Teach spelling skills explicitly
Teach learners to spell according to the sounds of words, break up words phoneme by phoneme
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Components of spelling instruction
Components of spelling instruction
Spelling instruction should include:
- Alphabetic principle – knowledge of which individual letters match up to sounds, in a left to right sequence
- Pattern information – which groups of letters function as a pattern to represent sounds, for example, CVC (Consonant/Vowel/Consonant) pattern to form short vowels – “cat” or CVCe/CVVC patterns to form long vowels as in “same” or “meat”
- Spelling variations based on word origins – for example, “ch” sounds like /ch/ in Anglo-Saxon words like check, /sh/ in French words like niche, and /k/ in Greek words like chaos
- Meaning information – which groups of letters represent meaning (the prefix re- as in “redo” meaning to do again).
Teach word patterns systematically
Teach word patterns systematically
Teach word (or phonic) patterns systematically.
Explicitly teach students how to use word patterns when they are attempting to read and spell new words so they can go on to do it independently (Chapman & Tunmer, 2019).
![11803 [IMG-6239.jpg]](https://inclusive-live-storagestack-assetstorages3bucket-3uty0hejzw6u.s3.ap-southeast-2.amazonaws.com/public/inclusive-education/example-images/IMG-6239__ScaleMaxWidthWzEwODZd.jpg)
Source: Ministry of Education | Te Tāhuhu o te Mātauranga
Break words into syllables
Break words into syllables
Understanding syllables helps students learn to spell words correctly.
Teach different types of syllables (open and closed) and what occurs when syllables join together within a word.
Closed Captions
Use word hunts
Use word hunts
Word hunt activities help students make the connection between spelling words and reading words.
Use texts students have previously read. Focus on patterns within words, following the particular spelling patterns they are learning.
![11804 [IMG-6433.jpg]](https://inclusive-live-storagestack-assetstorages3bucket-3uty0hejzw6u.s3.ap-southeast-2.amazonaws.com/public/inclusive-education/example-images/IMG-6433__ScaleMaxWidthWzEwODZd.jpg)
Source: Ministry of Education | Te Tāhuhu o te Mātauranga
Practise through repetition
Practise through repetition
Provide a wide range of tools and opportunities for students to practise listening to, making, and writing words.
Source: Ministry of Education | Te Tāhuhu o te Mātauranga
Useful resources
Useful resources
Spelling
Expertise in spelling is essential to writing. This section from Effective Literacy Practice in Years 1–4 gives teachers an understanding of the knowledge, strategies, and awareness students need to become competent spellers.
Publisher: Literacy Online
Writing for impact: Teaching students how to write with a plan and spell well
Based on a simple view of writing, these books provide simple, effective strategies to improve teaching and learning. The books include templates, plans, and links to videos that support these strategies.
Publisher: NZCER Press
Price: One off charge $90.00
Spelling instructional guidelines
An example of the sequence of spelling concepts in years 1-3.
Publisher: WETA Public Broadcasting
Next steps
More suggestions for implementing the strategy “Support early literacy development through a structured literacy approach”:
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Understand:
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Understanding dyslexia and literacy acquisitionShow suggestions for Understanding dyslexia and literacy acquisition
Strategies for action:
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Develop a schoolwide approachShow suggestions for Develop a schoolwide approach
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Identify student needs and how to provide supportShow suggestions for Identify student needs and how to provide support
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Support early literacy development through a structured literacy approachShow suggestions for Support early literacy development through a structured literacy approach
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Helpful classroom strategies in years 1–8Show suggestions for Helpful classroom strategies in years 1–8
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Helpful classroom strategies in years 9–13Show suggestions for Helpful classroom strategies in years 9–13
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Supporting literacy and numeracy in NCEAShow suggestions for Supporting literacy and numeracy in NCEA
