Spelling Program Overview
The students are given list words for each group. There are groups ranging in ability level. All groups have five theme words derived from our current unit of study or class novel. Word Lists are given weekly and an assessment conducted on a Friday. Homework and class tasks are given based on the list words for each group. Students are encouraged to work in pairs or groups to assist each other with the metacognitive strategies and Spelling Unit.
Spelling Program Learning Intentions
The Learning Intention of improving students morphemic (visual) component of learning to spell is a strong focus prior to Naplan. Students will be given many editing, proofreading and spelling tasks that require locating errors and the correction of these. These exercises are specifically designed with a particular spelling rule in mind, therefore, reinforcing essential rules and patterns. Due to the nature of the testing procedures for Naplan, this allows some practice away from the usual oral testing format.
(Text reference: “Language Conventions: Assessment and Practice Tests – Year 5” – Greg Reid; Macmillan)
Another Learning Intention of this program is to enhance students listening and to increase sight word recognition by participating in dictation passages. This allows them to improve the fundamental skills of note taking small chunks of information.
Another Learning Intention of the program is to increase the retention rate of information learnt (ie spelling words). Oral testing is somewhat removed from the method of assessing spelling in most formal tests and hence a greater emphasis on proofreading has been implemented as it mirrors the format of such assessments more closely.
The inclusion of "theme" words in the students spelling lists exposes them to the technical language of our area of study and increases their vocabulary.
Spelling Program Success Criteria
Achieving the "Learning Intentions" means students' showing evidence of: