other less common vowel
patterns
Stage 4 - Inflectional endings
Syllables and affixes - Rules for adding inflectional endings
7-10 years - Syllabication
spelling or
transitional - Homophones
Stage 5 - Consonant alternations
Derivational 9-14 - Vowel alternations
relations spelling or years - Latin and Greek affixes and root words
independence - Etymologies
 Adapted from Tompkins, Campbell, & Green, 2012, p. 157, and Westwood, 1999, p. 7-10

13.  It is important for teachers to realise that they may
have children spelling at various stages in the one
year level (Templeton, 2003, p. 49; Westwood, 1999,
p. 7).
 Students must be dealing with words at their
developmental level, not their ‘frustration’ level
(Templeton & Morris, 1999, p. 107).

14.  Phonology – how words sound
 Sight – how words look in print or writing
 Morphemes – how words are constructed from
meaningful elements
 Etymology – how words are derived; word origins
 Taken from Winch, 2002, p. 223

15.  Both Winch (2002, p. 224) and Westwood (1999, pp.
12-15) give several strategies by which students learn
spelling:
 By sight (how it appears printed/written)
 By hearing (how it sounds: phonemic awareness)
 By speaking (articulation)
 By meaning and analogy (thinking and problem
solving)

16.  Word sorts
 Board/card games – only effective if focusing on word
groups that reflect spelling patterns
 Word wheels
 Flip charts
 Templeton & Morris, 1999, p. 109

18.  General capabilities of literacy.
 Australian Curriculum Assessment and Reporting Authority, 2012

19.  On page 7, the Shape of the Curriculum states:
 Australian Curriculum Assessment and Reporting Authority, 2009

21. Year
(Age)
Australian Curriculum (ACARA) Stage of Development
- Know that one syllable words are made of letters which Letter name alphabet spelling (ages 5-7)
correspond to sounds heard Students learn to represent phonemes in words with letters, concepts learnt:
1 - Use visual memory to write high frequency words •alphabetic principle
Age 6 - Recognise sound letter — matches including common •consonant sounds
vowel and consonant digraphs and consonant blends •short vowel sounds
•consonant blends and digraphs
- Recognise most sound letter matches (inc. Silent letters,
vowel/consonant digraphs and many less common
phonemes)
- Use digraphs, long vowels, blends and silent letters to
2 spell words
Age 7 Within word pattern
- Use morphemes and syllabification to break up words
- Visual memory to write irregular words spelling (ages 7-9)
Syllables and affixes spelling
- Recognise prefixes and suffixes and how they change Students learn these concepts:
(ages 7-10)
meaning. •long vowel spelling patterns
Students apply what they have
R-controlled vowels
- Recognise high frequency sight words learnt about one syllable words
•More complex consonant
3 - Use phonemes (diphthongs and other vowel sounds), patterns
to spell longer words.
Age 8 Students learn these concepts:
knowledge of spelling rules, compound words, prefixes, •Diphthongs and other less
•Inflectional endings
suffixes and morphemes common vowel patterns •Rules for adding inflectional
Use strategies for spelling words, phonological knowledge endings
4 (long vowel patterns and consonant clusters) knowledge •Syllabication
Age 9 of morphemic word families, spelling generalisations and •Homophones
other combinations
Derivational Relations
spelling (ages 9-14)
- Understand that spelling of words have histories Students explore the
5 - Use banks of known words (dictionaries) relationships between spelling
Age 10 - Words that are changed for gender (policeman to and meaning.
policewoman) Children learn these concepts:
•Consonant and vowel
Use words origins, base words, suffixes and prefixes,
morphemes, spelling patterns and generalisations to learn alternations
6 to spell new words. •Latin and Greek affixes and
Age 11 root words
•Etymologies
Use spelling rules and origins, base words, suffixes,
7 prefixes, spelling patterns and generalisations to spell new
Age 12 words