In this vignette, the year 2 teacher uses whole class explicit teaching to demonstrate the use of phonological spelling knowledge to spell words. This is demonstrated within the context of developing a bank of vocabulary to use when writing a persuasive text.
The teacher explains the importance of using metalanguage to support and describe learning. She models concepts and processes clearly, using ‘think aloud’ and models.
The demonstration of explicit teaching about phonological spelling knowledge illustrates how the teacher deconstructs teaching to focus on the steps that lead to developing knowledge, understanding and skills. She demonstrates the process of connecting to prior knowledge about sound and letter matches.
The teacher also works individually with students to continually monitor understanding and progress while students practise, synthesise and consolidate learning.
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 White Rock State School, Queensland.
In the Australian Curriculum: English, the content descriptions about spelling knowledge, understanding and skills, from Foundation to year 10, appear in the Language strand in the sub-strand of Expressing and developing ideas. They progress from an early focus on sound–letter knowledge, spelling rules and knowledge of irregular spelling; to applying spelling knowledge, such as etymological knowledge, to spell unusual and technical words.
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 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.
Recognise most sound–letter matches including silent letters, vowel/consonant digraphs and many less common sound–letter combinations (ACELA1474)
Source: Australian Curriculum, Assessment and Reporting Authority (ACARA). Icon of book
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.