Bound for Success Scope and Sequence Statements

SPELLINGAbout spellingWhile English spelling may appear quite irregular, studies have revealed it as a spelling system that is quiteregular and predictable when examined at deeper levels of language. We now have the benefit of a substantialamount of research, conducted over recent years, around the English spelling − or orthographic – system.English orthography has three layers of information about words:• sound• syllabic (patterns within and between syllables)• and meaningIt is important that words are examined according to the three layers and in a way that matches the student’s levelof development.Learning to spellOur development of spelling knowledge mirrors the nature of the spelling system. It begins with the simplestalphabetic level and over several years comes to include the syllabic and meaning levels.To develop as independent spellers and efficient readers, students need to learn how the orthographic systemworks so that they can readily spell words they have never seen before. To develop this knowledge, all studentsneed to explore and learn about the orthographic system in a structured way.Teaching spellingThe Spelling scope and sequence provides a list of key orthographic patterns to be explicitly taught in Years 1 to10. Within each year level, the concepts are presented in a teaching sequence that gradually increases incomplexity, building on students’ earlier knowledge. The left column shows concepts to be consolidated from theprevious year level. The right-hand column lists new material for focussed instruction. The orthographic patternsare colour coded to indicate the progressive stages of orthographic development.Stages of orthographic developmentLetter Name Alphabetic Stage of spellingWithin Word Pattern Stage of spellingSyllables and Affixes Pattern StageDerivational Relations Stage of spellingGreek and Latin Elements in spellingThis scope and sequence provides the required curriculum content—the ‘what’ of teaching spelling. Equallyimportant and running parallel is the ‘how’ and ‘when’.Students need to develop strategies for learning, recalling and self-monitoring spelling. For example, use strategiessuch as analogy and syllabification to spell words correctly. They need to be able to articulate the patterns ofEnglish spelling and be able to apply generalisations to spell words they have not encountered before.It is also critical to determine the stage in which each student is currently working − so as to teach words andpatterns that have been selected as developmentally appropriate for that student.For further information regarding these stages and the orthographic patterns, refer to:- Bear, D.R., Invernizzi, M., Templeton, S., & Johnston, F. (2000). Words their way: Word study for phonics,vocabulary and spelling instruction. Upper Saddle River, NJ: Merrill/Prentice-Hall.- CD ROM: Spelling Improving Student Outcomes (2000). The State of Queensland (Department of Education),Queensland Catholic Education Commission and the Association of Independent Schools of Queensland,Brisbane.Students for whom English is not the home languageStudents whose home language is not English may find some sight words difficult to learn as they are not alwaysconcrete words (sight words are mostly abstract). While ‘is’ may seem a simple word it is not evident in student’sHL and the‘s’ makes a ‘z’ sound. Therefore students should have lots of opportunities to learn how ‘is’ is used inEnglish spoken and written grammar structures before being expected to learn. Sightwords belonging to wordclasses: Prepositions (in, up, of, for), pronouns (she, him, he), auxiliary verbs (are, is, has, had, have), 5W+H(who, what, where, when, why, how) cause difficulties due to limited use in HL and therefore hold little meaning.This meaning needs to be gradually developed in grammar during speaking, reading and writing activities.Some guidance is included in the Spelling scope and sequence on other considerations when teaching spelling tostudents for whom English is not the home language.For more detailed strategies on this refer to:- the Bound for Success website (www.learningplace.com.au/ea/issu) and click on Bound for Success)- Making the Jump Chapter 6.4 for strategies to develop ‘sounds’. This is important for spelling. (RosalindBerry and Joyce Hudson - Catholic Education Commission of Western Australia)- First Steps Writing Map of Development under “Conventions”.Bound for Success Scope and Sequence Statements V2 Page 14 Working Document Semester One 2007