Spelling
Definition
Spelling is defined as “a complex word-formation process”. (Daffern, 2019)
Spelling can also be described as “the visible representation of ‘word-level language using written symbols in conventional sequences (orthography) that represent speech sounds (phonology) and word parts that signal meaning and grammar (morphology).” (Garcia, Abbott & Berninger, 2010)
Teaching and learning activities
The resources below provide targeted teaching strategies to support student improvement in this skill.
Each downloadable lesson activity includes:
learning intentions
a list of required resources
a step-by-step lesson sequence
printable classroom materials
Select the download all icon to download all available activities or select each activity separately.
PLAN2 Areas of focus
An Areas of focus template has been created in PLAN2 to support targeted teaching of Text structure in your learning area.
Search for the DoE template titled ‘DoE HSCMinStd Writing: Text structure’ in the Areas of focus template library tab within the Plan menu, and customise it for your students’ needs.
For more information about using PLAN2 Areas of focus templates with this resource, visit the Using this resource with PLAN2 page.
Relevance to reading test marking
The feedback for a Level 3 performance in the HSC minimum standard online reading test states:
Individuals performing at this level typically “recognise common expressions, and understand that words may have different meanings in different contexts”.
In the reading test, students apply knowledge of spelling to access the meaning of texts.
Connections with ACSF Level 3 descriptors
The relevant Level 3 ACSF descriptors for reading are shown here to demonstrate how spelling is assessed in the HSC minimum standard online test. The performance features identified show what a student is able to do in order to achieve at this level and are provided to support teachers to understand what is required to achieve a Level 3 in this skill.
Reading Indicator .04: Reading strategies
Focus area: Decoding and fluency
Level 3 performance features:
reads familiar texts fluently, automatically recognising most everyday words and some specialised vocabulary
recognises when unknown words are essential to meaning and uses a range of decoding strategies to identify them, e.g. syllabification, spelling patterns or analogy
Connections with National Literacy Learning Progression
The progressions describe a typical developmental sequence of literacy and numeracy learning. The literacy progression sub-elements, levels and indicators relevant to spelling are provided here to assist teachers to identify students’ capabilities and needs to support targeted teaching.
Element: Reading and viewing
Sub-elements: Understanding texts (UnT)
UnT7 — Processes
integrates phonic knowledge, word recognition skills, grammatical and contextual knowledge to read predictable texts (see Phonic knowledge and word recognition and Fluency)
UnT7 — Vocabulary
interprets unfamiliar words using grammatical knowledge, morphological knowledge and etymological knowledge
draws on knowledge of word origin to work out meaning of discipline specific terms (e.g. universe)
UnT8 — Processes
uses prior knowledge and context to read unknown words (e.g. uses morphemic knowledge of ‘explosion’ to decode ‘explosive’ and uses context and knowledge of metaphorical use of language to understand ‘explosive outburst’.)
UnT8 — Vocabulary
uses knowledge of prefixes and suffixes to read and interpret unfamiliar words
identifies how technical and discipline-specific words develop meaning in texts
UnT9 — Vocabulary
applies knowledge of root words and word origins to understand the meaning of unfamiliar, discipline-specific words
You may also find the progression indicators in the sub-element: Spelling in the element: Writing useful.