In this vignette, set within a whole-school context, teaching colleagues have a professional conversation about using data gathered from the analysis of student spelling to differentiate teaching and learning. They discuss how and why they will differentiate by using explicit teaching for a particular group of students.
One of the school’s curriculum leaders explains the value of completing an analysis of students’ spelling for differentiated teaching and learning.
In a year 3 classroom, the results from a focused analysis of student spelling lead to differentiated teaching and learning for a small group of students about the use of mnemonics to assist in spelling decisions.
The TeachingACEnglish project was developed by the Department of Education, Training and Employment, Queensland in collaboration with Education Services Australia.
This vignette was filmed at Kallangur State School, Queensland.
Spelling knowledges include graphophonic, morphemic, visual and etymological knowledge. Development of knowledge and evidence of understanding and skills about spelling knowledge is cumulative across the Australian Curriculum, from Foundation, where students learn about using onset and rime to spell words, to the secondary years where students use knowledge about word origins and nominalisation to spell words.
Based on Australian Curriculum, Assessment and Reporting Authority (ACARA) materials.
Understand how to use sound–letter relationships and knowledge of spelling rules, compound words, prefixes, suffixes, morphemes and less common letter combinations, for example ‘tion’ (ACELA1485)
Source: Australian Curriculum, Assessment and Reporting Authority (ACARA).
Icon of book © iStockphoto.com/dutchicon.
Please note: this resource does not address all focus areas of these standards.
This publication is funded by the Australian Government Department of Education, Employment and Workplace Relations.