Spelling
Control of language
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 strategies
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 writing test marking
The feedback for a Level 3 performance in the HSC minimum standard online writing test states:
Individuals performing at this level typically “spell frequently used words with reasonable accuracy, and use strategies to spell unfamiliar words.”
Students’ use of spelling demonstrates their control of language as correct spelling aids the reader in understanding their text.
Connections with ACSF Level 3 descriptors
The relevant Level 3 ACSF descriptors for writing 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.
Writing Indicator .06: The mechanics of writing
Focus area: Spelling
Level 3 performance features:
Spells with reasonable accuracy
Attempts to spell unfamiliar words, using a range of strategies, including phonic and visual letter patterns, syllabification and word origin
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: Writing
Sub-elements: Creating texts (CrT) Spelling (SpG)
CrT7 — Text forms and features
applies learnt spelling generalisations
accurately spells most high-frequency words (see Spelling)
CrT8 — Generic indicators
spells some complex words with complex letter patterns correctly (e.g. correctly adds prefixes and suffixes to base words) (see Spelling)
SpG8
writes common words with silent letters correctly (e.g. crumb, knee)
writes some common contractions correctly (e.g. you're, won’t)
SpG9
writes all words from the hundred high-frequency words correctly
writes words with common prefixes and suffixes (e.g. unhappy, helpful)
uses some common spelling generalisations when attempting to spell unfamiliar words (e.g. drop e from base word when adding a suffix)
spells common homophones according to context (e.g. hear or here, their or there or they're)
uses learnt spelling rules and knowledge, word origins and generalisations to spell words (e.g. phonological knowledge, morphemic knowledge, visual knowledge, etymological knowledge and orthographic knowledge)