Classroom
Strategies
For The
Teaching
Of Spelling
Early Stage 1 – Stage 3
Carol McMahon
North Coast Region Spelling Project Coordinator
Johanna Bruce
North Coast Region Literacy Consultant
Revised 2007
The North Coast Region Spelling
Strategy
Principals and teachers throughout the North Coast Region identified
spelling as a priority area for their 2006-8 professional learning.
The original Classroom Strategies for the Teaching of Spelling Early
Stage 1-Stage 3 was developed by North Coast Region teachers and
support staff to assist teachers and parents. It contained an assessment
tool that targeted individual and group spelling needs and provided
strategies to address those needs.
The Spelling Strategy has been enhanced in 2008 with the addition of a
new section, Classroom Strategies for the Teaching of Spelling Stages 35. This additional resource was developed in response to teachers
wanting a more demanding assessment tool and strategies to assist
students in the middle years of schooling.
This new package combines the two resources, links to NSW
Department of Education and Training syllabus documents, contains
case studies on how the assessment tool can be used and has a wealth
of ideas that can be used in the classroom. It also contains a parent
training section.
The original package was successfully trialled in three North Coast
Schools: Rosebank PS, Evans River K-12 School and Ballina PS. The new
section has been successfully trialled with Nimbin CS, Evans River K-12
School, Ballina PS and Year 4 Education students from Southern Cross
University. Thank you to these teachers, parents and students for their
valuable feedback.
Many




thanks to:
Carol McMahon, North Coast Region Priority Schools Consultant
Johanna Presgrave, North Coast Region Literacy Consultant
Alison Chawner, North Coast Region Administration Officer
The North Coast Literacy Team
Carol Carrigan
Regional Director
North Coast
Classroom Strategies For The Teaching Of Spelling
2
Table of Contents
Theoretical Links .....................................................................7
Spelling Knowledges ............................................................... 8
Spelling- A tool for writing ...................................................... 9
Stage Expectations ................................................................ 10
Spelling Beliefs ...................................................................... 12
Implementation suggestions ................................................. 13
Syllabus Links........................................................................ 14
Facilitator Notes .................................................................... 19
Staff Training Package .......................................................... 20
Parent Training Package........................................................ 24
Appendix 1 ........................................................................... 27
Appendix 2 ........................................................................... 29
Appendix 3 ........................................................................... 30
Criterion Based Spelling Test 3 -A ............................................ 36
Criterion Based Spelling Test 3 -B ............................................ 38
Criterion Based Spelling Test 3 - C ........................................... 40
Criterion Based Spelling Test 3 – D .......................................... 42
NSW Criterion Based Spelling – student answer sheet ................ 45
NSW Criterion Spelling 3 Class Profile. 1A – Visual Knowledge ..... 46
NSW Criterion Spelling 3 Class Profile 1B –
Phonological Knowledge ......................................................... 47
NSW Criterion Spelling 3 Class Profile 1C –
Morphemic Knowledge ........................................................... 48
NSW Criterion Spelling 3 Class Profile 1D –
Etymological Knowledge ......................................................... 49
Criterion Based Spelling Test 1 -A ............................................ 50
Criterion Based Spelling Test 1 –B ........................................... 51
Criterion Based Spelling Test 1 - C ........................................... 52
Criterion Based Spelling Test 1 – D .......................................... 53
Visual Knowledge Class profile – Criterion Based spelling 1a ....... 54
Phonological Knowledge- Criterion Based spelling 1b .................. 55
Morphemic Knowledge- Criterion Based spelling 1c .................... 56
Etymological Knowledge- Criterion Based spelling 1d ................. 57
Answer Sheet For students for test 1........................................ 58
Criterion Based Spelling Test 2 -A ............................................ 59
Criterion Based Spelling Test 2 –B ........................................... 60
Criterion Based Spelling Test 2 - C ........................................... 61
Criterion Based Spelling Test 2 – D .......................................... 62
student answer sheet Test 2 ................................................... 63
Class Profile Proforma Test 2 ................................................... 64
Analysis of Data Proforma for all Criterion Tests ................... 66
Glossary ................................................................................ 67
Classroom Strategies For The Teaching Of Spelling
3
Phonological Strategies ......................................................... 70
Appendix 1 – Use For: Word race, Race to match, Speedy spelling,
Starting with ......................................................................... 79
Appendix 1 A – Use For: Bargain words .................................... 80
Appendix 1 B – Use For: Bargain words .................................... 81
Appendix 1 C – Use For: Bargain words .................................... 82
Appendix 2 – Use For: Stamp it out ......................................... 83
Spelling Game – Word Back Spied Her ..................................... 88
Appendix 3 – Use for Spiral Spelling ......................................... 89
Appendix 4 – Use with Rhyming Tag (General) .......................... 90
Appendix 4 A – Use with Rhyming Tag (COGS Group C – ES1) .... 91
Appendix 4 B – Use with Rhyming Tag (COGS Group C – S1) ...... 92
Appendix 4 C – Use with Rhyming Tag (COGS Group C – S2) ...... 93
Visual Knowledge Strategies ................................................. 94
Visual Appendices ................................................................. 98
Appendix 5 – Use for Speedy sight words ................................. 98
Appendix 6 – Use for: Mnemonics ............................................ 99
Appendix 7 – Use for: Word wall ............................................ 100
Appendix 8 – Use for: Racing Sight words ............................... 108
Appendix 9 – Use for Silent partners ...................................... 110
Appendix 10 – Use for It takes 4 ........................................... 113
Morphemic Knowledge Strategies ....................................... 114
Morphemic Appendices ........................................................ 124
Appendix 11 – Use for: Compounded Words............................ 124
Appendix 12 – Use for: Let’s get tense ................................... 125
Appendix 13 – Use for: Dicing with prefixes ............................ 126
Appendix 13A – Use for: Dicing with prefixes .......................... 127
Appendix 13B – Use for: Dicing with prefixes .......................... 128
Appendix 14 – Use for: Morph it ............................................ 129
Etymological Knowledge Strategies ..................................... 132
Etymological Appendices ..................................................... 136
Appendix 15 – Use with: What does it stand for? ..................... 136
Appendix 16 – Use with Eponyms. ......................................... 137
Spelling Strategies .............................................................. 138
in KLAs and COGs ................................................................ 138
Connected Outcomes Group (C) Early Stage 1 – Changes . 140
Appendix 17 – Use for: Rhyming Tag with COG content ............ 143
How the kangaroo got her pouch ........................................... 144
Appendix 18, Use for: Stamp It Out, They’re Everywhere,
Racing Sight Words.............................................................. 145
Appendix 19: Use for Sensational Syllables (oral) .................... 146
Appendix 20 – Use with Rhyming Tag (COGS Group C – ES1) ... 147
Connected Outcomes Group (C) Stage 1 – Growing and
Changing .......................................................................... 148
Classroom Strategies For The Teaching Of Spelling
4
Appendix 21 – Use for; Words mean time, Let’s get tense, A tense
race ................................................................................... 150
Appendix 22 - Use for: Sensational Syllables ........................... 153
Appendix 23 - Use for: Numbers are us, Who thinks wins ......... 153
Appendix 24 - Use for: Source Sort ........................................ 154
Connected Outcomes Group (C) Stage 2 – Effects of Growth
and Change ....................................................................... 155
Appendix 25 - Use for Suffixes .............................................. 157
Appendix 26 - Use for: Source Sort ........................................ 158
Appendix 27 - Use for: Rhyming Tag ...................................... 159
Connected Outcomes Group (C) Stage 3 – Interconnecting
growth and change ........................................................... 160
Appendix 28 - Use for: Use for Suffixes Rule, Dice it up ............ 162
Analysis of Data................................................................... 166
Identified Needs Embedded In The Literacy Session ........... 168
Bibliography ........................................................................ 169
Scope and Sequence Of Spelling – A3 insert at the back of the folder
Link to workshop activity:
Classroom Strategies For The Teaching Of Spelling
5
Background
North Coast Region is committed to assist and support schools and
school communities in ensuring a meaningful and relevant focus on
teaching children to spell.
This is underpinned by the knowledge that spelling is a tool for
communication and therefore must not be isolated as a separate subject
area, but embedded in all learning.
The teaching of spelling is about empowering students to use a
range of problem solving strategies when attempting to spell
unfamiliar words in a range of situations.
This initiative aims to develop a shared understanding between all
stakeholders in our school communities as to best practice to ensure
improved student outcomes in spelling and writing.
All material in this package is directly linked to existing DET
documents.
These include:
Board of Studies NSW:










English K-6 Syllabus
Mathematics K-6
Human Society and Its Environment K-6
Science and Technology K-6
Creative Arts K-6
PDHPE K-6
Focus on Literacy: Spelling
Teaching Spelling K-6
Programming and Strategies Handbook
Connected Outcomes Groups
Classroom Strategies For The Teaching Of Spelling
6
Theoretical Links
“For many students, learning to spell is a complex process
that involves them in the act of problem-solving about how
to spell accurately the words they want to use. In order for
students to improve their spelling competencies they need
to acquire the understanding or knowledge that some words
can be sounded out (phonological knowledge), some have
regular patterns (visual knowledge), some have base
meanings that can be built on (morphemic knowledge), and
some words originate from a number of languages
(etymological knowledge). While engaging in this process
they need to draw on the knowledge they have acquired
about how words are spelt.”
Focus on Literacy: Spelling pg 8
“Learning to write well involves learning to spell. Writing
creates the need for spelling. The purposes for spelling are
the purposes of language itself, that is:
 To make meaning, and
 To share meaning in a way that is clearly understood
by readers.
Spelling is functional. That is, it is a system for making
meaning. Spelling is also social, its purpose being to enable
readers to construct meaning. The value of correct spelling
is that it gives writers credibility and therefore reaches a
wider audience. Understanding the four forms of spelling
knowledge and their relationship with the process of
learning to spell has significant implications for teaching.
Within the context of meaningful written language
experiences, students need explicit teaching about the
phonological, visual, morphemic and etymological aspects
of spelling that are relevant to their stages of development”
Focus on Literacy: Spelling pg 13
Classroom Strategies For The Teaching Of Spelling
7
SPELLING
KNOWLEDGES
PHONOLOGICAL KNOWLEDGE
How words and letter combinations sound
 The names of letters, the sounds they represent and the
ways in which letters can be grouped to make different
sounds
 The concept of onset and rime e.g. p is the onset and ink
is the rime
 How to segment the sounds in words into ‘chunks’ of
sound
VISUAL KNOWLEDGE
The way words and letter combinations look
 Recall and compare the appearance of words
 Recognise what letters look like and how to write them
 Recognise that letters can be grouped in particular ways,
e.g. endings
MORPHEMIC KNOWLEDGE
The meaning of words and the way they take different
spellings when they change form
 How compound words are constructed
 Suffixes and prefixes and rule generalizations
ETYMOLOGICAL KNOWLEDGE
The derivation of words
 Roots of words and word meanings, origins and history
 Clusters of letters that not only look the same but are
related in meaning, often because of their root
Classroom Strategies For The Teaching Of Spelling
8
Spelling- A tool for
writing
The English K-6 syllabus articulates the importance of developing
spelling competence. Spelling is part of our language system and is
connected to reading and serves writing. The syllabus outcomes include:
Writing Early Stage 1 (Kindergarten) – Begins to use letters to represent
known words when spelling.
Writing Stage 1 (Years 1 and 2) – Uses knowledge of sight words and
letter-sound combinations to develop a variety of strategies to spell
familiar words.
Writing Stage 2 (Years 3 and 4) – Uses knowledge of letter-sound
correspondence, common letter patterns and a range of strategies to
spell familiar and unfamiliar words.
Writing Stage 3 (years 5 and 6) – Spells most common words accurately
and uses a range of strategies to spell unfamiliar words.
The class spelling program needs to include daily writing for a clearly
articulated audience and purpose. Without this the writer has no reason
to work on spelling, writing process, proofreading and editing. These are
important skills that must be taught.
In order that students improve their spelling competencies they need to
acquire the understanding or knowledge that some words can be
sounded out (phonological knowledge), some have regular patterns
(visual knowledge), some have a base meaning that can be built on
(morphemic knowledge), and words originate from a number of
languages (etymological knowledge).
Classroom Strategies For The Teaching Of Spelling
9
Stage Expectations
NSW Board of Studies www.boardofstudies.nsw.edu.au
Stage 1
















Recognise that language is broken into words
Recognise that words consist of sounds
Recognise the first letter of their name
Recognise the sounds for the letters of the alphabet
Write their name
Trace letters and words
Copy letters and words
Write the sounds that they hear in words
Use some common letter patterns, e.g. c-a-t, s-u-n, b-i-g
Use their visual memory of words, e.g. the LOOK, SAY, COVER,
WRITE, CHECK method
Clap syllables in words
Spell some common words accurately in their own writing
Try to spell words that are new to them
Develop a bank of word families, e.g. bee, see, tree
Identify and try to correct spelling errors
Use word banks, theme words and picture dictionaries
Stage 2









Use their visual memory of words
Use the auditory memory or words, e.g. say the sound of the word
and match them to the letters
Develop personal spelling lists from their writing
Use their knowledge of letter patterns to spell unknown words
Break words into syllables
Use their knowledge of word families to spell words
Correct words that don’t look right
Use some spelling rules
Use junior dictionaries and encyclopedias
Stage 3




Spell most common words correctly
Use visual strategies such as recognition of letter patterns and
critical features of words- silent letters, e.g. cough
Use their knowledge of word parts to spell unfamiliar words such
as prefixes
Use their knowledge of word meanings to assist spelling
Classroom Strategies For The Teaching Of Spelling
10




Use apostrophes to indicate contractions
Use their knowledge of spelling rules, eg if a word ends in an ‘f’
change it to ‘ve’ before adding ‘s’ – knife-knives
Proofreads and corrects own writing
Uses correct spelling and punctuation
Classroom Strategies For The Teaching Of Spelling
11
Spelling Beliefs
These beliefs are to drive school and classroom decisions regarding
spelling programs and practices.





Spelling is a tool for writing and writing is a means of communication.
Effective spelling enhances communication.
Effective spelling enhances students’ understanding of our language
system.
The learning of spelling requires student engagement.
For most students learning to spell is a problem-solving exercise
which requires students to utilise strategies which enhance their
opportunities to spell correctly.

Spelling is embedded within the English strands of Reading, Talking
and Listening and Writing and integrated across KLAs.

Students need explicit teaching (modeled, guided and independent
practice) of the four spelling knowledges and spelling strategies

The knowledge that students need if they are to become proficient
spellers takes four different forms:
o Phonological (how words sound), visual (how words look),
morphemic (meaning and how words change form) and
etymological (where words come from).

The continuous development of spelling skills and strategies K-6 is
essential for spelling improvement.

Student’s spelling progress needs to be diagnosed, monitored,
recorded, reported and used to inform teaching in line with the
Teaching and Learning Cycle.

Students should positively attempt to spell words (have-a-go
approximations - and be prepared to strive for correctness
(conventional forms) using authoritative references and thus valuing
spelling correctness.

The articulations of spelling strategies by students in how they spell
words is an important teaching strategy to improve students’ spelling.
Adapted from Gloucester Public & Raymond
Terrace Public Schools Spelling Strategy
Document
Classroom Strategies For The Teaching Of Spelling
12
Implementation
suggestions
Phase One







Staff representative attends initial Professional Development
workshops run by Regional Spelling Coordinator and Literacy
Consultant.
Attendees are walked through the package in order to unpack the
various sections.
Presenters go though the practical strategies and the theoretical
links to the English K-6 Syllabus in order to embed the knowledge
in participants.
Participants are thoroughly walked through the criteria spelling
assessment and, using the various case studies, look at analysing
the data in order to establish identified needs = ‘teaching and
learning cycle’.
Staff representatives view the DVDs of Parent training package
and the practical strategies modeled on the DVD.
Staff representative familiarised with school training package.
All schools receive “Classroom Strategies For Teaching Spelling”
and contact details to assist in follow up support.
Phase 2

Schools implement the training packages, both the parent and
staff sections.
Phase 3


Implementation of “Classroom Strategies For Teaching Spelling”
into classrooms beginning with the Criterion Based Spelling
Assessments to supplement existing data.
Schools are encouraged to access support personnel to aid with
implementation.
Phase 4

As schools implement “Classroom Support For Teaching Spelling”,
we encourage you to participate in the reflection and evaluation
survey that will be sent to you at your school.
Classroom Strategies For The Teaching Of Spelling
13
Foundation Statements
English
Early Stage 1
www.boardofstudies.nsw.edu.au
Talking and Listening n Reading n Writing
Students mix and talk informally with peers, teachers and known adults. They give short talks and
interact effectively in the
classroom and in groups. Students listen with attentiveness to follow simple instructions and ask
relevant questions. They
express ideas clearly, demonstrating an emerging awareness of how people use spoken language for
different purposes.
They explore the way familiar spoken texts are constructed and the features of these texts.
Students develop reading, viewing and comprehension skills and strategies using context, grammar,
word usage and phonics
in short predictable printed texts on familiar topics. They recognise, discuss and respond to the
different kinds and purposes
of various written and visual texts. Students explore and identify some language features of written and
visual texts.
Students write with an increasing awareness of the nature, purpose and conventions of written
language. They produce
simple texts that demonstrate an awareness of the basic grammar and punctuation needed. Students
know and use letters
and sounds of the alphabet to attempt to spell known words and use most lower and upper case letters
appropriately to
construct sentences. Students explore the use of computer technology to construct texts.
English
Stage 1
Talking and Listening n Reading n Writing
Students communicate with a wide range of people on familiar and introduced topics to achieve a
variety of purposes.
They interact effectively, adopting new speaking skills, in order to give confident oral presentations.
They listen to instructions
and share ideas with peers to complete tasks. Students recognise that spoken language has a range of
purposes and
audiences and use this knowledge when attempting to communicate effectively with others. They
investigate the different
types and organisational patterns of common spoken texts and recognise features within them.
Students read and view short literary and factual texts, using an increasing variety of skills and
strategies including context,
grammar, word usage and phonics to make connections between their own experiences and
information in texts. Students
read, interpret and discuss texts, including visual and multimedia texts, using a range of skills and
strategies. They explore
and identify ways texts differ according to purpose, audience and subject and understand that people
produce texts.
Students recognise the basic structure and grammatical features of a limited range of text types.
Students write simple literary and factual texts on familiar topics for known readers by planning and
reviewing their writing.
They write using basic grammatical features and conventions of punctuation, showing awareness of
different purposes,
Classroom Strategies For The Teaching Of Spelling
14
audiences and subject matter. Students spell using knowledge of sight words, letter-sound
correspondence and other
strategies. They write using letters of consistent size and slope in NSW Foundation Style and use
computer technology to
produce texts, recognising simple conventions, language and functions
English
Stage 2
Talking and Listening n Reading n Writing
Students communicate proficiently ideas and information in classroom, school and social situations for
a range of purposes. They
explore a range of roles when interacting in pairs and groups, using various listening strategies to
gather general ideas from
conversations, reports or spoken presentations. Students identify the effect of purpose and audience on
spoken texts and they shape
and present ideas accordingly. They identify common organisational patterns and language features of
predictable spoken texts.
Students independently read and view familiar and challenging texts and justify interpretations of
ideas, information and events,
using a range of skills and strategies. They integrate a range of skills and strategies efficiently when
reading and interpreting texts
and visual images. Students recognise and explore the relationship between writers and readers and
how writers use language to
create different worlds and achieve a range of purposes. They explore the structure and grammatical
features for a range of
written and visual texts.
Students write well-structured literary and factual texts in terms of topic, purpose, audience and
language by drafting, revising and
proofreading. They use accurate sentence structure, grammatical features and punctuation conventions
to produce various texts
and spell familiar and unfamiliar words using knowledge of letter-sound correspondence, common
letter patterns and a range of
other strategies. Students use joined letters when writing in NSW Foundation Style and develop basic
desktop publishing skills.
Students explain how they structure their writing to achieve intended purposes.
English
Stage 3
Talking and Listening n Reading n Writing
Students communicate effectively, using considered spoken language to entertain, inform and influence
audiences for an increasing
range of purposes. They work productively and independently, in pairs or groups to deliver effective
oral presentations using various
skills and strategies. Students listen attentively to gather specific information and ideas, recognising
and exploring how spoken and
written language differs, and how spoken language varies according to context. Students evaluate
characteristic language features and
organisational patterns of challenging spoken texts.
Students independently read and view an extensive range of complex texts and visual images using a
comprehensive range of skills
and strategies. They respond to themes and issues within texts, recognise point of view and justify
interpretations by referring to their
own knowledge and experience. Students identify, critically analyse and respond to techniques used by
writers to influence readers
Classroom Strategies For The Teaching Of Spelling
15
through language and grammar. They identify text structure of a range of complex texts and explore
how grammatical features work
to influence an audience understands of written, visual and multimedia texts.
Students write well-structured and well-presented literary and factual texts for a wide range of
purposes and audiences, dealing with
complex topics, ideas, issues and language features. They write well-structured sentences, effectively
using a variety of grammatical
features. Students spell most common words accurately, and use a variety of strategies to spell less
common words. They use a fluent
and legible style to write and employ computer technology to present written texts effectively in a
variety of ways for different
purposes and audiences. Students evaluate the effectiveness of their writing by focusing on
grammatical features and the conventions
of writing.
NSW Board Of Studies
Classroom Strategies For The Teaching Of Spelling
16
Pages 40 - 41
Classroom Strategies For The Teaching Of Spelling
17
Classroom Strategies For The Teaching Of Spelling
18
Facilitator Notes
Notes to support Facilitators in their presentations
Purpose of this initiative:

To assist schools to re-visit the Spelling K-6 document.

To assist schools to re-visit where the teaching of spelling fits into
the English Syllabus.

To assist teachers to improve for all students across North Coast
Region.

To ensure that North Coast Region has a relevant and systematic
approach to the teaching of spelling.

To provide teachers with assessment tools to identify specific
needs and drive teaching of spelling.

To provide teachers with strategies to respond to the identified
needs resulting in improved student outcomes in spelling.

To provide schools with information to develop a common
understanding of how spelling is taught.
Role of the Facilitators:

To demonstrate and encourage the English K-6 Spelling Document.

To promote and support schools to implement the North Coast
Strategy.

To monitor ongoing practice and outcomes.

To feed back from schools.

If required and if time permits conducting parent workshops.
Classroom Strategies For The Teaching Of Spelling
19
Staff Training Package
To assist school based staff to present to the whole school.
Purpose of this initiative
To provide a practical tool for the teaching of spelling, based on the
Teaching and Learning Cycle, embedded in all Klaus in accordance with:
Existing DET resources to support the teaching of spelling:

English K-6 Syllabus. Learning to Write-Skills and strategies.
WES1.11, WS1.11 , WS2.11 , WS3.11

Focus on Literacy: Spelling.

Teaching Spelling K-6.

Programming and Strategies Handbook.
Why is spelling important?

Spelling is a tool for writing and therefore communication.

Spelling is valued in our society.
What is the teacher’s role?
Empowering students with the strategies to use a problem
solving approach to spelling.
Learning to spell is an ongoing process. It is not the memorization of
lists of increasingly tricky words that are not attached to meaning.
Students need to know about:

what words mean

how they sound

how words look

how words change form

where words come from
This forms the basis of the strategies that writers use when working out
how to spell words. Adapted from Focus on Literacy: Spelling DET 1998
What will this look like in the classroom?
Classroom Strategies For The Teaching Of Spelling
20
Teaching and Learning Cycle:
Assessing and
recording
Collecting
meaningful data to
inform teaching
practices
Planning
Programming using syllabus
outcomes driven by data
collection
Teaching And
Learning Cycle
Teaching
Learning experience
Strategies to address identified needs
Students involved in lots of reading – Students need to see the
words in print to know how to spell them. Not all words in our English
language can be ‘sounded out’. Opportunities for students to see
modeled reading, shared reading, guided reading and personal reading
contribute to the development of spelling.
Students involved in lots of writing – Students can invent spellings
for words not yet known based on their growing knowledge of
sound/letter relationships, patterns and the written language.
Opportunities for students to see modeled writing, guided writing and to
participate in individual, experimental writing are paramount in the
development of spelling.
Classroom Strategies For The Teaching Of Spelling
21
Students involved in spelling as problem solving – Children need to
see spelling as a problem solving activity, not words that need to be
memorised and then forgotten. Students should be given opportunities
to use a range of strategies to solve the spelling of unknown words.
How can we fit this in to an already over crowded curriculum?
Easy!
Spelling is not a separate or extra subject to teach. We do not have to
timetable for isolated spelling instruction as such.
This does not mean that spelling is not explicitly taught but refers to
when and where it is taught.
Relating the explicit teaching of spelling to relevant learning will ensure
transference of knowledge across all learning, not just in spelling lists.
Spelling is not a separate, isolated lesson but rather, is a
teaching of knowledge and strategies that are integrated into
the reading and writing process.
Teaching Spelling K-6 (pg 19)
Embedding Spelling in the classroom
Step 1

Assess to identify individual student and whole class needs.
See Criterion Based Assessment Document.

Complete class profile.

Identify strengths and areas of need on a whole class basis and
individual basis.

Use this knowledge to plan your teaching.
Step 2

Response to whole class need.
Systematically plan to include this teaching across KLAs.
This can include during modeled reading in literacy, HSIE, S&T etc.
Use Spelling Strategies Resources.

Response to individual need.
Plan to include this instruction in guided groups.
Step 3

Ongoing criterion assessment to supplement other assessment
tools to ensure improved student outcomes.
Example
Connected Outcomes Group ( C )
It sounds too easy. What else do we need to consider?
Classroom Strategies For The Teaching Of Spelling
22
1) School Culture/Organisation. Schools may have a program in
place already, sometimes including students moving to different
classrooms
Response: If the existing program:

is responsive and relevant to student needs and inclusive across
all learning

is aligned with the English Syllabus and Spelling K-6 document

uses the T&L cycle as a basis for ensuring student needs are being
assessed and met

consistently demonstrates improved student outcomes in spelling
- the school will continue to use the program.
If the existing program does not fulfill these criteria then a change
of practice is recommended.
2) Parent Perceptions. If lists of increasingly random and tricky words
are not sent home each week, to be memorised for the weekly test, the
perception may be that spelling is not being taught.
Response: A parent information package is included to enable the
school to ensure a shared understanding between school and home as
to how spelling is being taught.
3) Lack of resources/time to prepare resources.
Response: This package provides the resources to support the teaching
of spelling, using the 4 forms of spelling knowledge across all KLAs.
Support resources are provided within the COGS framework.
Classroom Strategies For The Teaching Of Spelling
23
Parent Training Package
To assist the school to present to parents.
What is our purpose?
Our region is committed to improving and empowering students to be
successful spellers, writers and communicators.
Developing a shared understanding and partnership between school and
home, will ensure a consistent approach to the teaching of spelling skills
and strategies.
Why is spelling so important?

Spelling is a tool for writing and therefore communication.

Spelling is a valued in our society.
What do WE do when trying to spell an unfamiliar word?
Activity: Appendix 1.
We can’t Teach students to spell every word they’ll ever need.
Learning to spell must be an ongoing process.
Memorising lists of increasingly tricky words that are not attached to
meaning is not the most effective method of assisting students to be
ongoing, successful spellers.
Activity: Appendix 2
Students need to know about:

what words mean

how they sound

how words look

how words change form

where words come from
Spelling is empowering students with the strategies to use a
problem solving approach to spelling.
Classroom Strategies For The Teaching Of Spelling
24
How can parents/home partners help?
Students involved in lots of reading – Students need to see the
words in print to know how to spell them. Not all words in our English
language can be ‘sounded out’. Opportunities for students to see and
hear words will contribute to the development of spelling. Reading to
your child, with your child and encouraging your child to read
independently will have a positive impact on development of spelling
skills.
Students involved in lots of writing – Students can invent spellings
for words not yet known based on their growing knowledge of
sound/letter relationships, patterns and the written language.
Opportunities for students to see writing and to participate in individual,
experimental writing are paramount in the development of spelling.
Students involved in spelling as problem solving – Children need to
see spelling as a problem solving activity, not words that need to be
memorised and then forgotten. Students should be given opportunities
to use a range of strategies to solve the spelling of unknown words.
So when and how can parents/home partners do this?
With sport, dancing lessons, music lessons, homework etc. etc finding
time to fit extra work in is impossible!
Seeing opportunities in the daily routine is the answer.

Shopping Lists – Encourage your child to write the shopping list for
you. Encourage them to have a go at unknown words. Encourage
them to identify where they may be able to see the correct
spelling. E.g. pantry, ‘junk mail’ etc.

When shopping - ask your child to find the aisle where you can
find a nominated item. (Aisle signage)

Signs – Draw your child’s attention to signs. Categorise by what
they start with, shortened word etc.

TV Guide – Ask your child to find words they know in the TV guide.
Encourage them to work out what some other words are that
would help them to know what is going to be on.

TV Credits – Encourage your child to watch for words they know
on the TV. Assist to identify words that occur regularly and work
out what they say.

Notes – Have your child write notes for school etc.

Lunch orders – Have your child write their own lunch orders.

Have a dictionary visible and readily available. Use it together
when trying to spell an unfamiliar word.

Always encourage your child’s attempts to spell new words.
Classroom Strategies For The Teaching Of Spelling
25
What should you do if your child asks you to spell a word for
him/her?

Ask your child what sounds he/she can hear in the word.

Ask your child to say the first sound and/or the last sound.

Acknowledge if you can’t, or you are unsure of the spelling and
look it up in the dictionary together.

Spell the word for him/her, vocalising strategies that you are using
to spell it correctly.

Just spell it.
Should children be encouraged to only write (pen to paper)
when they are sure their spelling is correct?
No!
“Get it out, get it down, get it right”
Encourage and praise your child’s attempts to express their ideas in
writing.
Value your child’s writing for its purpose.
Enjoy your child’s writing.
Praise the parts of the spelling that your child has correct.
Assist your child to proofread and attend to spelling when appropriate.
What can you learn from reading your child’s writing?
Activity: Appendix 3
If your child does not write for fear of making spelling mistakes,
development of spelling skills will be affected.
Classroom Strategies For The Teaching Of Spelling
26
Appendix 1 – Cut up to make 5 handouts for parent/staff
presentations.
The car accident caused blood to burst from her blood vessels. The doctors
worked frantically to stop the h__________________.
The car accident caused blood to burst from her blood vessels. The doctors
worked frantically to stop the h__________________.
The car accident caused blood to burst from her blood vessels. The doctors
worked frantically to stop the h__________________.
The car accident caused blood to burst from her blood vessels. The doctors
worked frantically to stop the h__________________.
The car accident caused blood to burst from her blood vessels. The doctors
worked frantically to stop the h__________________.
Classroom Strategies For The Teaching Of Spelling
27
Appendix 1 (cont.)
Distribute handouts.
Read sentence aloud, not inserting the final word.
Have participants write the final word.
Ask participants to identify the strategy they used to spell the word.
Example: I sounded out the word, using the first sound provided.
Example: I knew the word couldn’t be sounded out so I tried to visualise
the word in books that I have read.
Example: I used my knowledge of Latin/Greek rules e.g. rrhagia means
discharge and/or haemo means blood.
(Correct spelling: haemorrhaging)
Discuss the degree of knowledge we relied on to complete this task.
We relied on a range of strategies.
Classroom Strategies For The Teaching Of Spelling
28
Appendix 2
Read the following list to participants.
Listen to this list:
jumping
tree
off
active
hair
key
orange
Do not refer to the list just read.
Begin discussion as to how students learn better in context. If there is
meaning attached then learning is more likely to be retained.
Ask a participant to recall the list read earlier.
Re-read the list as following:
jumping – the ants are jumping on me.
tree – they were tree ants.
off – they jumped off the tree.
active – the ants were so active biting me.
hair – it hurt so much my hair was standing up on my neck.
key – I found the key was to jump around to shake them off.
orange – The ants were orange.
Discuss the story about the ants the impact of adding a context to the
words.
Relate to language/spelling/writing.
Classroom Strategies For The Teaching Of Spelling
29
Appendix 3
Student writing sample 1.
Early Stage 1
See CD for writing samples in student handwriting
Student writing sample 2
Stage 1
See CD for writing samples
Student writing sample 3
Stage 2
See CD for writing samples
Student writing sample 4
Stage 3
Classroom Strategies For The Teaching Of Spelling
30
PHONOLOGICAL
KNOWLEDGE
How words and letter
combinations sound
 The names of letters, the
sounds they represent and
the ways which letters can be
grouped to make different
sounds
 The concept of onset and
rime, e.g. ‘p’ is the onset and
‘ink’ is the rime
 How to segment the sounds
in words into chunks of
sound
Classroom Strategies For The Teaching Of Spelling
31
VISUAL
KNOWLEDGE
The way words and letter
combinations look
 Recall and compare the
appearance of words
 Recognise what letters look
like and how to write them
 Recognise that letters can
be grouped in particular
ways, e.g. endings
Classroom Strategies For The Teaching Of Spelling
32
MORPHEMIC
KNOWLEDGE
The meaning of words and
the way they take different
spellings when they change
form
 How compound words are
constructed
 Suffixes and prefixes
 Rule generalisations
Classroom Strategies For The Teaching Of Spelling
33
ETYMOLOGICAL
KNOWLEDGE
The derivation of words
 Roots of words and word
meanings, origins and
history
 Clusters of letters that not
only look the same but are
related in meaning, often
because of their root
Classroom Strategies For The Teaching Of Spelling
34
Prior Knowledge
Following are three diagnostic assessment tools. They are not stage related nor
meant to be used in isolation. This is one form of assessment to inform
teaching practice and assist to identify specific class and individual student
areas of need.
Contained are: The Judith Hall diagnostic assessment in its entirety.
Alternate Test A-D - adapted test that has been modified.
While still following the original test guidelines, this test follows the NSW
English K-6 Syllabus outcomes and expectations.
Short Alternate Test A-D – Shortened Test. While still
following the original test guidelines, this test follows the NSW English K-6
Syllabus outcomes and expectations.
Focus words can be changed as long as the word substituted is consistent with
the spelling breakdown of the previous words, as is demonstrated by bracketed
words underneath.
It is important that verbal instructions are followed when administering
assessments to ensure consistent data.
Primary students are students from Kindergarten to year 6.
The diagnostic tools help plan for teaching programs when used as parallel
pre and post assessment. (Curriculum Planning and Programming, Assessing
and reporting To Parents K-!2 Policy) “Teachers plan assessment strategies
when developing teaching programs and will also make additional judgements
in the course of teaching and learning”
Classroom Strategies For The Teaching Of Spelling
35
Criterion Based Spelling Test Entire Version -A
Sight words testing visual knowledge
Verbal instructions to the students.
We’re going to be writing some sight words.
Sight words are words that you remember to spell correctly simply
because they ‘look right’.
Here are 20 sight words. Write each word carefully and check your
spelling to make sure it looks right. Sight words should always look right.
If you are unsure, have a go anyway.
Focus word
the
and
of
to
was
said
some
school
there
that
for
Verbal Instructions
the; the ball.
the cat.
the
and; a bat and ball
a cat and dog
and
of; a plate of soup
a bowl of fruit
of
to; go to the beach
I go to school
to
was; was it there?
what was that?
was
said; he said something.
The man said something
said
some; I ate some cake.
She had some too
some
school; we go to school.
I like school.
school
there; put it over there.
there are books at home.
there
that; what was that?
that is great.
that
for; is that for me,
that is for me.
for
Classroom Strategies For The Teaching Of Spelling
36
Focus word
he
by
they
which
Verbal Instructions
he; he is my brother.
he is 10 years old.
he
by; I came by bus.
they went by plane.
by
they; where are they.
they are here.
they
which; which one is blue?
which one is mine?
which
one
one; one,two,three
the number one.
one
you
you; you are ten years old
you are my friend
you
were
were; were you on the bus?
we were all there.
were
their
their; (the one that owns something) Is that
their ball?
It is their cat.
their
her
her; that is her book
do you know her name?
her
Final verbal instructions to the students.
Now, once again check your spelling to make sure it looks right.
Diagnostic Considerations.
Primary students should not have any errors from this list.
Consider using the additional test written test for proofreading(Judith
Hall) to support findings.
Students may have to rely on other forms of knowledge to support their
spelling. It is important to test other knowledge areas to gain
information on their overall spelling strategies.
Perhaps a referral to an optometrist or similar medical provider would be
appropriate for students who appear to have a deficit in visual
knowledge.
Classroom Strategies For The Teaching Of Spelling
37
Criterion Based Spelling Entire Version -B
Phonetically regular words for testing phonological knowledge
Verbal instructions to the children
We’re going to write 12 phonetically regular words.
These are words that you can ‘sound out’.
Write each one carefully and check your spelling to make sure it sounds
out.
You should have a letter or letter combination for every sound.
If you are unsure, have a go anyway.
Focus Word
hat
(cvc)
hike
(cvc-e)
wait
(cvvc)
bird
(r-controlled vowel)
glob
(initial c-blend short vowel)
belt
(short vowel final c-blend)
claim
(initial c-blend long vowel)
strict
(initial c-blend short v,final c-blend)
Focus word
shop
(c digraph beginning)
Verbal Instructions
hat; Repeat slowly while sounding
each sound within the complete
blended word. h/a/t
the hat on my head.
I have a new hat for school. hat
hike; Repeat slowly as above.
I went for a hike.
I enjoy going for a hike. hike
wait; Repeat slowly as above.
Wait there please.
We had to wait. wait
bird; Repeat slowly as above.
The bird flew to the tree.
I have a pet bird. bird
glob; Repeat slowly as above.
There is a glob of glue on my shirt.
I want a glob of cream on my dessert.
glob
belt; Repeat slowly as above.
A belt will hold up my trousers.
The nuts moved on the conveyer belt.
belt
claim; Repeat slowly as above.
A mining claim.
She made a claim for the pencil on
the table. claim
strict; Repeat slowly as above.
A strict rule.
A strict principal. Strict
Verbal Instructions
shop; Repeat slowly as above.
I love to shop.
I like the ice-cream shop the best.
Classroom Strategies For The Teaching Of Spelling
38
Focus Word
crush
c digraph ending)
sketch
(c blend-short v c blend digraph)
out
(vowel diphthong)
Verbal Instructions
shop
crush; Repeat slowly as above.
Be careful not to crush the cat.
Crush the ice for the esky. crush
sketch; Repeat slowly as above.
I love to sketch.
My sketch of my dog is my favorite
sketch. sketch
out; Repeat slowly as above.
Get out of bed now.
Behind the shed is out of bounds. out
Diagnostic Considerations
Primary students should be able to spell 80% of these words.
Consider the combination of c, v, diphthong, and digraph.
Consider where the error occurred e.g. beginning/end.
Perhaps use additional tests for specific diagnostic purposes to support
findings.
Students may have to rely on other forms of knowledge to support their
spelling. Therefore it is important to test other knowledge areas to gain
information on their overall spelling strategies.
Perhaps a referral to a speech pathologist or similar medical provider
would be appropriate for students who appear to have a deficit in
phonological knowledge.
Classroom Strategies For The Teaching Of Spelling
39
Criterion Based Spelling Test Entire Version - C
Application of spelling rules for testing morphemic knowledge.
Verbal Instructions to students.
Now let’s check if we know some spelling rules .First, let’s check for rules for adding
suffixes. Suffixes are always added to the end of the words, and the addition of
suffixes is responsible for most of the spelling rules.
Nearer the other end of the test we will check other rules, such as 2 syllable words and
making compound words. All of these words follow the rules, there are no tricks.
If you are unsure of the rule, have a go anyway.
Focus Word
patted
(cvc + suffix)
hiking
(cvc-e + suffix)
waited
(cvvc + suffix)
birdie
(R-controlled vowel + suffix)
slobber
(initial c-blend, short vowel + suffix)
melting
(short vowel, final c-blend + suffix)
claimable
(initial c-blend, long vowel + suffix)
strictly
( c-blend,short v final c-blend + suffix)
crushing
(short v consonant digraph + suffix)
sketches
(sibilant + plural suffix)
outing
(v diphthong + suffix)
Verbal Instructions
Patted; She patted the dog. The rain
patted on the window. Patted.
Hiking; I go hiking in the mountains.
People go hiking all over the world.
Hiking.
Waited; I waited all day. They waited
at the station for the train. Waited.
Birdie; A birdie is a golf score.
Some people call a little bird, a birdie.
Birdie.
Slobber; I try not to slobber in my
soup. It’s fun to slobber ice-cream.
Slobber.
Melting; The butter is melting. I like
melting cooking chocolate Melting.
Claimable; Lost property is claimable.
Gold is claimable. Claimable.
Strictly; Strictly no entry. Apply the
rules strictly. Strictly
Crushing; Crushing ice. The tree fell,
crushing the roof. Crushing.
Sketches; I love sketches. My
sketches are great. Sketches.
Outing; I went on an outing to the
zoo. School had an outing to the
movies. Outing.
Application of spelling rules for testing morphemic knowledge.
Verbal Instructions to students.
That’s enough suffixes! Now let’s check that you know other spelling
rules.
Classroom Strategies For The Teaching Of Spelling
40
Focus Word
distrust
(1 syllable word + prefix)
Verbal Instructions
Distrust; I distrust my dog with my cat.
If you distrust somebody it means that
you don’t trust them. Distrust.
kitten
Kitten; A kitten is playful. Many
(2 syllable word; initial syllable short people have a kitten for a pet. Kitten.
vowel sound)
bisect
Bisect; If you bisect something, you
(2 syllable word; initial syllable long cut it up. Most people bisect their
vowel sound)
meat before they eat it. Bisect.
silkworm
(Compound word)
Silkworm; A silkworm is a worm that
makes silk. I keep my silkworms in a
shoebox. Silkworm.
Diagnostic Considerations
Primary students should be able to spell 80% of these words.
Appropriate treatment of the spelling rules may be indicated, in
particularly noting:

The general rules.

Long vowel letter pairs patterns.

Summary activities of the vowels chart.

Specific spelling rules.
Classroom Strategies For The Teaching Of Spelling
41
Criterion Based Spelling Test Entire Version – D
Ability to use etymological Knowledge
Verbal Instructions to students.
Now let’s check that you know how to apply etymological knowledge.
Etymological knowledge helps us to put words into groups, and it also
helps us to remember tricky spellings.
In this test, I will write the word on the board.
Write “ear” on the board.
Focus Knowledge
ear
Verbal Instructions.
The word ear can be found in other
words that deal with hearing.
Look at the word ear.
Now spell hear; You hear with your
ear. Hear.
Again, look at the word ear.
Now spell heard; You heard with your
ear. Heard.
hear
heard
Remove the word from the board.
Write “you” on the board.
Focus Knowledge
you
your
yours
Verbal Instructions
The pronoun you can be found in
other words that deal with things that
belong to you.
Look at the word you
Now spell: your
They are your things.
Your.
Look at the word you
Now spell: yours
Those things are yours.
Yours.
Remove the word from the board.
Classroom Strategies For The Teaching Of Spelling
42
Criterion Based
Continued
Spelling
Test
Entire
Version
–
Ability to use etymological Knowledge
Write “here” on the board.
Focus Knowledge
here
Verbal Instructions
This word here can be found in other
words that deal with putting things
somewhere.
Look at the word here
Now spell: there.
There is your ball, put it over there
please.
There.
Look at the word here.
Now spell: where.
Where did you put your ball?
there
where
Remove the word from the board.
Write five and fifth on the board.
Focus Knowledge
five, fifth
twelve
twelfth
Verbal Instructions
Fifth is the ordinal number for five.
Look carefully to see how five
changes to become fifth.
Look at the words five and fifth
Now spell: twelve.
Twelve has the same letter ending as
five.
Twelve.
Look at the words five and fifth
Now spell: twelfth.
Twelfth is the ordinal number for
twelve.
Remove the words from the board.
Classroom Strategies For The Teaching Of Spelling
43
D
Criterion Based
Continued
Spelling
Test
Entire
Version
–
Ability to use etymological Knowledge
Write “aqua” on the board.
Focus Knowledge
aqua
Verbal Instructions
The word aqua is an abbreviation for
the colour aquamarine, a colour often
seen in the ocean.
Aqua is part of many words to do with
water.
Look at the word aqua.
Now spell: aqualung.
An aqualung is used for breathing
underwater.
Aqualung.
Look at the word aqua.
Now spell: aquarium.
I saw a shark in the aquarium.
Aquarium.
aqualung
aquarium
Remove the word from the board.
Write beau on the board
Focus Knowledge
beau
beaut
beautiful
beauty
Verbal Instructions
The word beau is a French word,
meaning handsome man. Beau is in
many words to do with beauty.
Look at the word beau.
Now spell; beaut.You beaut. Beaut.
Look at the word beau.
Now spell beautiful. It is a beautiful
day. Beautiful.
Look at the word beau.
Now spell beauty. My new car is a
beauty. Beauty.
Remove the word from the board.
Diagnostic Considerations.
Having been given the appropriate piece of etymological knowledge,
80% of primary students should be able to spell these words.
Etymological knowledge helps students to remember the consistencies
in the many irregularities of the English language.
Classroom Strategies For The Teaching Of Spelling
44
D
NSW Criterion Based Spelling – student answer sheet
Name _______________________
Visual Knowledge
Grade_____________
Morphemic Knowledge
Date________________
Phonological Knowledge
Classroom Strategies For The Teaching Of Spelling
Etymological Knowledge
45
NSW Criterion Spelling Entire Version Class Profile. A – Visual Knowledge
the
and
of
to
was
said
some
school
there
that
for
he
by
they
which
one
you
were
their
her
Classroom Strategies For The Teaching Of Spelling
46
NSW Criterion Spelling Entire Version Class Profile B – Phonological Knowledge
hat
hike
wait
bird
glob
belt
claim
strict
shop
crush
sketch
out
Classroom Strategies For The Teaching Of Spelling
47
NSW Criterion Spelling Entire Version Class Profile C – Morphemic Knowledge
patted
hiking
waited
birdie
slobber
melting
claimable
strictly
crushing
sketches
outing
distrust
kitten
bisect
silkworm
Classroom Strategies For The Teaching Of Spelling
48
NSW Criterion Spelling Entire Version Class Profile D – Etymological Knowledge
hear
heard
your
yours
there
where
twelve
twelfth
aqualung
aquarium
beaut
beautiful
beauty
Classroom Strategies For The Teaching Of Spelling
49
Criterion Based Spelling Test Alternate Version –A
Sight words testing visual knowledge
Verbal instructions to the students.
We’re going to be writing some sight words.
Sight words are words that you remember to spell correctly simply
because they ‘look right’.
Write each word carefully and check your spelling to make sure it looks
right. Sight words should always look right.
If you are unsure, have a go anyway.
Focus word
the
and
of
to
was
said
some
school
there
Verbal Instructions
the; They had the ball.
They bought the cat. the
and; I have a pen and pencil.
Who has the pink and green ball?
and
of; There are 3 of us here
Do you want a piece of cake? of
to; You can go to the beach
You must go to school. to
was; was it there?
what was that? was
said; he said something.
The man said something said
some; I ate some cake.
She had some too some
school; we go to school.
I like school. school
there; put it over there.
there are books at home. there
Final verbal instructions to the students.
Now, once again check your spelling to make sure it looks right.
Diagnostic Considerations.
Primary students should not have any errors from this list.
Consider using the additional test written test for proofreading to
support findings.
Students may have to rely on other forms of knowledge to support their
spelling. It is important to test other knowledge areas to gain
information on their overall spelling strategies
Classroom Strategies For The Teaching Of Spelling
50
Criterion Based Spelling Test Alternate Version –B
Phonetically regular words for testing phonological knowledge
Verbal instructions to the children
We’re going to write words that you can ‘sound out’.
Write each one carefully and check your spelling to make sure it sounds
out. You should have a letter or letter combination for every sound.
If you are unsure, have a go anyway.
Focus Word
hat
fit
cut
met
rod
shut
chin
rake
thing
Verbal Instructions
hat; Repeat slowly while sounding
each sound within the complete
blended word. h/a/t
the hat on my head.
I have a new hat for school. hat
fit; Repeat slowly as above.
Can you fit everything in your bag?
I enjoy being fit & healthy. fit
cut; Repeat slowly as above.
I cut my finger.
You can cut some cake to eat. cut
met; Repeat slowly as above.
I met my friend at the park.
Have we ever met? met
rod; Repeat slowly as above.
I caught a fish with my rod.
The curtain hangs on a rod. rod
shut; Repeat slowly as above.
Shut the gate please.
Shut the book now. shut
chin; Repeat slowly as above.
I fell on my chin.
My chin moves when I chew. chin
rake; Repeat slowly as above.
I will rake the leaves.
I have a garden rake. rake
thing; Repeat slowly as above.
What is that thing in the book?
What thing can you see? thing
Diagnostic Considerations.
Does student know medial vowel sounds?
What blends does student know?
Consider where the error occurred e.g. beginning/end.
Classroom Strategies For The Teaching Of Spelling
51
Criterion Based Spelling Test Alternate Version – C
Application of spelling rules for testing morphemic knowledge.
Verbal Instructions to students.
If you are unsure of the rule, have a go anyway.
Focus Word
hats
fitting
raked
ringing
something
do
does
hot
hotter
hottest
thirty
Verbal Instructions
hats: I have 2 hats.
My hats are all pink. hats
fitting: Is it fitting in to the bag?
It is hard fitting lunch in. fitting
raked: He raked the leaves up.
Have you raked the soil? raked
ringing: The phone is ringing.
Is he ringing me tonight? ringing
something: I can hear something.
Can you smell something? something
do: Do you like reading?
Do you hear the bell? do
does: Does dog like to play?
What does he do at work? does
hot: In summer it’s hot.
It is hot in here today. hot
Hotter: Today is hotter than
yesterday.
It is hotter in Queensland. hotter
hottest: It is the hottest day.
This pie is the hottest of all. hottest
thirty: She is thirty years old.
Thirty is three lots of ten. thirty
Diagnostic Considerations
Appropriate treatment of the spelling rules may be indicated, in
particularly noting:

The general rules.

Suffixes

Compound words

Comparatives and superlatives.
Classroom Strategies For The Teaching Of Spelling
52
Criterion Based Spelling Test Alternate Version – D
Ability to use etymological Knowledge
Write “ear” on the board. The word ear can be found in other words that
have to do with hearing.
Focus Knowledge
hear
heard
Verbal Instructions.
Look at the word ear.
Now spell hear; You hear with your
ear. Hear.
Again, look at the word ear.
Now spell heard; You heard with your
ear. Heard.
Sometimes we shorten words and just use the initials or letters.
Write T.V on the board. What is this short for?
Focus Knowledge
NSW
ACT
Verbal Instructions
Write what the initials NSW stand for.
Write what the initials ACT stand for?
Sometimes we borrow words from other languages.
Write Oct on the board. Oct is Latin for 8.
Focus Knowledge
Octopus
Octagon
Verbal Instructions
Octopus: An octopus has 8 tentacles.
Octagon: An octagon is a shape that
has 8 sides.
Write aero on the board. Aero means air. Write these words that have
aero in them.
Focus Knowledge
aeroplane
aerodrome
Verbal Instructions
Aeroplane: I went on an aeroplane to
Sydney.
Aerodrome: An aerodrome is where
aeroplanes are kept.
Diagnostic Considerations.
Having been given the appropriate piece of etymological knowledge,
some students should be able to spell these words. Etymological
knowledge helps students to remember the consistencies in the many
irregularities of the English language.
Classroom Strategies For The Teaching Of Spelling
53
Visual Knowledge Class profile – Criterion Based spelling Alternate Version - A
Focus
Word
the
and
of
to
was
said
some
school
there
Classroom Strategies For The Teaching Of Spelling
54
Phonological Knowledge- Criterion Based spelling Alternate Version - B
Focus
Word
hat
fit
cut
met
rod
shut
chin
rake
thing
Classroom Strategies For The Teaching Of Spelling
55
Morphemic Knowledge- Criterion Based spelling Alternate Version - C
Focus
Word
hats
fitting
raked
ringing
something
do
does
hot
hotter
hottest
thirty
Classroom Strategies For The Teaching Of Spelling
56
Etymological Knowledge- Criterion Based spelling Alternate Version - D
Focus
Word
hear
heard
NSW
ACT
octopus
octagon
aeroplane
aerodrome
Classroom Strategies For The Teaching Of Spelling
57
Answer Sheet For students for test Alternate Version
Visual
Phonological
Morphemic
Classroom Strategies For The Teaching Of Spelling
Etymological
58
Criterion Based Spelling Test Short Alternate -A
Sight words testing visual knowledge
Verbal instructions to the students.
We’re going to be writing some sight words.
Sight words are words that you remember to spell correctly simply
because they ‘look right’.
Write each word carefully and check your spelling to make sure it looks
right. Sight words should always look right.
If you are unsure, have a go anyway.
Focus word
they
when
are
you
was
said
some
school
there
Verbal Instructions
they; They had a ball.
They bought a cat. they
when; When can I play?
When will you be home when
are; You are very clever
Are you coming home yet? are
you; You can go to the beach
You must go to school you
was; was it there?
what was that? was
said; he said something.
The man said something said
some; I ate some cake.
She had some too some
school; we go to school.
I like school. school
there; put it over there.
there are books at home. there
Final verbal instructions to the students.
Now, once again check your spelling to make sure it looks right.
Diagnostic Considerations.
Primary students should not have any errors from this list.
Consider using the additional test written test for proofreading to
support findings.
Students may have to rely on other forms of knowledge to support their
spelling. It is important to test other knowledge areas to gain
information on their overall spelling strategies.
Classroom Strategies For The Teaching Of Spelling
59
Criterion Based Spelling Test Short Alternate –B
Phonetically regular words for testing phonological knowledge
Verbal instructions to the children
We’re going to write words that you can ‘sound out’.
Write each one carefully and check your spelling to make sure it sounds
out. You should have a letter or letter combination for every sound.
If you are unsure, have a go anyway.
Focus Word
sand
best
jump
stream
out
shut
chin
rake
thing
Verbal Instructions
sand; Repeat slowly while sounding
each sound within the complete
blended word. s/a/n/d
The sand is hot.
I have sand in my shoes. sand
best; Repeat slowly as above.
That is your best dress
I think your work is the best. best
jump; Repeat slowly as above.
I can jump really high.
You can jump so high. jump
stream; Repeat slowly as above.
The water in the stream is cold.
The stream runs by a road. stream
out; Repeat slowly as above.
I went out.
Three strikes you’re out. out
shut; Repeat slowly as above.
Shut the gate please.
Shut the book now. shut
chin; Repeat slowly as above.
I fell on my chin.
My chin moves when I chew. chin
rake; Repeat slowly as above.
I will rake the leaves.
I have a garden rake. rake
thing; Repeat slowly as above.
What is that thing in the book?
What thing can you see? thing
Diagnostic Considerations.
Does student know medial vowel sounds?
What blends does student know?
Consider where the error occurred e.g. beginning/end.
Classroom Strategies For The Teaching Of Spelling
60
Criterion Based Spelling Test Short Alternate – C
Application of spelling rules for testing morphemic knowledge.
Verbal Instructions to students.
If you are unsure of the rule, have a go anyway.
Focus Word
hats
fitting
raked
ringing
something
do
does
hot
hotter
hottest
thirty
Verbal Instructions
hats: I have 2 hats.
My hats are all pink. hats
fitting: Is it fitting in to the bag?
It is hard fitting lunch in. fitting
raked: He raked the leaves up.
Have you raked the soil? raked
ringing: The phone is ringing.
Is he ringing me tonight? ringing
something: I can hear something.
Can you smell something? something
do: Do you like reading?
Do you hear the bell? do
does: Does dog like to play?
What does he do at work? does
hot: In summer it’s hot.
It is hot in here today. hot
Hotter: Today is hotter than
yesterday.
It is hotter in Queensland. hotter
hottest: It is the hottest day.
This pie is the hottest of all. hottest
thirty: She is thirty years old.
Thirty is three lots of ten. thirty
Diagnostic Considerations
Appropriate treatment of the spelling rules may be indicated, in
particularly noting:

The general rules.

Suffixes

Compound words

Comparatives and superlatives.
Classroom Strategies For The Teaching Of Spelling
61
Criterion Based Spelling Test Short Alternate – D
Ability to use etymological Knowledge
Write “ear” on the board. The word ear can be found in other words that
have to do with hearing.
Focus Knowledge
hear
heard
Verbal Instructions.
Look at the word ear.
Now spell hear; You hear with your
ear. Hear.
Again, look at the word ear.
Now spell heard; You heard with your
ear. Heard.
Sometimes we shorten words and just use the initials or letters.
Write T.V on the board. What is this short for?
Focus Knowledge
NSW
SRC
Verbal Instructions
Write what the initials NSW stand for.
Write what the initials SRC stand for?
Sometimes we borrow words from other languages.
Write Oct on the board. Oct is Latin for 8.
Focus Knowledge
Octopus
Octagon
Verbal Instructions
Octopus: An octopus has 8 tentacles.
Octagon: An octagon is a shape that
has 8 sides.
Write aero on the board. Aero means air. Write these words that have
aero in them.
Focus Knowledge
aeroplane
aerodrome
Verbal Instructions
Aeroplane: I went on an aeroplane to
Sydney.
Aerodrome: An aerodrome is where
aeroplanes are kept.
Diagnostic Considerations.
Having been given the appropriate piece of etymological knowledge,
some students should be able to spell these words. Etymological
knowledge helps students to remember the consistencies in the many
irregularities of the English language.
Classroom Strategies For The Teaching Of Spelling
62
student answer sheet Short Alternate Test
Visual
Phonological
Morphemic
Classroom Strategies For The Teaching Of Spelling
Etymological
63
Class Profile Proforma Short Alternate
Focus Word
visual
they
when
are
your
was
said
some
then
there
phonological
sand
best
jump
stream
out
shut
chin
rake
thing
Classroom Strategies For The Teaching Of Spelling
64
morphemic
hats
fitting
raked
ringing
something
do
does
hot
hotter
hottest
thirty
etymological
hear
heard
NSW
SRC
octopus
octagon
aeroplane
aerodrome
Classroom Strategies For The Teaching Of Spelling
65
Analysis of Data Proforma for all Criterion Tests
Student name
Identified Individual
Needs
Identified Class Needs
Classroom Strategies For The Teaching Of Spelling
Strategies
66
Glossary
Acronym: A word formed from the initial letters in a phrase
Alphabetic principle: An assumption underlying alphabetic writing
systems that speech sounds are represented by letters.
Analogy: In spelling, using a known word to help in the spelling of other
words.
Base Word: A word to which prefixes and suffixes may be added to create
words relate in meaning
Blend: The joining of sounds represented by two or three letters with
minimal change in those sounds – for example, spl, in split.
Blended Word: A word formed from portions of two words – e.g.. smog =
smoke + Fog. The meaning of a blended word is also a combination of the
meaning of the two words it came from.
Comparative Form: Form of an adjective or adverb to compare two items
Compound Word:
1) A word having its meaning the meaning of the two or more smaller
words within it – e.g., the compound word roommates relates to the
meaning of room and mate
2) A word consisting of two or more free morphemes (the smallest units of
Meaning) with a meaning that is unrelated to the meanings of the
morphemes e.g., butterfly.
Consonant:
1) A speech sound made by partial or complete blockage of the breath
2) A letter of the alphabet representing any of these sounds.
Contraction: The shortening of a spoken or written expression by the
omission of one or more sounds or letters. There are two types of
contractions: one is formed from two words in which the omitted letters
are represented by an apostrophe (we’re); the other is the shortened form
of one word in which the omitted letters are not represented by an
apostrophe (Dr).
Derivative: An English word or portion of a word derived from other
languages such as Greek, Latin, or Old French.
Digraph: Two or more letters that represent one speech sound – e.g., the
vowel digraphs eigh and ai and the consonant diagraphs th and ch.
Diphthong: A vowel sound created by combining two vowel sounds, such
as in buy.
Eponym: A word derived from the name of a person, a place, pr an
institution,
E.g.; pasteurization, after Louis Pasteur.
Classroom Strategies For The Teaching Of Spelling
67
Generalization: In spelling, a general conclusion about how written
English works.
High-Frequency Words: Words used often in reading and writing
Homographs: Words that sound different, but are spelt the same and
have different meanings E.g.; minute (time) and minu/te table (small)
Homonyms: Words that sound the same and are spelt the same, but have
different meanings E.g.; table (furniture) and table (math)
Homophones: Words that sound the same, but are spelt differently and
have different meanings E.g.; hear and here.
Interactive writing: A writing partnership in which the teacher and the
students plan and compose texts together, and the teacher shares the pen
with the students. It provides opportunities for the teacher to demonstrate
and the children to practice strategies good writers and spellers use.
Letter name: A consistent label given to each letter of the alphabet.
Meaning strategy: Using the structural relationships between words when
attempting to spell unknown words, E.g.; using the generalization that past
tense if often indicated by the suffix Ed when attempting to spell an
unknown word in the past tense.
Modeled writing: Demonstrating writing in front of students or
introducing previously written print.
Onset: The consonant or consonants preceding the vowel in a syllable,
E.g.; ple, /l/ in look.
Phoneme: The smallest sound unit of spoken language. E.g.; the word
telephone has seven Phonemes: /t/-/e/-/l/-/e/-/f/-/o/-/n/.
Phonemic Awareness: Awareness of the separate sounds in words.
Phonic Strategy: Using the sound-letter relationships in words when
attempting to spell.
Unknown words, E.g.; using the generalization that the /w/ sound is
usually represented by the letter w when attempting to spell an unknown
word with /w/ sound.
Phonics: Letter-sound correspondences in a language.
Phonological Awareness: The ability to hear and manipulate sound units
in the language, such as syllables, onsets and rimes, and individual sounds
in words (phonemes).
Phonology: The study of speech sounds and their functions in language.
Prefix: An affix attached before a base word that changes the meaning of
the base word.
Rime: The first vowel and any following consonants or vowels of a syllable
E.g.; /ook/ in look.
Schwa: In English, the midcentral vowel in an unstressed syllable. E.g.;
/a/ in above, and /u/ in industry.
Classroom Strategies For The Teaching Of Spelling
68
Shared Writing: A writing partnership in which the students and the
teacher together compose a piece of writing, then the teacher writes the
piece. Unlike interactive writing, the pen is not shared between the
students and the teacher, even though the students may suggest how the
words should be spelt.
Spelling Patterns: A group of letters representing a sound, including
groups of letters, such as ould and ear, and diagraphs.
Stress: The emphasis or degree of loudness placed on a syllable.
Suffix: An affix attached to the end of a base word that changes the
meaning or grammatical function of the word.
Superlative Form: Form of an adjective or adverb used to compose more
than two items.
Syllable: The smallest unit of sequential speech sounds consisting of
either a vowel sound or a vowel sound with one or more consonant sounds.
Visual Strategy: Using the visual relationships between words when
attempting to spell unfamiliar words, E.g.; knowing that the spelling
pattern eigh represents the /ay/ sound in eight when attempting to spell
the word weigh.
Vowel:
1) A voiced speech sound made without stoppage or friction of the air flow
as it passes through the vocal tract.
2) A letter of the alphabet representing any of these sounds: The letters A,
E, I, O, U,
Word Family: A group of words related in meaning. Words in a word
family might be derived from the same base word and have different
prefixes and/or suffixes added to it. E.g.; the word replays is derived from
the base word play; the prefix re and the suffix s have been added to form
a new word related in meaning to the base word, play. Compound words
may also be part of a word family. E.g.; the words playground and
playpen are related in meaning to the word play. Other word families may
be based on derivatives. E.g.; the words photographer and telephoto are
related in meaning to derivative photo.
/ / Used to indicate a sound.
Classroom Strategies For The Teaching Of Spelling
69
Phonological Strategies (written and adapted by Carol McMahon & Johanna Bruce)
Strategy
Speedy spelling
Focus
Letter identification
Materials
Alphabet cards
See appendix 1
Syllabus Links
WES1-3: 1.11
Teacher nominates a word.
Students race to correctly construct the word using their alphabet cards.
Teacher nominates whether students have a written model for support.
Skimming and
Finding identified
Relevant text.
scanning
focus/word in context.
Highlighters/pencils
Provide a page of relevant text at student’s instructional level.
Read text to students.
Nominate time frame e.g. 5 minutes.
Instruct students to locate and highlight the identified focus e.g. ‘ch’
Extension: Use more challenging or numerous concepts.
Bargain Words
RES1-3 1.6
Letter identification
Transferring knowledge
Numerical value for each
WES1-3: 1.11
letter of the alphabet.
NES1-3 1.1
See Appendix 1 A-C
NES!-3 1.4
On the board or a poster display a monetary value to each letter.
Students assign the relevant value to each letter/sound and calculate the value of each of their words.
Extension: Students calculate the total value of all of their words.
Increase the monetary values of the letters.
Students calculate how much change they would receive from a nominated amount.
Extension: Students race within a nominated time frame to make the most expensive words they can.
Classroom Strategies For The Teaching Of Spelling
70
Strategy
Race to match
Focus
Sound/letter matching &
identification
Materials
Two sets of cards with
letters on them.
Syllabus Links
TSES1-3 2.1
Place one set of cards, in a single line on the other side of a cleared spot. (Inside or outside)
Students lay face down in front of teacher.
Teacher places the other set of cards face down, in front of each student.
On the given signal students take the card in front of them and race to the other side to find the matching sound.
The first to match and say the sound correctly gets the point.
Extension: Student must say a word with the same initial sound.
Student must say a word with the same final sound.
Extension: Include cards with blends.
Spiral Spelling
Identifying initial and
final letters/sounds.
A blank sheet
or
A sheet with the outline
of a spiral
See Appendix 3
WES1-3: 1.11
Teacher nominates starting word
Students write beginning word and continue the spiral using the final sound as an initial sound
Extension: student choose beginning word
Wordback Spied Her
Spelling Concepts
Proforma see page 85
pencil
TSES1-3 2.1, WES1-3:
1.11
RES1-3 1.6
Teacher puts in the words into the grid
Students eliminate words by asking Spelling Questions to guess the word, e.g. Is it a compound word
Extension: more difficult or technical words, or more difficult spelling concepts
Classroom Strategies For The Teaching Of Spelling
71
Strategy
Rhyming Tag
p.68
Focus
Identifying rhyming
words
Materials
Cards with words on
them to initiate rhymes.
See Appendix 4
Syllabus Links
RES1-3 1.6
WES1-3: 1.11
TSES1-3 2.1
Students sit in pairs.
One student is given a card with a word on it.
Student one says that word.
Student two must say a word that rhymes with that word.
Students continue to take turns saying different words that have the same rhymes until they can think of
no more.
Student chooses another card and the game continues.
Extension: Teacher nominates a category (e.g. maths words) that the rhyming words must come from.
Extension: Students must write the words they say.
Picture Sort
Identifying initial sounds
of relevant items.
Pictures showing items
that have a range of
initial sounds.
WES1-3: 1.11
Teacher nominates the sound/s.
Students find the pictures that fit the criteria.
Extension: Increase difficulty of criteria. e.g. blends, final sound, etc.
Classroom Strategies For The Teaching Of Spelling
72
Strategy
Stamp it Out
Focus
Identifying letter
patterns to form words.
Materials
26 large cards each with
a letter of the alphabet
on it.
See Appendix 2
Syllabus Links
RES1-3 1.6
TSES1-3 2.1
Place cards on floor.
The cards may be placed as they would appear on a keyboard, in alphabetical order or randomly.
Students sit in a circle around the letters.
Teacher nominates a student to be the ‘stamper’.
Teacher writes a word on the board and the student must stamp it out.
Other students monitor if the word is stamped correctly.
Extension: Teacher says the word and does not provide a written model.
Extension: Student chooses a word to stamp out and students must guess that word.
Starting With
Identifying sounds in
words.
Two sets of cards.
Set one has a letter of
the alphabet on each.
Set two has a topic
word. e.g. food, toy,
clothing, science etc.
TSES1-3 2.1
Place cards in two piles face down.
Teacher nominates a student.
Student takes the top card from each pile.
Student must say words with the initial sound on the card, relating to the topic on the second card.
Extension: Students must write the words.
Extension: Include blends.
Extension: Nominate final or medial sound.
Classroom Strategies For The Teaching Of Spelling
73
Strategy
Who’s the Boss?
Focus
Materials
Syllabus Links
How the “Bossy e”
Blackboard.
WES1-3: 1.11
changes sounds.
Teacher writes a word on the board. e.g. mat.
Teacher nominates a student to add an ‘e’ to the end of the word and say the ‘new’ word.
Extension: Include words that do not work this way e.g. map and have students identify if the new word
is correct.
Find the Boss
Transferring spelling
Authentic text.
RES1-3 1.6
knowledge to authentic
Highlighters/pencils
text.
Teacher provides a piece of text. ( May vary according to instructional levels)
Students highlight words that have the ‘Bossy e’.
To name or to sound
that vowel?
Identifying vowel sounds
in words.
A set of cards with a
word on each. e.g. hat,
shake, etc.
TSES1-3 2.1
WES1-3: 1.11
RES1-3 1.6
Place cards face down in a single pile.
Nominate a time frame. e.g. 30 secs.
On the signal a student turns over the cards one at a time and says the vowel as it appears in the word.
i.e. name or sound.
Classroom Strategies For The Teaching Of Spelling
74
Strategy
Focus
Materials
Syllabus Links
Can I come to the
Identifying spelling
Students
TSES1-3 2.1
party?
strategies/rules.
Teacher nominates a student to be the host of the party.
That student secretly tells the teacher their party rule. e.g. Words with a specific initial sound or blend,
bossy e words etc.
The party host asks students one at a time what they would like to bring to the party.
The teacher writes each response on the board under “Yes’ or “No”.
The first student who cracks the code is the next party host.
Extension: “Party may be changed. e.g. museum, maths lesson, excursion etc.
Blender Bender
Identifying blends in text
Text.
Highlighters/pencils
TSES1-3 2.1
WES1-3: 1.11
RES1-3 1.6
Teacher identifies blend. e.g. ’sh’, ‘th’ etc.
Teacher gives students a piece of text.
Students highlight the words that have the nominated blend.
Students report back identifying the words that they found.
Extension: Authentic text from KLA’s
lyrics to a song
a magazine
school newsletter
Extension: Blends appearing as the final sound.
Blends appearing as the medial sound.
Extension: Blends of increasing difficulty e.g. str.
Classroom Strategies For The Teaching Of Spelling
75
Strategy
It takes two
Focus
Materials
Syllabus Links
Identifying vowel blends
Text
RES1-3 1.6
in words.
Highlighters/pencils
Teacher gives students piece of text.
Students highlight the words that have two blends together.
Students report back, identifying the vowels and the sound they provide in the word.
How do I Look?
Identifying letter
Authentic text
RES1-3 1.6
patterns.
Teacher nominates a letter pattern. e.g. cvcc (rush)
Students find words with the same letter patterns.
Extension: Words must be related to a specific category. e.g. S&T,
Extension: The vowel must remain the same.
Pass the blend
Identifying sounds in
words
Ball/beanbag
TSES1-3 2.1
WES1-3: 1.11
RES1-3 1.6
Teacher nominates blend.
Students sit in a circle.
Students throw the ball to another person.
The person who catches the ball must say a word that has the nominated blend.
Variation: The student with the ball may say “Change” and nominate another blend and give a correct
example of a word with the new blend.
If correct, that blend becomes the new focus.
Classroom Strategies For The Teaching Of Spelling
76
Strategy
Disappearing Vowels
Focus
Identifying vowels in
words.
Materials
A set of cards with a
word on each that has
had the vowels omitted.
Syllabus Links
TSES1-3 2.1
WES1-3: 1.11
RES1-3 1.6
Place cards face down in a single pile.
Student turns over a card and must say what vowel has been omitted from the word.
The student must say the word.
Extension: Omit vowel blends.
What’s Changed?
Identifying the sequence Letter Tiles see Appendix
TSES1-3 2.1
of letters that form a
1
WES1-3: 1.11
word.
Teacher writes focus words on the board.
Students given time to study the words.
Students close their eyes.
Teacher erases some of the letters.
Students must identify what letters have been erased and make the appropriate correction.
Student says the word.
Elkonin Boxes
Identifying how sounds Spelling sheet containing
can be ‘chunked’
boxes.
Students are given a spelling sheet that contains groups of boxes.
Each group contains the same number of empty boxes as there are sounds in each word. e.g. ship would
have 3 boxes; sh-i-p
Students put their words into the boxes.
Classroom Strategies For The Teaching Of Spelling
77
Strategy
Throw and Know
Focus
Using concept in
context.
Materials
Large cards with a sound
or blend on each one.
A beanbag or similar.
Students stand in a circle around the cards.
Students take turns to throw the beanbag on to a sound or blend.
Student must say a word that contains that sound or blend.
Extension: Students must use the word in a sentence.
Extension: Teacher nominates a topic area for the sentence.
Let’s get it sorted
Identifying initial sounds Pictures, objects, words
of a variety of concepts
for sorting
such as words, objects,
pictures etc
Teacher nominates sound.
Students find pictures, objects, words that have the same initial sound.
Extension: More than one sound is nominated.
Who’s Silent?
Knowing words that
Duplicate sets of cards
have a silent initial
with a word that has a
sound.
silent initial sound.
Students play concentration, Go fish, using the cards.
Extension: Students use the words in sentences.
Classroom Strategies For The Teaching Of Spelling
Syllabus Links
WES1-3: 1.11
WES1-3: 1.11
WES1-3: 1.11
78
Phonological Appendices
Appendix 1 – Use For: Word race, Race to match, Speedy spelling, Starting with
a
m
t
s
i
f
d
a
i
d
r
o
g
l
h
u
c
o
u
g
b
n
k
v
e
w
j
e
b
e
p
y
x
q
z
a
e
u
o
i
i
t
m
n
s
e
a
o
r
i
Classroom Strategies For The Teaching Of Spelling
79
Appendix 1 A – Use For: Bargain words
a
2c
m
5c
t
4c
s
8c
i
2c
f
6c
d
7c
a
2c
i
2c
d
11c
r
7c
o
2c
g
12c
l
15c
h
13c
u
2c
c
8c
o
2c
u
2c
g
9c
b
4c
n
11c
k
8c
v
15c
e
2c
w
14c
j
11c
e
2c
b
6c
e
2c
p
9c
y
10c
x
15c
q
11c
z
15c
a
2c
e
2c
u
2c
o
2c
i
2c
i
2c
t
4c
m
5c
n
11c
s
8c
e
2c
a
2c
o
2c
r
7c
i
2c
Classroom Strategies For The Teaching Of Spelling
80
Appendix 1 B – Use For: Bargain words
a
_c
m
_c
t
_c
s
_c
i
_c
f
_c
d
_c
a
_c
i
_c
d
_c
r
_c
o
_c
g
_c
l
_c
h
_c
u
_c
c
_c
o
_c
u
_c
g
_c
b
_c
n
_c
k
_c
v
_c
e
_c
w
_c
j
_c
e
_c
b
_c
e
_c
p
_c
y
_c
x
_c
q
_c
z
_c
a
_c
e
_c
u
_c
o
_c
i
_c
i
_c
t
_c
m
_c
n
_c
s
_c
e
_c
a
_c
o
_c
r
_c
i
_c
Classroom Strategies For The Teaching Of Spelling
81
Appendix 1 C – Use For: Bargain words
a
$
m
$
t
$
s
$
i
$
f
$
d
$
a
$
i
$
d
$
r
$
o
$
g
$
l
$
h
$
u
$
c
$
o
$
u
$
g
$
b
$
n
$
k
$
v
$
e
$
w
$
j
$
e
$
b
$
e
$
p
$
y
$
x
$
q
$
z
$
a
$
e
$
u
$
o
$
i
$
i
$
t
$
m
$
n
$
s
$
e
$
a
$
o
$
r
$
i
$
Classroom Strategies For The Teaching Of Spelling
82
Appendix 2 – Use For: Stamp it out
a
b
c
d
e
f
Classroom Strategies For The Teaching Of Spelling
83
Appendix 2 – Use For: Stamp it out
g
h
i
j
k
l
Classroom Strategies For The Teaching Of Spelling
84
Appendix 2 – Use For: Stamp it out
m
n
o
p
q
r
Classroom Strategies For The Teaching Of Spelling
85
Appendix 2 – Use For: Stamp it out
s
t
u
v
w
x
Classroom Strategies For The Teaching Of Spelling
86
Appendix 2 – Use For: Stamp it out
y
z
Classroom Strategies For The Teaching Of Spelling
87
Spelling Game – Word Back Spied Her



Fill in the table with topic words
One person chooses a word, writes it on paper and covers it so no one can see
Students take turns to find out the word by asking questions that relate to a spelling strategy, rule
or focus set by the teacher
Possible questions include:






Does it have 2 syllables etc?
Is it a word that is a homonym?
Is it a compound word?
Is it a contraction?
If the answer to a question is YES then all words that do not fit the criteria can be crossed from
the list
Further questions are asked until the correct word remains or someone guesses the word.
Classroom Strategies For The Teaching Of Spelling
88
Appendix 3 – Use for Spiral Spelling
Classroom Strategies For The Teaching Of Spelling
89
Appendix 4 – Use with Rhyming Tag (General)
Cat
Win
Can
Drum
Jam
Jump
Three
Sort
Dance
Swing
Play
Roll
Class
Act
Turn
Classroom Strategies For The Teaching Of Spelling
90
Appendix 4 A – Use with Rhyming Tag (COGS Group C – ES1)
Change
Event
Grow
Me
Look
Name
Dad
Mum
Draw
Feel
Wild
Things
Yes
No
Tell
Classroom Strategies For The Teaching Of Spelling
91
Appendix 4 B – Use with Rhyming Tag (COGS Group C – S1)
Time
Line
Four
Treasure
Frog
Life
Old
Young
Enjoy
Feelings
Local
Then
Now
Ground
Label
Classroom Strategies For The Teaching Of Spelling
92
Appendix 4 C – Use with Rhyming Tag (COGS Group C – S2)
Change
Event
Grow
Me
Look
Name
Dad
Mum
Draw
Feel
Wild
Things
Yes
No
Tell
Classroom Strategies For The Teaching Of Spelling
93
Visual
Knowledge
Strategies
(written
and
adapted
by
Carol
McMahon
&
Johanna
Bruce)
Strategy
Speedy Sight Words
Students
Students
Students
Students
Focus
Automatic recognition of
sight words.
Materials
Sight word list
Timing device.
Personal graph.
Appendix 5
Syllabus Links
WES1.11
WS1.11
WS2.11
work in pairs.
time each other to read listed sight words.
graph the time taken.
aim to see and say less than 1 sight word per second.
Mnemonics
WES1.11
Creating a relevant and
Paper
WS1.11
meaningful strategy for
Appendix 6
WS2.11
spelling sight words.
Teacher demonstrates some examples of common mnemonics. e.g. You hear with your ear.
Students identify sight words that continue to cause them difficulty.
Students create personalized mnemonics to assist with the word.
WES1.11
Which word wall
Identifying sight words
Sight Word wall
WS1.11
word?
Appendix 7
WS2.11
Teacher secretly chooses a word off the word wall.
The teacher gives a clue as to which word it is.
Students write their guess next to 1.
Teacher gives a second clue.
Students write their guess next to number 2.
After the 5th clue teacher reveals the word.
Students discuss how they arrived at the correct answer.
Classroom Strategies For The Teaching Of Spelling
94
Strategy
Racing Sight Words
Focus
Sight word identification
Materials
Syllabus Links
RES1.6
2 matching sets of sight
RS1.6
word cards.
WES1.11
WS1.11
See appendix 8
Place one set of cards, in a single line on the other side of a cleared spot. (Inside or outside)
Students lay face down in front of teacher.
Teacher places the other set of cards face down, in front of each student.
On the given signal students take the card in front of them and race to the other side to find the
matching sight word.
The first to match and say the word correctly gets the point.
Extension: Student use the word in a sentence
Extension: Student closes eyes and spells the word
Silent Partners
Spelling sight words
A set of cards that has
sight words written that
have letters missing.
Appendix 9
Teacher hands out cards.
Student spells the word including the missing letters.
Sight word Stampede
Automatic identification
Large sight word cards.
of sight words.
Appendix 7
Place cards on the floor.
Teacher chooses two students.
Students stand in front of the cards.
Teacher calls a sight word.
The first person to stand on the word keeps it.
Student with most words gets the point.
Variation: Students can be matched and sight words chosen accordingly.
Classroom Strategies For The Teaching Of Spelling
WES1.11
WS1.11
RES1.6
RS1.6
RS2.6
WES1.11
WS1.11
95
Strategy
Toss the sight word
Focus
Automatic sight word
identification
Materials
Word wall
Appendix 7
Syllabus Links
TES1.1
TS1.1
WES1.11
WS1.11
Students line up in 2 teams in front of the word wall.
The student first in line throws a beanbag at a sight word and says the word.
Each student takes a turn.
The team with the most correct words wins.
Extension: Students must say the word, close their eyes and spell the word to get the point.
They’re Everywhere
RES1.5
Identifying sight words
Text
RS1.5
in text
WS2.11
Teacher provides students with relevant text. e.g. newspaper, brochure, song lyrics, HSIE reading etc.
Students highlight sight words.
Extension: Class records the number of sight words.
Class records words not highlighted.
Determine percentages.
Spelling Heads
Identifying sight words
Sight word cards
Headbands.
Appendix 8
TES1.1
TS1.1
WES1.11
WS1.11
Teacher selects a number of students.
Each student has a headband put on their head.
Teacher attaches a sight word to each headband.
Students ask the class ‘yes’ or ‘no’ questions to determine which word is on their headband.
Classroom Strategies For The Teaching Of Spelling
96
Strategy
It takes 4
Focus
Identifying sight words
Materials
It takes 4 boards
Appendix 10
Sight/spelling word
cards.
Counters and dice.
Appendix 8
Syllabus Links
TES1.1
TS1.1
WES1.11
WS1.11
Place word cards face down in a pile.
Students take turns to throw the dice.
The student takes the card on the top of the pile.
If student says word correctly they get to place a counter on the board.
The number on the dice determines the column where the student can place a counter.
The first player to get 4 correct words in a row wins.
Extension: The student must use that word in a sentence.
Extension: The student must use that word in a correct sentence related to a nominated topic. e.g. HSIE,
maths etc.
Throw and Know
Using concept in
context.
Large cards with a sight
word on each one.
A beanbag or similar.
Appendix 7
TES1.1
TS1.1
WES1.11
WS1.11
Students stand in a circle around the cards.
Students take turns to throw the beanbag on to a sight word.
Student must use that word in a sentence.
Classroom Strategies For The Teaching Of Spelling
97
Visual Appendices
Appendix 5 – Use for Speedy sight words
Words
Write
LSCWC
LSCWC
How Fast Can You GO?
20
19
18
17
16
15
14
13
12
11
10
9
8
7
6
5
4
3
2
1
Classroom Strategies For The Teaching Of Spelling
98
Appendix 6 – Use for: Mnemonics
Use these tricks to help you remember tricky words.
ache – I have a chest ache.
the whole story?
whole – Who knows
affect – Affect has an ‘a’ for action.
witch can make you itch
witch
–
A
always – Al always wins.
balloon – A balloon looks like a ball.
believe – Never believe a lie.
boil – There’s oil on the boil.
diary – In your diary you write about yourself so ‘i’
comes first.
friend – A friend is a friend to the end.
hear – You hear with your ear.
island – An island is land.
weather – We eat her food in all weather.
Classroom Strategies For The Teaching Of Spelling
99
Appendix 7 – Use for: Word wall
the
to
of
my
Classroom Strategies For The Teaching Of Spelling
100
you
me
he
am
Classroom Strategies For The Teaching Of Spelling
101
she
good
like
who
Classroom Strategies For The Teaching Of Spelling
102
when
where
they
your
Classroom Strategies For The Teaching Of Spelling
103
here
only
and
for
Classroom Strategies For The Teaching Of Spelling
104
which
on
could
how
Classroom Strategies For The Teaching Of Spelling
105
only
about
use
now
Classroom Strategies For The Teaching Of Spelling
106
some
what
Classroom Strategies For The Teaching Of Spelling
107
Appendix 8 – Use for: Racing Sight words (Make 2 sets)
the
to
of
is
was
my
you
me
he
about
use
how
Classroom Strategies For The Teaching Of Spelling
108
some
she
by
good
like
who
when
where
and
for
that
which
on
could
how
only
Classroom Strategies For The Teaching Of Spelling
109
Appendix 9 – Use for Silent partners
t _e
t_
o_
i_
w_s
m_
y_u
m_
h_
ab_ _t
us_
h_w
Classroom Strategies For The Teaching Of Spelling
110
som_
s_e
b_
g_ _d
lik_
_ho
w_en
w_er_
th_y
y_ _r
h_r_
onl_
Classroom Strategies For The Teaching Of Spelling
111
a_d
f_r
t_at
w_ich
o_
c_ _ _d
h_w
onl_
ver_
e_c_
wi_h
wh_t
Classroom Strategies For The Teaching Of Spelling
112
Appendix 10 – Use for It takes 4
1
2
3
4
5
6
1
2
3
4
5
6
1
2
3
4
5
6
1
2
3
4
5
6
1
2
3
4
5
6
1
2
3
4
5
6
Classroom Strategies For The Teaching Of Spelling
113
Morphemic
Knowledge
Strategies
(written
and
adapted
by
Carol
McMahon
&
Johanna
Bruce)
Strategy
Compounded words
Focus
Identifying words within
words
Materials
Black/white board
Set of cards with words on each.
(Extension)
Appendix 11
Teacher writes a base word on the board.
Teacher nominates a time frame.
Students race to write words that include the base word.
Variation: Students chooses 2 cards.
Student must identify whether the 2 can be combined to form a correct compound word.
Extension: Teacher nominates a topic. e.g. Nature, Man made etc.
Let’s get tense
Identifying how the word A set of cards with words on
changes in relation to
each. Words to be examples
tense.
of different tense. E.g.
jump, walked, will write.
etc.
Appendix 12
Students choose a card.
Student must identify what tense the word indicates.
Extension: Student must say the other forms of the words to denote different tense.
Extension: Student must add the superlative form.
Classroom Strategies For The Teaching Of Spelling
Syllabus Links
Wes1.11
WS1.11
WS2.11
WS3.11
WS1.11
WS2.11
WS3.11
TS1.2
TS2.2
TS3.2
114
Strategy
Dicing with prefixes
Focus
Identifying how the
addition of a prefix can
change meaning.
Materials
Three sets of cards.
Set one has a common prefix.
Set two has the meaning of a
prefix.
Extension: Set three has a base
word on it.
Three large dice.
Appendix 13
Syllabus Links
WS1.11
WS2.11
WS3.11
Attach cards from set 1 to each face of a large dice.
Attach cards from set 2 to each face of a large dice.
Students take turns to roll the dice.
Student identifies if the prefix matches its meaning.
Variation: Cards can de used for concentration, fish, board games etc.
Extension: Attach cards from set 3 to each face of a large dice.
Extension: Student must use the ‘new’ word in a sentence.
Extension: Teacher nominates topic for the sentence
Classroom Strategies For The Teaching Of Spelling
115
Strategy
Morph it
Focus
Identifying appropriate
prefixes and suffixes.
Materials
Syllabus Links
Three sets of cards.
TSES1-3 2.1
Set 1 has base word on
WES1-3: 1.11
each.
RES1-3 1.6
Set 2 has a prefix on each.
Set 3 has a suffix on each.
Appendix 13, 13A, 13B, 14,
14A, 14B
Suffix and prefix cards placed in a single line on the other side of a cleared spot. (Inside or outside)
Students lay face down in front of teacher.
Teacher places the other set of cards, containing base words face down, in front of each student.
On the given signal students take the card in front of them and race to the other side to find the matching prefix
and/or suffix.
Student must say the word and identify how the prefix/suffix changes the word.
Classroom Strategies For The Teaching Of Spelling
116
Strategy
A Tense Race
Focus
Identify how words
change according to
tense.
Materials
Syllabus Links
Four sets of cards.
TSES1-3 2.1
Set one has a base word on
WES1-3: 1.11
each.
RES1-3 1.6
Set two has the past form of
the words on each.
Set three has the present
forms of the words on each.
Set four has the future form
of the words on each.
‘Tense’ cards placed in a single line on the other side of a cleared spot. (Inside or outside)
Students lay face down in front of teacher.
Teacher places the set of cards, containing base words face down, in front of each student.
On the given signal students take the card in front of them and races to the other side to find the matching
altered forms of their word.
Student must say the words and identify the appropriate tense.
Classroom Strategies For The Teaching Of Spelling
117
Strategy
Dicing with suffixes
Focus
Identifying meaning of
suffixes.
Identifying how a suffix
can change meaning.
Materials
Three large dice.
One set of cards with a base
word on each.
One set of cards with a
prefix on each.
One set of cards with a
suffix on each.
Syllabus Links
TSES1-3 2.1
WES1-3: 1.11
RES1-3 1.6
Attach cards from set 1 to each face of a large dice.
Attach cards from set 2 to each face of a large dice.
Students take turns to roll the dice.
Student identifies if the suffix matches its meaning.
Variation: Cards can de used for concentration, fish, board games etc.
Extension: Attach cards from set 3 to each face of a large dice.
Extension: Student must use the ‘new’ word in a sentence.
Extension: Teacher nominates topic for the sentence.
Extension: Teacher places a mixture of prefixes and suffixes on each face of the second dice.
Student must identify whether they have rolled a prefix or a suffix.
Student must identify whether the ‘new’ word is correct.
Authentic Detective
Identifying concepts in
Authentic text from HSIE
RES1-3 1.6
context.
unit, S&T etc.
Modified to support focus.
Students are given a copy of the text that demonstrates or has mistakes in it according to focus. E.g. prefix,
suffix, tense etc.
Students proofread the text and correct errors.
Students report back the errors they found and what was needed to correct them.
Extension: Mistakes from multiple concepts. Extension: Teacher nominates a time frame.
Classroom Strategies For The Teaching Of Spelling
118
Strategy
Suffix Scramble
Focus
Identifying rules that
apply to adding suffixes.
Materials
Two sets of cards.
Set one. Each card has a
base word on it.
Set two. Each card has a
different suffix on it.
Appendix 14, 14A, 14B
Place cards face down in two piles.
Students choose a card from each pile.
If appropriate, students write the ‘new’ word in its new form.
If the base word and suffix do not match they are placed on the bottom of the piles.
Variation: Prefix Scramble.
Throw and Know
Using concept in context. Large cards with a prefix or
suffix on each one.
Appendix 13, 13A, 13B, 14,
14A, 14B
A beanbag or similar.
Students stand in a circle around the cards.
Students take turns to throw the beanbag on to a prefix or suffix.
Student must explain how the prefix or suffix changes the word.
Student must say a word that contains that concept
Classroom Strategies For The Teaching Of Spelling
Syllabus Links
TSES1-3 2.1
WES1-3: 1.11
RES1-3 1.6
WES1-3: 1.11
119
Strategy
Throw and Know the
Rules
Focus
Using concept in context.
Materials
Large cards with a spelling
‘rule’ on each one.
A beanbag or similar.
Syllabus Links
TSES1-3 2.1
Students stand in a circle around the cards.
Students take turns to throw the beanbag on to a rule.
Student must say a word that demonstrates that rule.
Extension: Student must use the word in a sentence.
Extension: Teacher nominates a topic for the sentence.
Strategy
Focus
Materials
Syllabus Links
You make the rules
Identify spelling rules in One set of cards each with a
TSES1-3 2.1
context.
spelling rule on it.
Place a card face down in front of individual students or teams.
On the nominated signal students turn over the card to reveal their rule.
In a nominated time students must write a list of words that adhere to that rule.
The most correct words win.
Extension: Students must write their words in a sentence.
Extension: Teacher nominates a topic area for the sentences. e.g. Maths, Creative Arts etc.
Sensational Syllables
Identifying how to break
One set of cards.
WES1-3: 1.11
words up.
Each card has a word with a
different number of syllables
on it.
Place cards face down.
On a nominated signal students turn over card.
Students write how many syllables their word has.
Students compile a list of words that have the same amount of syllables.
Extension: Teacher nominates a topic for the words to relate to.
Classroom Strategies For The Teaching Of Spelling
120
Strategy
Concentrating
Contractions
Focus
Identifying how words
are contracted.
Materials
Two sets of cards.
Set one has the full form of
the words.
Set two has the matching
contractions
Syllabus Links
WES1-3: 1.11
Cards are placed face down.
Students take turns to match the contraction with the full form of the word.
Classroom Strategies For The Teaching Of Spelling
121
Strategy
Suffixes Rule
Focus
Identifying rule when
adding a suffix.
Materials
Two sets of cards.
Set One has a base word on
each.
Set Two has a suffix on
each.
Nominated student takes a card from each set.
Student identifies if the suffix can be added to the base word.
Student identifies the spelling rule that will apply.
Student spells the new word.
Always a rule
Identifying spelling rule
Authentic text.
in context.
Teacher nominates a rule or generalization.
Student reads authentic text, highlighting words that exemplify the rule.
Students report back explaining how the rule impacts on each word.
Extension: Teacher nominates more than one rule/generalization
Source Sort
Identifying the four forms
Authentic group of words.
of spelling knowledge.
Understanding the impact
of this on learning to
spell.
Students sort words according to their source.
Students report back, explaining how this knowledge will assist with spelling.
Classroom Strategies For The Teaching Of Spelling
Syllabus Links
WES1-3: 1.11
TSES1-3 2.1
TSES1-3 2.1
122
Strategy
Tense Detective
Focus
Materials
Identifying tense in
Authentic text
context
Students read authentic text, highlighting words that denote tense.
Students report back on findings.
Extension: Students either say or write that text in a different tense.
Strategy
Name the rule, it’s
authentic
Students
Students
Students
Students
Focus
Automatic,
knowledge/use of rules in
context.
Materials
Syllabus Links
RES1-3 1.6
Syllabus Links
TSES1-3 2.1
WES1-3: 1.11
RES1-3 1.6
choose a piece of authentic text, e.g. from magazine, TV. guide etc.
compile a group of words from that text that adhere to a rule or generalization.
show their group of words to other students.
must guess the rule that governed the list.
Classroom Strategies For The Teaching Of Spelling
123
Morphemic Appendices
Appendix 11 – Use for: Compounded Words
some
thing
body
one
time
every
any
day
bus
stop
fall
rain
drop
bow
sun
light
shine
burn
where
ever
how
air
bed
balloon
water
Classroom Strategies For The Teaching Of Spelling
124
Appendix 12 – Use for: Let’s get tense
play
jumped
will eat
ran
swam
will shop
spoke
left
visit
studied
try
will be waiting
have
going to cook
laid
will be washing
exercise
going to eat
use
preparing
arrive
reading
travel
going overseas
exited
Classroom Strategies For The Teaching Of Spelling
125
Appendix 13 – Use for: Dicing with prefixes
be
auto
deca
ex
for
fore
im
mid
mis
multi
out
post
pre
pro
re
semi
sub
un
up
with
Classroom Strategies For The Teaching Of Spelling
126
Appendix 13A – Use for: Dicing with prefixes
near to
self
ten times
out of
denial from
before, front
in, into
middle of
bad, wrong
many
beyond
after, behind
before
forward
back, again
half
under
not, opposite
upwards
from, back
Classroom Strategies For The Teaching Of Spelling
127
Appendix 13B – Use for: Dicing with prefixes
friend
graph
cycle
change
give
cast
land
night
handle
form
do
script
heat
pose
call
circle
normal
clean
hold
stand
Classroom Strategies For The Teaching Of Spelling
128
Appendix 14 – Use for: Morph it
ly
less
ion
le
ee
eer
ed
ment
ette
ish
able
est
ling
man
ing
ism
ant
ful
dom
ic
Classroom Strategies For The Teaching Of Spelling
129
Appendix 14B – Use for: Morph it
adjective to
adverb
without
process of
to make
one who
one
concerned
with
past tense
verb to noun
small form
sort of
verb to
adjective
comparing
more than
two
small, little
a person
continuous
action
state of being
one who
as much as
will fill
state,
condition
a body of
facts
Classroom Strategies For The Teaching Of Spelling
130
Appendix 14C – Use for: Morph it
slow
friend
act
spark
employ
mountain
raid
pay
diskette
red
enjoy
cold
duck
store
jump
hero
contest
plenty
free
math
Classroom Strategies For The Teaching Of Spelling
131
Etymological Knowledge Strategies;(written and adapted by Carol McMahon & Johanna Bruce)
Strategy
What does it stand for?
Focus
Understanding acronyms
and abbreviations.
Materials
Syllabus Outcomes
Examples of relevant
RES1-3 1.6
acronyms and
WES1-3: 1.11
abbreviations. (appendix
15)
Teacher models traditional acronyms and abbreviations. ANZAC, QANTAS, NSW etc.
Teacher gives opportunities to discover current examples. ATM, ASAP, GST etc.
Teacher nominates a topic. E.g. S&T, Government departments etc.
Students find examples and write what they stand for.
Variation: Students invent their own acronyms and abbreviations for school, class, local use.
Who thinks Wins
Identifying derivations
Board
WES1-3: 1.11
within our languages.
Paper
Teacher writes a derivation word on the board. e.g. tele
Identify meaning from original language.
Teacher nominates time frame.
Students write words in our language that contain the derivation.
Extension: Students write meanings of the words in their list.
Etymological Zoo
Using derivatives.
Derivative and origin chart
WES1-3: 1.11
RES1-3 1.6
Teacher writes the name of an invented animal whose characteristics are indicated by derivatives from other
origins. E.g. Micromonopedavinoct (small, one legged, bird that appears at night.)
Students use the chart to write the characteristics of the animal.
Extension: Students invent their own ‘etymological animals’.
Extension: Students classify their animal using logical or nominated criteria.
Classroom Strategies For The Teaching Of Spelling
132
Strategy
Where did it come from
Focus
Materials
Syllabus Outcomes
Identifying words and their
Stimulus for words e.g.
RES1-3 1.6
origin that our language
Magazine cutouts
WES1-3: 1.11
has borrowed.
Teacher nominates a category. E.g. food.
Students assist to compile a list of foods. E.g. sushi, naan, quiche, tagliatelle etc.
Students race to find and write the country of origin of each food.
Extension: Students add more examples of food from each country.
Extension: Students research the characteristics of each country’s food.
Webb-a-word
Identifying derivations
Dictionary derivation chart
WES1-3: 1.11
within our languages.
Teacher nominates a base word. E.g. aero.
Students create a web of words from that base.
Extension: Extend web to include meanings.
Match and win
Identifying derivations
Two sets of cards.
TSES1-3 2.1
within our languages.
Set one. A borrowed base
WES1-3: 1.11
word. E.g. uni, quad.
RES1-3 1.6
Set two. A word from the
English language that
contains that derivation.
Borrowed base cards placed in a single line on the other side of a cleared spot. (Inside or outside)
Students lay face down in front of teacher.
Teacher places the set of cards, containing derivations face down, in front of each student.
On the given signal students take the card in front of them and races to the other side to find the matching base
to form a word from the English language.
Student must say the derivation and what it means.
Student must say the word and what it means.
Classroom Strategies For The Teaching Of Spelling
133
Strategy
Numbers are us Web-aNumber
Focus
Materials
Identifying how numbers
‘Number’ derivation chart
in the English language
have been influenced by
other languages.
Teacher nominates a derivative. E.g. oct etc.
Students find words with the derivation
Students report back as to how the number relates to the word.
It’s in your name
Tracing the etymology of
own name
Internet site: Linguistics
and human languages
Etymology in the yahoo
directory.
Syllabus Outcomes
NES1-3 1.1
WES1-3: 1.11
WES1-3: 1.11
Students given access to etymology of names.
Student traces his/her own name.
Extension: Student discovers more information relating to their name and researches some people in history
with whom they share a name.
Eponyms
Identifying that some
Examples of eponyms.
WES1-3: 1.11
everyday words have
Appendix
evolved from the
trademark or brand name.
Discuss examples listed in appendix 16.
Using magazines, internet etc. students discover more examples of eponyms.
Why did eponyms evolve?
Extension: Make eponyms for everyday products.
Classroom Strategies For The Teaching Of Spelling
134
Strategy
Etymological chain
Focus
Materials
Identifying the root
Chain links.
word contained in our
words.
Teacher nominates base words. E.g. aqua, tele, cent.
Students write base word on first link.
Students discover words that are linked and write them on the next link.
Students form the longest chain, using the nominated base word.
Extension: Students add a link identifying language of origin
Extension: Students add a link after each new word, giving its definition.
Months/years where did they
come from
Etymology of the names
of days and months.
Access to derivations of
days and months.
Syllabus Outcomes
WES1-3: 1.11
RES1-3 1.6
WES1-3: 1.11
Teacher provides students with access to words
Students must research the origin of the words
Classroom Strategies For The Teaching Of Spelling
135
Etymological Appendices
Appendix 15 – Use with: What does it stand for?
What do they all mean?
ANZAC – Australian and New Zealand Army Corps.
QANTAS – Queensland and Northern Territory Airline
Service.
NSW – New South Wales.
ACT – Australian Capital Territory.
NASA – National Aeronautics & Space Administration
EFTPOS – Electronic Funds Transfer Point Of Sale.
ATM – Automatic Teller Machine.
ASAP – As Soon As Possible.
TV – Television.
SRC – Student Representative Council.
P&C – Parents and Citizens.
P&F – Parents and Friends.
Classroom Strategies For The Teaching Of Spelling
136
Appendix 16 – Use with Eponyms.
1) When you have a headache you take an
a___________.
2)
When
you
cut
yourself
_____________on the cut.
you
put
a
3) Moving stairs are called e_____________.
Aspirin was introduced to the market under the
trademark Aspirin in 1899. It is actually
acetylsalicylic acid.
Band aid is a registered trademark of JOHNSON &
JOHNSTON and still remains the number 1 adhesive
bandage in America.
Escalator. Otis Elevator Co., is the world’s largest
manufactures, installer and servicer of elevators,
escalators, moving walkways and other horizontal
transportation systems.
Classroom Strategies For The Teaching Of Spelling
137
Spelling Strategies
Embedded Across
KLAs/COGs
The COGs have been used as a vehicle to demonstrate the
implementation of spelling into an already over crowded
curriculum.
The C String has been used as a sample only, the
programming ideas can be applied to all COGs Strands and
into any integrated units based on any particular KLA focus
e.g. HSIE
The Spelling strategies demonstrated in the COGs unit can
also stand alone within any literacy session as modeled in
the sample literacy session on page 170.
Spelling is not to be seen as a separate teaching strand but
embedded across all teaching practices and student learning.
By integrating the spelling strategies into a COG String we
have endevoured to reinforce this.
Classroom Strategies For The Teaching Of Spelling
138
Strategies Modified To Support COGs Group C
Phonological
Morphemic
Speedy Spelling
Sensational Syllables
Stamp It Out
Words
What’s Changed?
Starting With?
Let’s Get Tense
Tense Sort
Compounded
Picture Sort
Who’s Silent?
Let’s Get It Sorted
Spelling Heads
Throw and Know
Web-A-Word
Etymological
Where Do I
come from?
Visual
They’re Everywhere
Racing Sight Words
Sight Words Stampede
Authentic Detective – sight words
Classroom Strategies For The Teaching Of Spelling
139
Connected Outcomes Group (C) Early Stage 1 – Changes
Suggested Links to spelling.
Curriculum
Links
HSIE
COGS Content
Strategy
Quality Teaching Elements
Aboriginal Dreaming stories.
How the kangaroo got her pouch.
Speedy spelling
They’re Everywhere
Sensational Syllables
Racing sight words
Stamp it out
Cultural Significance
Higher Order Thinking
Engagement
PDHPE
Play, Spot the Change
What’s Changed?
MATHS
ENGLISH
‘Uses terms such as yesterday, Let’s get tense
today, tomorrow’.
Sensational syllables
May be oral.
Tense Sort
Quality learning environment
Metalanguage
Explicit Teaching
knowledge integration
substantive communication
HSIE
ENGLISH
CREATIVE
ART
‘People in our lives’
Starting With
Sort ‘people’ words by initial Sight word Stampede
sounds.
Identify sight words e.g. Mum, and,
Dad, my, of, the, to etc.
Significance
Engagement
ENGLISH
‘Guess What’
Picture sort
This game can be extended to What’s Changed?
include word games with similar Spelling Heads (variation)
concept.
quality learning environment
narrative
engagement
READING
WRITING
Classroom Strategies For The Teaching Of Spelling
140
Curriculum
Links
English
COGS Content
English
Where the Wild things are
Use this text as stimulus.
Gnashed
‘Recognises colour ….’
Introduce ‘aqua’ as a colour.
Strategy
Quality Teaching Elements
Images of artworks.
higher order thinking
Sort pictures according to initial, student self direction
final, medial sounds.
explicit criteria
Compound words – artwork,
printmaking,
background,
play
dough, Picture Sort
Compounded Words
Authentic Detective
Creative Arts
Mathematics
ENGLISH
Creative Arts
English
HSIE
Authentic Detective-Sight
words.
Who’s Silent?
Web a Word
‘Shapes and lines’
Set one cards – word with picture Race to Match
clue of shape.
Set two cards – initial or final
sound.
Student must say a shape Throw and Know
beginning with the sound.
Charades – acting a warning
Know the warning
Family Heritage.
Where do I come From?
Introduce words the English
language has borrowed. Perhaps
‘food’ words.
Classroom Strategies For The Teaching Of Spelling
narrative
knowledge integration
engagement
higher order thinking
metalanguage
knowledge integration
engagement
engagement
quality learning environment
cultural significance
connectedness
significance
141
Curriculum
COGS Content
Strategy
Links
English
Jointly construct a weather chart.
Let’s get sorted - weather
Maths
Planned Assessment - Spelling
WES1.11

Says and writes beginning and ending sounds of spoken words.

uses groups of letters or symbols to represent words

spells some common words accurately in own writing
copies the sequence of letters and models of high frequency words
Classroom Strategies For The Teaching Of Spelling
Quality Teaching Elements
student self direction
142
Appendix 17 – Use for: Rhyming Tag with COG content
hat
car
fan
ten
fin
cot
cut
hide
mad
make
still
well
rub
fish
crush
chop
fed
chimp
rich
think
say
he
horse
lit
rag
Classroom Strategies For The Teaching Of Spelling
143
How the kangaroo got her pouch
McKay, H. Gadi Mirrabooka , available on:
http://www.gadimirrabooka.com/story-3.php
Classroom Strategies For The Teaching Of Spelling
144
Appendix 18, Use for: Stamp It Out, They’re
Everywhere, Racing Sight Words
How the Kangaroo got her pouch
was
to
and
for
the
in
was
to
and
for
the
in
Classroom Strategies For The Teaching Of Spelling
145
Appendix 19: Use for Sensational Syllables (oral)
kangaroo
pouch
mother
baby
wombat
grass
gentle
wobbly
up
the
look
tail
hills
eaten
remembered
Classroom Strategies For The Teaching Of Spelling
146
Appendix 20 – Use with Rhyming Tag (COGS Group C – ES1)
Change
Event
Grow
Me
Look
Name
Dad
Mum
Draw
Feel
Wild
Things
Yes
No
Tell
Classroom Strategies For The Teaching Of Spelling
147
Connected Outcomes Group (C) Stage 1 – Growing and Changing
Curriculum Links
HSIE
COGS Content
When Frank was four
Use text as stimulus
English
Maths
‘Language of time and place’.
Number word origins and words. e.g.
deca – decade
Student recounts own experience.
Teach tense and how it changes word
forms.
Use a recount for students to identify
tense in context.
‘Observing and exploring’ Use
authentic text to highlight spelling
focus.
Students collect pictures to sort into
1.Animals 2.Plants.
Re classify according to a spelling
focus. E.g. syllables, blends etc.
Use animal and plant names.
S&T
English
Creative Art
Maths
Creative art
English
Units of measurement. E.g.
centimeter, millimeter etc.
Acronyms and abbreviations on
graphs, timelines etc. e.g.
Construct explanation of the lifecycle
of a tadpole.
Strategy
Blender Bender (P)
It takes two (P)
They’re Everywhere (V)
Numbers are me (E)
Quality Teaching Elements
Narrative
Knowledge Integration
Metalanguage
Culture significance
connectedness
Change that story (M)
Let’s get tense (M)
A Tense Detective (M)
Skimming and Scanning (P)
(V) (M)
Sensational syllables (P)
Higher Order Thinking
Deep Understanding
Picture Sort (P) (V) (M)
Disappearing vowels (P)
Numbers are Us (E)
Who thinks wins (E)
What does it stand for? (E)
Sensational syllables (P)
source sort
Classroom Strategies For The Teaching Of Spelling
Intellectual quality
Higher Order Thinking
Higher Order thinking
Engagement
connectiveness
148
Curriculum Links
English
HSIE
Creative Arts
COGS Content
‘What makes me unique?’
Use unique for etymology
When I turned six
Use text as stimulus.
Strategy
Web a word. (E)
Who thinks wins (E)
They’re everywhere (V)
Throw and Know (V)
Who’s the boss? (M)
It takes two (P)
How do I look? (P)
Source Sort
Quality Teaching Elements
Explicit criteria
Problematic knowledge
narrative
Knowledge Integration
Deep understanding
‘Creating a soundscape’
Use the words brainstormed as
stimulus.
Creative Arts
‘Ground cover’ words.
You make the rules (M)
Problematic knowledge
Use as stimulus to identify spelling
pattern/rule. e.g. compound word, ‘ph’
says f etc.
Planned Assessment - Spelling
WS1.11

Draws on knowledge of sight words in writing.

Writes words using blends, letter combinations and long vowel sounds.

segments word into individual sounds and forms letter that relates to that sound

Draws on knowledge of common letter patterns and letter-sound correspondences when writing a text.
reads own writing aloud and makes some corrections to clarify meaning
Classroom Strategies For The Teaching Of Spelling
149
Appendix 21 – Use for; Words mean time, Let’s get tense, A tense race
Students complete sentences about themselves, using these sentence
starters.
Students use on personal timelines.
Set 1
yesterday
last week
last weekend
last year
when I was
when I went
last birthday
last holidays
I went
Classroom Strategies For The Teaching Of Spelling
150
Appendix 21 – Use for; Words mean time, Let’s get tense, A tense race
Set 2
tomorrow
next week
next weekend
next year
when I am
when I will go
next birthday
next holidays
I will
Classroom Strategies For The Teaching Of Spelling
151
Appendix 21 – Use for; Words mean time, Let’s get tense, A tense race
Set 3
now
this week
this weekend
this year
I am
I am
this birthday
this holiday
I am
Classroom Strategies For The Teaching Of Spelling
152
Appendix 22 - Use for: Sensational Syllables
Sample words
look
observe
explore
animals
plants
group
classify
classification
Students cut words into syllables.
Students place syllables in boxes.
1
2
3
4
5
Appendix 23 - Use for: Numbers are us, Who thinks wins
cent
milli
Classroom Strategies For The Teaching Of Spelling
153
Appendix 24 - Use for: Source Sort
Suggested words
egg
tadpole
frog
germinate
seedlings
mature
photographs
graphs
metamorphic
grow
plant
Write words
Phonological
Visual
Morphemic
Etymological
Classroom Strategies For The Teaching Of Spelling
154
Connected Outcomes Group (C) Stage 2 – Effects of Growth and Change
Curriculum Links
English
COGS Content
Changes Use change to begin spiral
spelling relating to change.
Use as stimulus.
Strategy
Spiral spelling (P)
Rhyming Tag
Quality Teaching Elements
Engagement
S&T
Dice it Up-Suffixes (M)
Suffix Scramble (M)
Throw and Know-Suffix (M)
Higher Order Thinking
Deep Understanding
Mnemonics (V)
Higher Order Thinking
Knowledge Integration
HSIE
Maths
English
Students involved in: ‘observing,
questioning, predicting, recording, and
analysing’.
Use these words as stimulus.
‘Students produce a scientific report’
Spelling of scientific words based on
strategies from 4 forms.
‘Collect brochures, menus… to
investigate food.
Use this authentic text as stimulus.
Map study.
Use as stimulus.
Map key
HSIE
English
They only take what they needed
Use as stimulus
English
PDHPE
Source sort
Authentic Detective (M)
Skimming and Scanning (P)
They’re Everywhere (V)
Higher Order Thinking
Problematic Knowledge
Knowledge Integration
Connectedness
What does it stand for? (E)
They’re Everywhere (V)
Authentic Detective (M) (V)
You make the rule (P) (M)
Can I help the environment?
(M) (Adaptation of Can I come
to the party?)
Classroom Strategies For The Teaching Of Spelling
Student Self Direction
Higher Order Thinking
Narrative
155
Curriculum Links
English
HSIE
COGS Content
Students create timelines
Use as stimulus
Students identify local environmental
issue
use authentic text as stimulus
Strategy
Proof is in the reading
Quality Teaching Elements
Connectedness
Cultural Significance
Authentic Detective Sight
Higher Order Thinking
words
Substantive Communication
Authentic Detective (nominate Metalanguage
a morphemic focus)
Knowledge integration
Authentic Detective (nominate
a blend, digraph etc.)
Authentic Detective (nominate
etymological focus if
appropriate)
Source Sort
Higher Order Thinking
HSIE
Students develop matrix of changes
English
Use as stimulus
Planned Assessment – Spelling
WS2.11

spells high frequency words correctly in own spelling

writes words using less common digraphs and letter combinations

identifies possible spelling errors in own writing

discusses strategies used for spelling difficult words
Classroom Strategies For The Teaching Of Spelling
156
Appendix 25 - Use for Suffixes
Set 1
predict
observe
collect
analyse
conclude
focus
conduct
question
explore
ing
ion
ed
able
es
ing
ed
ed
tion
Set 2
Classroom Strategies For The Teaching Of Spelling
157
Appendix 26 - Use for: Source Sort
Suggested words
analyse
conclusion
report
acknowledge
notation
information
investigation
source
Write words
Phonological
Visual
Morphemic
Etymological
Classroom Strategies For The Teaching Of Spelling
158
Appendix 27 - Use for: Rhyming Tag
changes
body
lung
estimate
graph
lungs
breath
breathe
rate
feel
pulse
map
local
explore
drugs
Classroom Strategies For The Teaching Of Spelling
159
Connected Outcomes Group (C) Stage 3 – Interconnecting growth and change
Curriculum Links
COGS Content
Maths
S&T
English
‘Students record how they have
changed’.
Use as stimulus
English
Hannah’s Tomorrow Room
Penny Pollard’s Diary
Dia’s story cloth
Use as stimulus
Maths
‘lengths, distances, perimeters’
English
‘Compares and contrasts information
from a range of sources..’
World Rivers
‘ph’ test
‘Observing and Exploring’
Strategies to spell technical language.
Adding suffixes.
SciTech
‘Devise and record procedure’
Creative Arts:
Music
‘List and talk about the different music
students have appreciated over the
years’.
Opportunities for Spelling:
Strategies
Let’s get tense (M)
Playing with prefixes (M)
Change that story (M)
Dice them up (M)
They’re everywhere (V)
Where did it come from
(traditions) (E)
Skimming and scanning (P)
Name the rule (M)
Numbers are us (E)
Source Sort
Mnemonics (P)
Authentic Detective. (teacher
nominates focus)
What Does it Stand For?
Match and Win
Authentic Detective-Suffixes
Suffixes Rule
Dice it up (suffixes)
The proof is in the reading.
Authentic Detective.
There’s always a Rule.
Can I come to the concert?
(party)
Classroom Strategies For The Teaching Of Spelling
Quality Teaching elements
Problematic Knowledge
Deep Understanding
Narrative
Deep Understanding
Narrative
Knowledge Integration
Deep Knowledge
Higher Order Thinking
Higher Order thinking
Inclusivity
Student Self Direction
Explicit Criteria
Narrative
160
Curriculum Links
SciTech
COGS Content
‘What is an Ecosystem?’
‘What is Bio-diversity?’
‘Data’
‘Create food webs’
Opportunities for Spelling:
Strategies
Who thinks wins
Web-a-word
Numbers are us
Source Sort
Classroom Strategies For The Teaching Of Spelling
Quality Teaching elements
Cultural Significance
Inclusivity
161
Appendix 28 - Use for: Use for Suffixes Rule, Dice it up
acid
cloudy
alkaline
muddy
predict
hypothesis
turbid
concentrate
suspend
result
measure
express
demonstrate
observe
explore
investigate
Classroom Strategies For The Teaching Of Spelling
162
Appendix 28 - Use for: Use for Suffixes Rule, Dice it up
Cards set 2
ity
ed
ing
er
ish
ion
ness
age
able
less
like
ly
ify
ic
ation
ise
Classroom Strategies For The Teaching Of Spelling
163
Model Of process For Teachers
Following is a modeled class profile that has been included for teachers
to demonstrate:

the process of assessment,

identification of both class and individual student needs

planning to address needs by utilising strategies included in the
folder

embedding spelling into a generalized literacy session
This process is demonstrated in its entirety at the workshop by both the
Spelling Coordinator, the literacy Consultant and then by participants.
Class Profile
Brooke
Sam
Julia
Linda
Michele
Tracy
Jim
Peter
Freddy
Jake
Tom
Straun
Focus
Word
Visual
they
when
are
your
was
said
some
then
there
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
Phonological
sand
best
jump
stream
out
shut
chin
rake
thing
hats
raked
fitting
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
Morphemic
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
Classroom Strategies For The Teaching Of Spelling
164
*
*
*
*
*
*
*
*
*
*
*
*
*
*
ringing
something
do
does
doesn’t
hot
hotter
hottest
hear
heard
NSW
SRC
octopus
octagon
aeroplane
aerodrome
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
Etymological
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
*
Classroom Strategies For The Teaching Of Spelling
165
Analysis of Data
Identified Individual Needs
Struan
Tom
Jake
Freddy
Peter
Jim
Tracy
Michele
Linda
Sam
‘th’ ‘wh’ ‘sh’ ‘ch’ contractions
Bossy ‘e’
Suffix
Double consonants
Contractions
3 letter blends
‘sh’ ‘ch’ initial blend
Bossy ‘e’
Double consonant
Contractions
Bossy ‘e’
‘sh’ ‘ch’ initial blend
Contractions
3 letter blends
Contractions
3 letter blends
‘sh’ ‘ch’ initial blend
Bossy ‘e’
Double consonant
Contractions
3 letter blends
‘sh’ ‘ch’ initial blend
Bossy ‘e’
Double consonant
Sight words
Contractions
Sight words
3 letter blends
‘sh’ ‘ch’ initial blend
Bossy ‘e’
Identified Class
Needs
Contractions
Morphemic
Strategies
Suffix
Scramble
Who’s The
Boss
Bossy ‘e’
Morphemic
Double
Consonants
Morphemic
Etymological
(apart from
acronyms)
Contractions
Sight words
Suffix
3 letter blends
‘sh’ ‘ch’ initial blend
Bossy ‘e’
Double consonant
Contractions
3 letter blends
‘sh’ ‘ch’ initial blend
Bossy ‘e’
Double consonant
Classroom Strategies For The Teaching Of Spelling
166
Blender
Bender
Authentic
Detective
(Bossy ‘e’)
Authentic
Detective
(contractions)
Authentic
Detective
(nominated
Blend)
Identified Individual Needs
Brooke
Identified Class
Needs
Contractions
Sight words
‘th’ ‘wh’ initial sounds
3 letter blends
‘sh’ ‘ch’ initial blend
Bossy ‘e’
Double consonant
Classroom Strategies For The Teaching Of Spelling
167
Strategies
Identified Needs
Embedded In The Literacy
Session
Modeled
reading
session
Teacher reads the book ‘Where The Wild Things Are’ to the class,
the focus is on meaning of whole text on the first read through.
After the read through the focus shifts from meaning to identified
spelling strategies
Focus
Identified class needs from Criterion based spelling assessment,
lesson
Morphemic Knowledge, contractions, Bossy ‘e’
Guided
As the teacher treats each guided group for individual needs the
reading
rest of the class may rotate involved in a variety of activities that
focus on comprehension skills, writing, and a spelling activity that
follows on from the modeled reading session but continuing on the
identified class needs from the data.
Modeled
Teacher models writing that contains many and varied examples of
writing
words that will reinforce the spelling focus
Guided
Joint construction of text using strategies to focus on identified
writing
needs, as well as writing focus for that particular lesson
Independent Students write using a variety of strategies to solve spelling
writing
problems, in particular strategies modeled in teacher led writing
session
GUIDED READING OUTLINE
teacher
Class activities
focus
guided reading 3 level guides of comprehension (here, hidden, head)
group
Spelling focus – Bossy “e” – authentic detective
Reading follow up activity
Response to text activity
Spelling Focus – Morphemic suffix scramble
Classroom Strategies For The Teaching Of Spelling
168
Bibliography
DET Documents:






English K-6 Syllabus: http://k6.boardofstudies.nsw.edu.au/english/
Focus On Literacy – Teaching Spelling K-6 (Curriculum Support
Directorate1998)
Focus On Spelling – State Literacy and Numeracy Plan (Curriculum
Support Directorate 1998)
Teaching Spelling K-6 – State Literacy Strategy (Curriculum Support
Directorate 1998)
Programming and Strategies Handbook – State Literacy Plan (NSW
DET)
Focus On Writing – State Literacy and Numeracy Plan (Curriculum
Support Directorate 2000)
Connected Outcomes Groups:
www.curriculumsupport.education.nsw.gov.au/timetoteach/cogs/
Judith Hall Criterion Based Spelling Assessment:
www.dest.gov.au/.../key_issues/literacy_numeracy’
Quality Teaching in NSW Public Schools: Discussion Paper (Professional
Support and Curriculum Directorate 2003).
Pinnell, G.S. & Fountas, I.C. 1999 Voices On Matters – Learning About
Phonics and Spelling In The Classroom, Harcourt Education.
Snowball, D & Bolton, F. 1999 Spelling K-8 Planning and Teaching,
Stenhouse Publishers.
Classroom Strategies For The Teaching Of Spelling
169