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.

Understanding phonology, orthography and morphologyNotes on spelling through phonology, orthography and morphology with a list of the most commonly misspelled words.

Word matrixStudents create and use a word matrix to look at root words, word families and their meaning

HomophonesA worksheet on homophones where students construct sentences to show the correct use and spelling of homophones in context.

Morphological ScattegoriesA game of Scattegories where students work together to come up with words that use common root words

Wonder wall A wonder wall for word inquiry where students look at the meaning, structure and word families of complex words to help them spell

Correct the spelling Text extracts with misspelled words where students identify and correct the spelling errors.

Choose the correct spellingSentences that use commonly misspelled words where students identify the correct and incorrect spelling to complete the sentence.

Download all (ZIP)Download the resource pack containing all activities.

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)