Primary Example Response using SAO Framework
The following experience addresses the National Professional Standards for Teachers, Professional
Knowledge domain.
In my role as a Year 3 teacher, and in line with the Classroom First priority of making every student a
successful student, I actively designed and implemented an inclusive class spelling program to
support and improve the learning needs of all students.
My students started the year with a diverse range of spelling abilities. There seemed to be a general
weakness in spelling and in their ability to identify and adopt spelling strategies that worked for them.
They were all familiar with the Look, Say, Cover, Write, Check (LSCWC) strategy, but there was no
real understanding of how to effectively use it. There were also a number of students whose way of
learning was unsuited to this strategy. Consequently students were making no real progress in
learning and retaining their words. In addition, I felt there were some ‘super spellers’ who weren’t
being sufficiently challenged.
In order to address this I applied and adapted a range of strategies drawn from my Professional
Learning in First Steps, contemporary research and advice from colleagues. I implemented an
individualised and multi sensory approach to my class and home spelling programs. A real focus was
made on what the ‘Look’ in LSCWC actually meant, and on the features of words. Students were
initially given a pre-test on all the THRASS Chart words and the First 400 Salisbury Words. From this
test each child was able to identify those words they could not spell, and added them to a word bank
from which they selected their individual weekly spelling lists. Children who were ‘super spellers’
chose words from their writing, topic words, words they wanted to learn to spell, challenge lists, and
other Salisbury Words. This spelling program worked alongside the THRASS program operating in
the school. Strategies such as Thrassing It Out, Finger Tracing, Mnemonics, Small Words Inside Big
Words, Word Triangles, Sentences, Speed Writing, Build a Word (using pipe-cleaners, MABD,
counters, pop sticks, straws and blocks), Fancy Writing and LSCWC were modelled for children and
then they were given the opportunity to practise and apply these strategies as part of their class
spelling as well as homework. To develop my students as autonomous learners, I adopted a gradual
release of responsibility model with this spelling program. Initially I selected and explicitly taught the
spelling strategies to students and by the end of the year, once students were familiar with a range of
spelling strategies, they given the opportunity to select the strategies most suited their learning styles.
As a result, students showed a remarkable improvement in their visual and phonetic spelling and in
their retention of words. This was clearly demonstrated in their weekly spelling tests where students
regularly scored at or above their personal best. Unlike at the beginning of the year where many
children were unsure, or could not say with confidence what strategy/strategies, by the end of the
year they were able to articulate and justify their choices in relation to their own spelling needs.
Parents also acknowledged the success of the program and made comments about their children’s
improvement in this area. This responsive, tailored program enabled students to become
independent learners in spelling, who were able to make informed choices about the way they learn.