In this vignette, the year 8 teacher demonstrates how she uses one-to-one feedback to scaffold teaching and learning consistent with the student’s learning goal. The teacher identifies an authentic opportunity for the student to practise, synthesise and consolidate his learning about morphemic spelling and its application when spelling nominalised words.
The teacher uses the feedback moment to recall explicit teaching that had occurred about nominalisation and to scaffold an opportunity for the student to synthesise and consolidate his learning.
The teacher reinforces the progress the student is making towards his learning goal, which is to spell new words, including nominalisations, accurately and to use them appropriately in writing. They discuss the next steps in his learning, which will include evidence that he is applying his spelling knowledge in new situations.
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 Gordonvale State High 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.
Understand how to apply learned knowledge consistently in order to spell accurately and to learn new words including nominalisations (ACELA1549)
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.