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IEA Spelling Support Document 1

International Education Agency of Papua New Guinea

Centre for Professional Development

Spelling Teaching and Learning

Activities Book

Focus: Years 3-8

This booklet is to be read in conjunction with the Spelling Teacher Handbook

and Appendices document.

Teaching strategies contained in the Handbook are research based and

adapted from a range of sources acknowledged in the references.

The strategies selected are intended to promote best practice in the teaching

and learning of spelling with particular emphasis on assessment driving

instruction therefore using classroom evidence to guide the next instructional

steps. All spelling activities should be used in a way to promote word meaning.


Table of Contents

Table of Contents .................................................................................................................. 2

Grade 3 IEA Spelling Curriculum and Teaching and Learning Activities .................................... 3 Teaching notes .......................................................................................................................................................................... 7 Assessment ................................................................................................................................................................................. 7

Grade 4 IEA Spelling Curriculum and Teaching and Learning Activities .................................... 8 Teaching notes ........................................................................................................................................................................ 10 Assessment ............................................................................................................................................................................... 11

Grade 5 IEA Spelling Curriculum Teaching and Learning Spelling Activities ........................... 12 Teaching notes ........................................................................................................................................................................ 14 Assessment ............................................................................................................................................................................... 15

Grade 6 IEA Spelling Curriculum Teaching and Learning Activities ........................................ 16 Teaching notes ........................................................................................................................................................................ 18 Assessment ............................................................................................................................................................................... 19




Grade 3 IEA Spelling Curriculum and Teaching and Learning Activities

3.L.CV.301 Uses conventional spelling for high frequency words and applies a range of strategies to spell familiar and unfamiliar words. In addition to the curriculum please refer to the Fountas and Pinnell kit.

Success in spelling conventionally should be observed as students confidently use a range of spelling strategies. Students will have achieved this when they:

• Are using several strategies to spell words correctly most of the time.

• Can use letter-sound relationships and less common letter pattern to spell words

• Can apply knowledge of letter sound relationships, syllables, blending and segmenting to spell more complex words

• Look for similar letter patterns in words; could/would/should

• Are applying the visual strategy by using look/cover/write/check when unsure

• Proofread own work with increasing accuracy

Activities that help students learn

Specifically teach the use of phonological, visual and morphemic knowledge and have students consolidate through word sorts and words hunts Use phonological knowledge to spell words. For example: - diphthongs, ai in sail, oi in soil, ou in mouse, oa in coat; - vowels with varying sounds ou in cough, through ,could or spelling patterns, a in maid, may, made, vein, weigh - and digraph/single consonant blends, thr, shr, squ. Visual knowledge to recall sight words, use known words to spell new words and check if spelling looks right. For example: - groups of words with similar spelling patterns, ack in black, track, sack, ight in night, tight, fright and ade in made, fade, shade; - complex single syllable homophones such as break/brake, ate/eight, - and strategy, look, say, cover, write, check.

Morphemic knowledge to use word meaning as a problem-solving approach to work out the connections between words and correct spelling. Teach students to use morphemic knowledge, because this will also help them to recall spelling. Morphemes are units of meaning. Dissolve contains two morphemes dis and solve, and thus has a double ‘s’. Disappear only has one ‘s’ because the two morphemes are dis and appear. For example:


- suffixes added to single syllable words that indicate tense, plurality, comparison or part of speech, rich, riches, richer, richest;

- - generalisations, adding es to make a word plural when it ends in s, sh, ch, orz; - doubling a final consonant or not, when adding suffixes, hop, hopping, hope, hoping; - word families, grouping words that are similar in form, book, textbook, bookshop, ebook - - or in meaning book, page, chapter library, novel, write and compound words, - joining known words together to form new words, bedtime, without, underground,

supermarket. - adding prefixes and suffixes to change word meaning and spell new words. For example, if I

know the word break means reduce to pieces, I can write a word that means not able to be broken by adding the prefix un, which means not and the suffix able, which means capable of, to make the new word un/break/able, which means, not capable of breaking

- Introduce word association - start with a word morpheme and build a set of branches where the new word is related to the previous word

- Teach knowledge of word structure; e.g. past tense want-ed/ sounds id bang-ed/sounds d pick-ed/sounds t The common element is ed, which signals the past tense.

Teach through a Rich Task Why do all these words end with 'ed'? How many different sounds does 'ed' represent in these words? Teach meaning knowledge through suffixes For example '-er' suffix Write these words on cards:

reporter photographer teacher

computer pointer heater

fatter skinnier greater

cover never master

Place randomly along whiteboard; say words; ask students what "chunk" they have in common. Arrange words in 4 columns as above. Ask, ‘Why have I put them in these groups?’ If students need help, say, ‘In one group the words are all for people who do something.’ ‘In another group the words are all things that do something.’ Explain and label the columns:

People who do something

Things that do something

More Last chunk


reporter photographer teacher

computer pointer heater

fatter skinnier greater

cover never master

Add other words to the appropriate columns

after winter murderer runner

richer under manger diaper

fighter heavier copier writer

winner air conditioner dish washer typewriter

Other suffixes -tion (same applies for ment)

Doing verb The thing done: noun Last chunk

collect elect attract

collection election attraction

nation fraction vacation

-sion

Doing verb The thing done: noun Last chunk

confuse extend invade provide collide

confusion extension invasion provision collision

tension mission vision

passion

Cunningham (2000) Phonics They use Addison Wesley.

Suffix Meaning Example Non-example

-ly In that manner happily steadily briefly

assembly family ugly

-or Person who or Thing which

inspector generator accelerator

mirror horror

-ist person scientist artist

consist exist

-ance State of/act of tolerance ignorance

balance romance


-ment development argument

document moment

-ness laziness blindness

witness harness

-ant Related to tolerant ignorant

assistant elephant

-end violent confident

incident urgent

-ive creative active

motive adjective

-ous nervous malicious

curious delicious

-al comical memorial

animal initial

Cunningham, P. (2000) Phonics They Use Addison Wesley

Teach students about compound words

Try sorting compound words according to the following categories.

B is of A (Eyebrows are brows of eyes) e.g. backyard, snowflake, eardrum, milkshake

B is from A (Sheepskin is skin from a sheep) e.g. beeswax, pancake, moonlight, seaweed

B is for A (A dustpan is a pan for dust) e.g. bathroom, bookcase, playground, notebook

B is like A (A ponytail is a tail like a pony's) e.g. batman, houseboat, grasshopper

B is A (A pipeline is a line that is pipe) e.g. gentleman, bluebird

Provide grids for compound patterns (similar to the one illustrated), for students to develop patterns using compound words.

Regularly model the use of proofreading guides appropriate to student skills.


Teaching notes By the end of year 3 children should be successfully using several strategies to spell words correctly most of the time:

• Phonological knowledge

• Sounding out, segmenting (chunking), diagraphs, blends

• Visual knowledge to recall sight words

• Morphemic knowledge to work out connections between word meaning and spelling

Students should be more able to spell familiar and unfamiliar words using knowledge of letter-sound correspondence, common letter patterns.

Students should be able to proofread with some accuracy.

To achieve this, provide opportunities for students to discuss and use morphemic, visual and phonological knowledge when attempting to spell unknown words throughout Years 3.

Assessment Assessment should always lead to feedback.

• Answer the question for the student, ‘What am I doing well?’

• Keep a conferencing journal to keep a record of the feedback you provide as this will also help you to support students in personal goal setting.

Progress in spelling is best assessed by observing spelling in writing.

Assess using the writing product, that is, observe the student’s success in spelling high frequency words when writing. Testing these words in a spelling test will not tell you if the students can use these words automatically when writing.

Before collecting final drafts, ask the student to read his/her writing and circle all the high frequency words that are correct. Allow them to make changes.

After reading the writing provide feedback for the student on how well this skill is developing.

Track the errors students are making to identify common errors the class is making and patterns in the type of errors individual students are making. With this information you can adjust your teaching to assist students in the areas where there are problems.

Proofreading personal assessment

Did I identify non-standard spelling?

Did I correct any identified errors?

Use Read and Spell (Appendix document: Appendix 4) as assessment about every two weeks. On the alternative weeks vary your use of a spelling test or dictation. Read and Spell will provide the most information to inform your teaching while still being a valuable learning activity.

A teacher led or partner led, spelling test used occasionally will give feedback on the words that can be quickly recalled and the dictation involves listening and the use of context.


Grade 4 IEA Spelling Curriculum and Teaching and Learning Activities

3.L.CV.301 Uses conventional spelling for high frequency words and applies a range of strategies to spell familiar and unfamiliar words.

Success in spelling conventionally should be observed as students confidently use a range of spelling strategies. Students will have achieved this when they:

• Are using several strategies to spell words correctly.

• Can discuss the strategies in use

• Identify patterns in spelling and use these to spell new words.

• Can spell most high frequency words including homophones

• Can use suffixes and prefixes and word origins to spell more complex words

• Consult more complex reference materials to check spelling.

• Proofread accurately using the class proofreading guide.

Activities that help students learn

Recognise and use an increasing bank of high frequency sight words Make a word wall in the classroom to keep a list of words and spelling patterns that have been studied. The list should be current and interactive. Build fluency and automaticity in recall of an expanding number of words in literary and factual texts Provide a scaffold for students to explore words by breaking them into syllables and identifying the pattern.

Word Syllables Sound pattern

dismay dis/may ay

Use knowledge of morphemic word families when spelling unknown words, e.g. prefixes, suffixes, compound words Scaffold students to develop morphemic knowledge (the meaning of words and how they take different spellings when they change form). Students can learn to spell many new words correctly by playing with prefixes - word segments added to the beginning of a word, e.g. un, mis, pre, de, re and suffixes - word segments added to the end of a word, e.g. ment, tion, ly, able, ful, less.


Develop word lists generated from the vocabulary within the topic students are working with. Sample matrix for deconstructing and exploring words.

Word Syllables Meaning (meaning relevant in the text)

Base word Other words with similar meanings

Opposite (what prefix can be used?)

Change by adding a suffix (How does it change the word?)

director di/rect/or Person who is responsible for people, projects and organizations

direct (verb) to manage or give advice

supervisor, head, manager, administrator, boss

endings end/ings close, final, termination

end beginning unending

ending ended ends

Find known letter clusters (e.g. solution), syllables (e.g. un/co/ver) and smaller words in big words (e.g. knowledge) Provide rich tasks. Example: Assess the difference between syllables and sounds. Give words that can be broken into syllables and identify the vowel phoneme and graphemes in each syllable. Students show how this will assist them to spell. Visiting Vi/si/ting Use mnemonics for spelling irregular or difficult words. A mnemonic may be handy for a word that creates problems. Too many mnemonics will become complicated but used occasionally they can be helpful to remember difficult words with irregular spelling. Example: you can USE the end of because, there is a pie in ‘piece’ See page 18 Spelling Handbook for more examples. Spell words using spelling rules and generalisations, e.g. ‘I before e except after c’,‘ y to i’ rule for plurals, doubling consonants See Year 3. Spell words using knowledge of letter combinations, including double letters

- classify words into groups according to the way in which they are spelt, e.g. thought, bought, ought

- use known letter patterns and sound sequences, not just individual letters, when spelling unknown words

- become familiar with the various ways of representing a particular sound in writing, e.g. meat, meet, metre

- correctly represent consonant blends when spelling unknown words - use common consonant and vowel digraphs in attempting unknown words


Explore homonyms by starting a list and adding words as they are encountered. Before adding new words to the list spend a few minutes exploring the words by looking at the meaning (s) and use (grammar). Use word hunts and word sorts. See Word Sorts page 19 Spelling Handbook and Appendix 6. In own writing and unknown texts provide correct spelling • increasingly use visual and phonetic self-correction strategies in proofreading own work, e.g. correcting words that do not ‘look or sound right’ • consider meaning and context when spelling words, e.g. when differentiating between homonyms such as their/there/they’re • become familiar with various spelling resources, e.g. spell check, dictionary • use knowledge of alphabetical order to locate information in texts, e.g. dictionaries, glossaries • experiment with digital spell check applications and develop an awareness of the limitations of their features Teach students to edit and proofread as separate processes. See page 22 Spelling Handbook. Provide opportunities for students to proofread alone or with a partner. Continue modelling the skills involved. Display a proofreading guide and model use. See Appendix 8 or an example. Model checking spelling with a friend, using spell check or other resources (word wall, dictionary). Ensure you have a variety of dictionaries. Some should include etymological information.

Teaching notes By the end of year 4 children should be successfully using a range of strategies to spell words:

• Phonological knowledge

• Sounding out, segmenting (chunking), diagraphs, blends

• Visual knowledge to recall sight words

• Morphemic knowledge-use meaning to work out connections between word meaning and spelling

Students should be using their knowledge of spelling patterns to spell unknown words.

They should be able to break words into syllables

They should be using knowledge of word families to spell words

They should be able to correct words that do not look right

They should be using more complex on line and print dictionaries

To achieve this, provide opportunities for students to discuss and use morphemic, visual and phonological knowledge when attempting to spell unknown words throughout Year 4.

Students should be accurately proofreading using the class proofreading guide.


Assessment Assessment should always lead to feedback

• Ask the student, ‘What am you doing well?’ • Keep a conferencing journal to keep a record of the feedback you provide as this will also help

you to support students in personal goal setting.

Progress in spelling is best assessed by observing spelling in writing.

Assess using the writing product, that is, observing the student’s success in spelling high frequency words when writing. Testing these words in a spelling test will not tell you if the students can use these words automatically when writing.

Before collecting final drafts, ask the student to read his/her writing and circle all the words that are incorrect or they unsure of. Allow students to make changes.

After reading the writing provide feedback for the student on how well the proofreading skill is developing.

Track the errors students are making to identify common errors the class is making and patterns in the type of errors individual students are making. With this information you can adjust your teaching to assist students in the areas where there are problems.

Proofreading personal assessment

• Did I identify non-standard spelling?

• Did I correct any identified errors?

• Did I apply a range of spelling strategies?

• Did I use punctuation, sentence and paragraph conventions appropriately?

Use Read and Spell (Appendix 4) as assessment every two weeks. On the alternative weeks vary your use of a spelling test or dictation. Read and Spell will provide the most information to inform your teaching while still being a valuable learning activity.

A teacher led or partner led, spelling test occasionally will give feedback on the words that can be quickly recalled and the dictation involves listening and the use of context.


Grade 5 IEA Spelling Curriculum Teaching and Learning Spelling Activities

Sub Strand Spelling

4.L.CV.301 Spells most common words correctly and effectively uses a range of strategies to spell unfamiliar words, including consulting references as needed.

Students will now be employing their knowledge of a variety of strategies to assist them to spell correctly. It will be evident they are using all four knowledge areas (phonological, visual, morphemic and etymological) to spell unfamiliar words.

Students will have achieved this when they

Can make plurals by adding s and es and are aware of irregular plurals Can discover and apply generalizations about spelling

Examples of classroom activities which help students learn

Use a variety of spelling strategies and conventions to spell multisyllabic words. Give students a list of words ending in the pattern vowel/consonant/e. In groups discuss and make a generalization e.g. often this results in a long vowel and the e is silent e.g. plate, note. Generate word lists from topics being studied. Provide a matrix for the students to explore the words. Provide the words in context to support students using a range of skills.

Word Syllables Meaning

Ask student to identify 2 new words from a book being read, word charts, etc. Students write a sentence for each word that assists understanding the meaning of the word. Each student ‘teaches’ their word to the group. Use known word meanings and base words when spelling unknown words, e.g. heal, healthy; sign, signature Teach children word meanings and derivations; e.g.. graphics, graphology, telegraph or sign, signal, resign.

Teach the base word and its derived forms e.g. Latin 'medica': medical, medic, medicine (teach the pattern as word is tied to meaning rather than sound.) Ask: why is medicine spelt like the following words? medical, medico, medication. This encourages students to think about the word meanings as a problem-solving approach to working out the connections between words.


As word solvers students have categories for words in their head. As they meet unfamiliar words, they connect the unfamiliar words to those categories. Teachers need to help students expand the categories by making connections among words and drawing out important principles that they know. One useful strategy to assist students make links between the words they are learning and those already known is outlined in the following chart. Make connections

Sounds like (Have some of the same sounds)

Write your words

Looks like (other words are spelled the same way)

swell street

switch sweep

sweet beet feet

swim

green keel heal

feel peel wheel

chin leak

chest cheek week seek

was wind

her father

water later

but wetter

brother better letter

jar lump mother

jumper bumper

Fountas, I & Pinnell, G (1998) Word matters: teaching phonics and spelling in the reading/writing classroom Heinemann. Use knowledge of suffixes and prefixes to spell new words Help students recognise that knowledge of generalizations or rules in spelling can help them remember unique spelling features of the English language. Provide activities so students can apply knowledge of generalizations to recognise spelling patterns. Word sorts can be useful. Some examples include:

- make words plural by adding s to nouns and es for words that end in s, sh, ch, or z: bananas, churches

- words ending with the letter pattern vowel consonant e, often the vowel is long and the e is silent: plate, note

- words ending in one vowel and one consonant (hop), double the final consonant before adding, ing or ed: hopping, words ending in silent e (hope) drop the final e and


add ed or ing: hoping - if a vowel is followed by the letter r it makes a new sound: or, ar, er, ir, ur: car, bird,

turn - double the last letter in words where syllables f, s, z, l follow a short vowel: stiff, miss,

buzz, will, full - use y at the end of a one-syllable word with the long i sound: shy, fly, use y at the end

of a two or more syllable word with the long e sound: cloudy, beauty.

Base words carry meaning and can help with forming and spelling new words. For example: base word colour means visual sensation resulting from reflected light, add suffix full which means full of, to form colourful meaning full of colour, add suffix less which means without to form colourless meaning without colour. Base word excite means to stir up emotions, add suffix ment which means result of an action to form excitement and make a noun meaning an excited state, adding suffix ing to the verb excite forms an adjective exciting, add prefix un which means not to form unexciting which means emotions are not stirred up. Use banks of known words to assist in spelling new words Rich tasks such as the one below can be useful. Take two consonant pairs st/tr. Have students make a set of rhyming endings e.g. stain and train; sty and try. Discuss the strategy students used to make the pairs. Give two diagraphs ch/sh. List some words that begin with these and some that end with these. Best done in pairs so they can discuss choices. Use competent visual and phonological strategies for attempting and checking spelling, e.g. correcting words that do not ‘look or sound right’ • competently use various spelling resources, e.g. spell check, on line and print dictionary, personal spelling notebook • demonstrate awareness of the limitations of spell check features in digital technology Consolidate and extend proofreading skills and take responsibility for own work Teach editing and proofreading skills as separate skills. See page 22 of Spelling Handbook and Appendix 8. Provide proofreading guides and regularly model use. Engage students in writing for purpose and audience so correct spelling ‘matters’.

Teaching notes Students should be spelling common words and some technical vocabulary correctly.

They should be using visual strategies such as recognition of letter patterns and critical features of words-silent letters, etc.

They should be using knowledge of word parts to spell unfamiliar words such as prefixes.


They should be using knowledge of word meanings to assist spelling.

They should be able to proofread own writing

Survey students in your class as to which 2 words they have the most difficulty with. List and discuss from time to time. Try and find other words that share a sound or visual pattern. Create a list of the 10 words most commonly causing problems. Make it a class goal to learn these words.

Assessment

Use Read and Spell as assessment every two weeks. See Appendix 4. On the alternative weeks vary your use of a spelling test or dictation. Read and Spell will provide the most information to inform your teaching while still being a valuable learning activity.

An occasional spelling test will give feedback on the words that can be quickly recalled and the dictation involves listening and the use of context.

Continue to observe spelling in daily writing. Make a note of the types of errors and respond by adjusting your teaching.


Grade 6 IEA Spelling Curriculum Teaching and Learning Activities 4.2

Sub Strand Spelling

4.L.CV.301 Spells most common words correctly and effectively uses a range of strategies to spell unfamiliar words, including consulting references as needed.

Students will now be employing their knowledge of a variety of strategies to assist them to spell correctly. It will be evident they are using all four knowledge areas (phonological, visual, morphemic and etymological) to spell unfamiliar words.

Students will have achieved this when they

Use knowledge of base words and prefixes and suffixes Uses knowledge of word origins including Latin and Greek roots Correctly use less common plurals Apply spelling knowledge and strategies to spell complex and unknown words.

Examples of classroom activities which help students learn

Develop knowledge of word origins, e.g. Greek and Latin roots (telephone, aquarium) • Remind students that writers integrate phonological, visual, morphemic and etymological knowledge and a range of strategies to accurately spell words when writing. • Ask students to think about prior experiences with words, visual memory and increasing knowledge of phonology, syntax, semantics, word origins, base words, suffixes and prefixes and spelling generalizations or recall and use known words when writing. • Use lists to learn to help students spell unfamiliar technical and content vocabulary from a wide range of subject topics. Use banks of known words to assist in spelling new words As a rich task have students investigate the strength of rules. Example: i before e except after c or when sounding like /ay/ (neighbour). They should discover it works about 90% of the time. Consider meaning and context when spelling words Generate word lists from the topics being studied. Add to the matrix (word/syllables/meaning) for the students to explore the words more deeply.

Base word Synonym Antonym

On completion ask: What would be a context where the word would change meaning?


What other contexts or scenarios may we see this word used in? Provide a word bank of 6-10 words related to class work and have students create new words from base words by adding prefixes and suffixes. For example: doubt, doubts, doubted, doubtful, doubter, doubtingly, undoubtedly Use tasks such as those listed with a basic rule-no word can be added to a list if they do not know the meaning of the word. - Take two consonant pairs st/tr. Have students make a set of rhyming endings e.g. stain and train; sty and try. Discuss the strategy they used to make the pairs. - Give two diagraphs ch/sh. List some words that begin with these and some that end with these. Best done in pairs so students can discuss choices. Understand that the pronunciation, spelling and meaning of words have histories and change over time Encourage students to use print and online dictionaries to investigate word origins. Develop a knowledge of less common letter patterns and spelling generalisations/rules and apply them to new situations Survey students in your class as to which 2 words they have the most difficulty with. List and discuss the letter patters and the ‘piece’ causing the problems. Try and find other words that share a sound or visual pattern. Create a list of the 10 most common causing problems. Use rich tasks such as: predict if there are more words containing ai or ay. Generate lists and report findings. (There are 3,500 with ai and 1200 with ay-usually at the end of a word). Predict again with eat and ate. Have students create a table. One-word merges both-can they find it? (create). Nominalisation Example: Science and geography use nominalization.

Processes are explained as verbs Become nouns (nominalised verbs)

to weather weathering

to erode eroding

Students identify the words that have been nominalised and convert them to the verb form, creating a suitable sentence to match the form. The change in spelling in each example is discussed after the activity has been completed. Common spelling patterns that are used in nominalisation are noted such as: -tion,-ent, -ence, -ance.

Word in verb form Word in noun form

achieve achievement


She was able to achieve her goal and save sufficient money for the trip

It was a great achievement when she had saved sufficient money for the trip.

Morphemic analysis is about analysing and manipulating the units that make up words. Morphemes are the smallest units of language that contain meaning. The word bat makes sense in itself, but the addition of s makes bats either a plural noun (bats have been at the mulberry tree) or a present tense verb with a singular subject (he bats left-handed). In a phrase like environmental damage, students may have an idea of what environment means, and could work out that environmental means to do with the environment, so that the phrase would mean damage that comes from the environment, like flood or drought or erosion over time. Awareness of morphemes contributes to spelling as well as to vocabulary. It is easier to remember the spelling of government if students relate it to govern. The major morphemes are affixes:

• Prefixes often change the meaning of the base word (lock/unlock).

• Suffixes often change the grammar of the base word (environment environmental). Recognise most misspelt words in their own writing and use a variety of resources for correction Through modeling, consolidate and extend proofreading skills and have students take responsibility for editing own work. If they are still struggling this can be a paired task while skills develop. Remind students to use visual and phonological strategies for attempting and checking spelling, e.g. correcting words that do not ‘look or sound right’. Ensure all students can competently use various spelling resources, e.g. spell check, dictionary, thesaurus, personal spelling notebook. If those skills are still not effective, conduct mini lessons with the small groups to develop the skills. When doing so demonstrate the limitations of spell check features in digital format technology so students understand they still need to have strong spelling strategies.

Teaching notes

Students should be showing knowledge of base words and prefixes and suffixes in daily writing.

Students should have a growing knowledge of word origins.

Students should be able to apply and discuss a variety of strategies to spell unknown words.


Assessment Use Read and Spell as assessment every two weeks (see Appendix 4). On the alternative weeks vary your use of a spelling test or dictation. Read and spell will provide the most information to inform your teaching while still being a valuable learning activity.

An occasional spelling test will give feedback on the words that can be quickly recalled and the dictation involves listening and the use of context.

Continue to observe spelling in daily writing. Make a note of the types of errors and respond by adjusting your teaching.


Grade 7 IEA Spelling Curriculum Teaching and Learning Activities

Sub Strand Spelling

5.LCV.301 Spells most technical and uncommon words used in all curriculum areas.

Students will now be employing their knowledge of a variety of strategies to assist them to spell. It will be evident they are using all four knowledge areas (phonological, visual, morphemic and etymological) to spell unknown words. Common words should be spelled accurately. Subject specific and technical words will be less challenging if introduced to students with links made to the base words and meaning. Students should be encouraged to apply the full range of strategies learned. Students will have achieved this when they

• Can make plurals by adding s and es and are aware of irregular plurals

• Can discover and apply generalisations about spelling

• Apply spelling knowledge and strategies to spell complex and subject specific vocabulary

• Consistently use knowledge of word origins including Latin and Greek roots, base words,

suffixes, prefixes and compound words

• Apply knowledge of spelling patterns

• Apply generalisations to spell unusual spellings accurately

• Draw on a bank of familiar words to make spelling decisions based on visual memory

Examples of classroom activities which help students learn Spelling content and technical words Nominalisation is an important tool for building knowledge of technical terms. It enables students to name processes or actions (verbs) as things (nouns). Nominalisation constructs technical knowledge and places objects and events into different relations with one another. When students understand how base words are nominalised, they can build knowledge of concepts and technical words. Ask students to identify words that have been nominalised and convert them to the verb form and write a sentence to match the form. Discuss when the activity is completed. Common spelling patterns that are used in nominalisation include: -tion,-ent, -ence, -ance.

Word in verb form Word in noun form (nominalised)

perform The swimmers were training daily so they might perform at their best.

performance The swimmers were convinced that daily swimming would improve their performance.

Use subject specific texts to apply knowledge of root words and etymology. This will help students be more aware that they can work out word meanings (and spelling) by noticing words have meaningful parts.


Examples include: tele, phono, digit, aero, mono, hydro, bi, tri, cent Integrate phonological, visual, morphemic and etymological knowledge Application of this knowledge should be evident in students’ writing where they accurately spell words when writing. Remind students to use prior experiences with words, to use visual memory and a growing knowledge of phonology, syntax, semantics, word origins, base words, suffixes and prefixes and spelling generalizations to recall and use known words when writing and learning to spell unfamiliar technical and content vocabulary from a wide range of subject topics. For example: - revise strategies to use in content areas such as in Science, e.g. photosynthesis - steps might include separating the word into syllables and saying, pho-to-syn-the-sis drawing on etymological knowledge to know that in words of Greek origin ph is pronounced f and y usually takes on a short I sound - remind and revise how to identify base words, origins and meaning within the word: photo (Greek) means light

syn (Greek) means together thesis (Greek) means put.

Meaning of photosynthesis—plants put together sunlight, carbon dioxide and water to create food.

- Students can spell photosynthesis when writing by separating out the syllables, visualizing base word and considering meaning

- Students can use awareness and understanding of own thought processes to self-regulate spelling

- Students should consistently evaluate and improve the quality of spelling without outside assistance and articulate the strategies employed to solve unfamiliar words.

Root Words and Etymology Knowing the meanings of root words commonly used in Key Learning Areas will help students access more words. Examples include tele, phono, photo, digit, aero, mono, hydro, bi, tri, cent, and ology. Help students become aware that they can work out word meanings by seeing that some words have meaningful parts and using the parts they know to work out the meanings. Draw attention to the morphemic elements in words when studying a text. To help establish the skill and the habit of using it, the teacher should provide a proforma for class use in decoding and deconstructing words. Choose any text being used in class that includes words that lend themselves to morphemic analysis. Use modeled writing (the 'think aloud' strategy) to make explicit to students how you use morphemic analysis to work out the meaning of a word. For example, you might say: This word is construction. I know that if I construct something, I make it. So construction must be a thing that is made. I can underline the part of the word that shows me the base word. Following teacher modelling, treat another word, preferably a parallel one, using contributions from students. For example, a parallel word might be expect (expectation).


Repeat this process, moving onto paired work, until the students are confident with the process. Ask students to apply the process to other words in the text. Ask students: How can you use morphemes to help you work out the meaning of a word? Provide different examples of the morphemic element (a prefix that changes the meaning of the word, for example), and get students to think of and look for other examples. Practise by using the word, saying the word, spelling the word. Develop editing skills Revise editing and proofreading processes and develop skills. Have students edit short texts. Each student should have the same text and be encouraged to share their final edits and receive feedback on their choices with a partner. Develop proofreading skills If required revise proofreading guides used in Year 6 with the students and then ask them to proofread some recent writing in their own workbook. They could swap their proofreading work with a partner to see if the partner agrees or can offer suggestions for improvement. See Handbook page 22.

Teaching notes Now students should be competent spellers and confidently apply spelling knowledge and strategies to spell complex and subject specific vocabulary. However, they will still benefit from prompting about the importance of spelling for specific audiences and purposes. This includes all writing including emails, texting and tweeting. As with all writing certain audiences demand correct spelling. For example, abbreviations in a text message to a friend would be acceptable but more care needs to be taken if the text message is to your employer.

Assessment Observe spelling accuracy in writing.

In order to focus teaching, employ necessary formal assessments if accurate spelling is not demonstrated.


Grade 8 IEA Spelling Curriculum Teaching and Learning Activities

Sub Strand Spelling

5.LCV.301 Spells most technical and uncommon words used in all curriculum areas.

Students will now be employing their knowledge of a variety of strategies to assist them to spell. It will be evident they are using all four knowledge areas (phonological, visual, morphemic and etymological) to spell unknown words. Common words and most technical words should be spelled accurately. Subject specific and technical words will be less challenging if introduced to students with links made to the base words and meaning. Students should be encouraged to apply the full range of strategies learned. Students will have achieved this when they

• Apply spelling knowledge and strategies to spell complex and subject specific vocabulary.

• Consistently use knowledge of word origins including Latin and Greek roots, base words,

suffixes, prefixes and compound words

• Apply knowledge of spelling patterns

• Apply generalisations to spell unusual spellings accurately

• Draw on a bank of familiar words to make spelling decisions based on visual memory

Examples of classroom activities which help students learn Nominalisation is an important tool for building knowledge of technical terms. It enables students to name processes or actions (verbs) as things (nouns). Nominalisation constructs technical knowledge and places, objects and events into different relations with one another. When students understand how base words are nominalised, they can build knowledge of concepts and technical words. Ask students to identify words that have been nominalised and convert them to the verb form and write a sentence to match the form. Discuss when the activity is completed. Common spelling patterns that are used in nominalisation include: -tion,-ent, -ence, -ance.

Word in verb form Word in noun form (nominalised)

perform The swimmers were training daily so they might perform at their best.

performance The swimmers were convinced that daily swimming would improve their performance.

Use subject specific texts to apply knowledge of root words and etymology. This will help students be more aware that they can work out word meanings (and spelling) by noticing words have meaningful parts. Examples include: tele, phono, digit, aero, mono, hydro, bi, tri, cent Integrate phonological, visual, morphemic and etymological knowledge Remind students to use prior experiences with words, to use visual memory and a growing knowledge of phonology, syntax, semantics, word origins, base words, suffixes and prefixes and spelling


generalizations to recall and use known words when writing and learning to spell unfamiliar technical and content vocabulary from a wide range of subject topics. For example: - revise strategies to use in content areas such as in Science, e.g. photosynthesis. Steps might include separating the word into syllables and saying, pho-to-syn-the-sis and drawing on etymological knowledge to know that in words of Greek origin ph is pronounced f and y usually takes on a short I sound. - Revise how to identify base words, origins and meaning within the word: photo (Greek) means light;

syn (Greek) means together r thesis (Greek) means put.

Meaning of photosynthesis—plants put together sunlight, carbon dioxide and water to create food.

- Students can spell photosynthesis when writing by separating out the syllables, visualizing base word sand considering meaning.

- Students can use awareness and understanding of own thought processes to self-regulate spelling.

- Students should consistently evaluate and improve the quality of spelling without outside assistance and articulate the strategies employed to solve unfamiliar words.

Continue to develop editing skills During the editing process, pairs should read their writing aloud and give feedback on each other’s writing. See page 22 of Handbook. Provide checklists, such as: My ‘end of sentence’ punctuation was looked over by.................................................................. My commas and apostrophes were looked over by....................................................................... I need to double-check................................................................................................................... Correct or incorrect punctuation usage Organise pairs of students to work together on one computer. Instruct one student to read the text aloud while the other student marks the text with a tick or cross to indicate correct or incorrect punctuation usage. Using Syllables Students can construct board games or card games to revise content. Alternatively, pairs can construct word sorts for other groups. Model how to make the game cards using a word with several syllables. Model how the words are written with both incorrect and correct syllable split versions on the front and the correct version on the (shaded) flipside. Students should select two or three such words from their vocabulary logs. When playing in a group of four, the students who give the correct answer are able to move forward one place on the game board. At the end of the game, students should discuss similar patterns and come up with a rule to describe as to where syllables are split. Using Word walls


Provide students with daily newspapers (print or online) and index cards. Ask each student to find and write a new word from the newspaper to an index card. It must be found in either a print or online dictionary (i.e., it should not be a person’s name or a place). Students should write out the sentence in which they found the word and share why it was important to understanding the news item. Pronunciation tips and syllabification should also be included. These cards can be displayed alphabetically on a word wall or electronically on an app such as Padlet. https://padlet.com Dictogloss Prepare recorded texts for students to use. Model this activity by using one of the texts. Demonstrate how to scribe key words as they are heard. Think aloud to fill in semantically obvious words before listening again. Fill in remaining words, thinking aloud to suggest correct spelling. Students should then perform this task independently with pre-recorded texts. This can also be done with one student reading the text aloud. After listening to the whole text twice, students work in pairs to reconstruct the text using a range of strategies to reproduce unfamiliar words. Word Origins Students use knowledge of the spelling system and in particular, word origins to learn and accurately spell unusual and technical words. For example, knowing the prefix pseudo is a Greek base word meaning false enables learning and spelling of related words: pseudonym—false name; pseudoscience—methods or theories that falsely claim to be scientific; pseudo classic—a false classical style. Demonstrate using word origins to help work out the meaning and spelling of words formed by adding prefixes and suffixes: aqua Latin noun for water, related words include: aquarium, aquaculture, aquaplane, subaquatic or arch, Greek origin, meaning ruler, related words include: archangel, architect, monarchy, patriarchy. Model integrating several forms of spelling knowledge to spell a word. For example, to spell the word their, use: phonological knowledge to spell the initial th sound, use visual knowledge to recall the ending eir, use syntactic knowledge to confirm that this form of the word is the correct one. To work out the meaning of hydroelectricity show how to draw on: etymological knowledge—hydro (Greek) meaning water, knowledge of semantics to understand electricis a science term meaning—energy resulting from charged electrons or protons forming a charge or current and morphemic knowledge of suffixes to know—ityon the end of a word forms a noun meaning state of and meaning of hydroelectricity—a state of electrical energy powered from water. To spell hydroelectricity, show how to draw on the meaning of the word or word parts hydro/electricity, visual memory of how the word looks and phonological knowledge of how the word can be separated into syllables hy-dro-e-lec-tric-ity. Teach editing and proofreading Display charts to remind students of the routines they need to follow during revising, editing and proofreading their writing. Some examples of questions that might be included are: - Structure: Moving/Removing: Do I need to move or remove anything? Are some sentences too long or do some need to be combined? - Meaning: Are the ideas in a logical sequence?

https://padlet.com/


Have I read my writing aloud to someone else? Have I used words that convey exactly what I mean? - Refining: Can I substitute a more interesting word? Have I used a variety of words? Have I written a good topic sentence? - Details: Can I add more detail to any sentences? Have I added some interesting details? - Proofreading: Have I used the proofreading guide? Did I underline the words that I’m not sure I spelt correctly? Have I checked the punctuation? Have I been consistent in the use of tense?

Teaching notes Now students should be competent spellers and confidently apply a range of strategies to spell unfamiliar words. This includes all writing including emails, texting and tweeting. As with all writing certain audiences demand correct spelling. For example, abbreviations in a text message to a friend would be acceptable but more care needs to be taken if the text message is to your employer.

Assessment Observe spelling accuracy in writing.

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